# Sir Thomas Boteler Church of England High School


## Posts

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We had a wonderful start to the week with our amazing Remembrance Service, led by School Chaplain Mike Wildsmith and attended by some of the schools’ former student ‘Old Boys’. Current students who are cadets wore their uniforms. The service included performances from the Worship Ambassadors, leading to a 2 minute silence at 11:00. The school poppy dress, made from over 900 individual poppies made by students across all year groups, again made an appearance being worn by Year 10 student Alex Jones. Alex also sang a solo, ‘Not About Angels.’ The front of the stage was decorated with poppies with words of thanks – every student in our school community had written one. As the Boteler Family, we experienced the profound power of remembrance. It is vital that our young people experience reflection within a service and understand the impact that war and conflicts have on society. As we shared stories and acknowledged sacrifices, we instil the importance of understanding the past. The level of respect shown in the service and around school really does demonstrate our Christian values of Hope, Compassion and Endurance. To be able to come together to remember and reflect is very powerful.

   

### Summer Service

The Worship ambassadors have used the final service of the year to highlight how being spiritual doesn’t mean having a belief in God or a religion, it is about being human; caring for yourself and the world around you. We have looked at scripture from Galatians (5:26):
‘Since we live by the Spirit, let us keep in step with the Spirit’
This scripture reminds us that the Holy Spirit is present within each of us and we should put our gifts to good use in the world around us. The Summer Service was a wonderful celebration including games using the ‘spirit’, readings and dancing.

### Easter Service

The theme of our Easter service this year was ‘I passed on to you as of first importance’. We celebrated our talents with over 20 students our message of good news and the hope of salvation. Our chaplain Mike inspired us to think about the most important message of Christ and how we can share that with others in our lives. The Ethos council gave examples of how their lives are changed by Jesus and students were involved with games and dancing.

### Holocaust Memorial Day 2024

The Worship Ambassadors led an assembly for Year 7 and 8 to provide opportunity for us to consider how we can learn from worldwide conflict and promote peace in our lives both at home and in school. The Ethos council have led a reflection opportunity at lunchtime for students to remember all lives that have been lost; both in the past and recently, as a result of genocide and conflict.

### Our Christian Vision

The Worship Ambassadors have been leading Collective Worship with Mrs Hoey and our chaplain Mike, on our school’s Christian Vision. They have been explaining how the vision represents the amazing potential of everyone in our school community to show the Christian values of Hope, Compassion and Endurance. We discussed examples of compassion, we had a strength test where students volunteered to compete against each other with some dumbbells and all students were encourage to contribute to their hopes for the future.

### Walking Day

We continue to focus on our Christian value of Friendship. Last week some of our ambassadors and the Ethos Council walked to represent Sir Thomas Boteler Church of England High School for Warrington Walking Day. It was a wonderful celebration and the students were an absolute credit to us. It was brilliant to see so many of our students in the crowd, supporting those walking from our school, primary schools and the Parish churches.

### Holocaust Memorial Day

On Tuesday 24th January, our Year 9 students had the excellent opportunity to listen to the story of a Holocaust survivor, Ziggy Landscaft, through a presentation delivered by his daughter Leah Burman.
The presentation walked students through his horrific journey of survival and pain using primary evidence, maps and voice recordings from Ziggy, now aged 97, to help understand the human impact of the Holocaust. This complimented their current studies of the Holocaust in their history lessons this term and served as a harrowing reminder of why Holocaust Memorial Day and the teaching of the systematic murder of over 6 million Jewish people is so important.
A brief synopsis of Ziggy’s journey can be found below.

### Remembrance Service

Our 2023 Remembrance Service was led by School Chaplain Mike Wildsmith and attended by some of the schools’ former student ‘Old Boys’, including former students who are currently in the cadets and serving in the forces. Students from St Elphins CE Primary School also attended. Current students who are cadets wore their uniforms.

The first part of the service took place in the schools’ Peace Garden, which is decorated by a poppy cascade donated by St Barnabas CE Primary School, clay poppies made by our students and Union Jack donated from Bridgefoot cenotaph. The service then continued in the school hall with performances from students, leading to a 2 minute silence at 11am. Year 11 student Hayley Ng played the Last Post on her trumpet. The Flute group played 'Air on a G String' and Edna Chan played 'Kiss the Rain' on the piano. The poppy dress which Head of Art Mrs Sam Joice created in 2017, made from over 900 individual poppies made by students across all year groups, again made an appearance being worn by Year 11 student Neve Boswell. Neve also sang a solo, ‘The Rose ‘. The front of the stage was decorated with poppies with words of thanks – every student in our school community had written one.

Headteacher Mrs Scott-Herron commented: “It was a very moving service. As the Boteler Family, today was about remembering those who are with us and those who aren’t with us anymore. It is vital that our young people experience reflection within a service and understand the impact that war and conflicts have on society. The level of respect shown in the service and around school really does demonstrate our Christian values of Hope, Compassion and Endurance. To be able to come together and to remember and reflect is very powerful.”

 

### Christingle 2024

Our Chaplain Mike Wildsmith came into school to lead a Christingle Service with a volunteer from his church, Gemma. The students visited the service during their lunch and they were excited to create a Christingle, many students commenting that they had not done so since they were much younger! The students were very respectful and it was a wonderful Advent activity.


A Christingle means ‘Christ Candle’ and it involves lighting a candle in an orange. The orange symbolises the world. The red ribbon shows God's love for the world and the blood of Jesus. The sweets/dried fruit represent God's creations. The four cocktail sticks can represent either the four seasons or the four corners of the world. We are very grateful to our Chaplain Mike for leading such an interesting lunchtime activity.

### Carol Service

Our Carol Service was held at St Elphin's Church on 19th December 2023. Over 125 students performed to a full audience. Mrs Scott-Herron performed a duet with Year 11 student Neve Boswell, and readings were given by staff and students. It was a magical evening and we hope everyone enjoyed it.

### Advent Services 2023

Last week saw the Worship Ambassadors deliver Advent Services to each year group. The theme of the service was “The people who walk in darkness have seen a great light!” Isaiah 9:2. Our readings were about light and we played games with the students to show how we rely on information and light. Our chaplain Mike, told the students about the light that arrived on Earth with the birth of Jesus Christ and how that light continues to shine in the hearts of people today through their faith and actions. Mike used flames to show the power and hope that the light of Jesus brings to our lives and the students were impressed! The service ended with a piece of dance performed by some Y9 students. It was a wonderful celebration to help us prepare for the busy and important season of Advent.

### Candy Cane Lane

The Ethos Council have been selling candy canes this week for students to send as gifts to say thank you to their friends and staff. We have sent out over 250 candy canes as a sign of our Christian value for this term, thankfulness. We have so much to be thankful for, even if sometimes life is difficult, the students have found ways throughout the term to show gratitude. The Ethos council and Worship Ambassadors wish you a blessed Christmastide.

### Harvest Festival

We celebrated the Harvest Service on Friday 20th October with Year 7 and it was a wonderful celebration. Reverend Rob welcomed us into Christ Church and we had 30 students leading worship with prayers, scripture, drama and song. We are very grateful to Reverend Rob, our chaplain Mike Wildsmith and Kim Wellens their support in preparing for this service. Our school community have worked hard to collect donations for the local food bank and we are very grateful for the support. Students were also invited to think about the things they are thankful for and wrote them on the paper apples.

### Inauguration Service

We welcomed our Year 7 students formally into the Boteler Family on Tuesday 19th September in our Inauguration Service at St. Elphin’s Parish Church.


It was fantastic to see the Church full with our parents, carers and families, and was truly amazing to be able to celebrate with them as their child embarks on their new high school journey.


We are very proud of our new Year 7 students. They have already been demonstrating our High Expectations, High Aspirations and High Standards on a daily basis.


The Student Leadership Body spoke about the life of the school and led the prayers. Mr Moorcroft (CEO TCAT) spoke about ‘New Beginnings’. The congregation enjoyed a performance from our wonderful student musicians, who really embody the spirit of our Boteler Family. Mrs Scott-Herron sang a Gaelic blessing and our Year 7 students left feeling they belonged to somewhere special. We hope everybody who attended enjoyed the evening.

### Test



### Musical Christmas cheer

It's been a busy few weeks of spreading musical Christmas cheer in our community.


We began by performing in Grappenhall Heyes Primary School to a packed hall of students and teachers on Monday 5th December. The Brass Trio, Flute Quartet and Botelertonix, along with two vocal soloists performed a range of music with a Christmas theme. The audience thoroughly enjoyed the performances and said how amazing and talented our students were. They went on to say that the performances had really got them into the festive mood.


On Monday 12th December we visited three local residential homes and performed our Christmas pieces to many of the residents. This was a very speicla day as it is the first time the students and older people have had the chance to celebrate Christmas together for a few years due to the pandemic. A wonderful day was had by everyone involved and some of the residents even joined in with our performances. Students took time to speak to some residents before and after the performances.


Upon returning to school, the students performed at the start of the Christmas Fayre and set a festive mood as students entered the hall to enjoy the many attractions.


Tuesday 13th December took us to St Elphins Parish Church for the annual Community Christmas Carol Evening. Over thirty of our students performed during the evening along with students from Brook Acre, St Elphins and Meadowside Primary Schools. This evening is a very special community event and it was wonderful to see everyone coming together again. We heard a fantastic range of Christmas pieces like Carol of the Bells by the Flute Quartet, Once in Royal David's City by the Brass Trio, Winter Wonderland, Somewhere Only We Know by the Botelertonix. It was on a Starry Night and He is Born by St Elphins Choir, Merry Meadowsiders, Sparkle and Shine and Frosty the Snowman by Brook Acre. Mrs Scott Heron and Neve Boswell from Year 10 performed a wonderful duet of O Holy Night duirng the evening too.


The final performance took place today, Thursday 15th December when we hosted the Community Christmas Party. Over thirty students performed to the party guests whilst they ate their dinner, served by our hospitality students.


Well done to all the students involved in all of the performances!

### TCAT can clean up your future

TCAT Parliament met yesterday at the TCAT Centre. Mr Andy Moorcroft, TCAT CEO welcomed the students and talked to them about how student voice is crucial to our school. Students then received a workshop from Cllr Hans Mundry and Marcus Devaney from the environmental agency. TCAT Parliament will be working towards raising our community's awareness of climate change, as well as gathering student voice on issues in our schools. We look forward to our next meeting.
 

### Remembrance 2022

Today we held our annual Remembrance Service. The service was led by School Chaplain Mike Wildsmith and attended by some of the schools’ former student ‘Old Boys’, including former students who are currently in the cadets and serving in the forces. Current students who are cadets wore their uniforms, and the service was also attended by the Cheshire Fire Service, who brought along a fire engine and a boat.


The first part of the service took place in the schools’ Peace Garden, which is decorated by a poppy cascade donated by St Barnabas CE Primary School, clay poppies made by our students and Union Jack flag donated from Bridgefoot cenotaph. The service then continued in the school hall with amazing performances from students. The poppy dress which Head of Art Mrs Sam Joice created in 2017, made from over 900 individual poppies made by students across all year groups, again made an appearance being worn by Year 11 student Amelia Davies. Amelia also sang a solo, ‘In Flanders Fields’. Year 10 student Hayley Ng played the Last Post, leading into our school falling silent for 2 minutes at 11am.
 


Headteacher Mrs Scott-Herron commented: “It was a very moving Service. As the Boteler Family, today was about remembering those who are with us and those who aren’t with us anymore. It is vital that our young people experience reflection within a service and understand the impact that war and conflicts have on society. The level of respect shown in the service and around school really does demonstrate our Christian values of Hope, Compassion and Endurance. To be able to come together and to remember and reflect t is very powerful.”
 


Bob Timmis, Secretary of the Boteler Old Boys, said “I thought the service was absolutely stunning. It was great to see the young people so involved. Bearing in mind that I was here when it was a grammar school; pupils did not have as much involvement in these things as they do now. And that is one empowering thing to see happening.”
 


Boteler Trustee Hans Mundry commented: “The service really demonstrates that we should always remember the people who have sacrificed their lives and their time to make sure that we have a better future.”

### Awards Evening

Last Thursday we had the pleasure in hosting our Annual Awards Evening here at school, celebrating student successes from last academic year. It was a wonderful evening that was well attended, where students were recognised for their outstanding performance in a range of categories. We welcomed James Gresty, the Principal at Priestley College, who shared a few words and joined us in congratulating the winners. We are very proud of all of our students, and we are already looking forward to our next Awards Evening.
 

### GCSEs 2022

We are exceptionally proud of all our Year 11 students at Sir Thomas Boteler Church of England High School. Our students have achieved both personal and academic goals despite all the challenges of the past two years. They have emerged with success and with the knowledge and understanding that they have the toolkit to achieve whatever their aspirations are for the future.

Our students have performed incredibly well in their examinations and should be so proud of their results. Everything that we have put into place over the past few years in terms of improvements in teaching and learning is evident in what the young people are now achieving. The dedication and commitment shown by our Year 11 throughout this year has been truly inspirational and they really deserve this success.
Some of our top performers were; Eliza Fox, Isaac Titchard, Everlynne Kelly, Bethany Carr and Pablo Mebus who all received a suite of 7-9 grades. There were many more amazing performances as success looks different for every individual child and we will be ensuring that everyone is praised for their efforts and achievements.
Our young people are an absolute credit to our Boteler Family and they know that they will continue to be supported by us. We know and understand that the past two years have not been easy but we must not lose sight of what they have achieved both academically and personally as young adults. Their hard work and results are testimony to their dedication and commitment and they never gave up. They always worked with us and knew that we believed in them. These amazing young people have been with us for five years and have overcome many barriers and challenges along the way to achieve these superb results and this is something they should be very proud of.
Our High Expectations High Aspirations and High Standards are stronger than ever and something which we have all drawn on to ensure we had clarity over our vision and values, and making sure that our young people came first no matter what. Our faith and belief in our young people and school community is stronger than ever and ‘Through God, We Care’ about all our students. We never under estimate our role as educators as we are instrumental in the life chances of our young people we serve.
The Class of 2022 will now be able to progress on to the next chapter, knowing that though their hard work they have succeeded and we are very proud of each and every one of them.
Beverley Scott-Herron
Headteacher

### Henley Rowing Regatta



### Oliver signs for Wolves Scholarship

Huge congratulations to Oliver Bishop who has signed for the Warrington Wolves Scholarship programme. This is an incredible achievement and we are very proud! Elite sport is about dedication, resilience and relentless hard work. There are certain physical and psychological characteristics that top performers have in common; Oliver has these in abundance. All the very best Oliver - we are right behind you!

 

### National School Sports Week

National School Sports week! Lunchtime House challenges focusing on teamwork including the time trial tyre flip and 3 legged race! Our Year 8 Rugby team were in action at the National 9s Finals. Our Sports Leaders ran an Orienteering competition for Primary aged students in an event that celebrated the arrival of the Commonwealth Games. Mr Johnson's BTEC Sport class organised and led a Year 5 Football Festival. All in all a great celebration of Sport with so many of our students involved.
 

### School Games Gold Award

We are delighted to announce that we, Sir Thomas Boteler Church of England High School, have achieved the School Games Gold Mark Award for the 2021/22 academic year.


The School Games Mark is a Government-led award scheme launched in 2012, facilitated by the Youth Sport Trust to reward and recognise school’s engagement (provision and uptake) in the School Games against a national benchmark and to celebrate keeping young people active, and we are delighted to have been recognised for our success.


We are extremely proud of our students for their dedication to all aspects of physical activity and school sport, including those young volunteers, leaders and officials who made our events possible. We are committed to using the School Games to try and engage those young people who haven’t previously been active or represented our school and to try and ensure that all our students have a positive experience and want to try out new activities beyond school too in our community. We believe in the power of physical activity and school sport as a school and give opportunities to those young people that need it most either as a participant, leader, official or volunteer.


As part of our application, we were asked to fulfil criteria in the areas linked to the five School Games outcomes and we are pleased that the hard work of everyone at our school has been rewarded this year.


Well done Team PE!

### Work Experience Lymm students

Lymm High School students Alexander, Hamish and Charlie are with us on work experience. They are supporting in lessons, coaching, watching teaching and learning, looking at curriculum development, understanding cognitive science etc. They are a real credit to Lymm 6th Form. Everyone has fed back how polite, well mannered and prepared they are. Well done, and thank you boys!

### Two awards in one evening

The Warrington Guardian Education Awards took place on 17th March 2022, and what an exceptional night. Mrs Scott-Herron was awarded Headteacher of the Year, and DT Teacher Ms Perkins was awarded New Teacher of the Year. Year 8 student William Kenwright was highly commended in the Student of the Year category, and we as an entire school community are so proud to have been highly commended in the School of the Year category. 


 


Upon winning New Teacher of the Year, Ms Perkins commented: “It was a huge surprise to be nominated and I am absolutely thrilled to have won this award. It is such a pleasure and an honour to work with the incredible young people at Sir Thomas Boteler Church of England High School. I’d like to thank Mrs Scott-Herron for giving me the opportunity to work there, the wonderful DT department – of course the Head of Department Mr Robinson who is my mentor and supports me all the way. I’d also like to thank Mrs Mawby who is the professional mentor for ITT and ECTs. It’s a wonderful place to work and I really enjoy it. With it being a small school, we are like a nice big family: we are known as the Boteler family. We make sure our young people are well looked after. I am excited for September with offering the new course as well. Offering Graphic Design gives another dimension to the DT department, with lots of career and post-16 education opportunities for our students. 


 


Upon winning Headteacher of the Year, Mrs Scott-Herron commented: “I’m extremely humbled. It really does mean an awful lot, especially being a local award from within the community I serve. The school is my life. It is a real privilege to do the job that I do for the young people of Warrington. I have amazing students who, no matter what, will always come first. I am so grateful for the award, but it is for everyone. It is a privilege to lead such a dedicated team of staff and I am so proud of their utter loyalty and their trust in me. I am proud of their reliance: we never give up, we find a solution to every problem and there are never any barriers. I can’t do what I do without the support of everyone – the staff and the young people. It really is a team effort. We work really hard every day, we do it because we love it, because it is a privilege to do it and we want to make a difference. We do it together and we do it because we care.” 


 


Well done everyone. Through our steadfast dedication, we continue to flourish and, as always, provide the upmost care and opportunities for our brilliant young people.

 

### Swap Shop Grand Opening

Today was the Grand Opening of Sir Thomas Boteler Church of England High School’s Swap Shop, based in the school’s Art Department. The Swap Shop is a project created by Head of Art Sam Joice, in a bid to teach students the importance of reducing, reusing and recycling, and to give them an avenue to steer them away from fast fashion. Students can swap their nearly-new clothes for tokens, which they can then use to get different clothes through Swap Shop. Students were asked: ‘Have you got clothes in your wardrobe that you don't wear? Worn twice? Not your thing anymore, but still in good nick? By using Swap Shop, those clothes can to go to a new, loving home, and in return your wardrobe can be full of pieces you love to wear. No cash involved’.
The Swap Shop Grand Opening was a great success and the space was packed out with students, parents and staff, with many students perusing the rails and swapping items they'd brought along for something new for themselves. There are several student volunteers, who proudly wore their ‘Swap Assistant’ badges.
Mrs Joice commented: “I am humbled by the generosity of those who have donated, and how many visitors we had today embracing the project. Not only does this project mean our students can be part of something eco friendly and sustainable, it gives our current and future Swap Shop volunteers the opportunity to gain experience in the operation of a small business.”
Here's a link to the short promo video to explain a little more about the Swap Shop venture: Swap Shop - YouTube
You can view our Instagram account here:  www.instagram.com/botelerswapshop
 

### Our 2021 Christmas Video

It’s that time again! To our students: here is our gift to you – your 2021 staff Christmas video. It comes with the simple message: we are there for you. It may be a short, 5 worded message, but it’s meaning is unwavering and absolute. Through any and all good or bad times, we’ll be with you along every step of the way. Do not forget this. Stay safe this Christmas and have a wonderful break with your families. Season’s greetings to one and all!
 
Please note that all footage in this video was filmed before the new December 2021 guidelines, and that staff are vaccinated and test regularly.
 
 

### Our Hero Isaac

We are exceptionally proud of our Year 7 student Isaac King. 


 


Isaac has received the Chief Scout's Unsung Hero award from Chief Scout Bear Grylls, at the Bear Grylls Adventure Centre in Birmingham. Isaac received the award for fundraising for the RNLI, something he has been doing since the age of 8. He has drawn pictures of lifeboats to sell to his primary school teachers, family and friends, climbed Snowden, baked cakes, hosted fish suppers and completed a 133 mile walk (distance between Morecambe and Whitby Lifeboat Stations) amongst other things. His total amount raised so far is over £30,000. 


 


Headteacher Mrs Scott-Herron commented: “We are so incredibly proud of Isaac. To achieve the Unsung Hero award speaks volumes of who Isaac is and how he does things on a daily basis. It is amazing he has taken a cause like the RNLI, something he feels passionately about, to raise funds for and to help make a difference. The Boteler family values run through everything he does and he is definitely our hero too.“ Mrs Scott-Herron awarded Isaac the Headteacher’s Award on the last day of term. 


 


Isaac’s fundraiser page can be found at rnli.enthuse.com/pf/sharon-isaac-king.

 

 

### Chess tournament

Last week, some students from Sir Thomas Boteler Church of England High School travelled to Bolton to take part in the English Chess Federation Schools u19 tournament at Bolton School. 


 


There were some very experienced and older students taking part in the event, including a couple of England juniors and country players. 


 


After several tough matches, Boteler had won 4 – 2 and the team were smiling, glad to be leaving on a positive note.


 


Computer Studies Teacher Mr Jonathan Miller, who runs the school’s Chess Club, commented: “The students had a great time, enjoyed both the chess and the cultural experience at Bolton School and playing against other students. Some valuable lessons were learnt about taking your time and thinking, avoiding mates in 6 moves, watching for discovered attacks and even on the psychology behind chess and the use of chess clocks.”


 


Students have the chance to qualify for the next round, via an online repercharge within the next couple of weeks, which will played in school. The team also have an opportunity to enter the schools nation chess puzzle solving competition before Christmas, so the students will be working towards this as well. 

 

### US Scholarship for Iffy

We are so proud of our Class of 2020 student Iffy Marinos, who has been awarded a scholarship to the University in Tulsa, Oklahoma, to be part of their women’s rowing team. 


 


Iffy began rowing with Project Oarsome, part of Warrington Youth Rowing at the Warrington Rowing Club, when she was in Year 9 at Sir Thomas Boteler Church of England High School. Iffy’s talents were noticed quickly and she went on to win a scholarship at Eton College to train in the summer holidays, and she also took part in the Junior GB trials in February this year. 


 


Upon Iffy receiving the scholarship, Headteacher Mrs Scott-Herron invited Iffy to school to congratulate her in person. Iffy commented: “I am so excited to have this opportunity. The hard work and training has paid off and I love it. I am so grateful to everyone who has supported me on this journey. I have high aspirations and I know I can get there if I continue to work hard. I am hard on myself but that is because I want to be the best I can be”


 


Mrs Scott–Herron said: ”To think that Iffy started rowing through a project at school and to see what she is now achieving is just phenomenal. She is a superb role model for others who are on the project, and demonstrates just what can be achieved through hard work. It is hard to put into words just how proud we are of her.”


 


Iffy will leave for Tulsa in August 2023. Congratulations Iffy. We couldn’t be prouder. 

 

### Proud to be a GOOD school

The Sir Thomas Boteler Church of England High School community are celebrating following their recent Ofsted Inspection, having being graded a ‘Good’ school.
This was the first routine inspection of the school since 2014, and this is the first time in the history of the school that it has been judged as ‘Good’.  Inspectors met with the Headteacher, the senior leadership team, middle leaders and a range of teaching and support staff, as well as the students. An inspector spoke with the chief executive officer of the multi-academy trust, the local governing a representative of the local authority and The Director of Education for  Diocese of Chester.
The report states: “Pupils are immensely proud of their school. They value the sense of belonging that they feel in this tight-knit community. Many pupils told inspectors that they feel part of the ‘Boteler’ family. The school community celebrates diversity. Pupils said that the school is a safe space where they can grow, free to be themselves. They are happy.”
“The school has been on an incredible journey since it was placed in Special Measures in 2014,” said Headteacher Mrs Scott-Herron. “I remember standing in front of the parents and carers (as I had only just been appointed) and promised them that we would get the school to ‘Good’. That moment has never left me. Our young people have always been our priority and remain so. Our moral purpose and vision and values have remained steadfast. We do what we do because it is the right thing to do to improve life chances, and we will continue to go above and beyond. The love, care and compassion has not changed, and never will.
“I am extremely proud of all my staff and we have been able to achieve this wonderful report because we work consistently as a team. Everyone in the organisation is as important as each other and we have all had a role to play. We love our jobs and we love being at Sir Thomas Boteler Church of England High School. It is a pleasure to educate the young people of tomorrow and to play a small part in their success.
“We are really excited about the future of the school. I really do have the best job in the world.”
 
You can read the full report by clicking here. 
 

### Careers Fair 2021

Thank you to the 27 exhibitors who attended our Careers Fair today. One of the exhibitors told us that our students asked 'unbelievable and mature questions', and that the students were really well prepared. Another exhibitor commented 'the students are an absolute credit to you'. One of our students said of the Careers Fair: 'this is amazing and has really helped me'. Another student said 'it is great to be able to have face to face conversations about our future with people from the areas we are interested in'. A very successful and thought-provoking day for our Year 8, 9, 10 and 11 students. Well done to everybody involved.
 




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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### Remembrance Service

Today we held our Remembrance Service. The service was led by School Chaplain Mike Wildsmith and attended by some of our former student ‘Old Boys’, including former students who are currently serving in the forces and cadets. Some family members of students and staff who served in the forces also attended. Current students who are cadets wore their uniforms with pride.
 


The first part of the service took place in the schools’ Peace Garden, which has been decorated by the poppy cascade kindly donated by St Barnabas CE Primary School, and flag from Bridgefoot cenotaph. The service then continued in the school hall with moving and powerful performances from students, leading to a 2 minute silence at 11am. Teacher of MFL, Mrs Sarah Woolley, played the Last Post on her trumpet. The poppy dress which Head of Art Mrs Sam Joice created in 2017, made from over 900 individual poppies made by students across all year groups, again made an appearance being worn by Year 11 student Ella-Louise Tarry.
 


Lieutenant Commander Adam Hughes, who left Boteler in 2003, is now a Marine Engineering Officer in the Navy. He said of the service: “It was great to come back and be in front of the students again. The service was very thought provoking. I thought the singers were very good. It’s great to remember the roll of honour; those people who died who were part of Boteler as well during the wars.”
 


Martin Joice, husband of Head of Art Mrs Joice and father of Year 11 student Nic Joice, was a Royal Signals Engineer in the Army. He commented: “As an ex-serviceman with a child at the school I thoroughly enjoyed the Remembrance Service. It’s really important to reflect on conflicts past and present and remember those who made the ultimate sacrifice for our freedom. Thanks to all the staff and especially the pupils who were all extremely respectful and sensitive.”
 


Daniel McGee, Royal Signals veteran and husband of Teacher of English Mrs McGee, said: “A very poignant service. It was fantastic to see how the students were involved and eager to listen and share in stories with the veterans afterward. It was a pleasure to attend and participate in remembering our fallen comrades.”
 


Headteacher Mrs Scott-Herron commented: “It was a very moving Service. As the Boteler Family, today was about remembering those who are with us and those who aren’t with us anymore. It is vital that our young people experience reflection within a service and understand the impact that war and conflicts have on society. The level of respect shown in the service and around school really does demonstrate our Christian values of Hope, Compassion and Endurance. To be able to come together and to remember and reflect is very powerful.”
 


The School Chaplain, Mike Wildmith said: “I thought it was brilliant how the children were involved; the singing, the readings. It is a really poignant time, it is an important time that we think and reflect about what’s been secured for us, not only for our nation but for us as individuals. I think that’s key, and something we must continue to remember. Even though history has moved on to some extent, it is important that we keep remembering.”

### Our Hero George

We could not be prouder of our Year 10 student George Ralphs, who has been awarded a British Citizen Award for his voluntary community work. When lockdown first began in March 2020, George took it upon himself to post his telephone number with a little message through the letterboxes of local bungalows, which house vulnerable people. George’s notes asked the residents that if they needed anything, to ring him. Many did, and George shopped every week for 14 neighbours. Not only this; he walked neighbours’ dogs and mowed their lawns. George was nominated for a British Citizen Award, and most deservedly, was awarded with one. 


 


Headteacher Mrs Scott-Herron met personally with George to congratulate him on this fantastic achievement. She said “this is a tremendous achievement and we are incredibly proud you and the difference you have made to people’s lives. You are selfless in your approach and embody our school values of Hope, Compassion and Endurance in everything you have done.“


 


George said “It makes me really happy to give back to people. People go through difficult times and it is not hard to do something for someone that helps. I loved speaking to the elderly people, shopping for them and walking their dogs.”


 


George is a member of the Cheshire Army Cadet Force, who said "George’s actions have enabled his vulnerable neighbours to continue in a near normal life through Covid-19 whilst maintaining government guidance and rules. He has become a role model and example to others." 

 

### Changes for Climate

Councillor David Ellis was extremely impressed with our new school lights. The new school lighting system was installed during Summer 2021. TCAT successfully bid for a Salix loan that allowed 4 TCAT academies to convert all their lighting to LED, which consume around 75% less energy than standard bulbs. 


 


As the chair of Climate Change Emergency Commission, Cllr Ellis thought it was a move in the right direction. TCAT Parliament and our various school councils continue to work hard to support climate change. The Eco council will soon be launching a 'lights out when you leave a room' initiative at school.

 

### Open Evening 2021

We held our Open Evening on the 22nd September 2021; and, what a night. We had record numbers through the doors of our school, and every department was booming. Our School Hall (including the balcony) were ready to burst at 6pm when Mrs Scott-Herron gave her welcome to attending students, parents and carers. For the first time, it became standing-room-only! 
We absolutely loved meeting everyone who visited us. The corridors and classrooms were full of smiles, and the buzz was felt across the entire school.
Thank you to everyone who attended. We hope to see you, in your brand new Boteler uniforms, having your name called for your first register in September 2022. 




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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https://www.boteler.org.uk/wp-content/uploads/2021/09/VID_300540319_205038_5902.mp4

 

 

### Inauguration Evening

Sir Thomas Boteler Church of England High School held their annual Inauguration Evening at St Elphin’s Church for their new Year 7 students last week. During the Service each new Year 7 student gets formally handed over to ‘The Boteler Family’ by their Primary teachers. The Church was full to capacity. Headteacher Mrs Scott-Herron said “it was amazing to be able to celebrate with parents and carers as their child embarks on their new high school journey.”
Assistant Headteacher Mrs Anna Mawby said “It was wonderful to listen to such powerful words about each student from their Year 6 teacher and Headteacher. The students were a credit to their families and to their primary schools.  We are looking forward to seeing their progression and successes over the next 5 years.”
School Chaplain Mike Wildsmith commented “What a privilege to attend my first Inauguration Evening - it was amazing! So humbling and inspiring. Impressive musical performances, students speaking eloquently, and most of all, the wonderful pen pictures of the new Year 7 students.”
 

### GCSE results 2021

We are exceptionally proud of all our Year 11 students at Sir Thomas Boteler Church of England High School. Our students have achieved some incredible results and despite all the challenges of the past two years, they have emerged with resilience, dignity and with the knowledge and understanding that they have the tool kit to face any obstacle that comes their way.
Our students have performed incredibly well and should be so proud of what they have achieved. Our results have improved and that is what we would have expected as we are an improving school, which is going from strength to strength. Everything that we have put into place over the past few years in terms of improvements in teaching and learning is evident in what the young people are now achieving. The dedication and commitment shown by our Year 11 throughout this year has been truly inspirational and they really deserve this success.
Some of our top performers in terms of Attainment were; Sasha Kempster who achieved 10 Grade 9’s; Jonah Holland, Scott Currall, Sophie Mawer, Zachary White, Bailey McDermott, Dylan Roberts, and Kayleigh James who all received a suite of 7-9 grades. There were many more amazing performances as success looks different for every individual child and we will be ensuring that everyone is praised for their efforts and achievements.
Our young people are an absolute credit to our Boteler Family and they know that they will continue to be supported by us. We know and understand that the past two years have not been ‘normal’ but we must not lose sight of what they have achieved both academically and personally as young adults. Their hard work and results are testimony to their dedication and commitment and they never gave up. These amazing young people have been with us for five years and have overcome many barriers and challenges along the way to achieve these amazing results and this is something they should be very proud of.
Our High Expectations High Aspirations and High Standards are stronger than ever and something which we have all drawn on to ensure we had clarity over our vision and values, and making sure that our young people came first no matter what. Our Faith and belief in our young people and school community is stronger than ever and ‘Through God, We Care’ about all our students. We never under estimate our role and take it very seriously, as we are instrumental in the life chances of our young people.
The Class of 2021 will now be able to progress on to the next chapter knowing that though their hard work they have succeeded and we are very proud of each and every one of them.
 

### Headteacher of the Year Certificate of Excellence

Mrs Beverley Scott-Herron, Headteacher of Sir Thomas Boteler Church of England High School, has received national recognition with a  Certificate of Excellence for The 2021 Award for Headteacher of the Year in a Secondary School, from the Pearson’s National Teaching Awards.
Michael Morpurgo, President of the Pearson National Teaching Awards wrote in his letter to Mrs Scott-Herron: “The work you do, day-in, day-out – is life-enhancing, life-changing. I am writing to congratulate you and to thank you. You open doors, shine a light. You spend your working life passing on to children all that you know and love. Your devotion to them, to colleagues, to the school you work in has been extraordinary. So, bravo you, bravo!”
Mrs Scott-Herron commented: “This is completely unexpected. I do the job because I absolutely love it.  We've just been through one of the most difficult periods ever in education and for people to take time to nominate me in such difficult circumstances is extremely humbling. I believe in my young people, the staff and whole school community. We've come so far as a school: and it's a team effort. I see this recognition as being for all of us here; for how we change lives for our young people on a daily basis.”

### Hosting a prestigious event

On the 27th May 2021, Sir Thomas Boteler Church of England High School hosted a prestigious event for the Chester Diocese. At 10am, Downing Street officially announced the new bishops of Birkenhead and Stockport. The Venerable Julie Conalty, currently Archdeacon of Tonbridge, will be the next Bishop of Birkenhead, and the Revd Canon Sam Corley, currently Rector of Leeds Minster, will be the next Bishop of Stockport. 
Leading up the announcement, the school’s ‘Samboteler’ Samba band played outside to welcome their guests, whose visit to the Boteler was the first point of call on a busy schedule of meeting people across the diocese. Students were able to ask the new bishops questions about their journey to becoming a bishop, and what they were each looking forward to most in their new roles. The role of bishop was featured as the schools’ ‘Career of the Week’. 
Bishop-designate Julie says of her appointment: “Being nominated to be the next Bishop of Birkenhead is a huge privilege. I am both honoured and daunted to have been appointed. I have a strong sense of calling to this role and to serve the people of Chester Diocese but that doesn’t stop me feeling unworthy and slightly terrified.
“I am assured that I will receive a warm welcome and I really look forward to getting to know my new colleagues and community. Please pray for me as I prepare, just as I will pray for you.”
Bishop-designate Sam Corley says of his appointment: “It is humbling and so very exciting to have been nominated as the next Bishop of Stockport.
“Any act of discernment is as demanding as it is energising, but I have had a strong sense of God’s leading throughout the appointment process and I am eager to begin getting to know people across the diocese and to learning about the different communities we serve. And what a gift to be able to join a new episcopal team at such a key time in the life of the diocese. I am so excited about working together with Bishop Mark and Julie as we strive to enable the discipleship and ministry of the whole people of God to flourish and as we support churches, schools and chaplaincies across the diocese in proclaiming the Good News of Jesus Christ.
“I know I have much to learn. But I come ready to listen and look forward so much to meeting you all and to all that is to come.”

### Sale Sharks at Boteler!

A double helping of England rugby royalty was on show recently as two of the sport’s most decorated stars helped launch a new Sharks Community Trust programme designed to encourage girls to get into rugby -  right here in Warrington, at Sir Thomas Boteler Church of England High School.
Sharks and England legend Jason Robinson marked his return to the club as a non-exec director by joining England and Sale women’s star – and fellow World Cup winner – Katy Daley-McLean at the launch of the Girls Tackle Rugby programme. The programme will run across ten rugby clubs and 40 schools across the north west and coaches are aiming to work with around 3,000 girls from age 11 upwards.
Some of Boteler’s Year 7 girls were treated to a masterclass from two of the sport’s finest. Jason, who appeared more than 50 times for his country and scored a vital try in England’s 2003 World Cup win, passed on his knowledge and showed off his famous quick feet to the girls. While Katy, who is England’s third most capped women’s player with 116 international appearances, demonstrated exactly why this programme matters as she told the girls about her rise to the top.
Katy, who is currently a player-coach at Sharks’ women’s team, said:
“This kind of programme is absolutely essential if we’re going to grow the women’s game, both in terms of getting girls interested in the sport, but also providing a pathway to the top level of the game. I would never have been able to achieve what I have done without role models and without someone pushing me to get involved. If you can see it, you can be it. As a club we’re committed to showing that rugby is truly a sport for everyone. We have so many role models across the men’s and women’s teams and we’re passionate about telling people that rugby really is a sport for everyone. It was amazing to see how the much the girls loved playing rugby. There was some real talent on show too.”
Jason said:
“Girls Tackle Rugby is just one example of the fantastic work this club does in the community through the Sharks Community Trust. I know what this game has done for me and I know the impact rugby can have on lives. I’ve gained a lot of experience in the 14 years since I finished playing and now I’m really excited to be back at a club where I can use that to make a difference. I can’t wait to get out there to show people that this club, and this game, truly is for everyone.”

### Mr Willcock's Medal Donation

Back in October 2020, Sir Thomas Boteler Church of England High School’s Attendance Officer Mr Darren Willcock ran the London Marathon’s virtual 40th race – completing the last 6 miles on the school’s field with staff and student runners. On the day, Mr Willcock said “I haven’t done this: we’ve done this. And that’s what we do best at Boteler – we do things together.”

As such, Mr Willcock has donated his marathon medal to the school. It has been framed, along with his running number, photos of the runners and the names of every staff and student from the school who ran with Mr Willcock that day. 

Upon donating the medal, Mr Willcock said: “When I reflect on that day it fills me with great pride how our school community came together to support one another. Our commitment, dedication and resilience helped us all to the finish line. To be part of the London Marathon 40th race was a once in a lifetime opportunity, and to run with the students and staff was the best possible outcome for me. Not only did we complete the 26.2 miles, but we are also Guinness World Record Holders too. This was for being part of the most runners to run a virtual race. More than 37,000 people, from all corners of the world, completed the race that day. Well done Team Boteler. I am so proud of you all.”

Headteacher Mrs Beverley Scott-Herron added: “Everything that Mr Willcock does is for the school, is for the young people, is for charities, is for the community where it'll make a difference. He is so selfless. He is an amazing ambassador for our school - in terms of being a role model for how human beings should be. His passion and dedication radiate across the whole community. If we had a Boteler mascot, for what the school means and stands for: he would be our mascot. He is our champion. He promotes everything that we believe in.”

### A Day in Lockdown Life at Boteler

Sir Thomas Boteler Church of England High School has produced a video with the message “From book drop offs to online classroom learning – we are open, but not as you'd usually know it. Take a look at our ‘Day in Lockdown Life at Boteler’ video, and catch a glimpse of current in-school life.”
The average day starts with Headteacher Mrs Scott-Herron welcoming the students who are children of critical worker parents and carers through the door, asking each one how they’re doing and offering them a hot bagel straight from the school kitchen. The Boteler Bus still does its rounds collecting students to bring to school, then out again to do drop off books, laptops and care packages for those families in need. In school, there is a buzz (albeit a quieter buzz than usual) of students working within their bubbles, undertaking their online lessons for the school day. Teachers are on a rota to supervise these bubbles, and some teachers also choose to be in their classrooms to teach their live lessons to those students at home.
The school urges those families who would like extra support to contact them: info@boteler.org.uk. 
 
 https://youtu.be/WKpOLq77L4I

### Our 2020 Christmas Video

Every year, Sir Thomas Boteler Church of High School produces a Christmas video as a surprise for their students on the last day of term. Ordinarily, festive activities would include ‘Boteler’s Got Talent’ – a talent show for all year groups in the school hall. This is where the video would usually be played, but of course, not this year as students remain in their bubbles. The video was watched in form rooms on the last day of term. The video begins with the message ‘never mind the presents; this year is all about the people’. The video can be seen here: https://youtu.be/rthFosvdsPw

### Community Spirit

The Sir Thomas Boteler Senior Citizens Christmas Party is taking on a different guise this year with all the current restrictions in place. Instead of inviting the senior citizens into school, Sir Thomas Boteler Church of England High School is going on a Community Tour.
The  Hospitality students have made hampers full of goodies for the senior citizens and will be dropping these off at the care homes. They will also be singing  outside to the residents in a COVID secure way, to bring them some additional Christmas cheer.  The BTEC Music students have created a virtual singalong  of themselves signing some Christmas favourites, so that everyone will be able to join in.  
Headteacher Mrs Scott-Herron said: “Christmas won’t be quite the same this year; that is why it is even more crucial that we look after our community in any way we can. The students have also been gathering  toys and goodies to ensure those most vulnerable families also have a Happy Christmas. The joy of giving to others is what Christmas is all about and the staff and students at Sir Thomas Boteler Church of England High School really want to make a difference.”

### Keen to serve our community

Sir Thomas Boteler Church Of England High School are proud  to be the first high school in Warrington that is part of a new life-saving initiative to further improve the fight against knife crime.
It was national knife crime week last week and the school had a wide range of programmes in place to educate all the young people on the dangers of knife crime. PCSO Tony Spruce come in and work with some of the Year 10 students as a part of this project.
The school is now part of a Cheshire-wide initiative  which enables members of the public to prevent knife crime victims from bleeding to death.  This is through the use of a Bleeding Control Kit. The Bleeding Control Kits will be rolled out to community venues across the county. The life-saving kits are easy to use but training will be provided to those willing to take responsibility of dealing with a knife wound until paramedics arrive.
Ambulance service call handlers and a KnifeSavers app will be able to direct people to their nearest Bleeding Control Kit within the community. Cheshire Constabulary has joined forces with not-for-profit organisation KnifeSavers as part of its multi-faceted approach to tackling knife crime. Chief Inspector Sarah Heath, the knife crime lead for Cheshire Constabulary, said: “We have a structured prepare, protect, pursue and prevent approach to tackling knife crime that involves various partner agencies and the community as a whole – and it is working.
“We have one of the lowest rates of knife crime in England and Cheshire is one of the few counties in England and Wales that has seen a reduction in the number of knife related offences committed in recent times.
“At Cheshire Constabulary we work alongside local authorities, education providers, health authorities, third sector organisations, youth representatives and community groups to educate young people of the dangers and futility of carrying weapons, steer them away from criminality and offer them attractive alternative ways to spend their time. A person can bleed to death in just five minutes if they are stabbed in the wrong place. It is essential to stem the loss of blood as soon as possible. Bleeding Control Kits enable members of the public to do this, with all types of wounds, before paramedics arrive. That can be the difference between life and death. As such, as part of our fight against knife crime, we are funding the rolling out of the kits to community venues across Cheshire, as well as training to give people the confidence to use them.”
Keen to serve its community, Sir Thomas Boteler Church of England High School is the first school in Warrington to receive  one of these bleeding control kits. People know where the school is and if there was an incident in the local community there would be clear accessibility to the lifesaving kit. Headteacher Beverley Scott –Herron said “it is crucial that we educate young people about knife crime and that is why we work so closely with the police and other relevant  agencies. This however is about us being able to save a life if needed within our local community, and by having the correct equipment and training  to do so.”
 
Photo: Headteacher Beverley Scott-Herron (centre) with PC Ian Hampson (left) and PCSO Tony Spruce (right)

### Remembrance 2020

Today marks the 102nd anniversary of Armistice day. Although we cannot hold our Remembrance Service as usual, we are not prevented from remembering, being thankful and sharing the stories of the past. Our Remembrance Service 2020 is a virtual service in the form of this video. Our students give readings, we have a message from our Chaplain, and a musical performance; as we would have done if the service held place in school, like other years.

 
Here is our Teacher of MFL Mrs S Woolley performing The Last Post. This video includes our Roll of Honour, plus a 2 minute silent time. All of our students will stand at their desks, with this video playing, while they observe a 2 minute silence, remembering all the men and women who have served for us.

 

### Awards Evening 2020

It is with great regret that we cannot hold the Awards Evening this year. However, we could not let the night pass without sending a message to our wonderful students and recognising the amazing achievements of the last academic year. Please see below to view our Awards Evening messages and join us in thanking the students and families for all of their efforts in the most challenging of circumstances. Although we had hoped to meet our special guest in person, we are delighted to inform you there is a special message from a Red Arrows Pilot, Mr Nick Critchell. Thank you to all of the parents and carers for your ongoing support.

 

 

### The Darathon

Our school's team spirit soared high today. After the London Marathon was cancelled in April, our Attendance Officer Mr Darren Willcock trained for an extra six months to bring him to today, when the official virtual London Marathon took place. Across the world, 45,000 runners ran their marathons their way. Mr Willcock did this with true style, by bringing our school community together to take part too. For his last 7 miles, he ran onto the school field. 60 students had signed up, plus a number of staff too. Students ran spaced out within their bubbles, along with Mr Willcock and a staff group leading the way.

There was true jubilance in the air as Mr Willcock crossed the finish line, with cheers and whoops from everybody there. Moments after his marathon was complete, Mr Willcock cheered on all of the students who ran a short distance behind, as they crossed the finish line. Once everyone had finished, he shouted out to us all "I could not have done that without all of you as well. We never do things by halves do we? Every one of you on this field now: we've done this together."  He also made sure students had fruit and water. His sheer determination, coupled with his unwaivering care for the people around him is inspirational. We are incredibly lucky to know and work with him.

Mr Willcock was running in a charity place for the National Autistic Society, and has raised over £1,500 for them. Headteacher Mrs Scott-Herron commented: "Events like this are the true epitome of everything we stand for as a school. Hope, compassion and endurance are our values, and this is what has been shown today. To watch a member of the Boteler team achieve a lifetime goal is so emotional and heartwarming. It gives me inspiration."

Mr Willcock said: "At the begining, I couldn't even run a mile. And then I built up to 19 miles. And I never passed that until today. It just shows what you can do when you put your mind to it. Anything's achievable. I'm proud that I've finished, but I'm even more proud of all the students that took part. I couldn't have done it without their support. The staff and students were absolutely amazing. I've not done it; we've done it. And that's what we do best at Boteler. We do things together."
Our school's team spirit soared high today. After the London Marathon was cancelled in April, our Attendance Officer Mr Darren Willcock trained for an extra six months to bring him to today, when the official virtual London Marathon took place. Across the world, 45,000 runners ran their marathons their way. Mr Willcock did this with true style, by bringing our school community together to take part too. For his last 7 miles, he ran onto the school field. 60 students had signed up, plus a number of staff too. Students ran spaced out within their bubbles, along with Mr Willcock and a staff group leading the way.

There was true jubilance in the air as Mr Willcock crossed the finish line, with cheers and whoops from everybody there. Moments after his marathon was complete, Mr Willcock cheered on all of the students who ran a short distance behind, as they crossed the finish line. Once everyone had finished, he shouted out to us all "I could not have done that without all of you as well. We never do things by halves do we? Every one of you on this field now: we've done this together."  He also made sure students had fruit and water. His sheer determination, coupled with his unwaivering care for the people around him is inspirational. We are incredibly lucky to know and work with him.

Mr Willcock was running in a charity place for the National Autistic Society, and has raised over £1,500 for them. Headteacher Mrs Scott-Herron commented: "Events like this are the true epitome of everything we stand for as a school. Hope, compassion and endurance are our values, and this is what has been shown today. To watch a member of the Boteler team achieve a lifetime goal is so emotional and heartwarming. It gives me inspiration."

Mr Willcock said: "At the begining, I couldn't even run a mile. And then I built up to 19 miles. And I never passed that until today. It just shows what you can do when you put your mind to it. Anything's achievable. I'm proud that I've finished, but I'm even more proud of all the students that took part. I couldn't have done it without their support. The staff and students were absolutely amazing. I've not done it; we've done it. And that's what we do best at Boteler. We do things together."

### Rivers of the World

We are very proud to be part of the Rivers of the World exhibition, hosted on Southbank, London, outside the Tate Modern, as part of the Thames Festival Trust.

This is an exhibition of river themed artwork created by young people around the world, under the guidance of professional artists during the lockdown.

Young people from London, Peterborough, Warrington, Halton, Coventry and Stockton-on-Tees in the UK and Ethiopia, Sudan, Morocco, Tanzania, Lebanon and India have created artworks from their homes under the direction of artists who provided briefs and films to guide their work.

Our students created these pieces throughout lockdown and sent their finished designs to Head of Art Mrs Joice, who then sent them on local artist Kirsty Rae, who digitally incorporated all the designs together to create the final exhibition banner. Mrs Joice says “I am very excited to see the outcome of our students’ artwork. Our students worked really hard over the lockdown period and it is great to see their work celebrated in such a prime location.”

### Cannon Chancellors Award

This year, students of Sir Thomas Boteler Church of England High School were given the opportunity to enter the Cannon Chancellors Award at Chester Cathedral, the focus being Pilgrimages or special journeys. Year 7 students, who are now in Year 8, were doing a project based on communities and belonging. Following on from this, they studied pilgrimage and Labyrinths. Inspired by the significance and symbolism in labyrinth designs, the students requested to research them further, with the goal of creating one in school. They recognised the value of having a space for reflection and contemplation within the busy school day.

The group put a proposal together for their Headteacher, Mrs Beverley Scott-Herron, and presented their ideas. They also worked with the schools Graphic Designer, Miss Alice Roberts, to come up with some suitable designs for their labyrinth, and surveyed the school building for suitable sites. It was agreed the Labyrinth would be built within the school’s Peace Garden. The students are looking forward to work beginning on the creation of the labyrinth and reflection space.

To their delight, the group won the Cannon Chancellors Award for their Labyrinth project. This involves a prestigious opportunity to visit Chester Cathedral, which they plan to do as soon as they’re able. Head of RS, Mrs Kate Coleclough, said “It’s fantastic for our work to be recognised within the Diocese. We are so proud to be able to create something for all students and staff to use in school, both now and in the future, that will benefit them and help them take time out in a busy day to reflect and refresh.”

### GCSE Results 2020

We are exceptionally proud of all our Year 11 students at Sir Thomas Boteler Church of England High School. They have emerged from this turbulent time with resilience, dignity and the understanding that they have the tool kit to face any challenge that comes their way.
The class of 2020 have worked hard for the past 5 years and were delighted that the Government decided to go with the grades that the professionals submitted rather than an algorithm which had no understanding of individual young people, their strengths, abilities and commitment to hard work.
We are confident that our CAG - Centre Assessment Grade (CAG), which is the school’s professional judgement of the most likely grade a student would have achieved if the examinations had gone ahead, were accurate. The grades we submitted to the exams board were based on a range of evidence including mock exams, non-exam assessment, homework assignments and any other record of student performance over the course of study. As a school within TCAT we had a really robust policy and system in place to ensure there was quality assurance at every level. We had integrity and a moral imperative to do this process correctly.
Our students have performed incredibly well and should be so proud of what they have achieved. Our results have improved and that is what we would have expected as we are an improving school, which is going from strength to strength. Everything that we have put into place over the past few years in terms of improvements in teaching and learning is evident in what the young people are now achieving. The dedication and commitment shown by our Year 11 even in lockdown has been inspirational at times, as they have tried to keep up to date with Careers Education information Advice and Guidance (CEIAG) and completing online courses that will help them have an advantage in the next stage of their learning.
Some of our top performers in terms of Attainment were; Michaela Horvath who achieved all Grade 9’s; Melissa Cowling, Hannah Forster, Molly Jones-Phizacklea, Ellie Daniels and Jaden Tellis who all received a suite of 7-9 grades. In terms of Progress our top performers were: Ifyenia Marinos, Elle Cann, Andina Paladza, Rebecca Fellows, Laura Farnworth and Michaela Horvath. There were many more amazing performances and we will be ensuring that everyone is praised for their efforts and achievements.
Our young people are a real credit to our Boteler Family and they know that they will continue to be supported by us. We know and understand that their GCSE results day was not quite how it should be, but we must not lose sight of what they have achieved both academically and personally as young adults. These amazing young people have been with us for 5 years and have overcome many barriers and challenges along the way to achieve great results in a global pandemic. This is something they should be very proud of.
Our High Expectations High Aspirations and High Standards are stronger than ever and something which we have all drawn on to ensure we had clarity over our vision and values, ensuring everything that we were doing was for our young people. Through God, we do care about all our students and take our role very seriously as we are instrumental in enabling them to progress to the next step.
The students will now be able to progress on to the next chapter knowing that they have worked incredibly hard and that we are very proud of them all.

### Year 7 creative

Art Teachers Miss Baggaley and Mrs Joice, and Graphic Designer Miss Roberts are very impressed with Year 7 student Rachael Richards' homework on radial patterns. Rachael has used Adobe Illustrator to create her own pattern. A very impressive piece of work - well done Rachael!

### Futsal tournament

Great to see 7 schools participate in the first Warrington Schools Futsal tournament at Sir Thomas Boteler Church of England High School. Big thank you to @wirefutsal and @wassp for pulling it all together. Let's get another competition booked in!

### LGBTQ+ awareness

Jaime Graham from Warrington Youth Service has delivered a session on LGBTQ to some of our Year 7 students this morning.  This is to raise awareness and provide useful information to young people who may or may not identify as being under the LGBTQ umbrella.
The students embraced the session and were extremely positive.  We are exploring this as part of LGBTQ history month.

### Absolute inclusivity



### Training from a Boteler athlete

A massive thank you to Keegan, one of our ex students, for giving up your time to come and work with some of our year 7, 8 and 9 students. Hopefully some future Olympians in the making?
Keegan dedicated a lot of his spare time working with disabled athletes has earned an Edge Hill University Sports Development student recognition from the Prime Minister. 
The award from David Cameron was in 2013 was in recognition of Keegan’s work as a Great Britain Ambassador with The Rix Centre, a charitable research and development organisation that works with the learning disability community.
His involvement saw him supporting abled and non-able bodied athletes during the London Olympic Games 2012, encouraging integration and sharing skills.

### Dance Workshops

Thank you to Alicia Graham from Creative Steps who came in to work with our BTEC Dancers in Year 10 and 11, and also our potential future BTEC students! They created some amazing work towards final exam pieces, and dances to be performed at the Parr Hall in March.

 

### OxNet TCAT event

On 12th February, Year 9 students from the TCAT (The Challenge Academy Trust) high schools participated in an OxNeT MFL Event. OxNet is a University of Oxford access initiative, placing universities in the heart of local communities. The event was called the Language Challenge, and was hosted at Sir Thomas Boteler Church of England High School.

Pupils from the five TCAT high schools came together to solve a series of increasingly difficult language puzzles, competing in groups to be crowned overall winners.  The first task was to decipher the name of a film in Pig Latin, the solution then determined which group the pupils would go into.  Groups were mixed from each school, so pupils were tested to work beside their peers who they may have never met before.  Once in their groups, pupils got to work trying to figure out different colours in Basque and Catalan, using their knowledge of French and Spanish to help.  Upon solving this task, they progressed to trying to understand a Pidgin language called Tok Pisin which proved quite challenging as they had to translate phrases into English using only a few examples.  All groups got through this challenge and made it onto the next activity, which was decoding some Hiragana (a form of Japanese script).  Everyone managed to solve it and attempted to decode an African language called N’Ko which is written using symbols bearing no resemblance whatsoever to our Roman alphabet.  At this point, most teams began buying a clue to help them, and most teams managed to solve this mind-boggling puzzle; they were then rewarded with a message from zombies!  In this final task, a completely made up language was used and pupils were given a number of phrases in this language, along with their English meanings, that they had to use this to crack the code and decipher a final message from the zombies.  The winning group was Abigail Brunt, Cole Smith, Kiera Nicholas, Grace Daniels and Callum Sherratt, who did a fantastic job of working together and persevering with every activity in order to claim victory. 

Rob Glew, Head of Languages at Bridgewater High School, said that what he most enjoyed about the session was “Seeing pupils working with other pupils from other schools in a really productive way”, describing the activities as thought provoking and engaging.  Jakub Siedlecki from BCA echoed this by saying that what he most enjoyed was the teamwork, describing the event as “really unusual; it pushed everyone out of their comfort zone”.

### Students invited to perform at Westminster

One of Sir Thomas Boteler Church of England High School’s singing groups, ‘Botelertonix’, were invited to perform at the National Conference for the Church Of England Foundation for Educational Leadership in Westminster on 6th February. Headteacher Mrs Scott-Herron commented: “It was an amazing event and our students were fabulous. They joined 2 other schools to perform to hundreds of Headteachers and Senior Leaders from all over the country. The students had exposure to some really inspirational speakers and other young people throughout the day.” After the event, students and accompanying teachers spent the day sightseeing in London. The students even did impromptu performances at Trafalgar Square, Downing Street and Euston Station: much to the delight of the passer bys.  The students said it was “the best day ever” and all the teachers could not agree more. “To be able to perform on a national stage is a not only testimony to their talent and hard work, but to their commitment to our Boteler Family and everything we stand for,” said Mrs Scott-Herron.

### Wise Up Gold Award

Students from Sir Thomas Boteler Church of England High School work tirelessly against bullying and hate crime.  Once again, the whole school community is proud to have been awarded the Wise Up Gold Award for their hard work. Dedicated Year 7 student Mia collected the award straight from a netball tournament after school. Assistant Headteacher Mr Leonard commented: “Students are frequently reminded of how important it is to be aware of other people’s feelings and how using certain words of behaviours may cause offence whether intentionally or unintentionally. All students are taught that that everybody is equal. The work that all staff do on a daily basis creates an environment where we do not tolerate any form of bullying. If and when incidents do occur it is clear that they are dealt with quickly and effectively”.
 

### Personal Development workshop

Year 10 students took part in a Personal Develoment lesson led by University of Birmingham Student Jess Impey. The lesson looked at digital technologies and social media; new opportunities and challenges for the health and well being of adolescents. Jess is currently studying Sport Science. 
Jess commented , “The students were very engaged with the lesson and applied themselves in a mature manner, I hope that they took valuable information away with them so that they can continue to stay safe on social media!”
Students said that the session was educational, enjoyable and gave them a better understanding of social media.

### Handball Successes

Our U13 Handball teams qualify for the Regional Finals in April. Great effort but the hard work begins now... Let's go!

### TCAT Parliament

TCAT Parliament had their first meeting of 2020 on the 8th January. It was fantastic to welcome our two new TCAT schools; Broomfields Junior School and Meadowside CP school to their first meeting. The students received a talk from Clatterbridge Cancer Charity and are now looking at visiting the charity and the hospital to see how their  fundraising money has helped as well as looking at the Lego hospital trailer. They then had a talk from 'The Pledge' Warrington about skills needed for business  helping them to think about how they will market their initiatives back in school and in the community. The students showed great enthusiasm and engagement throughout their meeting and are now looking forward to putting a marketing strategy in place for the TCAT water bottle.

### Happy new year!

Happy new year everyone! We hope everyone has had a wonderful Christmas break. As we begin the new year, we so often reflect on the last. Our last week of term was busy; as well as our numerous activities and trips, we held our Community Christmas Party and our Community Carol Service. Our Christmas Party was for elderly and isolated members of the community, and our Carol Service, held at St Elphin’s Church was open for every member of the public to attend. Entertainment for both events was provided by our students, plus from many primary schools and local nursery. Bringing people together, inclusivity and community spirit is at the very heart of our school, and, as every year, we strive to carry this spirit through everything we do, all year round. We are sending new year wishes to all, and we look forward to seeing our students again on Monday 6th January at 8.40am.  

### Our Christmas Video

Yet again Sir Thomas Boteler Church of England High School has created a Christmas video, this time in the style of a rap. Graphic Designer Alice Roberts wrote the lyrics and performed the song, with the base track created by youtuber SLEEK. This video is created as a Christmas gift to the students, and was posted onto their Facebook page with this message: “It's that time of year again... Here is our staff Christmas gift to our students. We hope you all have a wonderful break; stay safe, happy, hug one another and smile. Merry Christmas! And remember: you can smash it - Botelertastic!” The video was shown in the school’s final day event, Boteler’s Got Talent, and it was well received by the students with a lot of cheering and whooping!

### Our Library Opening

Hundreds of students from Sir Thomas Boteler Church of England High School enjoyed celebrating the reopening of their school library on Thursday with a series of workshops led by local published writer, Rob Parker. Rob is from Warrington and is the author of the Ben Bracken series of novels. Rob gave freely of his time to inspire the next generation of writers with his passion and experience 'You can be anything you want be in the world of writing. You just have to be yourself and be brave.'
Some comments from students were:
'Rob was so honest with us in sharing his life story and how he became a writer.'
'I think Rob is inspirational and that everyone should buy his books'
'Rob's message of never giving up on your dreams will stay with us'.
'We all enjoyed listening to Rob, his amazing books and about his life story.'
'Rob's passion about reading and writing was inspirational. I will remember that this can get you anywhere in life'
Mrs Jane Woodcock, Teacher of English  explained: 'Learning from real-world local writers at such a young age is truly inspirational. We plan for our students at Sir Thomas Boteler to experiencing further writing workshops throughout the academic year - both with Rob - and also fellow local writer Emily Chriscoli as part of our school's relentless focus on literacy'. 

### Our Careers Fair

Today Sir Thomas Boteler Church of England High School held their annual Careers Fair, with 24 exhibitors from different establishments visiting the school. Assistant Headteacher Mrs Mawby commented “the students were very well prepared with questions and engaged with the event. The exhibitors were delighted with how our students were informed about their future choices in education, training and employment.”
Here are some of the comments from the exhibitors:
Chester University : “Students are positive.  They appear well informed and seem very prepared.  They’re confident and seem like they have real direction for the future.”
Police: “The students have been ace.  There has been lots of interest in cadets compared to previous years.  Students are definitely more knowledgeable in regards to the questions they need to ask when thinking about next steps after school.”
Warrington  Vale Royal: “The students are lovely and engaged.  They have clear career pathway about careers they’re interested in which is actually really refreshing.  We have spoken to Year 11 students in other schools who have much less of an idea than the Year 9s we have spoken to today.  This demonstrates that whatever work is going on behind the scenes in regards to careers is having the right impact.”
Highways England: “The students are engaged.  They are asking really good questions.  The careers fayre is definitely a good thing, as we have the opportunity to open up their minds to different careers on offer.”

### Our Remembrance Service

Sir Thomas Boteler Church of England High School held their annual Remembrance Service today. The service was led by Lukas Dewhirst and attended by some of their ‘Old Boys’ – former students from as far back as 1947, as well as Councillors Hans Mundry and Karen Mundry, and members of the community. Students who are cadets wore their uniforms with pride. Class of 2019 student Ronnie Booth also attended the service in his service uniform. The school was visited by two other former students: Grant Clements Class of 2015, and Harris Bates, Class of 2014 in their service unforms. The first part of the service took place in the schools’ Peace Garden, which has been decorated by the poppy cascade kindly donated by St Barnabas CE Primary School, and flag from Bridgefoot cenotaph. Children and staff from St Barnabas attended and were very happy to see their cascade in its pride of place. The service then continued in the school hall with moving and powerful performances from students, leading to a 2 minute silence at 11am.   Headteacher Mrs Scott-Herron commented: “Thank you to the parents and carers who attended . It was a very moving and inspirational service fit to remember all those who lost their lives in past and recent conflicts. We will remember them.”

### Anti-Bullying Ambassadors

On Tuesday 5th November, Sir Thomas Boteler Church of England High School hosted Anti-Bullying Ambassador training, led by the Diana Award.  The Diana Award is a charity legacy to Diana, Princess of Wales’ belief that young people have the power to change the world for the better.
Alex Holmes – Deputy CEO of the Diana’s Award came up with the idea to train Anti-Bullying Ambassadors in schools to encourage young people to stand together against bullying.  Bullying is not a normal part of life, and there is nothing that is character building about it.  The training provided them with insight into the impact of bullying and why it is some important for them to wear their badges, take a stand and be the best Anti-Bullying Ambassadors that they can be.
The training also provided them with lots of inspiration, top tips and practical ideas they need to prevent bullying and ensure that everyone feels safe and happy in their school.
10 schools from around Cheshire were invited, including Sir Thomas Boteler Church of England High School, who each took part in the training. Head of Year Miss Hayes commented “The students and staff from attending schools  gave such positive feedback and were raring to get back to their schools with fresh ideas to stamp out bullying in their schools.”

### A visit from Faisal Rashid

On Friday morning, Sir Thomas Boteler Church of England High School's School Council, TCAT Parliament and Student Leadership body met the Labour Parliamentary Candidate for Warrington South - Faisal Rashid. This visit was part of the school's Parliament Week. A 'Question Time' activity was held, and the students asked a variety of inquisitive and thoughtful questions. Some examples are: 'What is a day in the life of an MP like?', 'Why did you want to be an MP?', 'What can you do to address the issue of Homelessness in Warrington?' plus questions surrounding policies and social issues. It was a very interesting and informative opportunity, with lots to think about. Students from all TCAT schools were involved in the event, hosted at Sir Thomas Boteler Church of England High School.

### Inspiring Guest Speaker

We had a guest speaker during our assembly for Years 7 and 8 today.
Emily Rose Chriscoli has recently released her first mystery novel, The Girl in the Mustard Coat. Emily is from Warrington and what she has gone on to achieve already in her young years is nothing short of amazing. She started her school life at Cardinal Newman High School and went on to further education at Priestley College.  From here she went to Edge Hill University.
Emily spoke about the fact that she was inspired to write by her teachers whilst at school herself and her writing has gone from strength to strength.
We hope that our students were inspired by what Emily told them today. If they have a dream, they can achieve it with hard work. We know from the information passed on to us by the primary schools that we have a lot of budding writers in the midst amongst our Year 7 so hopefully this has inspired them to pick up a pen and write.

### Autism UK fundraising

Today, Mr Willcock met with the Student Council to discuss fundraising for a very important cause. Mr Willcock is running the London Marathon on 26th April 2020 for The National Autistic Society. This is 26.2 miles which is a long run, and Mr Willcock is not a runner so he is starting from the beginning, building his miles up each week so he is able to run the full race in April. This is a big challenge and shows that anything is possible if you put your mind to it.
The fundraising has become a school wide challenge, and today’s meeting was to brain storm for ideas to raise money. This could be anything from a school event to something outside of school. The students will come up with their ideas, then these will be taken to the next council meeting for discussion.
After the meeting, Mr Willcock said: “I was so proud of the students and they took everything on board. The students were really engaged – they’re a great bunch. They’ve got their thinking caps on already about how they can fundraise and raise awareness too, not only for The National Autistic Society but also for mental health – it is their chance to shine and be part of the varied and important charity work we do across our school community.”
Also, if anyone would like to join Mr Willcock and Miss Brown after school on a Thursday for running club - everyone is welcome! We will be following Mr Willcock’s progress over the coming months as he prepares for this amazing challenge. For more information about The National Autistic Society, please follow the link below.
https://www.autism.org.uk/

### A big win for Kian!

We are very proud of our rugby extraordinaire Year 9 student Kian Finn! Kian plays for Rylands Sharks U13's. The boys won the North West Counties Shield final on Sunday the 15th September at Golborne Sports Club. Back in July, the team also won the game that put them at the top of the league in their division. Well done to Kian and his team mates – North West Shield winners 2019!

### Open Evening - with special guests!

The afternoon of Friday the 27th September drew a close to our official Open Week, and what a week. If you didn’t get chance to visit us: please don’t worry. Our doors are always open; please just call the school to arrange your tour, where you can see the school in action during a school day.
Our Open Evening took place on Wednesday 25th. The school was booming with a record number of visitors, and this year there was an extra special experience on offer. Wire FM were present with a pop-up studio in the school’s English department. Students would write an advertising script then record it in the studio with the experts! The addition was very well received, as were all the other activities available across the school which involved interactive maths quizzes, a historical crime scene, cake decorating, links to the world, sugar skull creations and numerous firey experiments in Science. Every single department had something on offer, and our student ambassadors were tour guides for visiting families. Our Parent Supporting Boteler group served refreshments in the canteen, and the Headteacher’s Welcome saw the school hall at full capacity as visitors learnt about the vision and values of the school from the Headteacher. During the Welcome, visitors also heard the positive views of a former student.
Some of the parent/carer comments included:
“The whole evening was a huge eye opener for me as a parent. The school has an amazing atmosphere and all the staff are very friendly”.
“Very impressed with the Headteacher’s passion and her desire to know and help every child.”
“What did I enjoy the most? The warmth and personal feeling of the school, the friendly staff, the happy students, the art and music rooms, the hands-on approach to learning.”
“My tour guide was polite and informative. Answered me honestly and was really positive about the school. Lovely school, really impressed!”
“Excellent – cannot wait to join you”.
ThanK you to everyone who visited us, and we hope to see you again soon.

### Macmillan Coffee Morning

Amazing cakes and turn out from the community for our McMillan coffee morning. Thank you to everyone for your support, we raised a smashing £300!

### Awards Evening

Our annual Awards Evening was held at St Elphin's Parish Church on Wednesday 18th September where students were recognised for their outstanding achievements during the last academic year. There was a full Church which made for a wonderful atmosphere as overall winners were celebrated across a range of categories. We welcomed Jo Sullivan, Senior Lecturer at Chester University, who delivered a clear message of being the best you can be and to aspire to go on and achieve great things, regardless of any personal circumstances. There was even a message from the Warrington Wolves legend, Ben Westwood! Thank you too to our sponsors: Priestley College, Solvay, Sellafield, Autopoint and our very own Parents Supporting Boteler.
Congratulations to all of the winners and thank you to our amazing parents and carers for their support. The challenge is set, will you be a winner at our next Awards Evening?

### Off to a flyer!

We re off to a flyer, great to be back on the Rugby pitch! Some serious tackles, teamwork and tries v Kings. Well done Year 7 and Year 8, lots to work on but plenty of positives.

### Inauguration Evening

Last night we held our annual Inauguration Evening at St Elphin’s Church for our new year 7 students. It was wonderful to listen to such powerful words about each student from their Year 6 teacher and Head teacher. The students were a credit to their families and to their primary schools.  We are looking forward to seeing their progression and successes over the next 5 years.

### Congratulations to Abbie & Ruby!

Huge congratulations to our students Abbie Lucock and Ruby Boswell, along with PSB member Gary Finn, who competed with the Warrington Pipe Band at the Chatsworth County Fair’s Pipe Bank Competition on Sunday 2nd September. They competed at grade 4 and came 3rd out of the 9 bands who competed. The drummers came 2nd for their efforts in the competition; Abbie, Ruby and Gary are all drummers. Headteacher Mrs Scott-Herron commented: “I am really proud of Abbie and Ruby. It is so impressive to see our young people flourishing outside of the school environment, as well as within. We are really looking forward to seeing them progress as they are destined for great things. We also are very proud of our Parents Supporting Boteler member Gary, who is an inspiration both to the students and to his peers.”

### GCSE results 2019

They have done it again … best results ever at Sir Thomas Boteler Church of England High School.
High Expectations, High Aspirations and High Standards have again paid off again this year at Sir Thomas Boteler Church of England High School. 2018 was, at the time, their ‘best ever’ year, but they have now beaten those results with 2019 being their ‘best ever’ year, especially in terms of attainment in the majority of subjects.
Headteacher Mrs Scott-Herron commented: “We are so proud of all our Year 11 students and the grades they have achieved have been through commitment, hard work and dedication to everything we believe in our school. We are a family – The Boteler Family, we know our students so well and have been on every step of their journey with them. Now we can celebrate. 20% of the cohort have achieved five or more grade 9-7 (old A**– A) which is really significant. With 8 of those students achieving 10 or more grade 9-7.
8 of our curriculum areas achieved 100% pass rate (grade 4 plus)
Biology
Physics
French
GCSE PE
Craft
Dance
Drama
Music
We have had many outstanding individual performances this year in both attainment and progress, which is just phenomenal. One of our students who has performed exceptionally well was our Head Girl Lois Smith who achieved 10 grade 9’s (A** equivalent). Other students who have outstanding results are: Josh Waldron, Rowan Cooke, Samantha Lawrie, Josh Gosney, Emily Bull, Daniel King, Jordan Leech and these are only to name but a few.
We are also extremely proud of our Designated Provision students who sat their exams this year and they have surpassed all expectations and come away with some great vocational qualifications. 5 out of the 6 vocational areas achieved a 100% pass rate.
I could not be more proud of our Class of 2019, as they really did succeed in their academic achievement, their personal conduct and professional outlook. We have had to work so hard to improve expectations, aspirations and standards from where we were in September 2014; our driver being improving the life chances of all our students. Sustainable improvement takes time and this is veryevident in our results. The immeasurable progress that has been observed by so many external visitors to our school is now there for all to see and importantly is now visible in our GCSE results. We are the ‘The Boteler Family’ and everyone in our organisation counts All our students have all embraced our vision and live it through their daily practice.  ‘High Expectations, High Aspirations and High Standards’ are the key to our success and really do matter.  The Class of 2019 and the staff have put this mantra into practice and succeeded and to see so many happy students who will now be able to follow their dreams, is everything you could hope for as a Headteacher.”

### Sports Day 2019

It is easy to get caught up in talent, training, or strategy when trying to explain a win. This team has a state-of-the-art training facility. This player has a dominating build. This coach has an impressive strategy, and so on. In reality, there is something much more basic to winning, something that accounts for consistent success. The key to becoming someone who makes winning a normal course of action is to adopt the mentality of a winner—a mentality that people who achieve greatness maintain consistently.
It was an honour to welcome back three of our ex-students who are now part of the Warrington Wolves Rugby League Academy to talk to our students about their experiences and what separates being successful and winning. Karlton Bates (Class of 2017) and Dean Beddall (Class of 2018) are now enjoying life as elite athletes playing for the U19's Warrington Wolves team. Harry James (Class of 2018) is knocking on the door of U19's selection and is currently training at the CAT3 programme at Priestley College. The boys talked about failure and why it is important to keep believing and working hard and also gave great examples of how positivity can be infectious. Two very important themes that are pertinent to a young person of today.
Sports Day 2019 was a success. Success in the form of enjoyment, competition, participation and a real community buzz! Thank you to Parents Supporting Boteler for providing refreshments on the day and also our friends at Bowmen of Warrington Archery Club who battled the heat all day to provide provision for our students and the students at Latchford St James Church of England High School. Club links like these are vital to provide young people with development outside the classroom and they reach different children in ways that other aspects of school life might not, and help to complete a child’s educational experiences at school.
For the third year running our students smashed school records that have been held for some time - a testament to their hard work and application in PE and Sport. A massive well done to:
Blake Linley (Year 7) for setting a new Triple Jump record with 8.80m
Jake Yould (Year 8) with a time of 49.00 seconds in the 300m
Zydre Zaranskyte set a new Year 8 Javelin record of 11.80m
In Year 9 there were two record breakers. Cole Brooks set a time of 26.14 seconds in the 200m and Toby Cann smashed the Year 9 300m record by 3 seconds!
Each student who competed or took part in the Sports Festival activities, which included Zorb Football, Tag Rugby, Archery, and Ultimate Frisbee, picked up participation points. A new award was created this year as one student went above and beyond to ensure the House he represented was present in every activity and every race. The 'Outstanding Contribution to House' award was awarded to Kaylum Wilde. This boy did everything! A fanatastic achievement.
The overall winners, for a second year running were Warburton House with a total of 476 points, closely followed in second place were Tydlesly with 421 points. In third place was Priestley and propping up the results table in fourth place was Ireland House.
Thank you to the PE team and all the staff for embracing the day and making Sports Day 2019 one to remember.
- Mr C Burbidge

### Mr Vallender wins Secondary Teacher of the Year!

What a night for Sir Thomas Boteler Church of England High school as our very own Head of English Mr Vallender won Secondary Teacher of the Year at the Warrington Guardian School Awards. We are so proud of him and how he makes a difference every day to the lives of so many young people. Also Mr Willcock our Attendance Officer was Highly Commended for the Unsung Hero Award, as he always going above and beyond for every child no after what the circumstances. We are privileged and proud to work with such amazing people.

 

### Temi's memorial football match

 


Another great turn out for the annual Temi Abimbola memorial match. Even though the students edged the score by 8 goals to 2, both sides worked hard. The year 11 deserved their victory and their sportsmanship was a credit to Temi.

Mr Leonard presented the trophy to the winning team in front of Temi’s family.

### TCAT Parliament debate on plastics

Today we welcomed Rachel Dodgson, a Senior Education and Engagement Officer from Parliament. She delivered an assembly to all of Year 8 and 9 and then led a debating workshop with members of our School Council and TCAT Parliament. The debate was on single use plastic, and if there should there be an extra charge for plastic.

### Former student visits Boteler Elite

Today our Elite programme students were privileged to have a presentation from Emma Clarke, a past student of our school. Emma continued her studies at Priestley College and then went on to Edge Hill to study Psychology. Emma then completed her Masters at Manchester Metropolitan University and has now received a Doctoral course offer in psychological therapies. Her presentation gave our students an insight into her journey and what is needed to achieve this level of Education.

### Congratulations Miss Mullen

Sir Thomas Boteler Church of England High School are celebrating excellence in education. Teacher of Modern Foreign Languages Miss Aife Mullen was nominated for the 2019 Pearson National Teaching Awards 'Outstanding New Teacher of the Year' award.  Headteacher Mrs Scott-Herron says “we are extremely proud of her and how she is inspiring our students to have a love and passion for Modern Foreign Languages. Miss Mullen will be teaching GCSE Spanish next year and it is the first time that Sir Thomas Boteler Church of England High School will have had the capacity to offer two languages at GCSE. Bien Hecho señorita Mullen.”

### A lovely surprise

Mrs Scott-Herron had a lovely surprise this morning when Emma Wilcock presented her with this amazing bunting that she had made as part of her ASDAN course. Emma said “I made this for your office so it has a calming influence when you are working hard and I also wanted it to make you smile and feel happy” Mrs Scott-Herron said “This has made my day and the fact that you thought of me makes me feel very honoured. I will ensure it goes up straight away” What a lovely start to the day.

### Boteler Blossoms

A year on, our Boteler Blossoms garden is blooming and looking fabulous after its revamp from Sellafield last year. Thank you to Sellafield and to Andy from Eden Gardens for making it look so great! It’s a wonderful and colourful space and we are very grateful to everyone for their hard work and support.

### A talk from Adrian Morley

In an assembly this week our year 10 students were lucky enough be addressed by the former rugby league player Adrian Morley. He came to speak to our students about his career and how his hard work led to his success. Adrian played as a prop and second row forward in the 1990s, 2000s and 2010s. Adrian played for Great Britain and England international, he played for the Leeds Rhinos (with whom he won the 1999 Challenge Cup), Sydney Rooster, (winning the 2002 NRL Premiership), Bradford Bull (winning the Super League X in 2005), Warrington Wolves (winning the 2009, 2010 and 2012 Challenge Cups) and the Salford Red Devils. With a reputation as a tough, uncompromising competitor, Morley was the first British player to win both the NRL and Super League.
During the talk Adrian was completely down to earth and modest about his career. He emphasised how hard work and commitment leads to achievement and meeting your goals. It was very inspirational to listen to.
Many thanks to Warrington Youth Club for arranging the visit. They are currently promoting the NCS programme which will be recruiting soon. NCS helps young people build their confidence and gain new skills while having fun and giving back to their community – the best possible springboard for their future. Whether they’re about to start sixth form or college, or preparing to enter the working world, signing up to NCS is one of the best decisions a young person can make.

### Our inspiring student Elle

Elle only joined us a few weeks ago and is already an integral part of our Boteler Family. We are very proud of her achievements and her positive attitude since joining us. We are looking forward to her extending her talents by educating young people within our school and beyond. She is real inspiration. You can read this report about her achievemnets on the Warrington Guardian website: www.warringtonguardian.co.uk/sport/17682520.regional-fa-rising-star-of-the-year-winner-elle-whittaker

 

 

### A tour of the Neighbourhood Weekender site

Twenty of our Year 10 BTEC Music & Drama students had a back stage tour of the Neighbourhood Weekender festival site the day before the gates opened to the public. The students had a guided tour of all the areas, the main stage, surrounding stages, VIP area, Headliner backstage spaces etc - they even saw where George Ezra would wait and rest before he goes on to perform! This was very exciting. The students had a real insight into what putting on a music festival involves backstage. The visit links extremely well with the Music Industry Unit in BTEC Music as well as a preparing for creating their own music products next year. They also heard how valuable volunteering is for building up experience and employability in the entertainment industry. This was a valuable experience for our students and we thank the festival team for accommodating us!

### Her Majesty’s Lord Lieutenant Cadet for Cheshire

Sir Thomas Boteler Church of England High School Headteacher Mrs Scott-Herron and Head of RS Mrs Coleclough were invited as Special Guests to Chester Town Hall to see Year 11 student Able Cadet Ruth Hendry (Cheshire Sea Cadets Corps) receive the highest cadet award possible as Her Majesty’s Lord Lieutenant Cadet for Cheshire.
The Lord-Lieutenant's Cadet is seen as the aide and representative of the cadet forces to the British royal family and the Lord-lieutenant in an administrative county of England, Scotland, Wales & Northern Ireland. Typically, one is chosen from each of the main cadet forces, the Army Cadet Force, Air Training Corps and Sea Cadets (United Kingdom).

They provide an essential link between the armed forces and the local community, assist with recruiting within the cadet forces and assist the county's Reserve Forces and Cadets Association. The cadet from each arm of the cadet forces is selected and appointed based on their outreach and participation within their squadron, detachment or unit, and is seen as one of the highest achievements in the Cadet Forces.

Mrs Scott-Herron said "It was a real honour to be invited to such a prestigious occasion by Ruth herself and how could I let her down. It was the highlight for my half term and we are immensely proud of Ruth and her achievements within the Sea Cadets. Not only is she a fantastic ambassador for Sir Thomas Boteler Church of England High School, but she is utilising her amazing skill set on a national level. We are so excited to see her journey in this role as she is and will be an inspiration to so many."

### Netball Champ Eva!

We are very proud of our Year 10 student Eva Connolly. Eva plays for Stockton Netball and was part of a squad of 18 players who visited Disneyland, Paris on a netball tour last month. Eva excelled in the tournament and her team came 5th out of 80 teams. Not only did they achieve this, the club was voted for the Team Spirit award for the whole tournament. Eva played alongside both her current team mates and also other players from the club in the under 16’s category, showing a fabulous attitude, and marvelous behaviour.
Teacher of PE, Mrs Hughes commented: “We are so proud of Eva and what herself and her team achieved during this amazing trip away. We wish her all the best for future netball matches.”

### Miss Hayes - an inspiration!

We are celebrating our Head of Year 7 Miss Kerry Hayes, who ran the London Marathon on Sunday 28th April.
“Running the marathon has enabled me to channel my grief into something positive after losing my dad, and to do something good from a bad situation. Initially I was raising money for a local lady living with cancer who just wanted to walk her son through the school gates on his first day in September. Unfortunately due to circumstances around bloods and other things, the NHS couldn’t fund treatment. I knew only too well after going through a similar situation with my dad how frustrating this can be so really wanted to offer help in some way.”
Miss Hayes raised £300 for the lady, and just over £600 for Bowel Cancer UK. Staff were not only highly impressed that she ran the marathon, but that she was straight back in work the next day, not missing any time to support students. Assistant Headteacher Mr John Leonard commented: “We are extremely proud of Miss Hayes for her achievements and her amazing strength of character. This is just another example of her going above and beyond for others, something she does every day here in school. To balance her training with work and her commitments to her young family is admirable. We know the charities are close to her heart and I’m sure, knowing Miss Hayes, this won’t be the last piece of fundraising she will be doing. Congratulations Miss Hayes!”
Miss Hayes added: “The whole experience has been amazing, students in school have been really supportive and some of them have even told me they’ve been inspired which is lovely to hear.”

### Undiagnosed Children’s Day

On Friday the 26th of April it was Undiagnosed Children’s Day, in aid of the charity SwanUK, (which stands for Syndromes Without A Name). Undiagnosed Children’s Day is a day to raise awareness of children and young adults in the UK with varying conditions that have yet to receive a diagnosis. Approximately 6,000 children a year are born without a diagnosis in the UK. SwanUK is the only dedicated support network available for families of children and young adults with undiagnosed genetic conditions.

In my family I have a younger brother, aged 10, who has an undiagnosed genetic condition. This condition means he cannot walk, talk or barely lift his head up, amongst many other complex needs. He spends a lot of time in and out of hospital, which means he has to go through a lot. This years theme for Undiagnosed Children’s Day was all about being brave like a lion, and my brother certainly is brave with all he has to go through.

The charity SwanUK and it’s Undiagnosed Children’s Day help both myself and my family, and I’m very grateful to everyone who raised money on the day to help keep it going. - Jess Smith Year 11
For more information, please visit the Swan UK website: www.undiagnosed.org.uk

### High School Musical!

Our school show took place this week. Both nights were really good fun and we hope everyone had a great time! The students were brilliant and worked long and hard during rehearsals. Well done everyone. Our Parents Supporting Boteler group served refreshments. A big thank you to Jo Swinfield for making the delicious cakes!




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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### Rowing Successes

Students at Sir Thomas Boteler Church of England High School were joined by Mark Davies, the Chairman of British Rowing on Friday 29th March. Mark has a strong rowing pedigree and has been involved in the sport since learning to row at Christ’s College, Cambridge. He coxed in two reserve Boat Races, represented England at the Home International Regatta and was a finalist at Henley Royal Regatta. Mark served on the executive committee of Cambridge University Boat Club and founded Crabtree Boat Club in 1995.

The Boteler students who participate in the Oarsome Project met with Mark and had the opportunity to ask him questions. They told him of how this project has inspired and motivated them. Head of Year 7 Kerry Hayes, who assist in coaching the students, says “The project has been massive for our students and has exposed them to opportunities that they never thought possible.”

We are also celebrating some wonderful news for our Year 10 student, Iffy Marinos, who rows with Warrington Youth Row. Mark informed Iffy that she had received a scholarship at Eton College for a week in the summer holidays! This will be to train there in the gym and on Dorny Lake, where the college team train and where the Olympic rowing events take place. There were only 6 scholarship spaces available for students in the country. Iffy says: “It wasn’t something I was expecting. I am still in a bit of shock.” Boteler Headteacher Mrs Scott-Herron says: “It is a real privilege to be Iffy’s Headteacher and to be a part of her rowing journey. She is exceptionally talented and an inspiration to our younger rowers and her peers. She will definitely be in the Boteler history books and we look forward to seeing her progress within rowing, as her future looks so bright. I really admire Iffy, her spirit and her determination as she never gives up. I am really proud of her and it certainly brought a tear to my eye seeing her reaction.”

### Hello Handball Regional Finals!

U13's march into the Handball Regional Finals!
Congratulations to our Year 8 Handball team who qualified for the North West Regional Finals and are one step away from the National Finals. Can we do it.....

### The Great Boteler Bake Off



### Twista Connect at the fire station

For the next part of the Twista Connect programme, which is a mentoring programme run by Cheshire Police, students visited the fire station. They were able to ask questions, learn about the opportunities in the fire service and take part in some activities! Many thanks to Warrington Fire Station staff for giving us their time and helping to inspire our young people.  If you are aged between 12 - 17 and being part of the fire service is something you are interested in, follow the link to learn more about becoming a fire cadet: https://www.cheshirefire.gov.uk/young-people/cadets

### Zoo visit for the Boteler Elite

The Elite Programme students spent the day at Chester Zoo last week. They took part in an Evolution workshop as well as a ‘careers at the zoo’ workshop. They realised that there are lots of different careers involved in ensuring a zoo runs efficiently including zoo keepers, vets, cleaners, chefs and sales people. Lots of our young people are interested in becoming a zoologist.

### Twista Connect

10 Year 8 students have been lucky enough to be selected for the Twista Connect programme. This is a mentoring programme run by Cheshire Police. The first session was a great success when students enjoyed a trip to the North Face Climbing Centre.

### Aiming high

Thirteen GCSE PE students took to North West Face Indoor Climbing wall on Winwick Road as part of their preparation for their final GCSE assessment. The first in a four part series saw our students learn how to belay, route read, tie in and show off their skills on a variety of wall faces. It was great to see our students rise to the challenge with smiles on their faces! Thank you to Mrs Hughes and the PE team for supporting our students. Well done team!

### TCAT takes over MCFC!

We arrived at Manchester City’s stadium, The Etihad and had a tour round the main stadium. It what was really interesting and we got to go in the men’s changing rooms. We had pictures with the men’s playing shirts that they would wear for a match. We had the opportunity to go pitch side and sit on the managers and substitute seats. It was amazing to feel and hear what the atmosphere would be like as a player and get a different perspective of the pitch. We also learnt about the different jobs and careers that we could do in sport other than being a professional player. These included being in the media, data analyst, physiotherapists, partnerships as well as finance.
Next we went to see the ladies first team train and were given a special Manchester City Football to keep and a pen for them to sign the ball. To meet the players, including 6 internationals was amazing. My rolemodel Steph Houghton shook my hand and signed my football! We watched them train and had photos with the whole squad.
Then to end the tour we were given a bag with a Manchester City water bottle, badge and a pop socket for our phone. It was a really interesting tour and great opportunity. I’m glad I was invited. This has inspired me to keep up the good work in football and push myself at school to reach my dreams.
Alice Jennings (Year 8)
 

### Army Residential

A massive well done to the girls who took part in the 5 day Army residential experience before half term. They were AMAZING!
They pushed out of their comfort zones and well and truly had a taste of life in the army. They climbed higher and ran further than they have before, they have jumped over, across and crawled through stuff, carried stretchers and worked hard. They wore cami-cream for camouflage, proper army ponchos, big army boots - they tried army rations, the assault course, army canteen food (actually very good) - they jumped over a wall - or tried very hard to!
Most of all they gave it a go, they made friends, they were polite, they were a credit to us and it was my pleasure to take them.
Credit to Lauren Kelly (best overall girl), Emily Fox, Terri Ann Quinn, Poppy Davenport, Lydia Shovelton, Jodie Fives Stoll, Emily Higham and Sarah Darbyshire.
- Mrs Savage

### Past student returns for work

We have been very lucky this last week in the Art Department to have Class of 2018 student Mya O’Leary return for a week’s work experience. Mya is at Cronton College studying an Art & Design Level 3 UAL Extended Diploma, and received a grade 9 in her Art GCSE last year. This week in school, she has been working with each year group on their art projects, both in lessons and 1 to 1. She has set up displays in the school gallery showcasing each year groups assessment pieces, so others can view them for inspirations. Mya says: “It has been really good coming back seeing everyone in the art department and I've had a lot of fun working with Mrs Joice and Miss Roberts!”

### More Handball success!

Our Year 8 Boys Handball team qualified as winners at the U13 District Handball Tournament on 24th January. Massive well done to Thomas Fives-Stoll, Nic Joice, Tom Gilmore, Shaun Hughes, Jorge Donnely, Connor Finch, Jimmy Cornelia, Saywan Ahmed and Diyar Ali. They join our U15 Handball team at the Regional finals in March. Let’s see how far both teams can go in this national competition. Good look lads!

 

### Our Amazing Archers!

Report from January:  For the first time ever two separate rounds were shot by the archers. Eliza Fox shot and scored the first ever Portsmouth round at Sir Thomas Boteler Church of England High School (5 dozen arrows on a 60cm target) and the rest of the archers shot the 252 round (3 dozen arrows on a 122cm target, 252 points or more to qualify).
Final scores:
Josh Savage has qualified for his 252 badge after shooting his 2nd qualifying score. 5th December... 256. 23rd January... 266. Josh will now join the ranks of the elite archers shooting the Portsmouth round from now on. An outstanding effort young man, well done!
Eliza Fox : 23rd January a score of 318 ex 600. Eliza has qualified for her 300 points portsmouth badge and only just missed the 325 badge too by 7 points. Superb shooting from Eliza!
Lewis Rea: 23rd January with a score of 237 ex 324. Just missed out on his first qualifying score for the 252 round. Well done Lewis.
Cody Knight: 23rd January on his first ever scoring round shooting the 252 round. Shot a very credible 100 ex 324.
Caitlin Arnold: 23rd January on her first ever scoring round and first time at 20 yards. Shot a brilliant 98 ex 324.
Nic Joice: 23rd January on his first time shooting a scoring round and shooting at 20 yards with a brilliant 94 ex 324.

### Year 11 Pre-Public Exam

On Friday 11th January at 2:30pm, students at Sir Thomas Boteler Church of England High School received their Pre-Public Exam (PPE) results. These exams were sat in December before the Christmas break.

Many of the students received an excellent set of exam results acknowledging the hard work and preparation they have put in. For some students it has given a sharper focus and a sense of urgency about how much work and exam preparation needs to take place from now.

Senior Assistant Headteacher Mr Koltan says: “The next set of Pre-Public Exams take place On Monday 4th March - Friday 15th March. This is an opportunity for students to measure the progress they have made from the hard work they have done and will be putting in since December. This is the last time students will be sitting practice exams before the real GCSEs in the summer. Time is of the essence. There are only 65 schools days left until the first GCSE written exams start. Keep working hard Year 11!” And as Deputy Headteacher Mr Kinsey says: “Easy Hard or Hard Easy?”

### Boteler's E-Safety Ambassadors

On Monday 14th January 2019 4 students from Sir Thomas Boteler Church of England High School attended an E-safety training programme organised by Cheshire Constabulary held at Police Headquarters, Winsford.

Georgia Denson, Alice Jennings, Isaac Titchard and Matthew Wernham were equipped with the skills and knowledge to keep themselves and their peers safe. The training was delivered by CEOP Ambassadors (Child Exploitation and Online Protection) and provides an overview of CEOP and the “Thinkuknow” education programme.

Now that the students are trained they will be looking to share their knowledge with their peers and will be preparing to support the Safer Internet Day on Tuesday 5th February.

### Gold Artsmark Status

Sir Thomas Boteler Church of England High School celebrates Gold  Artsmark Award Status.
Students and staff at Sir Thomas Boteler Church of England High School are celebrating after the school was awarded the Gold Artsmark status.
Artsmark is the creative quality standard for schools; accredited by Arts Council England and awarded to schools which actively champion high quality art and cultural education within their curriculum. Culture and creativity increases students’ confidence, critical thinking, communication and literacy skills, improving attainment and bringing core subjects to life.
In order to achieve Artsmark Gold status, Sir Thomas Boteler Church of England High School has demonstrated its commitment to incorporating art and culture into every student’s life and learning, as well as showing ambitious plans for the future. The school will now continue this journey with the support of Curious Minds - the Arts Council England appointed regional agency for creative and cultural education for the North West. As part of its Statement of Commitment, Sir Thomas Boteler Church of England High School highlighted the strengths of its Music, Art, Drama and Dance provision. The school is known nationally for the work it does with World Music and the successes of it Samba Band (Samboteler), African Drummers (Djoliba) and Steel Pan groups.
Commenting on receiving Artsmark status, Headteacher Mrs Scott-Herron said: “We are so proud to have achieved this status. The Arts are so important. They transform young people’s lives and must never be forgotten both within and outside the curriculum. I am delighted that all our students benefit from all the wonderful provision we have in place and their successes and talents must be celebrated. The Arts is accessible to all and it is wonderful to see our young people have that sense of achievement and pride in what they are doing.”
Congratulating the school on becoming an Artsmark school, Darren Henley, Chief Executive of Arts Council England, said: “I would like to congratulate Sir Thomas Boteler Church of England High School on achieving Artsmark and welcome them into our growing family of Artsmark schools. To become and Artsmark school, Sir Thomas Boteler Church of England High School had to demonstrate its dedication to the arts. It has put together an ambitious plan which will ensure that each of its students is given the opportunity to explore and build a love of the arts that will remain with them as they go through adult life.”

### Our Christmas Video

The Boteler Family is the GREATEST. Christmas is a time of giving; and now it is our turn – the staff – to give something back to our amazing young people. Students: this one’s for you. Enjoy the show.  

### Boteler Blossoms

Today saw the grand opening of Sir Thomas Boteler Church of England High School’s garden: Boteler Blossoms. In the summer, a Sellafield workforce of 80 employees came together to update the school’s outside learning area. Assistant Headteacher Mrs Anna Mawby commented “the transformation is incredible and we really value Sellafield’s input into our school. Curriculum projects can now take place and all our learners can access the garden. This transformation allows are students to continue to give back to our community.” The opening was attended by Sellafield’s Community Liaison Officer Pauline Deans, and Andy Barber from Eden Gardens. Andy volunteers with the school’s Designated Provision students in the garden every week.

### Handball Success!

Cheshire Finals for our U15 Handball team!
Great to host the Warrington Finals which saw our U15 Boys team qualify for the next round at the Northgate Arena, Chester in March. #teamBOTELER 

### Our budding photographer

We are very proud of our budding photographer Year 9 student Jonah Holland, who has been busy taking photographs in various churches for our 2018 school Christmas card. The image that was chosen was taken at All Saints’ Church, in Daresbury. The school’s Graphic Designer, Miss Roberts commented: “Jonah has a good eye for detail and has captured a brilliant composition with great lighting; it really is a super photo. Jonah could go far with his photography.” Jonah has been presented with a pack of his own cards. Congratulations Jonah – and thank you!

### Spreading Christmas Cheer

To help spread some extra Christmas cheer, the surplus prizes and gifts from our Christmas Fayre have been donated to Warrington and Halton Hospital’s Children’s Department. We thought this would be a wonderful way of giving something back to the community this Christmas time, and hope to bring smiles to a few faces.

### Teacher of the Year Award

HUGE congratulations to our Assistant Headteacher Mr Leonard for winning the Teacher of the Year Award at the Warrington Guardian Inspiration Awards. We are very proud of him and how he goes above and beyond for all our young people every day.

Mr Leonard said: “It was a surprise to be nominated so it’s a surprise to win. For the past four years, I’ve been doing pastoral care so that’s probably where this award has come from because we shape the structures to meet the needs of every student coming from all ranges of backgrounds.

### 31 years at Boteler

31 years service in a school is a prime example of dedication and commitment and Karen Pownall is no exception to this. Today, Karen leaves her post in catering at Sir Thomas Boteler Church of England High School after 31 years.  She has seen many changes in the school, but has always stood firm in supporting the school’s vision and values. She has brilliant relationships with the young people who show their love, care and respect for her on a daily basis in the dining room. Mrs Scott-Herron said “Karen represents the true meaning of our Boteler Family and she has been so supportive over the school’s transformation. We will all really miss her, but I will especially miss her and her kindness towards me and those little treats that often brighten my day”. All the staff, students and Governors wish her all the very best in her new role and want her to know she is always welcome at the school.

### Inspiring Boteler Boy

It was great to see former student Grant Clements yesterday, who came to visit his past teachers. Grant is currently a Private with the RMP. He is due to become a Lance Corporal in the next 6 months. Grant said "Boteler laid the foundations to allow me to get where I am today.” we are very proud of him and his achievements. Grant will be coming in during the academic year to speak to students around their aspirations and to support with careers education, information advice and guidance. 

### Mr Koltan's Success

Congratulations to Mr Koltan who was presented with his Catholic Leadership Qualification at Salford Cathedral on Tuesday Evening. Mrs Scott-Herron attended the serivice and said “we are very proud of Mr Koltan’s achievement and it is very well deserved. He has a strong moral compass and his Christian values underpin all aspects of his practice. Our students are very lucky to have him as part of our ‘Boteler Family’"

### Boteler duo publish book

Two members of staff from Sir Thomas Boteler Church of England have teamed up to publish a children’s picture book, which will be released on Saturday 8th December. English Teacher Jane Woodcock has written the story in rhyme, about a young lad leaving home to work on the build of the Manchester Ship Canal. Graphic Designer Alice Roberts has produced all the illustrations and artwork. While this is Alice’s 4th children’s book to be published, it is a first for Jane and the book aims to present a real celebration of some key northern history. The Amazon description reads: “This is a story that is 36 miles long and took 6 years to create. The ordinary people who built the North of England feature in these colourful pages. Rooted in a desire to provide for family, Davy experiences friendship, hardship, disaster and joy in the pursuit of his dream to build something big. A tale embedded in the earth, this story celebrates the engineering majesty of the industrial revolution and upraises the unknown champions who enabled it.”

### Boteler Boys become Wolves

Boteler boys become Wolves.
It was a great pleasure to welcome two of our old boys back today. Karlton Bates (class of 2017) and Harry James (class of 2018) both studied GCSE PE and excelled academically and across a number of sports. They now study at Priestley College and are part of the Warrington Wolves Cat 3 Academy doing what they love, playing Rugby!
When speaking to the boys they put their success down to taking every opportunity, listening and most of all hard work and perseverance. Karlton and Harry will be back to share their 'steps to success' for our current students.
What are your aspirations for the future? 

### Worship Group Performance

Sir Thomas Boteler Church of England High School Worship Group were amazing last Friday morning as they lead Collective Worship at the Chester Diocese Headteacher and Senior Leaders' Conference. They were so inspirational and moved the congregation to tears through their singing. We are very proud of them.         

### Our Boteler Old Boys

Mrs Scott-Herron, Head Boy Josh Gosney and Head Girl Lois Smith attended the annual dinner for the Boteler Old Boys. An evening steeped in history, stories and memories which we must preserve going forward.

### Our Remembrance Service

Sir Thomas Boteler Church of England High School held their annual Remembrance Service on Friday 9th November. The service was even more poignant this year, marking 100 years since the end of WW1. The service was attended by the ‘Boteler Old Boys’, some now retired, and others from the services, along with other past students and Deputy Mayor Cllr Wendy Johnson. The school was also privileged to be joined by students from St Barnabas CE primary and St Elphins CE primary school on this important occasion. In the service, led by Revd. Stewart McTaggart, the school community remembered many of the ‘Old Boys’ who fought in both wars and current conflicts. Boteler’s Student Leadership Body took responsibility for many of the readings and prayers.
To commemorate the men and woman who served and fought for us, Head of Art Sam Joice designed a new section to the school’s Peace Garden, and along with Graphic Designer Alice Roberts, painted two giant ‘shadows’ of a land girl and soldier. The area was also decorated with metal poppies and plants. The poppy dress which Sam Joice created last year, made from over 500 individual poppies made by students across all year groups, again made an appearance being worn by Year 11 student Jess Smith.
Many students attended the service, and the young people who are members of uniformed organisations attended in their appropriate attire. Moving performances were given by Year 11 student Emily Bull, school worship group Sounds From Above, and a further group of students who sang In Flanders Field.

### Our Land Girl & Soldier

For the last few week we have been getting ready for our Remembrance service, which takes place on Friday at 10:30am. Our foyer has been decorated, poppies are being sold in Reception, rehearsals have been taking place and Year 7 students have been creating their fabric poppies in Art lessons which Mrs Joice has been adding to the dress, which was created last year. Mrs Joice and Miss Roberts have added a land girl and soldier to our Peace Garden – commemorating the women and men who served for us and our country. We will always remember them.

### Literacy Legends

Here are our Year 8 'Literacy Legends' wearing their new librarian badges. 

Our Literacy Legends are responsible for the general upkeep of our school library, the ordering of new books and they are also planning some exciting competitions to fund raise for some new books for our form time Stop, Drop and Read sessions. 

### Macmillan Bake Sale

We are very proud of our Head Boy , Josh Gosney and Head Girl,  Lois Smith for organising the students for our Macmillan  bake sale this morning.  The cakes were delicious and all home baked. The reason they did it was  because it is a perfect chance to catch up over a cuppa, enjoy some gorgeous treats and help Macmillan be there for people facing cancer, which affects so many lives. Many of our young people and staff have been affected by cancer in some way and Josh and Lois just wanted to raise some money to help and support this fantastic charity.

### Our Open Evening

It was a brilliant night last night at our Open Evening. Our school was buzzing with many visitors, and exciting activities in every department. Thank you for all of those who attended; we hope you had as good a time as we did! If you missed it – don’t worry. Our Open Week continues tomorrow, from 9am – 1pm. If this isn’t convenient, you can of course still visit us. Please just contact the school to arrange your tour.

### Past student successes

Mrs Scott-Herron attend the Priestley College Awards Evening last night and celebrated some of the fabulous successes of our former students. She said “it was fabulous to see how they have grown, developed and really achieved since leaving Sir Thomas Boteler Church of England High School and it made me very proud to see they had continued to have High Expectations, High Aspirations and High Standards.”
Progress Award for Art – Alice Davies
Progress Award to Sport- Kieran Muckley
Geography and TCAT Challenge Award  - Abigail Titchard
International Sporting Honours – England Rugby League – Karlton Bates
Production Arts – Emily Dimeloe
Outstanding excellence – Charlotte Davies
TCAT Challenge Award – Abigail Titchard

### Jonah's fantastic homework

Our Year 9 student Jonah Holland has created this outstanding piece of summer holiday homework for English, based on the Sign of the Four by Sir Arthur Conan Doyle (a Sherlock Holmes book). Students could have made a mind map or piece of art based on the book.

Jonah said “I found pictures I really liked, and I wanted to make something that looked like Sherlock Holmes desk.” The whole of Team English are extremely impressed with Jonahs dedication and attitude to learning. They have high hopes for him in English in the future.

Headteacher Mrs Scott-Herron says “Jonah has really embraced his love of learning in creating this piece during the holidays. It is clear he has been inspired by this book; so much so that his artwork is essentially representative of him transporting himself into Sherlock Holmes' world.” Congratulations Jonah!


## Pages

### Standards and Attendance

Dear Parents and Carers
I hope you and your family have enjoyed a restful summer. We are very much looking forward to welcoming our students back to Sir Thomas Boteler Church of England High School for the new academic year on Thursday 4th September at 08:20.
This is always an exciting time – new beginnings, new opportunities, and renewed focus on achieving the very best outcomes for every child. At Sir Thomas Boteler Church of England High School, we live out our mantra of High Expectations, High Aspirations and High Standards every day because Through God, we Care. With your support, our young people can thrive both academically and personally.
Standards and Expectations
The Headteacher’s summer letter set out our expectations clearly. These remain non-negotiable and apply to all students, ensuring fairness and consistency.


 	Uniform: Correct school uniform must be worn at all times, including polishable shoes and the correct trousers/skirt length. Non-uniform items will be confiscated.
 	Jewellery/Appearance: No jewellery (except a wristwatch, not a smart watch) is permitted. Piercings, false nails, false eyelashes, unnatural hair colours and excessive make-up are not allowed.
 	Equipment: Every student must bring a school bag, fully stocked pencil case, scientific calculator and reading book every day.

High standards in these areas help set the tone for a successful year and reflect the pride our students have in being part of the Boteler family.
Attendance and Punctuality
Excellent attendance is one of the biggest factors in student success. Our expectation is that every student achieves at least 96% attendance across the year.


 	Reporting Absence: All absence must be reported by telephone on 01925 636414 before 08:00 where possible. Text messages and emails are not accepted. Our Attendance Officer, Miss Mannion, can be contacted directly (Ext. 179 or smannion@boteler.org.uk).
 	Illness: Medical evidence will be required if there is prolonged absence or ongoing concerns.
 	Appointments: Please arrange medical/dental appointments outside school hours where possible.
 	Holidays: Holidays will not be authorised during term time.

Punctuality:
Students must be on site by 08:20 Monday to Thursday and 08:50 on Fridays. Please be advised of our sanction system in relation to punctuality concerns.


 	1st late (up to 15 minutes): Break detention in C3
 	2nd late (up to 15 minutes): 30-minute lunch detention in C3
 	Any lateness beyond 15 minutes: 30-minute lunch detention in C3
 	A significant late is over 30 minutes (after registration closes): Immediate HOY intervention and 60-minute after-school detention
 	Arrival after 09:00 (Mon–Thurs) / 09:25 (Fri) will also result in a U code (an unauthorised absence).

Sanctions and Behaviour
In order to maintain our high standards, we are refining our approach to detentions and behaviour this year. A C3 is where your child has been removed from a classroom due to their significant disruption.


 	C3 detentions = A 30-minute after-school detention on the same day, ensuring issues are resolved immediately to support a fresh start the next day.
 	Two C3s in one day = Isolation plus 60-minute after-school detention on the same day.
 	A serious breach of the school behaviour policy leading to an isolation = Isolation in the C3 room for the duration of the day and a 60-minute after-school detention.

These measures ensure clarity, consistency, and fairness, where we will support students in the modification of their behaviour and making better choices.
Mobile Phone Pouches
From Thursday 4th September, we will launch the use of mobile phone pouches, as outlined in the Headteacher’s earlier communication and the consultation before the summer:
Students can either:


 	Leave their phone at home, or
 	Use a Phone Locker pouch provided by the school.


 	Phones are locked inside the pouch on arrival.
 	Students keep the pouch with them during the day.
 	Phones are unlocked when leaving school.
 	Students are responsible for their phone at all times.

Mobile phones will only be allowed on site if they are securely locked away.
Working Together
We are incredibly proud of our school community and what we achieve together. By working in genuine partnership with parents and carers, we can continue to raise standards and provide the very best education for every child.
Working together to achieve the highest standards will lead directly to success for our students. Clear expectations and consistent sanctions are part of this, and your support in reinforcing these messages at home is greatly appreciated. Further information will follow in relation to Behaviour Policy updates and support in improving whole school attendance.

Thank you once again for your ongoing support. We look forward to welcoming all our students back on Thursday 4th September and to another successful year ahead.
Yours faithfully
Mr J Leonard
Deputy Headteacher

### Tyn-y-Felin

Dear Parents/Carers

We are excited to offer our Year 7 students the opportunity to attend a residential trip to Tyn-y-Felin, a fantastic outward bounds centre located on the beautiful island of Anglesey. As you may be aware, TCAT now holds the lease to this facility and has plans to expand its use in the future.

We have been allocated a set number of places for the trip which will take place across three visits. If we receive more applications than we have places available, a draw will be done to allocate students fairly.
Trip Details
Dates:
Group 1 –     Monday 22nd September – Wednesday 24th September

Forms: 7SC and 7JJ

 

Group 2 –     Monday 29th September – Wednesday 1st October 

Forms: 7EH and 7DS

 

Group 3 –      Wednesday 1st October – Friday 3rd October  

Forms: 7AA and 7NK  

 

Duration – 3 days, 2 nights

Cost – £160.00 which includes transport, food and all the activities. We will attempt to keep students within their Form groups, with two Forms attending each visit and students will sleep in single sex dormitories.

 

This residential trip offers a great opportunity for our Year 7 students to cement existing friendships and build new ones in a supportive and engaging environment. Through a range of outdoor activities, students will develop teamwork, communication and problem-solving skills. The experience will also build independence, resilience and confidence, as students step outside their comfort zones and take on new challenges.

Payment for the trip should be made online via iPay. Your child will be given iPay details and log in information on Thursday 4th September to bring home to you, so please check their school bags if you do not receive this.

Additionally, a consent form must be completed using the following link https://forms.office.com/e/ZfGxBE39L0

The deadline for both deposit payment and form submission are Friday 12th September 2025.

There will be an option to pay the trip in full or as part of a payment plan to split the costs over the following dates:

Deposit due by 12/09/25: £80

Second payment due by 22/10/25: £80

If you have any questions or require further information, please do not hesitate to contact Mr S Mason at smason@boteler.org.uk

We look forward to providing this exciting experience for our students.

Yours faithfully,

S Mason

Associate Assistant Headteacher

### Docs2526



### Calendar



### Standards Letter

August 2025
Dear Parents and Carers
I hope you are all having a lovely summer break and I apologise for interrupting it with a communication from school, but as you will be aware I like to ensure you have all the information to hand so you are fully briefed, especially around expectations.
The information I am sharing is not new, but I thought it might be helpful none the less to share again.
We are so excited to welcome our newest members of The Boteler Family in September, and we promise to look after them and take the very best care of them as they embark on their high school chapter. For Years 8-11 the expectations and standards will be embedded, and we just need to make sure that you all are thriving and reaching your full potential. In order for everyone to succeed we need to have the highest standards of behaviour and respect. The learning and working environment within our Boteler Family is fully inclusive and supportive, but our benchmark is high in terms of how we expect our young people to act and behave.  The relationship we have with our young people is superb and that is the very foundation of how we achieve success. Our mantra of High Expectations, High Aspirations and High Standards is lived daily because ‘Through God, we Care’ about everyone as an individual.
The rules on uniform, jewellery and equipment is not negotiable. If the rules are not followed then unfortunately there will be consequences, which may mean that your child will miss out on opportunities and rewards trips later in the year.


 	No jewellery of any kind is permitted, except a wristwatch not at smart watch. Jewellery will be confiscated, and parents/carers will have to collect the items from the safe. Piercings will have to be removed, or the student will face isolation and loss of all social time.
 	Skirts must be knee length or just above. This needs to be addressed especially in Year 8-11 please as many of our students who wear skirts have grown and some skirts were very short towards the end of term.
 	If a student would like to wear a skirt, then thick black tights 70 denier or plain black knee socks are to be worn. Ankle socks and over the knee socks are not permitted.
 	If a student would like to wear trousers then they have to be designated school trousers. Fashion trousers, flares or leggings are not permitted.
 	School shoes must be polishable, so canvass ones are not permitted. Shoes with any sports logo, trainers or boots are also not permitted.
 	All students must bring a school bag, fully stocked pencil case, scientific calculator and reading book every day, New ISPs will be issued at the start of term.
 	False eyelashes, painted nails, and false nails are not permitted. Appropriate make-up is permitted at KS4. Lipstick, lip stain and lip gloss is not permitted at any time.
 	Non uniform items will be confiscated and returned at the end of the day. Jewellery will need to be collected by parents/carers.
 	School coats are encouraged but any coat or non-uniform top worn under the blazer at any point in the school day will be confiscated and returned at the end of the day.
 	Hair it so be of a ‘natural’ colour and highlights are permitted. Strong unnatural colours will not be permitted. If a student wishes to wear their hair short, then a number 1 is the shortest that is permitted. Long hair must be tied back for all practical subjects.

I am a firm believer that when there are rules there needs to be clarity, so we all know where we stand and that the system is fair. The vast majority of student comply at all times; they look smart and are proud to wear their uniform representing Sir Thomas Boteler Church of England High School. High Standards starts with the basics of uniform and being ready for learning with a positive attitude.
We are awaiting delivery of the mobile phone pouches, and I will communicate out separately regarding this when I have some more information.
Please just a reminder for you if I may. Please do not drive down the main drive to drop off and or pick up and wait, unless you have contacted me directly, then I can give you permission and a pass. Permission will only be granted if there is a medical concern or the student is very vulnerable. The traffic is causing a real health and safety concern, and the congestion is not acceptable. Please can you park in the Ball Hall if you need to park and if you need to drop off please do so outside the school premises.
Students are not to use the main school drive at any time. They are to use the gated entrance off Knutsford Road just past the bus stop.
I am incredibly proud of what we have achieved as a school and what the journey to excellence we continue to be on. I could not do it without your support, and I really appreciate and value working with you.
I am excited about the new academic year and the opportunities ahead. We will see all our young people on Thursday 4th September at 08.20. Just a reminder that all students are to come in the brown door near the student path.
 
Yours faithfully
Beverley Scott-Herron
Headteacher

### Computer Science curriculum

At Sir Thomas Boteler Church of England High School our aim is to offer a challenging and engaging computing curriculum that promotes computational thinking and digital creativity. We want students to develop a love of learning for the subject and for them to be digitally literate to enable them to succeed in a rapidly changing world.
Our curriculum is designed to provide a broad experience of the different strands of computing including Digital Literacy, Computer Science and Information Technology. We develop students’ computational thinking and programming skills to build resilient learners with good problem-solving skills. We encourage our students to challenge themselves to create high quality digital products and our teaching encourages students to consider their digital footprint, the impact of their digital presence and the online threats they might encounter.  We promote a culture of resilience where learning from failure is the key to success. In our curriculum declarative knowledge (‘knowing that’) and procedural knowledge (‘knowing how’) are identified, sequenced, and connected so that knowledge builds term by term and year by year.
 

### Wellbeing support

Make yourself a priority. 
Mental wellbeing doesn't have one set meaning. We might use it to talk about how we feel, how well we're coping with daily life or what feels possible at the moment.

Good mental wellbeing doesn't mean that you're always happy, or that you're unaffected by your experiences.

Having good wellbeing doesn't always mean that you don't have a mental health diagnosis. You may live with a mental health diagnosis, but have good wellbeing right now. There are many people with a clinical diagnosis who are happy and have good wellbeing because they are being supported or are managing their diagnosis well.

Or you might not have a mental health diagnosis, but be struggling with your wellbeing at the moment. It’s important to understand we all go through up’s and down’s.

Poor mental wellbeing can make it more difficult to cope with daily life. So it is important to be aware, develop a mental health tool kit and reach out if you need support.

 
Tips for improving your mental wellbeing
There are lots of things you can do to try to take care of your wellbeing.

 Try to relax and reduce stress 

 Find ways to learn and be creative 

 Spend time in nature

 Connect with others 

 Look after your physical health 

 Try to improve your sleep

 
Apps
Chill Panda: Tasks include simple breathing techniques and light exercises to take your mind off your worries. http://chillpanda.co.uk

Worry Tree: Uses cognitive behavioural therapy (CBT) techniques to help notice and challenge worries and create an action plan for managing worry. https://www.worry-tree.com/

Thrive: helps prevent and manage stress, anxiety and related conditions. The game based app can be used to relax before a stressful situation or on a more regular basis. https://thrive.uk.com/

Anxiety app for meditation: Calm

Anxiety app for mindfulness colouring: Colorfy

Mood tracking: What’s Up? A Mental

Anxiety app for sleep: Nature Sounds Relax

Anxiety app for breathing techniques: Breathwrk

Anxiety app game: AntiStress Anxiety

Anxiety app for journaling: Moodnotes

Cognitive behavioural therapy (CBT): MindShift CBT
 
Low Mood
Ups and downs are a normal part of life, but for someone who is experiencing depression, negative thoughts, feelings of failure,

hopelessness, numbness or sadness may affect functioning over an extended period, having a significant impact on behaviour, motivation and ability to engage in day-to-day activities.
Apps
Catch It: Learn how to manage feelings like anxiety and depression with Catch It. The app will teach you how to look at problems in a different way. https:// www.liverpool.ac.uk/it/app- directory/catch-it/

MoodTools: A free app for   man- aging depression with mood tracker, videos, meditations and thought diary. https://www.moodtools.org/

Daylio Journal - Daily Diary Mood Tracker, Health, Wellness.

What's Up? - Mental Health App.

Happify: for Stress & worry.

CBT Tools for healthy living

 
Online Support
 Hub of Hope: a mental health database of local, national, peer, community, charity, private and NHS support. https://hubofhope.co.uk/

 ChildLine: information, advice, support and tools for children and young people up to 19 years old. 0800 1111 www.childline.org.uk

 The Mix: advice, blogs, articles and 1-2-1 online chat and messenger options for older teens and young adults. 0808 808 4994 www.themix.org.uk

 Shout: a free, confidential and anonymous text support service. Txt 85258  https://giveusashout.org/get-help/

 

Try self-help CBT techniques

Use one of the Apps or look at the short video guides and practical strategies using the link: https://www.nhs.uk/every-mind- matters/mental-wellbeing-tips/self-help-cbt- techniques/

 

Be Kind

Helping others can also improve our support networks and encourage us to be more active. This, in turn, can improve our self-esteem. There is some evidence to suggest that when we help others, it can promote changes in the brain that are linked with happiness.

Talk to someone

Trusted friends, family and colleagues, or contacting a helpline, can help us when we are struggling.

Get better sleep

Low moods can make us feel tired, and tiredness can also have a bad impact on our mood, and create abetter routine.

Embrace Gratitude

Taking a moment to be thankful causes physiological changes in your body that initiate the para- sympathetic nervous system — the part of your nervous system that helps you rest. Gratitude helps with overall relaxation. See page 12 for gratitude challenge.

 Exercise.

Being active releases chemicals in your brain that make you feel good - boosting your self-esteem and helping you concentrate as well as sleep well and feel better.

 
Anger
We all feel angry sometimes, often when there’s a good reason. Uncontrolled anger can be harmful, but you can learn to manage it. Anger is one of a range of emotions that we all experience. It’s ok and perfectly normal to feel angry about things that you have experienced.

Anger can start to become a problem when you express it through unhelpful or destructive behaviour – either towards yourself or other people. It can also contribute to you developing mental health problems, like depression and anxiety, or make existing problems worse.

 	If you find yourself doing these sorts of things, it might be a sign that you need some support:
 	hitting or physically hurting other people
 	shouting at people
 	breaking things
 	losing control
 	spending time with people who get you into trouble
 	constantly ending relationships or getting in trouble at school

Relaxation

Over time, you’ll learn to manage your anger better yourself. When you feel angry or stressed you can try out different relaxation techniques to help you calm down, such as:

 	 going for a walk
 	listening to music
 	taking deep breaths
 	doing some exercise
 	doing something you enjoy - skate- boarding, painting, swimming
 	talking to someone about how you are feeling
 	playing computer games to take your mind off it
 	reading a book
 	having a hot bath

 How to help a friend

How to respond when a friend opens up to you?

If a friend has shared how they are feeling, it might be the first time they have spoken to someone about their mental health and they may struggle to put their thoughts into words.

They might not go into lots of detail and say something like ‘I’m finding things hard right now’ or ‘actually, I’m not fine’. Or they might share things they are struggling with at home, school, university or work.

Listen

Listen carefully when someone opens up to you about how they are feeling. Try to let them share without interrupting or judging them, or making any assumptions. This can help make your friend feel more comfortable. You can show you are listening by nod- ding, or repeating what they say to show you have understood. If they are finding it overwhelming, you can suggest they write it down in a text or on a piece of paper to make it easier.

 Reassure

Often, when someone has opened up about how they are feeling, they might immediately feel worried that they’ve said the wrong thing or shared too much. The first way you could respond to them is to reassure them that they have done the right thing by speaking about it. You could say, ‘I’m really glad you told me this’, or ‘it might have felt difficult but it’s good that you spoke to me about it'.

Validate

No matter what they are struggling with, their experiences are valid and it can be helpful to remind your friend of this. You could say some- thing like ‘its okay to feel like that’ or, ‘what you’re going through sounds really tough’. Sometimes when you are struggling with your mental health, it can feel very lonely. By letting them know how they feel is valid, you are letting them know that they are not alone.

Positive Action

Sometimes all it can take to let your friend know that you are there for them is a hug, or just taking the time to sit with them. It doesn’t have to be a big gesture, you being there lets them know that you care. After someone has shared with you how they are feeling, they might be worried that you won’t want to spend time with them. Simple gestures can re- mind them that you are still their friend, and you can still do the things you used to do together.

 
Celebrities breaking the silence
Dwayne Johnson

"I found that, with depression, one of the most important things you could realize is that you're not alone," "You're not the first to go through it; you're not going to be the last to go through it. And often times—it hap- pens—you just feel like you're alone. You feel like it's only you. You're in your bubble. And I wish I had someone at that time who could just pull me aside and [say], 'Hey, it's gonna be OK. It'll be OK.' So, I wish I knew that."

 Selena Gomez

"I've discovered that anxiety, panic attacks and depression can be side effects of lupus, which can present their own challenges," she told People. "I want to be proactive and focus on maintaining my health and happiness and have decided that the best way forward is to take some time off. I know I am not alone by sharing this, I hope others will be encouraged to address their own issues."

### Volume 37 - Friday 18th July 2025

   
Dear Parents and Carers
I hope you are well. I cannot believe we have reached the end of a very successful academic year already and I to take this opportunity to thank you for all your kindness and support as it is very much appreciated. I really value the wonderful relationship I have with you and how we work collaboratively in the best interests of your child. However, this would not be a Head’s Herald with out me sharing some recent success but also sharing with you a few key reminders as we head off for the summer break.
We started the week off with the Lockdown drill, which was executed so well, and I was incredibly proud of the staff and the students for how they conducted themselves. We have now made a few tweaks to the procedure following this drill and we will implement these when we do a further practice in the new academic year. It is essential that we have practice drills for potential critical incidents, so everyone knows what to do. I appreciate that the scenarios may be frightening but when it comes to keeping the young people and staff safe, they are non-negotiable.
We had our Awards Evening on Thursday which was fantastic, and it was so lovely to recognise the achievements of so many young people. Our guest speaker was Rachel Hughes who is Managing Director and Founder of BuildMe Consultancy, and is passionate about fostering personal growth, leadership, and inclusivity.
We are very much looking forward to Rewards Day on Monday and have visits going to Blackpool Pleasure Beach, Chester Zoo and the Trafford Centre, plus activities back at school. I am very excited as I am going to Blackpool, and as long as I get on Valhalla, I will be very happy. Just a reminder for those students who are in non-uniform that crop tops, cycling shorts and very short shorts are not permitted.
With regards to reminders for the new academic year, please just remember to check Arbor for messages and emails. Just a polite reminder that students need to have FULL school uniform and PE kit for the start of term and that school skirts MUST be knee length or just above. I will be the final decision on whether they are suitable so if you are unsure, please contact me. School shoes need to be able to be polished and not have any sports logos on at all. Boots are not permitted. No jewellery is permitted, so if any piercings are planned please ensure they are done at the start of the summer holidays. I am sorry for the repeated messages but I believe clear communications are crucial so we all know the expectations. I apologise that there has been a delay on ties but these should arrive any day now.
With regard to the mobile phone pouches, they are on order, so we are just awaiting delivery, and we are hoping to have everything up and running for the first day back. However, I will keep you updated. The student assemblies went very well and we had the Parent information evening too which was successful, therefore we are hopeful of a smooth transition.
Students will all be expected to be in full uniform, have their bag, pencil case, scientific calculator and reading book with them on the first day back on Thursday 4th September at 08:20.
On the last day – Tuesday 22nd July, we will  finish at lunchtime 13:15. Those who require a FSM should have contacted us already. If you are worried about this then please contact us asap. Regarding the directive for Tuesday in terms of uniform, I have decided because of the continued humidity that it may be in the best interests of everyone if we have a non-uniform day. The students are in non-uniform on Monday anyway and with Tuesday being a shorter school day, I think it will help and support attendance. I am sure the students will be delighted but also it helps staff too as they do not have to wear business dress. However, cycling shorts, very short shorts/skirts or crop tops will not be permitted and if a student breaks these rules they will be isolated until appropriate clothes can be brought into school.
Please ensure that you have a lovely summer break, and if you need anything please just drop me an email. I am however, going on holiday, so if I do not reply please be understanding and patient but I will endeavour to get back to you as soon as is convenient.
Please take care, stay safe and I looking forward to seeing you all very soon.
Beverley Scott-Herron
Headteacher
 


A Night to Remember – Celebrating Excellence at Our Awards Evening
On Wednesday 16th July, the School Hall at Sir Thomas Boteler Church of England High School was filled to the rafters with pride, applause, and celebration as we gathered for our annual Awards Evening—an event that continues to be one of the highlights of our school calendar.
With nearly every student award winner present, and a full house of proud families, friends, and staff, the atmosphere was fantastic. The evening recognised the outstanding students who have excelled across all areas of school life—whether for effort, progress, achievement, leadership, or exceptional talent.
From the moment guests arrived, they were welcomed within style. For the first time, our students—led brilliantly by Mrs Callaway—hosted a reception with canapés and refreshments in The Orangery, showcasing the initiative and creativity we value so highly at school. This lovely addition to the evening was complemented by a stunning piano performance from Year 10 student Lexi Whyte, creating a truly special start to the celebration.
The evening opened with a brilliant performance by Vox One, setting the tone for a night that reminded us all of what makes our school community so special. Year 10 Music winner, Alex Jones, also sang beautifully as we had a short break from handing out the trophies. As I said in my opening speech, “These evenings matter. They remind us all—students, families, and staff alike—why we do what we do.”
All too often in life and in school, we focus on what goes wrong—the one mistake, the missed opportunity. But Awards Evening turns the spotlight onto what truly matters: our students’ resilience, commitment, kindness, and the many small victories that lead to big success. The awards presented were not just trophies and medals, but symbols of hard work, growth, and determination.
One of the most moving moments of the night is always seeing the expressions on the faces of parents and carers as their child walks across the stage. It’s a moment of pride and recognition that reminds us all of the transformative power of education and belief.
This year, we added something new—written commendations from staff handed to each award winner. These personal messages captured exactly why each student was selected, adding depth and meaning to every award received.
To every student who walked across that stage: congratulations. You earned it.
To everyone else: we hope this night motivates you to dream big and give your best, every single day.
Here’s to another year of High Expectations, High Aspirations, and High Standards at Sir Thomas Boteler Church of England High School
We can’t wait to do it all again next year.




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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Holiday Activities and Food Programme
Warrington Borough Council are excited to announce that bookings for the Holiday Activities and Food (HAF) programme are now open! Places can be reserved by visiting www.warrington.gov.uk/haf.
A variety of engaging activities are available for school-aged children (ages 4–16), including dance, multi-sports, skating, arts, and enrichment days. Additional programmes tailored specifically for older children will be added soon.
Eligible children can book up to 16 sessions throughout the summer holidays. The HAF programme is primarily for children who receive benefit-related free school meals. However, a limited number of places are available for families under social care, Early Help and those that have an EHCP.  These places will be allocated on a case-by-case basis.
For further details, please contact us at haf@warrington.gov.uk.

 

Year 10

Have a good rest over the summer and remember to continue researching your college courses.

 
Uniform Donations
 

 

 

 

 

Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

In addition to PE kit, we are welcoming donations of the following items of uniform.

-skirts

-bags

-blazers

-ties

-barely worn school shoes

These can be left in the box outside the main reception.

Please can we ask that any donated items be clean.

 

 

 

 

 

 
As we come to the end of a successful and rewarding school year, we want to take a moment to thank all our parents and carers for your ongoing support.
This year, we’ve proudly delivered six Parent Forums, each tailored to give you meaningful insight into your child’s school experience. These included:
KS4 Exam Preparation: equipping parents with strategies to support students through their GCSEs.
Understanding the Curriculum: helping families understand what their child is learning and how progress is assessed.
Arbor and SAM Learning Homework Support: Offering practical support on how to use our school platforms to monitor homework, track progress and access learning resources at home.
Digital IT Safety: supporting safe and responsible use of technology and social media.
Health and Wellbeing: with practical advice on how to support your child’s emotional and physical health.
Post-16 Options: helping families make informed choices about the next steps after Year 11.
We also held a successful EAL Coffee Morning, providing a space for families with English as an additional language to connect and receive support. The KS3 Book Fair was another highlight, encouraging a love of reading and giving students the chance to choose exciting new books to enjoy at home.
 
How You Can Support Your Child This Summer
While summer is a time for rest and recharging, it also provides a valuable opportunity to maintain momentum and keep your child motivated and prepared for the year ahead. Here are some practical ways to support your child over the holidays:

 	Keep a Simple Routine - Maintaining a healthy structure for sleep, meals and screen time can help reduce anxiety when term resumes in September.
 	Encourage Daily Reading - Reading for pleasure, whether it's novels, comics, or online articles keeps literacy skills sharp and builds imagination.
 	Keep Learning Engaging - Explore free educational apps, documentaries, or local activities. Creative writing, puzzles, or even baking can build problem solving and communication skills.
 	Have Open Conversations - Talk to your child about the year ahead. Encourage them to share what they’re excited about and what they’re worried about. Listening without judgment can really help.
 	Reflect and Set Gentle Goals - Celebrate the progress they've made this year and set one or two personal goals for the new term. Small steps can lead to big achievements.

 



This week as part of Collective Worship, the Worship Ambassadors have been leading services on the theme of spirituality. We have discussed what it means to be a spiritual person, highlighting that our flaws and mistakes make us human, but the light of Christ makes us perfect. 

This reminds us to live our lives supporting others and asking for help from our friends. It is easier to show care and kindness to the people we like, but how can we be a friend to everyone?



Spiritual Pause: How can we accept the faults of others? How can we be a friend to others? How do we expect others to show friendship to us? Think about the impact of a kind word and a friendly smile and try and make a difference to someone else’s day. 

Confirmation: On Sunday 6th July we supported eleven of our students in receiving the sacrament of Confirmation at St. James’ Church, led by Bishop Mark. It was a wonderful celebration and we are very proud of them all! 



 

 

 

 

 

 

 

 

 

 

 

 

 

KRAKOW, Poland:

36 students have gone to Krakow, Poland on an educational visit to the city, the Wieliczka Salt Mines and Auschwitz. We hope learning about the horrors of the past will influence how they treat others for better in the future. 



 

 

 
 
 


As the school year wraps up, we want to encourage all our students to take this summer break as a valuable time to rest and focus on their wellbeing. It’s important to balance relaxation with activities that support mental health—like staying active, maintaining a regular sleep routine, and staying connected with friends and family. To our parents and caregivers, your support is crucial during this time: encourage open conversations about how your child is feeling, help them establish healthy habits, and create a positive environment where they feel safe to share. Together, we can ensure our young people return refreshed and ready for the year ahead. Wishing everyone a peaceful and rejuvenating summer!
For helpful support numbers and resources to guide you through the summer, please click here for our Summer Wellbeing Newsletter: 
 

 


Scholastic Book Fair!
The book fair is now over! Thank you so much to parents/carers for visiting and supporting your children and their love of reading. Thanks to the engagement of parents/carers and our incredible young people, your purchases have raised a whopping £798 in book vouchers for our school that will be used towards lesson and library resources and book rewards for our students in the coming academic year. We truly are a school of readers and can't wait to welcome the book fair back next year!




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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Food Technology
Sir Thomas Boteler Church of England High School  Breaks Guinness World Record
The kitchen heat was on — and it paid off. Jamie Oliver and thousands of participants from around the world have officially claimed a Guinness World Records™ title, setting a new benchmark in culinary collaboration.
The record-breaking event, which saw schools, students, and food lovers take part in the largest simultaneous cooking lesson, was powered by the 10 Skills Programme — a global initiative designed to build confidence and essential skills in young cooks.
Among the proud participants was Sir Thomas Boteler Church of England High School, where students rolled up their sleeves and joined the worldwide challenge. Their enthusiasm and teamwork contributed to an unforgettable moment of history-making on a global scale.
Mrs Callaway, Hospitality and Catering Lead at Sir Thomas Boteler, said:
“This was an amazing opportunity for our students to be part of something truly global. It wasn’t just about cooking — it was about teamwork, confidence, and the joy of learning new skills. We are so proud of our students for taking part in this record-breaking challenge.”
Head Teacher Beverley Scott-Heron added:
“We are incredibly proud of the way our students engaged with this unique experience. It demonstrates the importance of practical learning and how food education can inspire creativity, confidence, and a sense of belonging in the wider world.”
In a statement celebrating the achievement, Jamie Oliver said:
“This record wasn’t just about numbers — it was about impact. Together, we’ve shown the power of food, education, and community to inspire and empower the next generation.”
Participants are also encouraged to share their experience on social media, tagging @jamieoliver and @wearewonde, showcasing the moments that helped make this feat unforgettable.
But the mission doesn’t end with the record. The 10 Skills Programme continues to offer free educational resources for schools and community groups in the UK and US. From Jamie Oliver’s Kitchen Garden Project for primary schools to the full 10 Skills curriculum for older students, the initiative is helping young people gain real-life confidence in the kitchen.
To sign up or learn more:


 	UK Secondary Schools: schools.jamieoliver.com


 	UK Primary Schools: Jamie Oliver’s Kitchen Garden Project


 	US Schools/Groups: 10skills.jamieoliver.com

With a world record under their belts and a legacy of learning left behind, Oliver and his team — along with schools like Sir Thomas Boteler Church of England High School — have proven that cooking together can truly change the world.


 

 

 
Physical Education
Sports Awards 2025
Sir Thomas Boteler Church of England High School Sports Awards Evening: A Night of Sporting Excellence and Inspiration
On a memorable evening held at the Halliwell Jones Stadium, Sir Thomas Boteler Church of England High School celebrated the outstanding sporting achievements of its students at the annual Sports Awards Evening. Set against the backdrop of one of the region’s most popular sporting venues, the event brought together students, staff, families, and special guests for a night that truly captured the spirit of dedication, resilience, and excellence in sport.
The evening shone a spotlight on students who have demonstrated exceptional commitment and talent across a wide range of disciplines — from team sports like football, rugby and netball, to individual activities such as athletics and also overall PE Year group winners were announced. Not forgetting the expressive creativity of Dance, each award presented was a testament to the hard work, perseverance and positive attitude shown by our young athletes throughout the year.
A highlight of the night was the powerful and insightful address delivered by guest speaker Jack Phillips, Head Data Analyst at England Rugby League. Drawing on his extensive experience at the elite level of sport, Jack spoke to students about the importance of seeking marginal gains — those extra few percent that can make all the difference in performance. He explained how top athletes don't just rely on natural talent, but constantly look to improve through attention to detail in areas such as training intensity, recovery strategies, nutrition, and analysing data from games. His message was clear and inspiring: excellence isn't accidental, it's built through effort, insight and a willingness to improve every day.
Jack’s words resonated deeply with our students and aligned perfectly with the PE department’s core vision: Promote, Engage, Excel. This vision underpins everything we strive for in PE and sport at Sir Thomas Boteler Church of England High School.
Promote: raising the profile of sport and physical activity, ensuring that every student is encouraged to be active and to see the value in leading a healthy lifestyle.
Engage: creating inclusive opportunities where students of all abilities feel supported and inspired to get involved, try new things, and build their confidence.
Excel: striving for personal bests, whether that's winning a medal, mastering a new skill, or simply showing determination and progress in physical activity. We also strive for sporting excellence and develop young people into athletes who compete at the highest level.
The Sports Awards Evening encapsulated this vision. From those representing the school at the highest levels to those who have shown huge personal improvement and enthusiasm in lessons, every student recognised on the night has embodied these values.
It was a celebration not just of trophies and medals, but of teamwork, character, and a shared commitment to physical and mental toughness through sport. Congratulations to all our award winners and thank you to everyone who helped make the evening such a success — a true reflection of the one of our best years yet!
 
  

 

 

 



 

 

 

 

 
Sports Day 2025 – A Celebration of Hope, Compassion and Endurance 🏅
The sun shone down on a spectacular Sports Day 2025, as our entire Sir Thomas Boteler Church of England community came together for an unforgettable day of athleticism, teamwork, and celebration. The field was alive with energy, laughter, and cheers, as students and staff demonstrated the very best of our school values.
Track Events: Speed, Determination and Glory
From the first gunshot to the final finish line, our students lit up the track with blistering pace and grit. Personal bests were smashed across all year groups, with standout performances in the 100m, 200m, and relay races. The crowd erupted with every tightly contested sprint, and it was clear to see the hard work and determination of every competitor. Congratulations to all our medalists and every runner who gave it their all!
The staff were not to be outdone! The House Tug of War saw fierce competition and lots of laughter as staff teams dug deep—literally. Mr Large even came prepared in a pair of gardening gloves! A massive effort was made by all, with ropes creaking and House pride on the line. Mr White's Arbitrium took 1st place. In the staff relay, Team Virtus stormed to victory in a thrilling race that had students on their feet cheering every step of the way. It was a fantastic example of camaraderie and fun in action!
Beyond the track, students showcased their skills in a wide range of team events. From the fast-paced strategy of flag American football to the chaotic excitement of dodgeball and classic football matches, teamwork was the name of the game.
Meanwhile, the Challenge Zone pushed students to the limit. The 1000m row time trial tested stamina and mental strength, the tug of war returned for student teams to battle it out, and the inflatable obstacle course added a huge dose of fun to the day.
What stood out more than the medals and results was the sense of unity and mutual respect across the school. Students supported one another, cheered for other Houses, and showed great sportsmanship throughout. Whether it was a helping hand after a tumble, or a handshake after a hard-fought game, our values of compassion and hope were on full display.
This day would not have been possible without the hard work and dedication of so many. A huge thank you to the House Leaders encouraging participation across the board. Our staff braved the heat and kept the day running smoothly, while our amazing Parents Supporting Boteler showed up in full force to support our students and keep everyone refreshed and hydrated. Your effort didn’t go unnoticed—and we’re sure the school fund will be celebrating too, with all proceeds going straight back into supporting our young people.
As the sun set on Sports Day 2025, we walked away not just with memories, but with a renewed pride in our school and each other. Here's to the power of sport, community, and Boteler spirit!
 

Following 6 hours of physical activity, competition and sport, the final results are as follows:



 

The winners of Sports Day 2025 goes to Mr White and Arbitrium House!



 



 





 

### June Mock Results

Dear Parent/Carer                                                                                                                              
Please find included your child’s final Current Mock Result for this academic year. The mock grade for this assessment window is based on the Mock Exams that took place in June. These exams were either full or sections from previously published real exam papers.
The current mock grade that has been awarded for each subject is the grade students are working at currently. Year 10 students have completed half of the two-year Key stage 4 curriculum and have developed their range of skills and knowledge as they have been exposed to more curriculum content. As students move into Year 11, the grades awarded should continue to increase acknowledging the greater curriculum coverage and application of knowledge.
GCSE Grading Structure
As mentioned in previous correspondence, a significant change that has taken place within education is that the traditional GCSE A*-G grading structure has been replaced by a new nine-point scale (9-1) across all subjects.
The new GCSE grades explained:


 	Grade 9: top A* performers; about half of the 6.8 per cent who got A*s this year are likely to get it
 	Grade 8: the rest of those who obtained A* but did not qualify for a 9
 	Grade 7: equivalent to an A grade pass
 	Grade 6: equivalent to a top of existing B grade
 	Grade 5: international benchmark, showing performance equaling that of students getting top-grade passes in high performing countries in international league tables. Equivalent to the top of a current C pass to a secure current B grade (Strong Pass)
 	Grade 4: equivalent to the lower two thirds of a current C grade (Standard Pass)
 	Grade 3: equivalent to a D grade
 	Grade 2: equivalent to an E grade
 	Grade 1: equivalent to grade F and G

The BTEC grades explained:


 	D2*: equivalent to a GCSE grade 8.5
 	D2: equivalent to a GCSE grade 7
 	M2: equivalent to a GCSE grade 5.5
 	P2: equivalent to a GCSE grade 4
 	D1: equivalent to a GCSE grade 3
 	M1: equivalent to a GCSE grade 2
 	P1: equivalent to a GCSE grade 1.75

Attitude to Learning / Homework Grades
For attitude to learning and homework your child will be given a grade from 1 to 5. An explanation how these grades are awarded can be found below.
Attitude to Learning (ATL)


 	Outstanding

A student’s attitude to leaning is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment with an attitude that is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.


 	Good

A student’s attitude to learning is good if they contribute to making a good working environment.  They are reliable, often show maturity and set high standards for others to follow equally well and make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.


 	Requires Improvement

A student’s attitude to learning requires improvement if, on a few occasions, they have demonstrated behaviour that may have a negative impact on their own and others learning.  When challenged, a pupil responds appropriately to sanctions that have been imposed and generally shows acceptable levels of application during lessons. They are responsive to the support given by the class teacher and the promotion of a positive working environment.


 	Inadequate

A student’s attitude to learning is inadequate when their behaviour is disappointing.  This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher. Engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.
Homework


 	Outstanding

Homework is always submitted on time.  Homework is neatly presented and completed to a high standard.  They bring all necessary equipment to lessons.


 	Good

Homework is usually submitted on time.  Homework is completed to a good standard. They bring the necessary equipment to most lessons.


 	Requires Improvement

Homework, on occasion, is failed to be submitted on time.  Homework is completed to a fair standard and they respond well to the appropriate guidance set by the school. They sometimes forget to bring the necessary equipment to lessons.


 	Inadequate

Homework is rarely submitted on time.  Homework is completed to a poor standard and they do not respond to the appropriate guidance set by the school. They do not bring the necessary equipment to lessons.
If you have any concerns or questions about any matters related to how your son/daughter’s progress is tracked and reported, please don’t hesitate to contact me on jkoltan@boteler.org.uk or your child’s class teacher.
Yours faithfully
Mr J Koltan
Deputy Headteacher

### Reward Trip - The Trafford Centre

The Trafford Centre – Monday 21st July 2025

Dear Parent/Carer,

Thank you for your support in completing the consent form and payment for your child to attend our Year 10 visit to the Trafford Centre on Monday 21st July 2025. This trip has been specifically designed for Year 10 students to encourage responsibility, maturity, and independence, giving them greater ownership of their choices while still operating within a safe and well-structured environment.

We believe this visit provides a valuable opportunity for students to make independent decisions about how they spend their time (e.g. shopping, eating, or visiting the cinema or arcade), while developing important social, organisational, and safety skills that will serve them well as they prepare for Year 11.

Key Information

 	Arrival at School: Students must be in school by 08:30, reporting to the Ball Hall for registration and a full safety briefing.
 	Departure: The coach will leave school by 09:00.
 	Return: We aim to return to school by 15:00.
 	Clothing: School uniform is not required, but we ask that students wear sensible, appropriate clothing and footwear.
 	Lunch: Students will need to bring money for lunch or a packed lunch. There are various food outlets on site. If your child receives Free School Meals, a packed lunch will be provided.
 	Spending Money: Students may bring spending money for shopping or activities, but they are fully responsible for their belongings at all times.

Independence and Safety Expectations

While students will be allowed to move around the Trafford Centre in small groups, the following safety and supervision measures will be in place:

 	Initial staff briefing upon arrival, including safety protocols, emergency procedures, and behavioural expectations.
 	A mid-day check-in at a designated meeting point within the centre.
 	Regular staff presence in high-traffic areas such as the food court, cinema, and arcades.
 	A central meeting point will be clearly communicated to students in case of emergencies or if they become separated from their group.

We will also:

 	Collect student mobile numbers in advance of the trip to ensure contact can be made during the day if needed.
 	Provide students with school mobile contact numbers in case they need to reach staff.
 	If you feel your child would benefit from additional support from staff, please contact the school in advance.

Medical & Conduct Information

 	Please ensure any medication or relevant medical information is shared with staff before the trip, via this link https://forms.office.com/e/NhC4ZGdRdU 
 	The Trafford Centre has trained first aiders, designated first aid stations, and emergency procedures which we will follow in the event of any issue.
 	Students must remain within designated areas of the Trafford Centre and are expected to behave responsibly and respectfully at all times.
 	If any student behaves in a way that poses a risk to themselves or others, contact will be made with school, and parents may be asked to collect them.

If you have any questions or specific concerns, please contact the school directly.

Yours faithfully,

Mr Leonard
Deputy Headteacher

### Rewards Trip - Chester Zoo

Chester Zoo – Monday 21st July

Dear Parent/Carer

Thank you for your support with the providing consent and payment for your child in relation to attending Chester Zoo. I hope your child is looking forward to the visit and ask that you talk through the arrangements for the day with them.

 	It is not necessary for students to wear school uniform, but we ask that appropriate clothing and sensible footwear is worn, and that the students are prepared for the unpredictable nature of the weather. Can I reinforce Mrs Scott-Herron’s previous messages, that cycling shorts and crop tops cannot be worn on non-uniform days.
 	If the weather is hot, appropriate high factor sun protection should be applied, with the recommendation to take a hat or cap with them.
 	Students will arrive at school at normal time, reporting to the Ball Hall at 08.30 for registration and key information sharing.
 	We will be leaving at 09:00 and returning by 15:00.  
 	Students will require a packed lunch or money to buy lunch at the Zoo. If your child is a recipient of free school meals, a packed lunch will be available for them should they wish to have one.
 	It is at the discretion of parents whether the students bring additional spending money with them.
 	Students may bring a camera or use their mobile phones to take pictures of the animals, but it will be the sole responsibility of the student to keep all possessions taken on the trip safe. 
 	Please ensure that staff are aware of any medication that is needed for your child when on the trip and any relevant medical information is passed on to staff, via this link https://forms.office.com/e/2w5SG3ss0B

Further specific information and guidance from the Zoo:

 	To ensure all our visitors have the best experience possible we expect all of our visitors, including school groups, to behave in a way that doesn’t disrupt our animals or negatively impact other visitors to the zoo.
 	Safety barriers: the barriers are there for your safety and to give our animals the space they need. Please do not cross the safety barriers!
 	Feeding animals: all our animals are on carefully prepared and balanced diets. Please do not feed any of our animals.
 	Noise levels: our animals can be sensitive to high levels of noise. Please be mindful and do not shout or play music around the zoo.
 	Unwanted verbal/physical behaviour: threatening, abusive or insulting language and aggressive behaviour is not permitted at Chester Zoo.
 	Instances of unacceptable behaviour will be immediately reported and our Security team and Conservation Education and Engagement team will take appropriate action. In extreme circumstances this can lead to whole school groups being asked to leave the zoo premises. We will also report poor behaviour to head teachers and school governors in writing and we reserve the right to refuse future admission to schools who have behaved in a disruptive manner during a visit, spoiling the enjoyment of our visitors.
 	Students will need to be supervised by an adult when accessing indoor houses and walkthroughs. School staff will be a high presence around the Zoo, will have meeting points and will have scheduled slots where they will supervise students in order to access the indoor areas.

Students will be asked to follow the above guidance and rules when at Chester Zoo, and should there be concerns in relation to student conduct, arrangements will be made for their return to school. If you require any further information, please do not hesitate to ask.

Have a lovely summer and thank you for your support throughout the academic year.

Yours faithfully

Mr S Mason

Assistant Headteacher

 

 

 

 

### Rewards Trip - Blackpool Pleasure Beach

Blackpool Pleasure Beach – Monday 21st July 2025
 
Dear Parent/Carer
Thank you for your support with the consent form and payment for your child in relation to attending Blackpool Pleasure Beach. I hope your child is looking forward to the visit and ask that you talk through the arrangements for the day with them.


 	It is not necessary for students to wear school uniform, but we ask that appropriate clothing and sensible footwear is worn, and that the students are prepared for the unpredictable nature of the weather. Can I reinforce Mrs Scott-Herron’s previous messages, that cycling shorts and crop tops cannot be worn on non-uniform days.
 	If the weather is hot, appropriate high factor sun protection should be applied, with the recommendation to take a hat or cap with them.
 	Students will arrive at school at 08:00, reporting to the Ball Hall for registration and key information sharing.
 	We will be leaving at 08:30 and returning to school at approximately 17:00/17:30.  
 	Students will require a packed lunch and a substantial drink. If your child is a recipient of free school meals, a packed lunch will be available for them should they wish to have one.
 	Students may bring a camera or use their mobile phones to take pictures, but it will be the sole responsibility of the student to keep all possessions taken on the trip safe. 
 	Students will be allowed to venture off in small groups once they are in the park. We will have meeting points with staff throughout the park so students can check in during the day. We have already identified some students that will require adult supervision these will be with a member of staff. If you feel your child would benefit from this support please can you contact school
 	Please ensure that staff are aware of any medication that is needed for your child when on the trip and any relevant medical information is passed on to staff, via this link https://forms.office.com/e/xgM26GQHHL

Further specific information and guidance from the Blackpool Pleasure Beach:


 	To ensure all our visitors have the best experience possible we expect all of our visitors, including school groups, to behave in a way that doesn’t disrupt or negatively impact other visitors to the Pleasure Beach.
 	Some of our rides and attractions use special effects, strobe and low-level lighting. For guests with disabilities please refer to Our Access Guide which provides comprehensive information on the park.
 	The Park is patrolled by uniformed security staff who are SIA and First Responder trained. A number of staff are First Aid trained, and there is a dedicated team of uniformed employees who can administer and advise on First Aid. We have a number of defibrillators on the Park
 	Entry to and departure from the Park is at one location, (at North end of the Park), however to assist with people entering and exiting the Park We may at times require You to enter or depart from specific locations. Please note that we operate security-scanning gates through which You will be required to pass and Your belongings may be searched.
 	Once the school or youth groups are inside the Park, our Security Ambassadors are instructed not to allow them to exit the Park unless escorted by a teacher

Students will be asked to follow the above guidance and rules when at Blackpool Pleasure Beach, and should there be concerns in relation to student conduct, arrangements will be made for their return to school. If you require any further information, please do not hesitate to ask.
Have a lovely summer.
Yours faithfully
Mr A Davies
Head of Science and Trip Leader
 

### Volume 36 - Friday 11th July 2025

   
Dear Parents and Carers
I hope you are well.
You will all have received the information regarding how we will be practicing a Lockdown on Monday.  The students have been fully briefed so please have another look at the PowerPoint which has been distributed, so you can ensure you are fully in the loop of what is happening. Please click here to view the document. If there are any further questions, please do not hesitate to get in contact with me: bscott-herron@boteler.org.uk  
As you will have seen on our social media pages there has been so much to celebrate. The Duke of Edinburgh groups have been participating in their expeditions, and we are very proud of them for all they have achieved.
We had our Student Leadership Body interviews last week and I am delighted to say that I have been able to appoint to all the roles. There was a superb field, and some very difficult decisions had to be made. I was overwhelmed by the level of commitment shown right from the students' letters of application to the interview process.
We had 12 students who were Confirmed last week at Latchford St. James Church. I had the pleasure of attending the service and we are so proud of these young people for confirming their commitment to God and their faith.
Our Ambassadors have been incredibly busy, as we had Year 6 students in last week and this week it has been our Year 5 Taster days. We have had students in from many Primary schools and our Ambassadors have done a fantastic job of leading the Year 5 students and acting as mentors and buddies where appropriate. It is a real privilege to see them put all their training into practice in these situations. We have some amazing young people who are destined for great things in the future.
We have also had a lot of Sporting success this week. On Tuesday we had our Sports Awards Evening, which was held at Warrington Wolves. This was an appropriate venue as we were recognising our top athletes and sports people. Our guest speaker was Jack Philips, who is currently Head of Sports Science and Analysis at Wigan Warriors. He was a real inspiration and shared with us his journey from player to top analyst. It was so nice to be able to celebrate with the young people and recognise everything they have accomplished. Our Year 7 Rugby Team also won the Warrington Schools Rugby League Final in a nail-biting match, coming from 12-0 down to win 18-12. They demonstrated resilience and determination throughout.  Our Sport Events culminated in an amazing Sports Day on Thursday where the sun and students shone in equal measure, followed by our Staff V Students Temi Abimbola Memorial Match. It was wonderful as always, to welcome Temi’s amazing family to watch with us. It is a real privilege to remember Temi in this way as he loved to play. His spirit was there with us all and was especially felt on the pitch. The staff however were victorious in a 2-1 win. It was a superb game and we hope we did Temi proud.
The uniform and standards drive has been excellent, and the students have adapted well to the new entrance and updated systems. Skirt length needs to be addressed, and I am hopeful that in September, when new skirts have been purchased that this will improve. It is unreasonable, due to children growing, to expect this to be actioned so close to the end of the term.  Please support us with this continued drive for excellence as if we work in partnership, as it is much more effective. Just a reminder that no piercings are allowed, so if the young people want to get one, I suggest they do this on the 23rd July, so that they will be able to take them out come September.
I cannot believe we are nearly at the end of term and another academic year. We still have an actioned packed week and two days, and we need to remain focussed on having a positive balance of reward and learning.
Thank you for your continued support; it is very much appreciated.
Have a lovely weekend in the sunshine and take care.
Beverley Scott-Herron
Headteacher
 


Mobile Phones – A Date for your Diary – Thursday 17th July
As you will be aware, as a school we will be making changes to our mobile phone policy from September, namely through the use of the Phone Locker mobile phone pouch for each student. We will be holding an information evening regarding how this will work on Thursday 17th July.
Please see the following link with further details and to confirm attendance. https://forms.office.com/e/a6dnRdQ3z7 

 
Rewards Trips
Further to the previous messages, we would like to confirm that only students who have paid via iPay or via the FSM voucher system have secured a place on the trip. Some parents had initially declared interest but have not then secured their child's place via payment and parental consent via the Microsoft Forms link that had been sent out. If you feel this applies to you, please contact your child's Head of Year.
To confirm:
Mr Mason will be the trip lead for the Chester Zoo trip.
Mr Davies will be the trip lead for the Blackpool trip.
Mr Leonard will be the trip lead for The Trafford Centre trip.
You should have now received all of the communication regarding the trip from the trip leads. 
We are really looking forward to the day, and for those not attending the trips, they have plenty to look forward to here at school with lots of fun activities planned.
 

Holiday Activities and Food Programme
Warrington Borough Council are excited to announce that bookings for the Holiday Activities and Food (HAF) programme are now open! Places can be reserved by visiting www.warrington.gov.uk/haf.
A variety of engaging activities are available for school-aged children (ages 4–16), including dance, multi-sports, skating, arts, and enrichment days. Additional programmes tailored specifically for older children will be added soon.
Eligible children can book up to 16 sessions throughout the summer holidays. The HAF programme is primarily for children who receive benefit-related free school meals. However, a limited number of places are available for families under social care, Early Help and those that have an EHCP.  These places will be allocated on a case-by-case basis.
For further details, please contact us at haf@warrington.gov.uk.

 


TCAT Challenge Award Presentation Evening
40 Year 8 students have been awarded the TCAT challenge award this week in recognition of their commitment and achievement in developing key skills across intellectual, moral, community and personal areas. They were invited to an awards ceremony at Priestley College which was a great event. Well done to all award holders. We can't wait to see how you develop those skills earned in Year 9.

 
 
Year 5 Taster Days
Year 8 Ambassadors have been amazing this week working alongside Year 5 students from our feeder primary schools. They have supported them on their taster days and the feedback from the students and the teachers has been incredible. They have all been a credit to our school and have used their 8 essential skills, such as leadership and problem solving throughout.

 
Alderman Bolton School Play
It has been great to have Year 6 Alderman Bolton in school this week rehearsing for their end of year show. We look forward to welcoming them next week for their Sports Day.
 
Uniform Donations
 

 

 

 

 

Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

In addition to PE kit, we are welcoming donations of the following items of uniform.

-skirts

-bags

-blazers

-ties

-barely worn school shoes

These can be left in the box outside the main reception.

Please can we ask that any donated items be clean.

 

 

 

 

 

 
Shaping the Future – We Want Your Input
As we look ahead to next year’s Parent Forum calendar, we want to hear from you. This year, many of our forum topics were chosen directly based on parent feedback and it made a huge difference to attendance, relevance and engagement.

We believe parents are our partners in education and we want next year’s events to reflect what matters most to you. Whether it's support with curriculum, wellbeing, digital safety, or something else entirely, your voice helps shape the experience for all families in our school community.

Please complete the form below to select the topics you would like to see and share your ideas.

https://forms.office.com/e/sQs3dLYBvJ

 

  
How to replace negative thought patterns with curiosity and open-mindedness
How do negative thought patterns affect us?
It’s natural to have negative thoughts sometimes. But if you get stuck in a pattern of negative thinking, it can harm your mental health and self-esteem.
Your thoughts, feelings and behaviours are connected, so how you think also affects how you feel and behave. That’s why learning how to think in healthier ways can make a big difference to your overall wellbeing.
Changing thought patterns begins with being open-minded about the things you previously assumed to be true about yourself. Practicing curiosity can help us re-imagine how we see ourselves, and the world, and open us up to new opportunities, challenges, and perspectives. 


 	Self-criticism and negative self-talk can damage our self-esteem: We may believe we’re not capable or worthy and feel less confident.
 	Negative thinking can make us feel anxious and stressed: Too much stress can harm our emotional and physical health.4
 	Avoidance can stop us from reaching our potential: Avoiding challenges and not trying new things can stop us from following our dreams.

Recognise negative thoughts
What we think is not always based on reality. Our experiences and emotions can lead us to make untrue or unrealistic conclusions about ourselves, others and the world.
Learning to recognise these “cognitive distortions” can help us avoid slipping back into these patterns.
Some examples of cognitive distortions include:


 	All-or-nothing thinking: "If I make one mistake, I’m a complete failure”
 	Overgeneralisation:“I always fail”
 	Mental filter or only paying attention to the negative: “Nothing good ever happens”
 	Jumping to conclusions without evidence: “I know they hate me”
 	Emotional reasoning: “I feel like no one likes me so it must be true”
 	“Should” statements: “I should always get perfect grades”

For tips on how to change negative thought patterns click the link: How to replace negative thought patterns with curiosity and open-mindedness | Mental Health Foundation
 

 


Scholastic Book Fair – Friday 11th to Wednesday 16th July
We are delighted to inform you that we will be hosting a Scholastic Book Fair in the school library from Friday, 11th July until Wednesday, 16th July. 
The fair will contain a wide range of books, including many recently published titles, which are especially suitable for students across all year groups. Many of the books will be on offer at discounted prices.
Students in Year 7 - 9 will have the opportunity to visit the book fair during English lessons. Please see reverse to see when your child will visit the book fair. Further, we encourage parents and carers to attend the book fair along with your child on Friday, 11th, Monday, 14th and Tuesday, 15th July between 15:00 – 16:30. Please complete the form to confirm your attendance: https://forms.office.com/e/sL36rmgaWj
Books can be purchased directly from the fair using cash, card or QR payment. Where titles sell out, orders can be placed for books including any that are discounted. All purchases or orders for books must be paid for at the fair.
Please be aware that all purchases from the book fair will be from Scholastic and not Sir Thomas Boteler Church of England High School. Therefore, iPay cannot be used to pay for items at this event. Should you wish to use your child’s Free School Meals voucher, please contact the relevant Head of Year who will confirm this.
I hope that you will be able to support your child if they wish to purchase a book and that you find the service of value and that it helps your child to further develop their reading skills and love of reading.

Geography Department
Liverpool Fieldwork
As part of the AQA GCSE course our Year 10 Geographers took part in an exciting field trip to Liverpool last week to investigate urban regeneration within the city centre. Students explored key areas of Liverpool that have experienced improvements, including the Albert Dock and Liverpool 1. They showed confidence and brilliant teamwork when conducting environmental quality surveys, land use surveys and questionnaires throughout the day to investigate whether the project had been a success.
Students were fantastic ambassadors for Sir Thomas Boteler and we are very proud at how well everyone represented themselves and our school!
  
 

 

 

 

 

 

 

 
GCSE Geography Bay of Naples Trip - 2026
The Geography Department are happy to inform parents that the amount of interest shown for the proposed Bay of Naples trip has been sufficient enough for us to move to the next stage of planning. The visit will be during October 2026 and will give students both practical experiences of the topics covered in GCSE Geography and the cultural/social experience of visiting Italy. 
The trip is open to currents Year 9 students who have chosen to take Geography or Travel and Tourism for their options. Letters have been handed out to students and in order to reserve a place both the permission slip must be received and a non-refundable deposit of £70 must be paid through iPay by the 17th July 2025, with the total cost being £935.
For more information please see letter given to students or contact Mrs Leatherbarrow if you have any questions regarding payment (cleatherbarrow@boteler.org.uk).
 
Silver Duke of Edinburgh
Congratulations to all of our Year 10 students who completed their Duke of Edinburgh Silver Qualifying expedition last week. They spent three days and two nights hiking and camping around Bakewell in the Peak District. Students had to cope with some challenging weather conditions (thankfully no tents blew away!) so we are extra proud of how they coped and conducted themselves. Many thanks to all staff who have assisted with expeditions this year as without their support they would be unable to run!
Both Bronze and Silver candidates still have some time to complete the other sections of the Award (physical activity, skill and volunteering) before they are eligible to receive their certificates - which shows how much dedication our students have put in over the last few months. If your child has borrowed any school equipment (rucksacks, waterproofs, sleeping bags or roll mats) please ensure they are returned to school before the summer holidays.
For any students who might be interested in taking part in either of the Awards, Miss Barnes ( Duke of Edinburgh Co-Ordinator) will be holding assemblies and information sessions in the new school year for Years 9 and 10.

   
 
 
Food Technology
We are officially Guinness World Record Breakers!

On 1st July 2025, Mrs Callaway, Miss Stringer and 17 Year 9 students joined thousands nationwide for Jamie Oliver's Guinness World Record attempt — and we smashed it!

At 11am, we tuned in via Zoom for a live cook-along hosted by Jamie Oliver’s Cookery School. Together, we crafted fresh pasta and a vibrant tomato sauce, all from scratch.

The final numbers were 10,515 cooks, across 6 continents and 42 countries. Together, we officially set the record for the largest multi-venue cookery lesson ever held!

What an achievement and an unforgettable challenge! Well done everyone!

 



 

 





 

### End of year reports

14th July 2025

Dear Parent/Carer

Please find included your child’s end of year report for this academic year.

Students have sat assessments in all of their subjects during assessment fortnight (Monday 9th June – Friday 20th June). This may have been a test/exam, an assessed piece of writing or practical piece of work.

For the EBacc subjects listed below, the percentage your child achieved on the WA2 test has been included on the progress report. To gauge what this percentage means in relation to the progress your child is making, the year group average percentage has been included for comparative purposes.

EBacc Subjects 

English

Maths

Science

Geography

History

French/Spanish

Computer Science

Religious Studies

 

For the Talent subjects listed below, teachers will make a progress judgement from one of the four criteria below:

Exceeding - Working above expectations in this subject

Achieving - Working at expectations in this subject

Working towards – Working slightly lower than expectations in this subject

Below - Working below expectations in this subject (concerns)

Talent Subjects

 	Art
 	Drama
 	Music
 	PE
 	Design and Technology

Attitude to Learning / Homework Grades

For attitude to learning and homework your son/daughter will be given a grade from 1 to 5. An explanation how these grades are awarded can be found below:

 

Explanation of blanks for French/Spanish

All students in school study one language (French or Spanish) in depth. If there is a blank for either of these subjects it is due to your child not studying it as they are studying the other language.

Design Technology/Graphics/Food Technology

All students study the technology subjects on a termly rotation schedule. Students study one of the technology disciplines each term meaning by the end of the academic year all students will have covered the same curriculum. The judgement awarded is based on the technology discipline your child has been studying.

 

Attitude to Learning (ATL)

 	Outstanding

A student’s attitude to leaning is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment with an attitude that is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.

 	Good

A student’s attitude to learning is good if they contribute to making a good working environment.  They are reliable, often show maturity and set high standards for others to follow equally well and make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.

 	Requires Improvement

A student’s attitude to learning requires improvement if, on a few occasions, they have demonstrated behaviour that may have a negative impact on their own and others learning.  When challenged, a pupil responds appropriately to sanctions that have been imposed and generally shows acceptable levels of application during lessons. They are responsive to the support given by the class teacher and the promotion of a positive working environment.

 	Inadequate

A student’s attitude to learning is inadequate when their behaviour is disappointing.  This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher. Engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.

 	Absent

Student absent so unable to comment/make a judgement

Homework

 	Outstanding

Homework is always submitted on time.  Homework is neatly presented and completed to a high standard.  They bring all necessary equipment to lessons.

 	Good

Homework is usually submitted on time.  Homework is completed to a good standard. They bring the necessary equipment to most lessons.

 	Requires Improvement

Homework, on occasion, is failed to be submitted on time.  Homework is completed to a fair standard and they respond well to the appropriate guidance set by the school. They sometimes forget to bring the necessary equipment to lessons.

 	Inadequate

Homework is rarely submitted on time.  Homework is completed to a poor standard and they do not respond to the appropriate guidance set by the school. They do not bring the necessary equipment to lessons.

 	Absent

Student absent so unable to comment/make a judgement

Please discuss the report with your child acknowledging the positives and discuss targets for improvement. Thank you for your continued support in helping our young people fulfil their potential at Sir Thomas Boteler Church of England High School.

If you have any concerns or questions about any matters related to how your son/daughter’s progress is tracked and reported, please don’t hesitate to contact me on jkoltan@boteler.ork.uk or contact your child’s class teacher.

Yours faithfully,

Mr J Koltan

Deputy Headteacher

 

 

 

 

 

 

 

 

### KS3 to KS4 set changes

Dear Parent/Carer,
As your child moves from KS3 to KS4, there are going to be some necessary class changes. When Year 10 return in September, classes will still be identified by a colour in-line with the rest of the school but will be refined to support the Maths tier of entry, Triple Science (for those students who have chosen this as an option) and English pathway.
For Maths, students entered for the Higher Tier will be working towards grades (5-9). For students entered for the Foundation tier, students will be working towards grades (1-5).
From September, if your child is in the following classes for Maths – Red, Orange or Green they will be following the Higher tier specification. If your child is in the Yellow, Blue or Indigo classes they will be following the Foundation tier specification.
English is un-tiered meaning there is no Higher/Foundation paper, therefore, all students will sit the same exam papers regardless of the class colour they are in. To support the teaching and achievement of the top grades, the Red and Green classes are now equal in terms of ability.
Confirmation of which classes your child will be in for English and Maths will be posted to you in the school holidays.
If you have any queries regarding your child’s classes, please do not hesitate to get in touch.
Yours faithfully,
 
Mr Koltan                                             
Deputy Headteacher                                         
jkoltan@boteler.org.uk  
 
Mr Allen (Maths queries)
Head of Maths and Timetable 
rallen@boteler.org.uk
 
Mr Vallender (English queries)                                               
Head of English       
nvallender@boteler.org.uk

### Lockdown Procedures 2025

Dear Parents and Carers
I hope you are well. I have been corresponding with you for a while via the Head’s Herald,  on the need to practice our Lockdown procedures. Whilst it is highly unlikely we need to invoke these procedures; it is of the upmost importance that these are practiced.
A Lockdown in a school setting is needed when there is a significant threat to the safety of those in my care. I understand that if this were a real situation the emergency services would be supporting and possibly directing us. Nevertheless, I need to know and ensure the students and staff know exactly what to do if the threat were imminent as measures need to be taken before the emergency services would attend the scene.
The document that we have created for the key people (Senior Leadership Team) is very comprehensive, as it has every possible scenario in it. What we need to do is practice the Lockdown in terms of what the signal is and what should happen if the signal is heard. I have tried to keep this as simple as possible for staff and students so we can execute the procedure effectively. 
I appreciate and understand it may be a scary experience for some, so the staff and students are being fully briefed this Friday. The SEND Team will be working closely with our vulnerable students to ensure they understand what is going on and so they are not distressed in any way.
I have attached the PowerPoint that will be shared with the students Period 1 on Friday, so you can see the information first hand. I have dedicated this period for staff to share the information with all the students,  so that there is a consistent approach. Please click here to view the document. The staff will have been briefed separately, prior to Friday Period 1, as they need to be clear on their roles and the expectations, I have to think of them too in a situation like this. I understand that there may be a lot of questions and if you want to direct them to me, I will do my best to assist bscott-herron@boteler.org.uk
The Lockdown will take place on Monday 14th July. I cannot tell you the specific time, as I need the drill to be as authentic as possible in terms of the reaction to the signal.  The Senior Leadership Team will go around to every room to check that the instructions have been followed and note any areas for improvement. I do need everyone to take it seriously and to follow instructions. I have been clear regarding how the students should behave and react, but I know if the situation were real then things may be out of my control. However, I want to do everything in my power to ensure if it ever did happen, we would know what to do.
I really do appreciate you taking the time to read through all this information and if you have any feedback, please just email me. Please also do not hesitate to contact me if I can be of any further assistance.
Yours faithfully 
Mrs B Scott-Herron
Headteacher

### Volume 35 - Friday 4th July 2025

   
Dear Parents and Carers
It is finally a little cooler this week – a very welcome relief for students and staff alike. It has also been another incredibly busy and positive week here at school, and I would like to share some key updates and celebrations with you.
Mobile Phones - A Date for your Diary - Thursday 17th July

As you will be aware, as a school we will be making changes to our mobile phone policy from September, namely through the use of the Phone Locker mobile phone pouch for each student. We will be holding an information evening regarding how this will work on Thursday 17th July.

Please see the following link with further details and to confirm attendance. https://forms.office.com/e/a6dnRdQ3z7 
EAL Coffee Morning
On Wednesday 25th June, we were delighted to host our EAL Coffee Morning. It was a wonderful opportunity for parents and carers from diverse backgrounds to connect, ask questions, share experiences and learn more about how we support students with English as an Additional Language. The feedback was overwhelmingly positive – thank you to everyone who came along and made it such a meaningful and enjoyable morning. Special thanks to our Parents Supporting Boteler group for their wonderful support.
TCAT Celebration of Excellence
Last week, our students took part in the TCAT Celebration of Excellence. It was a brilliant evening showcasing talent and achievement across all the academies in the Trust. A huge well done to everyone involved – we are incredibly proud of you.
Student Leadership Interviews
We have also been conducting interviews for our new Student Leadership Body. The quality of candidates and their ideas for the future were incredibly impressive, and we are very excited for the year ahead with our new team of student leaders.
New Toilets – Building work begins
Work on our new toilet facilities will begin on Monday. It has been great to work alongside our School Council on this project – their input and hard work have directly contributed to improved facilities for all students. We are aiming for the new toilets to be fully operational by September. As previously communicated, only the KS4 toilets will be available during the construction period. These toilets will be staffed, and we will ensure flexibility with waiting times and access where needed.
Transition Evening
Earlier this week, we hosted our Transition Evening for our new Year 7 cohort and their families. It was a pleasure to meet so many of our new families and begin building those important connections. Particular thanks to the Form Tutors and wider team who helped make the evening such a success.
Behaviour and Standards Update
Our Behaviour and Standards drive has gone extremely well this week, with students responding positively to the new entrance routines. Thank you for your continued support in upholding our expectations.
As we prepare for the new academic year, I would like to remind all families of our uniform and standards expectations. These rules are clear, consistent and non-negotiable. Being part of the Boteler Family means we work together to ensure consistency in high standards for everyone, and I thank you for your support.
Uniform and Equipment Expectations – September Readiness


 	Jewellery: No jewellery is permitted in school. Any items will be confiscated and secured in the safe, to be collected by a parent or carer. Facial piercings must be removed during term time.
 	Non-uniform items: Any non-uniform top, coat or jumper worn under a blazer will be confiscated until the end of the day.
 	Footwear: Shoes must be plain, polishable, and without any sports logos. Trainers, canvas shoes or boots are not permitted.
 	Skirts and trousers: Skirts must be knee-length and worn with either plain black knee socks or 70 denier black tights. Trousers must be tailored school trousers – leggings, fashion trousers or flares are not allowed.
 	Hair: Brightly coloured hair and extreme hairstyles are not permitted.
 	Equipment: All students must carry a bag, a fully stocked pencil case, their ISP, a scientific calculator, and a reading book. A refillable water bottle is also strongly recommended.

Please note that failure to meet these expectations – particularly if there is defiance of school rules – may result in a student becoming ineligible for educational visits or reward trips throughout the academic year.
Thank you once again for your continued partnership and support. Wishing you all a restful weekend when it arrives.
Beverley Scott-Herron
Headteacher
 

 

The excitement is building for another action packed, fun-filled competitive Sports Day where our students and staff will take to the field! This event will take place all day on Thursday 10th July. Students will need to come to school in full and correct PE kit and school blazer.

How will the day work?

8.40 – 9.00  Opening Ceremony

9.00 – 9.15  House Tug of War

9.15 – 11.15   Track events (200m, 100m, 4x100m Relay)

11.15 – 11.30  Staff House Relay Race 

11.30 – 12.15   Activity 1 (Dodgeball)

12.15 – 13.00  Activity 2 (Flag American Football)

13.00-13.30  Lunch

13.30-14.15  Activity 3 (The Challenge Zone)

14.15-15.00  Activity 4 (Football)
Students will take part in a carousel of activities highlighted above, rotating around each one and collecting valuable House points as they go.
Unfortunately, we cannot accommodate any spectators and Parents and Carers cannot turn up to watch. Please do check our social media channels with regular updates @thomasboteler
The PE Department have delivered assemblies this week including the rationale of Sports Day, what to expect and logistics on the day. The important messages are:


 	Positive attitude needed from everyone.
 	Full STB PE Kit only. No cycling shorts / no hoodies / no other branded sports clothing.
 	Usual school rules apply. Students will be removed from the activities if required – usual school rules apply.
 	Bring some small change for the refreshments stall - students can purchase drinks, snacks, sweets, ice lollies.
 	Attendance is key and students are reminded to be in school and  punctual ready for an 8.30am start.

Thank you for your support in what will be a successful day of sport and exercise!
 


Year 11 Leavers
I hope your child is enjoying a well-earned break after completing the longest GCSE exam season that has taken place in recent years. We are looking forward to celebrating with them the culmination of five years’ hard work on results day.
Results day this year is Thursday 21st August 2025 where results will be available for students to collect from the main school hall from 09:30. If students would like another person to collect their results, they must contact Miss Morris either by email at jmorris@boteler.org.uk or through a letter, signed by themselves, naming the person who will collect the results. Any uncollected results will be posted home on Friday 22nd August 2025.
Students need to check their personal emails on a regular basis for correspondence from the College they have applied to. Colleges will contact students directly via email.
 


Rewards Trips
Thank you for meeting the deadline for payment and securing your child’s place on the school trip. To confirm, only students who have paid via iPay or via the FSM voucher system have secured a place on the trip.

The deadline has now past and from the information we have, we have been able to meet the requests from all students.

Mr Mason will be the trip lead for the Chester Zoo trip.

Mr Davies will be the trip lead for the Blackpool trip.

Mr Leonard will be the trip lead for The Trafford Centre trip.

Each of the trip leads will be confirming the final information regarding the trip well in of advance of the date.

We are really looking forward to the day, and for those not attending the trips, they have plenty to look forward to here at school with lots of fun activities planned.
 
Awards Evening
Invitations have now been sent out to those winners invited to Awards Evening on Wednesday 16th July. The evening will celebrate the performance of overall winners within a range of categories, from subject awards, to Ambassador roles and much more. If you have received the invite, please follow the link and complete the return at the earliest convenience.
 
Standards reset and single-entrance approach
A big well done to students who have responded very well to the new system of entering the school via our single-entrance. It hasn’t taken long for them to get used to the new routine, with students arriving from 08.10 and socialising in the Canteen and The Orangery.
We have really been able to see how our new phone system approach will work in September, allowing us to make the tweaks necessary.
At this time of the year, we understand that there are some genuine issues regarding footwear and outgrowing of uniform. We will support all families but just ask that you communicate any concerns prior to your child attending school.
The main plea for additional support, is to ensure that your child is not wearing false eyelashes and that they don’t arrive to school with jewellery, which can then lead to a very avoidable sanction. The vast majority of students continue to meet all of our high expectations and standards relating to uniform, appearance and organisation; a big thank you for your ongoing support.
 
Holiday Activities and Food Programme
Warrington Borough Council are excited to announce that bookings for the Holiday Activities and Food (HAF) programme are now open! Places can be reserved by visiting www.warrington.gov.uk/haf.

A variety of engaging activities are available for school-aged children (ages 4–16), including dance, multi-sports, skating, arts, and enrichment days. Additional programmes tailored specifically for older children will be added soon.

Eligible children can book up to 16 sessions throughout the summer holidays. The HAF programme is primarily for children who receive benefit-related free school meals. However, a limited number of places are available for families under social care, Early Help and those that have an EHCP.  These places will be allocated on a case-by-case basis.

For further details, please contact us at haf@warrington.gov.uk.


 


Year 11
We hope that you have enjoyed your taster days at your colleges, it is ow time to make sure you have the information needed for once you receive your results on results day. Some colleges will expect you to email them your results straight away and others will send you an interview time, students must check their personal emails.

 
Year 10
Well done to all our Year 10s who have been on their taster to Warrington Vale Royal College this week. Please engage with your child regarding their next steps in their careers journey.

Over the next few weeks, please take time to look at courses and qualifications on the college websites and help your child establish what pathway they would like to take.

 
Year 9
Congratulations to the 64 Year 9 Ambassadors who have supported the Year 6 Transition Programme. You have been amazing role models for our new Year 7 students and have shown excellent leadership skills throughout our taster evenings and transition days. We are very proud of you.

 
Year 8
On Monday 14th July, you will all be having a 1 hour workshop led by Keele University and in association with Higher Horizons on ‘jobs of the future’. This is part of your careers learning journey. Parents/Carers please use the website to engage with your child on potential career pathways – www.boteler.org.uk/careers
 
 

Uniform Donations
 

 

 

 

 

Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

In addition to PE kit, we are welcoming donations of the following items of uniform.

-skirts

-bags

-blazers

-ties

-barely worn school shoes

These can be left in the box outside the main reception.

Please can we ask that any donated items be clean.

 

 

 

 

 

 
Shaping the Future – We Want Your Input
As we look ahead to next year’s Parent Forum calendar, we want to hear from you. This year, many of our forum topics were chosen directly based on parent feedback and it made a huge difference to attendance, relevance and engagement.

We believe parents are our partners in education and we want next year’s events to reflect what matters most to you. Whether it's support with curriculum, wellbeing, digital safety, or something else entirely, your voice helps shape the experience for all families in our school community.

Please complete the form below to select the topics you would like to see and share your ideas.

https://forms.office.com/e/sQs3dLYBvJ

 


Wellbeing ambassadors at Warrington youth zone
Our Wellbeing Ambassadors recently visited Warrington Youth Zone to tour the facilities and learn more about the support they provide for young people's mental health and wellbeing. Inspired by what they saw, the Ambassadors returned full of ideas on how to apply these insights to better support our students. The students are excited to begin implementing these ideas within our school community.
    
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Scholastic Book Fair – Friday 11th to Wednesday 16th July
We are delighted to inform you that we will be hosting a Scholastic Book Fair in the school library from Friday, 11th July until Wednesday, 16th July. 
The fair will contain a wide range of books, including many recently published titles, which are especially suitable for students across all year groups. Many of the books will be on offer at discounted prices.
Students in Year 7 - 9 will have the opportunity to visit the book fair during English lessons. Please see reverse to see when your child will visit the book fair. Further, we encourage parents and carers to attend the book fair along with your child on Friday, 11th, Monday, 14th and Tuesday, 15th July between 15:00 – 16:30. Please complete the form to confirm your attendance: https://forms.office.com/e/sL36rmgaWj
Books can be purchased directly from the fair using cash, card or QR payment. Where titles sell out, orders can be placed for books including any that are discounted. All purchases or orders for books must be paid for at the fair.
Please be aware that all purchases from the book fair will be from Scholastic and not Sir Thomas Boteler Church of England High School. Therefore, iPay cannot be used to pay for items at this event. Should you wish to use your child’s Free School Meals voucher, please contact the relevant Head of Year who will confirm this.
I hope that you will be able to support your child if they wish to purchase a book and that you find the service of value and that it helps your child to further develop their reading skills and love of reading.


 
Science STEM Visit
Last week, 30 Year 9 students visited Priestley College for a wonderful STEM trip full of excitement and new experiences.
During the morning, students observed and explored how forensic science works when solving crimes. Liverpool University forensic department had a number of workshops where the students could to apply their crime solving skills.
Firstly, using modelling, they had to analyse a 3-storey building looking for clues to the crime in different locations: what was missing, what had been moved, what shouldn’t be there, was there blood splattering, any DNA to be found? All questions were asked and answered.
Then on to the DNA that was recovered and DNA sequencing. Students were tasked to find a match from a suspect’s DNA to DNA found at the crime scene. They had to analyse the DNA samples and come up with a DNA sequence, and see if they got a match. If a match was found, then they had their criminal.
Finally students had to analyse blood samples from a crime scene, and split the blood into its various components, looking at the ratios of red blood cells, white blood cells and platelets. From this information, students then had to identify how many different people the samples had come from, and who they were.
Then putting all the evidence together, I am sorry to report ... it was the Grandmother who did it!
Next, the students learnt about code instructions for drone operating. Here, groups of 2 – 3 were given the task of programming a drone flight. When the students had all got used to the operating sequencing, then it was a time for the game of noughts and crosses. Could to teams get a straight line by landing the drones on the target from remote programming? Victory was a long and hard-fought battle!
After a tour of the college to show our students what college life is like, they then went into a careers fair to meet representatives from over 50 employers and Universities from all over the North of England. We were thrilled with the maturity our students showed in engaging with all of the institutions at the event, getting the most out of what was on offer.
 
 
TCAT Debate Day Success
A group of outstanding Year 9 students from Sir Thomas Boteler Church of England High School recently took part in the TCAT Debate Day at Priestley College. Our students represented the school with confidence and maturity beyond their years. The day began with a series of workshops led by staff and college students, where students learned and practised key debating skills including structuring arguments, rebuttal techniques, and persuasive speaking.
In the afternoon, the real challenge began as our students went head-to-head with Year 10 and college students in a series of competitive debates. Despite being the youngest team involved, they progressed all the way to the final, impressing judges with their teamwork, clarity, and powerful delivery. Emily W stood out as one of the best debaters of the day, praised for her confident speaking, excellent projection, and mature presence. The whole team were fantastic ambassadors of our school’s values and truly embodied our motto: high expectations, high aspirations, high standards.
 

 
 
ROAR Programme
The ROAR (Russell Group or Alternative Ready) programme officially finished today, our Year 10 students have enjoyed it greatly and done exceptionally well. As part of the programme students developed their debating, critical thinking and writing skills over 6 sessions with Melanie from Priestley college. They each completed a written project under the title "Is Humanity destroying its future?" These were marked and graded at university standard, and all 21 of our participating students passed! As part of the programme they have also learned about Russell Group universities and began to consider if they'd be interested in applying to them in the future. We want our students to be as aspirational as possible, and both Melanie and the staff here at school have been incredibly impressed by the students' ability to motivate themselves and complete this project in their own time. We had a final celebration today where students received their project grades. Mr Koltan attended to congratulate them personally on their fantastic achievement and reinforced the importance of achievements like these to set our students apart when it comes to applying for college and beyond. We want to thank Melanie for all her work with the students over the last few months and once again a massive well done to our ROAR graduates!"


 

 

 
Dance Show - Meadowside at the Musicals!
On Monday and Tuesday this week, our Dance students performed in the Meadowside Primary School show, Meadowside at the Musicals! We were invited to perform during both parts of the show alongside their students. Boteler Stage Design created some car props to be used during a dance based on the musical La La Land, and our dancers also performed to a medley of songs from The Lion King. 

 

 

 

 
Warrington Town FC
Warrington Town are recruiting players for its U14’s Junior Premier League squad for the 2025/2026 season, with a trial to be held on Sunday 6th July.

This team enjoyed a fine campaign in the Junior Premier League last season and are looking to add players to strengthen the squad.

Under 14s will be school Year 9 from September 2025.

If you are aware of any high-level players specifically within your current Year 8 football teams who would be interested to trial and who are seeking a new challenge for their Saturday football, please feel free to share the following link with them and their parents and request they submit details of the player.

 Warrington Town U14’s Trial Submission form 

 

### Scholastic Book Fair

Dear Parent/Carer

Scholastic Book Fair – Friday 11th to Wednesday16th July

We are delighted to inform you that we will be hosting a Scholastic Book Fair in the school library from Friday, 11th July until Wednesday, 16th July. 

The fair will contain a wide range of books, including many recently published titles, which are especially suitable for students across all year groups. Many of the books will be on offer at discounted prices.

Students in Year 7 - 9 will have the opportunity to visit the book fair during English lessons. Please see reverse to see when your child will visit the book fair. Further, we encourage parents and carers to attend the book fair along with your child on Friday, 11th, Monday, 14th and Tuesday, 15th July between 15:00 – 16:30. Please complete the form to confirm your attendance: https://forms.office.com/e/sL36rmgaWj

Books can be purchased directly from the fair using cash, card or QR payment. Where titles sell out, orders can be placed for books including any that are discounted. All purchases or orders for books must be paid for at the fair.

Please be aware that all purchases from the book fair will be from Scholastic and not Sir Thomas Boteler Church of England High School. Therefore, iPay cannot be used to pay for items at this event. Should you wish to use your child’s Free School Meals voucher, please contact the relevant Head of Year who will confirm this.

I hope that you will be able to support your child if they wish to purchase a book and that you find the service of value and that it helps your child to further develop their reading skills and love of reading.

Yours faithfully,

Miss E Ward

Teacher of English & Leader of Whole School Literacy

### Volume 34 - Friday 27th June 2025

   
Dear Parents and Carers
Thank you again for all your feedback on the mobile phone proposal from September, your engagement is very much appreciated and some of the points you raised were very helpful and have shaped our rollout procedures. I have manged to respond individually to every communication that was sent. Again, if there is anything that you would like to contact me on going forward regarding this then please do not hesitate to contact me.  The comments from yourselves were overwhelmingly supportive and again many of you just wanted to know a little bit more about how it would work.
Taking on board all the feedback I have received form staff, students and parents/carers I am pleased to announce that we will proceed with the pouches from September with a company called PhoneLocker. Please have a look at the webpage Homepage - Lockable Phone Pouch We will be doing a formal launch of the product to explain what it is your child will receive in terms of the pouch and how it will all work, and, we will be inviting you in for an information evening in due course.
Mr Kinsey and Mr Leonard are the Operational Leads on this new strategy, as why we are using them directly will impact Standards, Behaviours, Attitudes, Well-being and Teaching & Learning, which are the areas they lead on.  I will oversee everything from a strategic standpoint and liaise with you, so your voice is heard and you feel fully supported as we transition to this next phase in our journey to excellence.
The mobile strategy is part of our wider drive for high standards and the relaunch I mentioned a few weeks back in the Head’s Herald.  As you can appreciate in order for this relaunch to work and for us to implement the mobile phone pouches there are some logistical complexities and a few things will need to change; for example, the entrance for students will have to be different as we will have to check that mobile phones are correctly locked in their pouches on entrance to the school. Another example being that uniform has to be right and so no one slips through the net, then we need support on entry. Rather than us trying to do this come September we are going to try the new entrance procedures and standards checks before we finish for the Summer. These changes will start from Monday 30th June 2025.
From Monday 30th June, students will only be allowed into school via the student entrance off Knutsford Road. They will not be allowed in through the Ball Hall or via the front of school, unless they are late. There will be a member of staff on that gate every morning. We will be moving to a single-entrance approach each morning, seeing the removal of all lines. The KS4 toilet external doors will be the only entrance and these will be staffed by SLT and Pastoral. This change will help us ensure all students are ‘ready to learn’ by checking uniform, equipment, and overall preparedness upon arrival. It is also a proactive step is in preparation for the new academic year, during which we will also implement mobile phone pouches.
The doors will be opened at 08.10 and those arriving early can sit in the Canteen (Year 7, 8 and 9) and Orangery (Year 10). From 08.20, students can make their way to Form Time, where Tutors will be available to supervise in their room.
At 08.25, all students make their way to Form. After 08.30, students are recorded as late. At the front door we will check uniform and appearance, then moving forward in September we will check ISP and pencil cases. In September mobile phones will be checked too, once the new system is up and running.
Tutors will still be responsible for equipment checks and reporting issues as per the current system. Students who have been challenged on the door in relation to a uniform or appearance issue that is unresolved, must receive a standards/uniform card which will inform Tutors.
If a student rides a bike to school, they will continue to head towards the Ball Hall where they will be met by a member of staff. They will then park their bike and then return to the front of building and enter via the KS4 doors. They will not be allowed in through the entrance nearest the Ball Hall. Also, the big metal gates near there will remain shut and not opened until the end of the school day. It is really important that all bikes are locked within our perimeter.
If a student attends Breakfast Club before 08.10, they must arrive via Reception and we will sign them in and do the checks.
The students should really not get this wrong, given the rules around standards have not changed and have been communicated out many times. Where a student makes poor choices, demonstrating defiance or failure to follow basic school rules, the sanctions system will be applied. Defiance and a poor response can lead to isolation, off-site direction to another school or even suspension. Repeat offenders will attend an SLT behaviour and standards panel or even a Governor panel where necessary. Parents and carers in these cases will be formally reminded that their child is attending school ill-prepared, and this disadvantages them in comparison to their peers and that is why we drive our High Expectations, High Aspirations and High Standards in order to succeed. Consistency and Certainty is the key to success!
The students are being fully briefed on this all week in preparation for Monday.
It is really important that uniform and learning standards are correct and I have given plenty of reminders around the expectations, but just for extra clarity. If there is defiance over the school rules then the student will risk being able to go on any educational visits or rewards trips for that academic year.  


 	No jewellery is permitted. It will be confiscated and put in the safe and the item must be collected by a parents/carer. Please make sure your child does not have any facial piercings during term time as they will have to be removed. Choosing to be a part of the Boteler Family means you have to conform to the rules. This is not negotiable.
 	Any non-uniform top, coat or jumper worn under a blazer at any time will be confiscated until the end of the day.
 	Shoes must be appropriate and must be able to be polished. Shoes with any sports logo on are not permitted. Canvass shoes, trainers or boots are not permitted.
 	When wearing a skirt, students must wear plain black knee socks or thick 70 denier plain black tights.
 	Skirts must be no shorter than on the knee.
 	Trousers must be tailored school trousers. Leggings, fashion trousers and flares are not permitted at any time.
 	Brightly coloured hair and inappropriate styles are not permitted.
 	All students must carry a bag and have a fully stocked pencil case, ISP and have a scientific calculator. A water bottle is recommended.
 	All students are to carry a reading book.

I understand and appreciate there is a lot of information for you to digest and again if there are any questions then please do not hesitate to contact me. I will always make time for you and you can always come to me directly on bscott-herron@boteler.org.uk
Beverley Scott-Herron
Headteacher

 


Awards Evening - Sponsorship Opportunity
We are reaching out to respected businesses and organisations in our local community who share our values of High Expectations, High Aspirations, and High Standards, and who may wish to support and inspire the next generation of learners and leaders. We would like to invite you to support Sir Thomas Boteler Church of England High School through the sponsorship of an award at our prestigious Annual Awards Evening, which will take place on Wednesday 16th July 2025.
We welcome sponsorship of any amount, with previous contributions typically ranging between £50 and £100. Your donation will go directly towards:


 	Funding trophies, medals, and certificates
 	Supporting the running of the event
 	Recognising student excellence and motivation

In return for your support, your business or organisation will be:


 	Acknowledged in the official Awards Evening programme
 	Publicly thanked during the event
 	Promoted via our school website and social media platforms
 	Given the opportunity to attend the event and present your sponsored award(s)

You may also choose to name an award after your business or educational establishment, helping to forge a lasting link between your organisation and our school community.
If you would like to sponsor an award or discuss this opportunity further, please do not hesitate to contact Mr Leonard directly via email at jleonard@boteler.org.uk  or by telephoning 01925 636414.
We would be grateful if you could confirm your interest by Friday 4th July 2025, to ensure inclusion in our printed materials.
Thank you for considering this opportunity to support and celebrate the achievements of our students. Your generosity helps us to continue building a culture of aspiration and success at Sir Thomas Boteler Church of England High School.
 
 


Year 11
Good luck to our Year 11s who are taking part in their college induction days over the next 2 weeks.
 
Year 10
Reminder of the compulsory Year 10 visit to Warrington Vale Royal College on Wednesday 2nd July.  Information has been sent out and students need to be in school at normal time. 

 
Year 6
We welcome Year 6 students in this next week for their 2 Transition days in preparation for September.
 

Uniform Donations
 

 

 

 

 

Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

In addition to PE kit, we are welcoming donations of the following items of uniform.

-skirts

-bags

-blazers

-ties

-barely worn school shoes

These can be left in the box outside the main reception.

Please can we ask that any donated items be clean.

 


Former student Samantha Stringer; Teaching Assistant Miss Stringers’ daughter has won gold at the Gardener's World Live summer show at the NEC Birmingham. Samantha has recently developed a hobby in gardening which then led to her showcasing on her social media platform. From this, Samantha then applied to create a show garden at the NEC. The garden preparations took months in the planning, back from when she applied for the show in January. Working with two nurseries and securing B&M as a sponsor, Samantha had great support from them, family and friends. It took 5 days to build the garden, and Samantha was awarded a gold medal for her efforts. The show then opened to the public for 4 days. Samantha got to meet some famous gardeners at the show as well as many lovely members of the public, who voted her People's Choice runner up. Her main goal is to inspire others to get outside in nature and to love gardening.




 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
EAL Coffee Morning – A Warm and Successful Morning of Connection
On Wednesday 25th June, we were delighted to welcome parents and carers to our EAL Coffee Morning, led by Mr Burbidge. The event was a fantastic success, bringing together families from a wide range of backgrounds to connect, share experiences and learn more about how we support students with English as an Additional Language at our school.

Parents had the opportunity to:

Meet staff from the EAL team in a relaxed setting

Ask questions about support and progress

Share ideas and challenges

Enjoy refreshments while building a sense of community

The feedback we received was positive, with many parents expressing how valuable it was to feel welcomed and involved in their child’s school journey. Several commented on how helpful it was to understand more about the support available and to meet other families in similar situations.

  

 

 

 

 

 

 

 

We have been advised that the CYMPHS Response number (01744 415640) and Trust Crisis Line number (0800 051 0518)  are being phased out and replaced with the new NHS 111 Option for Mental Health for any immediate concerns/ risk with children and young people. 
If you are concerned about risk or safety of a young person, please contact NHS 111 and select the mental health option, this is available 24 hours. If you need immediate medical attention, you should visit your local A&E emergency department.

You can also access NHS 111 online via: 111.nhs.uk. If you aren't able to make the call yourself, anyone can call on your behalf.
If you’re deaf or have hearing loss, please use the following link to be connected to a local crisis service: NHS 111 – British Sign Language (BSL) Service
 
 


Scholastic Book Fair – Friday 11th to Wednesday 16th July
We are delighted to inform you that we will be hosting a Scholastic Book Fair in the school library from Friday, 11th July until Wednesday, 16th July. 
The fair will contain a wide range of books, including many recently published titles, which are especially suitable for students across all year groups. Many of the books will be on offer at discounted prices.
Students in Year 7 - 9 will have the opportunity to visit the book fair during English lessons. Please see reverse to see when your child will visit the book fair. Further, we encourage parents and carers to attend the book fair along with your child on Friday, 11th, Monday, 14th and Tuesday, 15th July between 15:00 – 16:30. Please complete the form to confirm your attendance: https://forms.office.com/e/sL36rmgaWj
Books can be purchased directly from the fair using cash, card or QR payment. Where titles sell out, orders can be placed for books including any that are discounted. All purchases or orders for books must be paid for at the fair.
Please be aware that all purchases from the book fair will be from Scholastic and not Sir Thomas Boteler Church of England High School. Therefore, iPay cannot be used to pay for items at this event. Should you wish to use your child’s Free School Meals voucher, please contact the relevant Head of Year who will confirm this.
I hope that you will be able to support your child if they wish to purchase a book and that you find the service of value and that it helps your child to further develop their reading skills and love of reading.


 
Duke of Edinburgh
Congratulations to all of our Year 9 students who completed their Duke of Edinburgh Bronze Qualifying expedition last week. They walked a circular route from Lymm High School to Tatton Park and displayed fantastic teamwork and resilience the entire weekend despite the weather being very hot and challenging. We are very proud of their success and look forward to many of them joining the Silver Award next year. 
Our Year 10 Silver Award students are also due to complete their Qualifying Expedition in the Peak District soon, and we hope they are looking forward to a long walk in a beautiful part of the country.
For any students who might be interested in taking part in either of the Awards, Miss Barnes (Duke of Edinburgh Co-Ordinator) will be holding assemblies and information sessions in the new school year.

  
Food Technology
On the 20th June, Mrs Callaway attended the Fish Hero Teacher Awards and Conference, held at the historic Fishmongers’ Hall. The event celebrated six years of the Fish in Schools Hero programme, a national initiative that brings fish education into classrooms, giving students the opportunity to prepare, cook and taste fish. Mrs Callaway is one of 200 teachers from across the UK who was recognised for their inspiring work encouraging young people to learn about fish, healthy eating, sustainability, and even career opportunities in the seafood sector. The programme, funded by the Fishmongers’ Company’s Fisheries Charitable Trust, and delivered by the Food Teachers Centre, supports schools by providing free fish deliveries, hands-on teacher training, classroom resources and exciting student masterclasses. Through their involvement, our students have gained valuable cooking skills and confidence, with many now saying they want to eat and cook more fish.
“I’m proud to be part of this amazing programme,” said Mrs Callaway. “It’s opened up new learning opportunities for our students and helped them experience ingredients they may not otherwise try.” The conference also featured expert talks on the importance of food education,
sustainability, and how fish supports both public health and the UK economy.
For more about the programme, visit: https://foodteacherscentre.co.uk/fish-heroes/ #FishHeroes #FoodEducation #TeachFood #ProudToTeachFood

   
 
 
 
TCAT Celebration of Excellence

On Tuesday 24th June our fabulous Vox One choir performed as part of the TCAT celebration of excellence event at the Parr Hall in Warrington. All 14 schools within the TCAT trust showcased their performing arts skills in what was a wonderful evening of entertainment. Our students sounded angelic, and you could hear a pin drop as they sang with finesse demonstrating amazing harmonising! We were immensely proud of them, and they represented everything we expect our Boteler students. 

 
DP trip to Lymm Fire Station
On Friday 20th June a group of students from our Designated Provision visited an open day at Lymm Fire Station. We learnt about the various divisions and units the fire service has and how they attend different emergency situations.  During our tour we looked at different vehicles they firefighters use and got to watch a group of cadets practising drills to get victims out of cars when they have been in a road traffic accident. Another important section was the water safety talk and the CPR demonstration. Students were engaged and asked lots of great questions. We finished with a tour of Safety central before heading back to school. 




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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DP trip to Oulton Park
On Friday 20th June 6 students from the DP had the fantastic opportunity to visit Oulton park race track as part of their travel training course with Mr Gregory and Mr Sibia. Students were able to see behind the scenes of the British Touring cars event. The students got to go into the pits and were given a tour of the ITV studios. It was an amazing experience for the students and they thoroughly enjoyed themselves. 




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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Rowing Regatta
On Wednesday 25th June our Year 8 students took park in the All Aboard Youth Rowing Summer regatta event at Warring Youth Rowing Club. 

They have worked hard all year building their technique and fitness within rowing and developing teamwork skills. This event was a chance to showcase all they've achieved 

It was an exciting morning and all the students gave 100%.

I am very proud of all the students, and they did exceptionally well. 

Results:- 

Boys 3rd 🥉 in Warrington regional 

Girls 3rd 🥉 in Warrington regional

Boys 3rd 🥉 overall out of 35 schools

Girls 9th overall out of 35 schools

We are all so proud of them and are thrilled that a couple of students will continue to row as they've joined Warrington rowing club.




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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Boteler Stagecraft Stage Design have been working hard on the props for our October performance, The Addam's Family. Currently, students are designing signposts and bricks to be used in the set. 

  

 
 
 
Physical Education

### Mobiles and Standards letter

Dear Parents and Carers
Thank you again for all your feedback on the mobile phone proposal from September, your engagement is very much appreciated and some of the points you raised were very helpful and have shaped our rollout procedures. I have manged to respond individually to every communication that was sent. Again, if there is anything that you would like to contact me on going forward regarding this then please do not hesitate to contact me.  The comments from yourselves were overwhelmingly supportive and again many of you just wanted to know a little bit more about how it would work.
Taking on board all the feedback I have received form staff, students and parents/carers I am pleased to announce that we will proceed with the pouches from September with a company called PhoneLocker. Please have a look at the webpage Homepage - Lockable Phone Pouch We will be doing a formal launch of the product to explain what it is your child will receive in terms of the pouch and how it will all work, and, we will be inviting you in for an information evening in due course.
Mr Kinsey and Mr Leonard are the Operational Leads on this new strategy, as why we are using them directly will impact Standards, Behaviours, Attitudes, Well-being and Teaching & Learning, which are the areas they lead on.  I will oversee everything from a strategic standpoint and liaise with you, so your voice is heard and you feel fully supported as we transition to this next phase in our journey to excellence.
The mobile strategy is part of our wider drive for high standards and the relaunch I mentioned a few weeks back in the Head’s Herald.  As you can appreciate in order for this relaunch to work and for us to implement the mobile phone pouches there are some logistical complexities and a few things will need to change; for example, the entrance for students will have to be different as we will have to check that mobile phones are correctly locked in their pouches on entrance to the school. Another example being that uniform has to be right and so no one slips through the net, then we need support on entry. Rather than us trying to do this come September we are going to try the new entrance procedures and standards checks before we finish for the Summer. These changes will start from Monday 30th June 2025.
From Monday 30th June, students will only be allowed into school via the student entrance off Knutsford Road. They will not be allowed in through the Ball Hall or via the front of school, unless they are late. There will be a member of staff on that gate every morning. We will be moving to a single-entrance approach each morning, seeing the removal of all lines. The KS4 toilet external doors will be the only entrance and these will be staffed by SLT and Pastoral. This change will help us ensure all students are ‘ready to learn’ by checking uniform, equipment, and overall preparedness upon arrival. It is also a proactive step is in preparation for the new academic year, during which we will also implement mobile phone pouches.
The doors will be opened at 08.10 and those arriving early can sit in the Canteen (Year 7, 8 and 9) and Orangery (Year 10). From 08.20, students can make their way to Form Time, where Tutors will be available to supervise in their room.
At 08.25, all students make their way to Form. After 08.30, students are recorded as late. At the front door we will check uniform and appearance, then moving forward in September we will check ISP and pencil cases. In September mobile phones will be checked too, once the new system is up and running.
Tutors will still be responsible for equipment checks and reporting issues as per the current system. Students who have been challenged on the door in relation to a uniform or appearance issue that is unresolved, must receive a standards/uniform card which will inform Tutors.
If a student rides a bike to school, they will continue to head towards the Ball Hall where they will be met by a member of staff. They will then park their bike and then return to the front of building and enter via the KS4 doors. They will not be allowed in through the entrance nearest the Ball Hall. Also, the big metal gates near there will remain shut and not opened until the end of the school day. It is really important that all bikes are locked within our perimeter.
If a student attends Breakfast Club before 08.10, they must arrive via Reception and we will sign them in and do the checks.
The students should really not get this wrong, given the rules around standards have not changed and have been communicated out many times. Where a student makes poor choices, demonstrating defiance or failure to follow basic school rules, the sanctions system will be applied. Defiance and a poor response can lead to isolation, off-site direction to another school or even suspension. Repeat offenders will attend an SLT behaviour and standards panel or even a Governor panel where necessary. Parents and carers in these cases will be formally reminded that their child is attending school ill-prepared, and this disadvantages them in comparison to their peers and that is why we drive our High Expectations, High Aspirations and High Standards in order to succeed. Consistency and Certainty is the key to success!
The students are being fully briefed on this all week in preparation for Monday.
I understand and appreciate there is a lot of information for you to digest and again if there are any questions then please do not hesitate to contact me. I will always make time for you and you can always come to me directly on bscott-herron@boteler.org.uk
Yours faithfully
Beverley Scott-Herron
Headteacher
 

### The Day online news

The Day is an online new resource  for young people. It provides daily appropriate, unbiased, current affairs for our students to develop their awareness.

The Day also boosts literacy, critical thinking and debating skills.

The Day will be used during lessons and during the form time INSPIRE programme.

Students can access the Day here and keep up-to-date with current affairs: http://www.theday.co.uk/?id=9202D9B1-B49A-46B0-AA07-D32B42063DDD

### Volume 33 - Friday 20th June 2025

   
Dear Parents and Carers, 
I hope you are well and enjoying the lovely weather.
As we are in our final academic term I like to ensure you are all fully prepared before we break up with regards to September and any changes that are potentially on the horizon.
Mobile phones 
We have had some great discussions regarding the pouches with the young people and the vast majority are on board. We have had some samples in school so we have been looking at these and trialling them with the young people. I have been really impressed at their understanding as to why we are bringing the pouches in and I was really proud at their level of maturity in discussions and their support. I have responded to all the parents/carers who have emailed in with questions and if there are any more you can think of then please do not hesitate to contact me, it really is no problem. I am really happy you want to engage with us and we will do our best to support in any way we can. Once we have finalised which product it is we are finally going with, then we will take you through all the product information in detail and put on some information sessions so you feel fully briefed.
School Skirts
As I mentioned a while ago, we were looking at a new type of school skirt (nicer material, more flattering fit, better quality and cheaper)  to be introduced for September 2025, however, the company unfortunately could not deliver on what we needed, so this has been pushed back for 12 months. I need to give you enough lead in time so it can be budgeted for and I also would like some students to trial this product too for me. I have taken the skirts home and washed them, put them through the tumble dryer, hung them out, scrunched them up etc and done everything imaginable to test their durability and they have stood up to the tests admirably.  All this being said, those who choose to wear a skit for this September will have to wear the style that is currently on offer. However, we are going to have more consequences if those young people wearing skirts do not conform to our expectations on how to wear the skirt. With this I mean that the skirt length has to be just above the knee or longer. The skirt lengths at present are not appropriate and this needs to be addressed.  I appreciate some of our students have grown and hence why we are not imposing the sanctions before the summer. However, come September the skirts need to be the appropriate length and with room to grow. If a skirt is not the correct length then a new one will have to be purchased. My advice is please purchase one slightly longer than above the knee. I will be passing this message out to the students so there will be no excuse come the new term.
Building works
As you will see from later in this publication we have won funding to completely refurbish the Hospitality and Food Technology rooms. This is a really exciting project to ensure we have the very best facilities for all our students. I am not sure of a time frame as yet, as we have only just found this news out in the past few days.  
The School Council have worked really hard with me regarding the toilet facilities and I am pleased to say that we are getting new toilets at both KS3 and KS4. The cost of these is significant, but they are a worthwhile investment. It is nice to be able to work with the School Council on projects such as this as their hard work has led to improved facilitates for all. The new toilets will hopefully be fully operational for September. The KS3 toilet refurbishment is really significant, so the work will start on them before the Summer holiday. Therefore, we will only have the KS4 toilets available from late June/early July. However, these toilets will be staffed and we will be flexible with waiting times etc.
I really do appreciate your ongoing support as it is much appreciated. As always if there is anything I can help with then please do not hesitate to contact me at bscott-herron@boteler.org.uk
Have a lovely weekend.
Beverley Scott-Herron
Headteacher
 



Year 10 Mock Exams
Year 10 mock examinations start on Monday 16 June 2025 and end on Tuesday 1 July 2025.  Please refer to the exam timetable below. A personalised timetable showing the room and seat number has now been handed to students.
The JCQ Information for Candidates Written Exams outline the rules for students taking exams and these are very important.  To access these please click on this link https://www.boteler.org.uk/exam-policies/
Morning Exams: start at 9am.  Students must arrive at school at 8.30am and go to form as usual.  They will then be sent to the canteen at 8.45am, where they will be escorted by invigilators to their exam venue.
Afternoon Exams: start at 1pm. Students must wait in the canteen at the end of lunch, where they will be escorted to their exam venue.
Please note it will be an early lunch for the mock exams (12.15pm – 13.00pm).
All exams will be conducted under national exam style conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2026.
We must remind you how important these mock exams are and students should complete as much revision as possible. The purpose of these mocks is to enable the school to have a set of data showing their current ‘working at’ grade as they finish in Year 10.  This grade in each subject will then enable us to make any adjustments to class sets and/ or provide any suitable interventions to improve attainment and progress as soon as they start in Year 11 in September.
Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams.


 
Year 10 Mock Exam Timetable  - June 2025
 

 

 




IMPORTANT REMINDER: Free School Meals Vouchers (FSM)
With only a short time remaining until the end of the academic year, we want to remind families that some still have a significant amount of their £100 FSM voucher left to use.

These vouchers can be used towards school trips, uniform, equipment, and more.

If you're unsure how much you have remaining, please contact your child’s Head of Year for support.

If you have any other questions, don’t hesitate to get in touch.
 
Rewards Trip Reminder
Thank you to those of you who have already made payments for the rewards trips. A reminder that the deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. Once a visit has been paid for, via iPay, your child will not be permitted to swap to another visit.
In addition to making the payment via iPay, please can parents/carers ensure that they have completed the parental consent form, via this link – https://forms.office.com/e/dakLLQzzmC
 


Year 10 
Please be aware that the full Year 10 cohort are attending Warrington Vale Royal College taster day on the 2nd July. 

You will have received full details via the Arbor app. 

Please use the summer to help your child decide which college and which course is for them when they leave . In September they will be doing their college applications. 

On our website you can find links to the college pages to help them prepare: Post-16 and beyond - Sir Thomas Boteler Church of England High School

 
Year 9 
Year 9 continue to be amazing ambassadors during Year 6 transition supporting with our subject taster sessions. 

 
Year 8
On the 14th of July all Year 8 will be taking part in a 'Jobs  of the Future' workshop led by Higher Horizons (Keele University).  This is part of their Careers learning Journey programme. 

 

 

 

 

 

 

 
Uniform Donations
Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

In addition to PE kit, we are welcoming donations of the following items of uniform.

-skirts

-bags

-blazers

-ties

-barely worn school shoes

These can be left in the box outside the main reception.

Please can we ask that any donated items be clean.

 
LGBTQ+ Council cake sale for Pride Month
To celebrate Pride Month, the LGBTQ+ Council held a cake sale - not only to not only raise funds for charity, but to raise awareness of the LGBTQ+ Council within school, and the importance of celebrating Pride. The students chose Stonewall as their charity to donate to. Stonewall are part of a vibrant global movement for change. They fight for freedom, for equity and for potential. 

Thanks goes to the students and staff who supported the cake sale, to all those who donated money and cakes, with a special thanks to our Parents Supporting Boteler group for their amazing support. Sir Thomas Boteler Church of England High School would like our LGBTQ+ community to know that our school is a safe space for you. We see you, and if you are experiencing any challenges; please talk to us. We are always here to support you. Our LGBTQ+ Council meets every fortnight, on a Week 1 in Room 26. Everybody is welcome; however they identify. For further information, please email aroberts@boteler.org.uk.

 

 

 

 

 

 

 

 

 

 

 
 

 

 

 
EAL Coffee Morning
A reminder that we’ve got our EAL (English as an Additional Language) Coffee Morning on Wednesday 25th June, 9am-10.30am in the Main Hall. .

This informal event will bring together EAL parents and carers to:

Enjoy refreshments and conversation in a welcoming environment

Meet other parents and build community links

Learn how the school supports students with English as an Additional Language

Explore how parents can help at home, even when English isn’t their first language

Ask questions and share ideas with our EAL team

The event is part of our wider commitment to inclusive parental engagement. We know that when schools and families work together, student outcomes improve.

We look forward to seeing you there.

Here is some evidence informed strategies parents can use to support their child’s learning at home:

 	Establish a Consistent Routine

Why it works: Children thrive with structure. A regular routine supports focus, reduces stress and improves time management.

How to apply: Set fixed times for homework, screen use, meals and sleep.

 	Encourage Reading for Pleasure

Why it works: Reading improves vocabulary, concentration and academic achievement across all subjects.

How to apply: Read together, talk about books, visit the library, or encourage 15–20 minutes of quiet reading a day.

 	Take an Interest in School Life

Why it works: When parents show interest, students are more likely to be motivated and feel valued.

How to apply: Ask about the best part of their day, look at their books, or attend school events.

 	Praise Effort, Not Just Results

Why it works: Praising effort builds resilience and a growth mindset.

How to apply: Recognise when your child works hard or tries something new, not just when they get high marks.

 	Talk About Learning at Home

Why it works: Conversations help children make sense of their learning.

How to apply: Ask open-ended questions like “What did you learn today?” or “What was the most challenging part of your day?”



 


For the latest KBS Wellbeing newsletter please click here
 
LGBTQIA+ mental health
Pride Month is a special time for our community to come together and celebrate LGBTQIA+ identities. But for some, it can be difficult and bring up feelings of shame or stigma, either from ourselves or from others. You might not feel able to come out, or you could face negativity from the people around you.

 

 

 

 

 

 
Self care during Pride month
It can be difficult to feel proud of who you are when you’re facing discrimination, and this can have a huge impact on our mental health. Here's some tips on looking after yourself:

 	Tell people what helps. Let people you trust know how they can support you when you’re not feeling great. If you feel comfortable, you might want to tell them what your triggers are so they know how to help you.
 	Know your warning signs. Try to be mindful of how you feel over the month. Watch out for signs you might start to feel unwell. They’ll be different for everyone, but knowing them can help you get support faster.
 	Keep track of how you feel. Tracking how you feel is helpful to suss out patterns in what’s making you feel good and bad. So you might notice that if you've spent more time on social media this month, it’s made you feel worse. You can keep track with a mood diary, notes on your phone, or with colours. It is not always possible to avoid things that make us feel low, but managing what you can will help.
 	Look after yourself. Negative conversations about LGBTQIA+ can be harmful to hear and it might make you feel worse about yourself. Challenge unkind thoughts you might have about yourself – and make sure to do nice things for yourself too.

For further information and support click the link: Celebrate and reflect on Pride with #TeamMind | Mind - Mind
 


Science Department
United Utilities STEM Challenge 2024/25
14 of our Year 9 students have over the last 20 weeks taken part in the United Utilities Stem Challenge. This is an intense 20 week program that really challenges the students in many aspects of working within a team.
Forming 2 groups, they had to design a building that would benefit the residents of Coniston Water in the Lake District. This is not as easy as you might first think. The students had to give reasons and plan every aspect of the buildings - a care home and community centre.
Using maps of the region, students had to site the building and then explore ways and costs of supplying the electricity and water giving an environmental impact. Then followed the building itself, the design, what it was going to house and the benefits to residents and the local population. Along with this, full 3D design drawings were required.
Once the building plan was completed they had to market their company, designing logos, and company strategies. An engineer from United Utilities came to our school every week to mentor the two teams with their work, for 20 weeks.
At the very end of last half term, we all attended a presentation day held at United Utilities headquarters, where the teams had to present to 4 industry leaders. They were also joined from other teams from TCAT schools in Warrington. During the day they were able to mix and discuss other teams’ ideas and work.
I cannot stress enough how much work goes into planning and delivering such a difficult task and our students were just amazing throughout the project. Well done team Boteler. We also came away with the poster design award.

 
 
Food Technology


Exciting News from Sir Thomas Boteler Church of England High School! 🎉
After a lengthy and determined effort, Mrs. Callaway is delighted to share that she has secured significant funding from The Savoy Educational Trust to support the refurbishment of our Hospitality and Catering room.
This generous grant marks a major step forward for Sir Thomas Boteler Church of England High School, helping us provide an upgraded, industry-standard space where students can develop vital skills for the future. The Savoy Educational Trust is a national charitable organisation dedicated to advancing education and training within the UK hospitality industry—making this partnership especially meaningful.
We are proud to offer opportunities that empower students to reach their full potential. This project will not only enhance our facilities but also reflect our ongoing commitment to excellence, opportunity, and aspiration, rooted in our Christian values.
Work begins soon—watch this space for exciting updates!
 
Drama Department News
We were delighted to welcome former student Josh Gosney to the department for work experience.  A few weeks ago, he worked with Year 7 Students on their campaigns on the subject of 'Wacky Soap'.  This week he supported our Year 10 Students during their practical mock exam.  Josh studied Drama at KS3 and KS4, leaving with top marks in his BTEC Performing Arts qualification. Josh continued his studies at Priestley College and then studied for his degree at the prestigious East 15 Drama College in London.  Josh will be graduating in July and embarking on his career in the Arts.  We look forward to continuing with his work experience as he shares his talents and experiences with our students.



       

 

### Volume 32 - Friday 13th June 2025

   
Dear Parents and Carers, 
I hope you are well.
We have had another busy week and the Boteler Family has been a hive of activity.
We have had lots of success this week, academically and both on and off the Sports field as you will have seen from all the Social Media posts. All this positivity is just fantastic and it is sometimes a fulltime job keeping up with everything. I am so very proud of everything the young people are achieving at the moment and they never cease to amaze me.
We have just been inducting our new Ambassadors and Mrs Mawby set them on their first project this week supporting on the first of our Transition Taster Sessions.  We had nearly 140 students with us which is just incredible and the student’s organisation and support was superb to see. I have high hopes for these young people going forward.
Thank you so much for your interactions around the mobile phone proposals and thank you for the overwhelming support in regard to this initiative. The mobile phone email hotline has worked really well and I have responded personally to every communication I have received. Please feel free to contact me still if you wish (mobilephone@boteler.org.uk). Your voice is important and needs to be heard. Please could I ask again than rather than you speculating on the various WhatsApp groups you have please get in contact with me personally. I know you will all have opinions and views which you are entitled to, but it is better to have an answer straight form me rather than listening to hearsay. I will always be honest and transparent with you and most importantly listen.
The students have been super in engaging with us in mobile phone conversations. The vast majority think it is a really good idea and do not see any difference to the rule that is already in place. They also understand the impact on mental health and well-being that phones can have and that they are not needed within the school day. They like that the phones can be kept with them and that they can use them to and from school.
We are looking at a couple of companies who do the pouches to make sure we get the best deal and I will keep you posted. I just wanted to share our plans in advance. When we fully decide then we will launch this all properly. At the moment we are still making sure everything is thoroughly investigated and researched.
We are going to have a big standards reset in a week or so in preparation for us tightening up in a few areas come September; so we can ensure that we are aspiring for educational excellence in all aspects of school life. As we are a really successful school it can be hard to move up to the next level. If we are complacent then bad habits set in. The drive is around following the rules in place and ensuring we have absolute consistency in what we do, so that the students are clear and you are clear of the expectations. You are instrumental in all this as our partnership is crucial in making this work. All we ever want is for the students to be the best they can be and have the highest expectations of themselves and others, so they succeed in life.
Thank you for your continued support.
Beverley Scott-Herron
Headteacher
 

 



Year 10 Mock Exams
Year 10 mock examinations start on Monday 16 June 2025 and end on Tuesday 1 July 2025.  Please refer to the exam timetable below. A personalised timetable showing the room and seat number has now been handed to students.
The JCQ Information for Candidates Written Exams outline the rules for students taking exams and these are very important.  To access these please click on this link https://www.boteler.org.uk/exam-policies/
Morning Exams: start at 9am.  Students must arrive at school at 8.30am and go to form as usual.  They will then be sent to the canteen at 8.45am, where they will be escorted by invigilators to their exam venue.
Afternoon Exams: start at 1pm. Students must wait in the canteen at the end of lunch, where they will be escorted to their exam venue.
Please note it will be an early lunch for the mock exams (12.15pm – 13.00pm).
All exams will be conducted under national exam style conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2026.
We must remind you how important these mock exams are and students should complete as much revision as possible. The purpose of these mocks is to enable the school to have a set of data showing their current ‘working at’ grade as they finish in Year 10.  This grade in each subject will then enable us to make any adjustments to class sets and/ or provide any suitable interventions to improve attainment and progress as soon as they start in Year 11 in September.
Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams.


 


 

KS3 WA2 Internal Assessments: 9 – 20 June 2025
Students will be sitting their second Working At (WA) assessment of this year in all of their subjects during assessment fortnight (Monday 9 June – Friday 20 June 2025). This may take the form of a test or an assessed piece of writing/practical piece of work.
Students will be provided with revision lists giving details of the topics and content that will be tested. We are also encouraging students to take their workbooks home to revise. It is important that students look after their workbooks and check they have the correct books that are needed for the following day when packing their bags for school each evening. The expectation is that students spend time each evening preparing for the assessments. Constant revision and practice is the surest way to fully embed skills and knowledge required to secure excellent achievement at KS4.
All tests will be classroom based and undertaken under exam conditions. It is important that students are used to working in this environment so they are fully prepared for their examinations in Year 11.  Students are expected to be fully prepared for all assessments with the correct equipment which includes:


 	Pen
 	Pencil
 	Ruler
 	Eraser
 	Pencil sharpener
 	Pencil case
 	Scientific calculator

Assessment Timetables for Year 7, 8 and 9 
Please review the timetables below. 
Year 7 - https://tinyurl.com/2mxm489m 
Year 8 - https://tinyurl.com/2eazcku5
Year 9 - https://tinyurl.com/3s4wrcw2
Dates and times of the Maths, English and Science tests have already been allocated. Teachers for the other subjects will inform their classes when they are taking place. It is important that students write these on their assessment timetable and highlight when the assessments in their subjects are taking place. Students are responsible for carrying their timetable and updating it when class teachers give out information.
For the EBacc subjects listed below, the percentage your child achieves on the WA2 assessment will be included on the progress report that will be sent out via the Parent Portal on 14 July 2025. To gauge what this percentage means in relation to the progress your child is making, the year group average percentage will be included for comparative purposes.


 


7BG and 7AC thrive at Tyn-Y-Felin
It was an absolute pleasure and privilege to lead the recent Year 7 residential trip to Tyn-Y-Felin. We are incredibly proud of each and every student who attended, with all students demonstrating maturity, enthusiasm and excellent behaviour throughout.
The feedback from the staff at Tyn-Y-Felin was overwhelmingly positive. It brought us great joy to watch the students grow in confidence and independence over the course of the trip. From life skills to social development, the experience allowed them to step outside of their comfort zones, make new friends, and simply enjoy being young people, free to play, explore and connect.
A particular highlight for many students were our walks to Silver Bay. Rockpooling, sand sculpture competitions and our spirited – if only somewhat successful – attempts at crabbing all added to the adventure. One truly unforgettable moment was the front row performance from the Red Arrows as they arrived and departed from RAF Valley – a surprise treat that will stay with us all for years to come.
The staff involved found the experience deeply rewarding, and we feel fortunate to have shared such wonderful memories with the students.




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
		[Show picture list]
	


 
Date for the Diary – Annual Awards Evening
Further to a previous message, a reminder of the date for our Annual Awards. The evening will take place on Wednesday 16th July 2025 at Sir Thomas Boteler Church of England High School.
This special evening is one of the highlights of our school calendar, as we come together to celebrate the many achievements of our students over the course of the academic year. Awards will be presented to overall winners across a wide range of categories and subjects.
Invitations will be sent out shortly!
 

Ready for learning 
As we approach the end of the academic year, we continue to maintain the same high standards and expectations as we would at any other time. The finish line may be in sight, but our commitment to learning remains strong.
Please support us by ensuring your child is fully prepared each day. This includes bringing a school bag, their ISP, and a fully stocked pencil case.
We have an exciting and rewarding end to the year planned, and it’s important that all students are ready to make the most of the opportunities ahead—prepared, focused, and ready to learn.

 
Rewards Trips Reminder
Thank you to those of you who have already made payments for the rewards trips. A reminder that the deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. Once a visit has been paid for, via iPay, your child will not be permitted to swap to another visit.
In addition to making the payment via iPay, please can parents/carers ensure that they have completed the parental consent form, via this link – https://forms.office.com/e/dakLLQzzmC
 


Post 16 Evening
This week we welcomed Cronton and Riverside College, Priestley College and Warrington Vale Royal College to our Year 10 Careers learning Journey -Next Steps Event for our students and their parent/carers.

Students learnt about their option choices after they leave school and how the application process works. Kim Dickson from Careers Connect was also available for parent/carers to book appointments with and speak to. 

The event was supported by our Parents Supporting Boteler group.

To find out more about these colleges please go to their websites which can all be found on our website here: Post-16 and beyond - Sir Thomas Boteler Church of England High School

 
Post 16 option - Year 11
Apprenticeship opportunity for September

Mercedes-Benz looking are for enthusiastic individuals to work in our retailers as Customer Experience Specialist Apprentices and Retail Parts Advisor Apprentices.

They are looking for students who are:

 	16 years of age (or will be by September),
 	Have achieved, or are predicted to achieve, grade 4 or above in English and Maths at GCSE and
 	Have minimal work experience in customer services or retail environments

If you meet these requirements please visit the following website (https://mercedes-benztraining.co.uk/search)

 
Are you Interested in Reaseheath College?
Don’t miss our final Open Event of 2024/2025 - Saturday 14th June 
Yes, it’s the last one for HE and FE this academic year! These events are perfect for students and their families to explore our range of courses, tour our state-of-the-art facilities, and meet our passionate tutors and support staff! Here are the links to book: 

 	College Open Event: College Course Open Event 14 June - Reaseheath College 
 	University Centre Open Event: Open Days | University Centre Reaseheath | Cheshire | Degrees 

Welcome Days – for students starting in September 
Have you received an offer yet? We’re so excited to welcome you to campus! You will soon get an invite to your Welcome Day based on your course level: 

 	Monday 30th June - Level 2/3 
 	Friday 4th July - T Level 
 	Wednesday 9th July - Level 1
 	PLUS Every offer-holder gets access to our Applicant Hub packed with everything they need to prepare – from transport and accommodation to kit lists and student finance. 

For Students & Families – Wednesday 3rd July 

For students who want to attend with parents/guardians instead of with school, this is the perfect option!

They can find out more and book here: https://www.eventbrite.co.uk/e/year-10-experience-day-2025-tickets-1311488229599?aff=oddtdtcreator  

 

Summer Campus Tours – for Year 11s and Families 
Students missed our Open Day or Next Steps event? No worries! Our Year 11 Summer Campus Tours are a brilliant way to visit Reaseheath in a more relaxed setting. 

Students and parents can: 
Explore our beautiful campus (don’t miss the lake!) 
Learn more about courses 
Get answers to their questions 

Keep an eye on our website and socials for tour dates! 
 

Catch us out and about this summer! 

Come and say hello if you’re at any of these events: 

 	Tuesday 17th – Wednesday18th June – Royal Cheshire County Show 
 	Monday 21st – Thursday 24th July – Royal Welsh Show 
 	Wednesday 30th July – Nantwich Show 

 

PE Kit Donations

Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

 

 



You’re invited to our 3rd birthday party! 🎂

Join us on Saturday 5 July for an action-packed day of celebrations at Warrington Youth Zone.

This is a free event, and is open for families to attend. Young people aged 12 and under must be accompanied by an adult.

From 12pm-3:30pm, there'll be:

 	Inflatables
 	Face painting & glitter
 	Live music
 	Arts & crafts
 	Hot food
 	Stage performances
 	+ much more!

 

 
 

 

 

 
Parent Forums
This year, we successfully delivered a range of parent forums designed to support families in understanding and navigating key aspects of their child’s education. Most recently we delivered a session on Post – 16 Options which had a really strong turnout and feedback was overwhelmingly positive. Parents appreciated the guidance on college applications, apprenticeships and sixth form choices, as well as the opportunity to ask tailored questions about their child’s next steps.
Across all forums, we maintained a focus on relevance and engagement, with many topics directly shaped by your voice. This approach ensured that each session addressed current concerns and areas of interest, ranging from digital safety to curriculum understanding and student wellbeing.
Next Steps:
We are already planning for next year’s forum schedule and welcome further suggestions. If there are any additional topics you would like to see covered in future forums, please let Mr. S Mason know.
Together, we can continue to strengthen the partnership between school and home to best support our students’ success.


 
EAL Coffee Morning
We are very much looking forward to welcoming lots of Parents and Carers on Wednesday 25th June. If you haven't already, please check your email, click on the link and reply to the invitation.



 


How to sleep better

HEAL: The four pillars of good sleep
There are four main things that affect the quality of our sleep:
-Health
-Environment
-Attitude
-Lifestyle
Good sleep doesn’t just mean lots of sleep: it means the right kind of sleep.

Sleep affects our ability to use language, maintain attention, understand what we are reading, and summarise what we are hearing; if we compromise on our sleep, we compromise on our performance, our mood, and our interpersonal relationships. Sleep has also been shown to protect the immune system. The amount that each of us needs is different. However, it's recommended that a healthy adult should sleep, on average, between seven and nine hours a night.
The important thing is that you get good quality sleep. The following advice can help to HEAL your sleep problems.
Top tips from the sleep doctor


 	Don’t get caught napping!
If you have trouble sleeping, you may feel tempted to catch up on sleep by taking naps. However, unless you’re feeling dangerously sleepy (while driving or operating machinery, for instance), this usually does more harm than good as it makes it more difficult to sleep at night. If you feel tired during the day, get up and take a walk around, get some fresh air, or do something challenging for a short while, like a crossword or a Sudoku.
 	If you’re not tired, get up
If you’re finding it difficult to get to sleep, don’t just lie there worrying. Get up for a few minutes and get a drink (no sugar or caffeine, remember!), and go back to bed when you’re feeling a bit sleepier.
 	Set yourself a ‘get fit’ plan
Eating healthily and getting regular exercise are great ways of helping yourself sleep better. However, plan your meals and exercise to avoid exercising or eating a big meal after mid-evening: doing either of these too close to your bedtime can stop you from sleeping.
 	Don’t stress it!
Thinking about sleep too much or trying to force yourself to sleep will only keep you awake. Learning how to relax both your body and mind instead will help you to get to sleep much more easily.
 	Keep a sleep diary
The amount of noise, light, and distractions, what and when you eat, and the temperature of your bedroom can affect how well you sleep. Keeping a sleep diary to make a note of what the conditions were when you went to bed the night before can be useful for letting you look back and see what has and what hasn’t worked for you. It also helps you to see how your sleep varies from night to night, and might help you note patterns in your sleeping.

Click the link for more information: How to sleep better | Mental Health Foundation
 

This week as part of Collective Worship, students have been exploring our Christian value of Friendship. We have discussed what it means to be a good friend and the benefit that friendships have on our lives. Our scripture for this week is from Ecclesiastes 4:9-10:
“Two people are better off than one, for they can help each  other succeed. If one person falls, the other can reach out and help, But someone who falls alone is in real trouble.” 
This reminds us to live our lives supporting others and asking for help from our friends. It is easier to show care and kindness to the people we like, but how can we be a friend to everyone?

On Sunday 8th June we supported five of our students in receiving the sacrament of Baptism at Christ Church. The ceremony was led by Reverend Icke and five students from Sir Thomas Boteler Church of England High School and two students from Latchford St. James were baptised, along with the support of their families. Our Worship Ambassadors were at the ceremony to read the scripture and prayers and Bea Fox (Year 10) wrote and read a reflection on the importance of the sacrament. It was a wonderful celebration and we are very proud of them all!
Spiritual Pause: How can we be a friend to others? How do we expect others to show friendship to us? If people we don’t know are friendly towards us, how do we respond to that; with acceptance or suspicion? Think about the impact of a kind word and a friendly smile and try and make a difference to someone else’s day.

Confirmation: We have the opportunity to partake in the sacrament of Confirmation if you haven't already done so. Students who may have missed their confirmation or wish to be confirmed are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
Please keep up to date with our weekly prayer and scripture via social media.
 


Physical Education
Academy Sports+ News

The next Academy Sports+ experience for our young athletes is taking place on Friday 20th June 2025 at Liverpool John Moores University to explore further themes of Sport Science and top level performance.

Workshop 1: Sport Psychology

Workshop 2: Applying Sports Psychology techniques

Workshop 3: Press Conference with current Athletes

Workshop 4: Practical session instilling leadership and communication skills (Blind Football and Laser Run)

Letters will be handed out to students with a reply slip to hand back in to the PE office next week. Thank you for supporting our elite sport programme.

The official TCAT Academy Sports+ Awards Evening will be held at Priestley College on the 3rd July 5:30-6:30pm. All Academy Sports+ students plus Parents and Carers are invited. Invites have been sent out, please confirm number of tickets required to cburbidge@boteler.org.uk

In preparation for next year, applications for the Academy Sports+ programme will open soon. Does your child compete at national, regional or professional standard in any sport or dance discipline? If so, we want to hear from you! Applications are open for students from Year 8 to Year 11.

For more information please see the letter attached from Mr Burbidge here: Academy Sport+ Programme - Sir Thomas Boteler Church of England High School

 

Sports round up

Our Year 9 and 10 girl's rugby team took part in a fixture on Thursday 5th June against a strong Penketh HS side. The result didn't go their way but the level of resilience and determination was admirable!

 

Our Year 7 boy's went away to Edmund Arrowsmith HS in the NW Vase quarter-final. They came away with a 28-12 victory, meaning they have qualified for the semi-final. We are very proud of their efforts and success!



Our Year 9 boy's rugby team participated in the Warrington High School 9's competition at Padgate HS. They won the majority of their games meaning they progress through to the final of the Warrington High School 9's competition held at the Asics Stadium, early July. Congratulation boys!



 
Year 5 and 6 QuadKids Athletics Event 
On Tuesday, we had the pleasure of being invited to support and help lead the Year 5 and 6 QuadKids Athletics Event at Victoria Park, hosted by the School Sports Partnership.
This was the first event our student leaders had been invited to, and they were absolutely fantastic. They confidently took on a range of responsibilities, including timing, scoring, and guiding the primary pupils through various events. Throughout the day, they showed great leadership by motivating and encouraging the young athletes to do their best.
It was truly a privilege to be part of the event alongside them. They worked incredibly hard from start to finish, and the feedback from the primary school staff was overwhelmingly positive. Our leaders made both themselves and the school extremely proud.
Well done, leaders! I’m excited to see how you continue to grow and thrive in the years ahead - Mrs Hughes
 


			
				
			
			
				
			
			
				
			
			
				
			
			
				
			
			
				
			
		


National School Sports Week 
As we have done for many years now, Sir Thomas Boteler Church of England High School are taking part in the National School Sports week, w/c Monday 16th June. The week has the aim of promoting the power of PE, sport and play in building brighter futures and happier, healthier young people across the UK. Celebrating 30 years of empowering young people through sport, national children's charity, the Youth Sport Trust is leading this week-long initiative that will bring together schools, national governing bodies of sport, families and communities to encourage young people across the UK to get active at school.
As part of the Youth Sport Trust efforts to encourage the adoption of 60 minutes a day of PE, sport, and play for every child, this year's event is championing an Always Active approach, encouraging schools to embed physical activity into every part of the school day. By doing this, they hope to improve children's experiences and attitudes toward physical activity and sport while helping them to achieve the UK's Chief Medical Officers' recommendation of 60 minutes of physical activity each day, or 20 minutes for young people with special educational needs and disabilities (SEND).
The PE department, with the help of several members of staff from other departments, have put together a plan for the week. Each lunchtime, there will be a selection of sports and activities for all students to take part in. We challenge all students to take part in an activity each lunchtime and complete the 60 minutes of activity per day. The activities will be held in the Ball Hall, the Gym, the school field and room 15. Simply turn up and take part. We advise for students to bring in their trainers every day as they will be required to take part in most of the activities on offer. If you require any more information, please speak to Mr Johnson.


 

### Communications, Pastoral and Mobile Phones Update - June 2025

Dear Parents and Carers
I hope you are well. I just wanted to give you a few important updates please.
Communications 
As you are aware I communicate to you via the Head’s Herald every week. It is really important that you do read and engage with this communication as it contains important information. We do very occasionally get emails informing us that you are not aware of an event etc. However, our communications are very regular. Please ensure you engage with what we send out. I appreciate you are very busy people and I know it will not be intentional, but it really does help with efficiencies and effectiveness.
Also, we are trying to not send communications via the post where possible, as we want to be environmentally friendly and efficient, so it is essential that you have all your details correct on Arbor. We need at least two emergency contacts. If you do not provide emergency contacts or the phone line no longer works when we call it, then we may have to contact the police or appropriate professionals as per our safeguarding protocols in an emergency situation. You can have as many contacts as you wish but we require two as a minimum. We also rely on you updating the information if circumstances change. We have 98% of parents and carers signed up to Arbor, which is superb. However, you need to please use the App and make sure you do log on and check it for information. Maybe view it as a school mail drop, where it will need to be checked once a day. If you are still unsure how to use Arbor then you must contact us and of course we will help and support you. We do keep you fully updated all the time but I appreciate however, that this sometimes this can be overwhelming.
Pastoral Information 
I would just like to let you know that the transition period in terms of the Pastoral support is now in place. As you know, the Head of Year stays with their Year group until they reach Year 11. Mr Horne, the Senior Pastoral Lead always remains static and takes the students when they reach Year 11. The Head of Year 10 (who currently is Mr Willcock) then moves to the new Year 7. We operate this new structure from the 9th June 2025 because Mr Willcock will be needed for all the Year 7 Transition Days, events and Primary school visits as the new Head of Year 7.  Whilst the Year 11 are still in school completing their GCSE examinations, Miss K Dowling, will support in overseeing Year 10 until they leave.  Therefore, there is no change for Year 7-9 in school at present, and current Year 10 will have Mr Horne and Miss K Dowling until the end of the Year.
September 2025 Structure:
Year 7 Mr Willcock
Year 8 Mrs Ashwin
Year 9 Mrs Brown
Year 10 Mr Gwinnett
Year 11 Mr Horne  
The Year 10 students are aware of this change, however I just wanted you to feel in the loop.
 
Secure Mobile Phone Ban 
As you will have seen from my previous two editions of the Head’s Herald, we are looking at introducing an increased layer to the mobile phone ban that is already in place and has been in place since I began as Headteacher in 2014. Our current policy is that mobile phones are not allowed in school at any time, and if they are seen they are confiscated and returned at the end of the school day. The product that I have been researching for many months, just ensures that the phone cannot be used at all during the school day. Whilst you may wonder what is wrong with the current system and on the whole, it works fine to a degree, but I am well aware that students are incredibly resourceful and will find a way to use their phones – in the toilets for example or out of range of a CCTV camera etc. and this causes a whole host of issues for us.
As a school we want to focus on our students’ well-being and academic success in equal measure and to do that then we need to be brave and really face up to the disruption that mobiles phones can cause us in a school day.  I did a study of the time we spend dealing with issues that were caused by mobile phones or the battle that we can have at times over students who are caught using the mobile phones and it was staggering. This time could be utilised so much better in terms of supporting the young people from a Pastoral, wellbeing and mental health perspective for example. Smartwatches will also will not be allowed in school. Students can wear a traditional watch if they wish.
We are currently looking at using Yondr, who specialise in creating phone free environments via the Yondr pouch. We have visited many schools who use this product and I have spoken to their staff, students and parents/carers at length regarding how it works and more importantly, the positive impact that this is having on the young people and their well-being.   As you are aware I will never enter into any decision lightly and all decisions are based on research and ultimately will be of benefit to the young people, their well-being and academic success.
The product essentially is a secure pouch, which allows the student to keep their phone with them, but prevents them from using the phone within the school day. The pouch is locked on entry to school and released on exit. The only real difference to what we already have in place, is that the phone is in a secure pouch. The principle is still the same in them not using their phone. As the phone is in a secure pouch there is absolutely no temptation to use it so minimises any distractions. Where we may need hand held technologies we will look to purchase iPads in this instance. We will of course provide much more information and launch events etc. prior to this being implemented, if this is the final decision.  I am just wanting to be transparent in my thinking so you feel consulted.
I know and understand that you will have your opinions on this matter and I will always listen to you. Therefore, I have created a bespoke mail box which will come directly to me and I will answer all your worries and queries personally, the mail box is mobilephone@boteler.org.uk Please do not email my personal email for communications on mobile phones as I want to keep this separate so I do not miss anything. I appreciate this will initiate conversations, so please reach out. It is best coming straight to me rather than assuming, as I can give you the definite answer and nothing will be lost in translation. It may take time as I will respond personally to every email but I feel that is always the best way, so you feel valued.
I have spoken to sample groups of students and parents/carers and they are already very supportive in this potential move. Especially, because of the impact it will have on well-being. They see it as I have described as ‘a layer’ to the current policy.
I only ever have the best interests of my young people at heart and I always want to work with you so again please get in contact if I can help.
If this were to go ahead, we would potentially be looking at a September launch.
I really appreciate you taking the time to read this letter and I know it is a lot to digest. I really value our working relationship and hopefully we can move forward on this together.
Have a lovely weekend when it arrives.
Yours faithfully
Beverley Scott-Herron
Headteacher

### Volume 31 - Friday 6th June 2025

   
Dear Parents and Carers, 
I hope you are well. I just wanted to give you a few important updates please.

Communications 
As you are aware I communicate to you via the Head’s Herald every week. It is really important that you do read and engage with this communication as it contains important information. We do very occasionally get emails informing us that you are not aware of an event etc. However, our communications are very regular. Please ensure you engage with what we send out. I appreciate you are very busy people and I know it will not be intentional, but it really does help with efficiencies and effectiveness.
Also, we are trying to not send communications via the post where possible, as we want to be environmentally friendly and efficient, so it is essential that you have all your details correct on Arbor. We need at least two emergency contacts. If you do not provide emergency contacts or the phone line no longer works when we call it, then we may have to contact the police or appropriate professionals as per our safeguarding protocols in an emergency situation. You can have as many contacts as you wish but we require two as a minimum. We also rely on you updating the information if circumstances change. We have 98% of parents and carers signed up to Arbor, which is superb. However, you need to please use the App and make sure you do log on and check it for information. Maybe view it as a school mail drop, where it will need to be checked once a day. If you are still unsure how to use Arbor then you must contact us and of course we will help and support you. We do keep you fully updated all the time but I appreciate however, that this sometimes this can be overwhelming.

Pastoral Information 
I would just like to let you know that the transition period in terms of the Pastoral support is now in place. As you know, the Head of Year stays with their Year group until they reach Year 11. Mr Horne, the Senior Pastoral Lead always remains static and takes then takes the students when they reach Year 11. The Head of Year 10 (who currently is Mr Willcock) then moves to the new Year 7. We operate this new structure from the 9th June 2025 because Mr Willcock will be needed for all the Year 7 Transition Days, events and Primary school visits as the new Head of Year 7.  Whilst the Year 11 are still in school completing their GCSE examinations, Miss K Dowling, will support in overseeing Year 10 until they leave.  Therefore, there is no change for Year 7-9 in school at present, and current Year 10 will have Mr Horne and Miss K Dowling until the end of the Year.
September 2025 Structure:
Year 7 Mr Willcock
Year 8 Mrs Ashwin
Year 9 Mrs Brown
Year 10 Mr Gwinnett
Year 11 Mr Horne  
The Year 10 students are aware of this change, however I just wanted you to feel in the loop.
 

Secure Mobile Phone Ban 
As you will have seen from my previous two editions of the Head’s Herald, we are looking at introducing an increased layer to the mobile phone ban that is already in place and has been in place since I began as Headteacher in 2014. Our current policy is that mobile phones are not allowed in school at any time, and if they are seen they are confiscated and returned at the end of the school day. The product that I have been researching for many months, just ensures that the phone cannot be used at all during the school day. Whilst you may wonder what is wrong with the current system and on the whole, it works fine to a degree, but I am well aware that students are incredibly resourceful and will find a way to use their phones – in the toilets for example or out of range of a CCTV camera etc. and this causes a whole host of issues for us.
As a school we want to focus on our students’ well-being and academic success in equal measure and to do that then we need to be brave and really face up to the disruption that mobiles phones can cause us in a school day.  I did a study of the time we spend dealing with issues that were caused by mobile phones or the battle that we can have at times over students who are caught using the mobile phones and it was staggering. This time could be utilised so much better in terms of supporting the young people from a Pastoral, wellbeing and mental health perspective for example. Smartwatches will also will not be allowed in school. Students can wear a traditional watch if they wish.
We are currently looking at using Yondr, who specialise in creating phone free environments via the Yondr pouch. We have visited many schools who use this product and I have spoken to their staff, students and parents/carers at length regarding how it works and more importantly, the positive impact that this is having on the young people and their well-being.   As you are aware I will never enter into any decision lightly and all decisions are based on research and ultimately will be of benefit to the young people, their well-being and academic success.
The product essentially is a secure pouch, which allows the student to keep their phone with them, but prevents them from using the phone within the school day. The pouch is locked on entry to school and released on exit. The only real difference to what we already have in place, is that the phone is in a secure pouch. The principle is still the same in them not using their phone. As the phone is in a secure pouch there is absolutely no temptation to use it so minimises any distractions. Where we may need hand held technologies we will look to purchase iPads in this instance. We will of course provide much more information and launch events etc. prior to this being implemented, if this is the final decision.  I am just wanting to be transparent in my thinking so you feel consulted.
I know and understand that you will have your opinions on this matter and I will always listen to you. Therefore, I have created a bespoke mail box which will come directly to me and I will answer all your worries and queries personally, the mail box is mobilephone@boteler.org.uk Please do not email my personal email for communications on mobile phones as I want to keep this separate so I do not miss anything. I appreciate this will initiate conversations, so please reach out. It is best coming straight to me rather than assuming, as I can give you the definite answer and nothing will be lost in translation. It may take time as I will respond personally to every email but I feel that is always the best way, so you feel valued.
I have spoken to sample groups of students and parents/carers and they are already very supportive in this potential move. Especially, because of the impact it will have on well-being. They see it as I have described as ‘a layer’ to the current policy.
I only ever have the best interests of my young people at heart and I always want to work with you so again please get in contact if I can help.
If this were to go ahead, we would potentially be looking at a September launch.
I really appreciate you taking the time to read this letter and I know it is a lot to digest. I really value our working relationship and hopefully we can move forward on this together.
Have a lovely weekend when it arrives.
Beverley Scott-Herron
Headteacher
 
National recognition for Wellbeing and Mental Health
I just want to inform you that we have received National recognition for the work we do on Wellbeing and Mental Health.
As you are aware the wellbeing of our young people, staff and wider community is at the heart of everything we do and it is the foundation on which we build all our practices. The impact of getting wellbeing right improves life chances and enables to operate at a level where everyone feels heard and valued.
Wellbeing is a fundamental part of our culture and placing an importance on that over the years has cemented our success both academically and holistically,
We are delighted we have received this the award; however, we do what we do because we absolutely believe the difference we can make by having time, care and compassion for the people who we serve.
We will continue to strive for excellence within wellbeing and improve our practices, learning from others and developing our knowledge and skills within the many facets of this area and within mental health.
The wellbeing of our young people and community will always be a priority for us in our Boteler Family and will continue to beat at the heart of everything we do.


 



Year 11 Exams update
Year 11 have been excellent in their approach to their GCSE exams which have now been running for five weeks.
On Friday 13th June, all students will be sitting their Science exam at 09.00. Following this exam and break time, a Science Revision session will be held for all students during period 3 in preparation for the Science exam on Monday morning. Students who study subjects still to be examined in GCSE DT, Music or Spanish are to remain in school for revision session during period 4. If students do not study these subjects, they are free to leave school after the Period 3 Science revision lesson.
The last main exam that all students sit is the Science exam on Monday 16th June at 09.00. Only students still to sit remaining exams in GCSE DT, Music or Spanish are required to attend revision lessons as scheduled on the Exam Revision Timetable.

 
Year 10 Mock Exams
Year 10 mock examinations start on Monday 16 June 2025 and end on Tuesday 1 July 2025.  Please refer to the exam timetable below. A personalised timetable showing the room and seat number will be given to students nearer the time.
The JCQ Information for Candidates Written Exams outline the rules for students taking exams and these are very important.  To access these please click on this link https://www.boteler.org.uk/exam-policies/
Morning Exams: start at 9am.  Students must arrive at school at 8.30am and go to form as usual.  They will then be sent to the canteen at 8.45am, where they will be escorted by invigilators to their exam venue.
Afternoon Exams: start at 1pm. Students must wait in the canteen at the end of lunch, where they will be escorted to their exam venue.
Please note it will be an early lunch for the mock exams (12.15pm – 13.00pm).
All exams will be conducted under national exam style conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2026.
We must remind you how important these mock exams are and students should complete as much revision as possible. The purpose of these mocks is to enable the school to have a set of data showing their current ‘working at’ grade as they finish in Year 10.  This grade in each subject will then enable us to make any adjustments to class sets and/ or provide any suitable interventions to improve attainment and progress as soon as they start in Year 11 in September.
Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams.


 


 

KS3 WA2 Internal Assessments: 9 – 20 June 2025
Students will be sitting their second Working At (WA) assessment of this year in all of their subjects during assessment fortnight (Monday 9 June – Friday 20 June 2025). This may take the form of a test or an assessed piece of writing/practical piece of work.
Students will be provided with revision lists giving details of the topics and content that will be tested. We are also encouraging students to take their workbooks home to revise. It is important that students look after their workbooks and check they have the correct books that are needed for the following day when packing their bags for school each evening. The expectation is that students spend time each evening preparing for the assessments. Constant revision and practice is the surest way to fully embed skills and knowledge required to secure excellent achievement at KS4.
All tests will be classroom based and undertaken under exam conditions. It is important that students are used to working in this environment so they are fully prepared for their examinations in Year 11.  Students are expected to be fully prepared for all assessments with the correct equipment which includes:


 	Pen
 	Pencil
 	Ruler
 	Eraser
 	Pencil sharpener
 	Pencil case
 	Scientific calculator

Assessment Timetables for Year 7, 8 and 9 
Please review the timetables below. 
Year 7 - https://tinyurl.com/2mxm489m 
Year 8 - https://tinyurl.com/2eazcku5
Year 9 - https://tinyurl.com/3s4wrcw2
Dates and times of the Maths, English and Science tests have already been allocated. Teachers for the other subjects will inform their classes when they are taking place. It is important that students write these on their assessment timetable and highlight when the assessments in their subjects are taking place. Students are responsible for carrying their timetable and updating it when class teachers give out information.
For the EBacc subjects listed below, the percentage your child achieves on the WA2 assessment will be included on the progress report that will be sent out via the Parent Portal on 14 July 2025. To gauge what this percentage means in relation to the progress your child is making, the year group average percentage will be included for comparative purposes.


 


Rewards Trips Reminder
Thank you to those of you who have already made payments for the rewards trips. A reminder that the deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. Once a visit has been paid for, via iPay, your child will not be permitted to swap to another visit.
In addition to making the payment via iPay, please can parents/carers ensure that they have completed the parental consent form, via this link – https://forms.office.com/e/dakLLQzzmC
 

Westy Youth is back!
We are excited to be starting Westy Youth drop-in again in a refurbished community centre!
Everyone of high-school age is welcome to come along on 13th June 6-7pm for the footy cage on Westy Park, and then the drop-in will start back in the centre on 20th June 6-7pm. 
Come along for football, games, activities, and free pizza! It doesn’t cost to attend, just turn up.
If you’d like to know more, speak to our Youth for Christ worker, Kim Wellens. 


 

 


Year 11 important information from WVR college
Has your child applied to Warrington Vale Royal?
Getting Ready for College Form – Mandatory step for Enrolment
Applicants with conditional offers are being contacted this week and must complete their ‘Getting Ready for College’ form, which is a mandatory part of the enrolment process. Please encourage them to check their emails for the notification and follow the link provided.
They should review all details in the form, update any missing or incorrect information, and upload a clear photograph for their college ID badge, which they will receive on their first day.
Following feedback from this year’s Careers Leader and Teacher Conference, we want to ensure you are familiar with the updated process and able to support your students on GCSE results day. This year, applicants are required to upload their GCSE results digitally before attending their enrolment appointment.
To assist with this, we’ve created a short FAQs page and video guide, available at: wvr.ac.uk/joiningus 
 
Year 10 
Please make every effort to attend the Post 16 Information Evening on Tuesday 10th June at 18:00. 3 colleges are joining us, and your child will need to apply for further education in September. The link has been sent via Arbor App and email.

The whole of Year 10 is attending WVR college on Wednesday 2nd July all day. Buses will collect them from school and return them to school for 15:00. 

Some students have selected to attend Priestley College's taster day on Monday 7th July. They will meet teachers at Priestley at 09:00 and then will walk back to school with staff for lunch. They will need their p4 and 5 books.

 
Apprenticeships
Information about apprenticeships can be found find an apprenticeship

For more opportunities go to: https://www.candwopportunities.co.uk/apprenticeships/

For more information on post-16 and post-18 choices, how they compare and where they can lead click here - https://nationalcareers.service.gov.uk/

Please note vacancies can be withdrawn before the advertised closing date at the discretion of the employer.

 
PE Kit Donations
Our PE department is welcoming donations of PE kit. If you have any items you can donate, please could they be dropped off at the PE department or brought to the main reception.

 

 

 

 
 

 

 

 

A final reminder of our final Parent Forum of the year, which will take place on Tuesday 10th June from 18:00 to 19:30 in the Main Hall. Tea, coffee and biscuits will be provided.

This session will focus on your child’s post-16 options and you are more than welcome to bring them along. You’ll receive practical information about what students need to do from September to apply for apprenticeships or college places.

We’re also delighted to welcome representatives from:

 	Priestley College
 	Warrington & Vale Royal College
 	Cronton and Riverside College

They will share insights into the courses and levels they offer, helping you and your child make informed decisions.

Please note: The earlier students apply to college in September, the better their chances of securing a place on their preferred course.

Please confirm your attendance to the event by clicking on the link below:

https://forms.office.com/e/afkpjnhT30

We look forward to seeing you there.

 


We are excited to welcome Parents and Carers of students who have English as an additional language to an informal free coffee morning on Wednesday 25th June. You will shortly receive an invite via an email link, so please do complete the short form.
We look forward to seeing you soon!
 

How to improve your mental health using physical activity


Physical activity has lots of benefits for your mental health. It can help you manage stress, feel more confident and boost your mood. It can also ease symptoms of mental health conditions such as anxiety and depression. Still, being physically active can be difficult. In fact, up to 45% of adults and 30% of children aren’t meeting the government recommendations for physical activity - and this is understandable.
There are many barriers that can stop you from being physically active. This guide explores the mental health benefits of physical activity and small strategies to help you add physical activity to your daily routine.
 

What is physical activity?


Physical activity means any movement of your body that uses your muscles and uses up energy. Physical activity can be split into three main categories:


 	Moderate-intensity physical activity
Activity that raises your heart rate, makes you breathe faster and makes you feel warmer counts as moderate-intensity physical activity. This form of movement can include walking, hoovering, or playing with your kids.
 	Vigorous activity
Activity causes you to breathe hard and fast and your heart to pump faster than with moderate-intensity activity. This form of physical activity can include running, swimming, or dancing.3
 	Strengthening activities
This refers to any physical activity that uses resistance to contract your muscles. The resistance could be gravity, water or a resistance band, for example. There are many strengthening activities we can do, such as digging, carrying a heavy rucksack, or squat exercises.

For more information click on the link: How to improve your mental health using physical activity | Mental Health Foundation 
 



Coming soon to the Sir Thomas Boteler library this July. Keep your eyes peeled for more information!



 



 

 

 

 
Great rehearsal this week.  We are focusing on the opening number which involves the whole cast.  The opening involves all the disciplines of Performing Arts: Acting, Singing and Dancing.  Mrs Guttridge and the Stage Design team have been working hard on set and props and with creating the overall look of the show.  We are excited about how everything is developing and coming together.  
Thank you to everyone for all their hard work. Ms Armstrong




 

### Volume 30 - Friday 23rd May 2025

   
Dear Parents and Carers, 
I hope you are well.
We have reached the end of another successful half term and I just want to take the time to thank you for your on-going support.
It was so lovely to see so many of you at the Parents’ Forum last night on Mental Health and Wellbeing. I know how high this is on your agenda and to see you engage with the offer we have and how we utilise all the many professionals was really positive. As I said last night we are always here to help and support in any capacity. However, we can only help if we know the problems or issues, so please never hesitate about contacting us.
The Year 11 students have done so well and it has been a heavy half term of examinations. I am so impressed by their resilience and attitude. The half term week has come at the right time for them as they are tired and they need a week away from school to recharge. Of course, staff have offered to help and support the young people next week where appropriate as we just want them to succeed. Just a reminder that students are not on study leave. We have worked really hard at putting on a full revision support programme where their teachers will be with them, helping and guiding them. The teachers are trained in examination preparation and will be giving out expert advice and coaching, so it is essential that the young people attend school until the official leaving day. The easy option is for us to let them go on study leave, but that is not the right option. We need to help each and every one of them for as long as physically possible. They are worth it so please support us with this.
Just a reminder that your child has to have a tie. If we lend one to them going forward on a regular basis, we will invoice you for a new one. This invoice must be paid please or it may prevent your child from attending out of school events and/or trips. A tie is an essential part of the school uniform and must be worn.
Skirts are becoming an issue due to their length. I appreciate my wonderful young people grow. Skirts MUST be knee length and if a skirt is not at the appropriate length in September then you will be asked to purchase one at the correct length. I understand that some young people decide to roll them up, so when the skirt is rolled down it must be knee length. Unfortunately, the new skirt model will not be introduced for September but will come into play for 2026/2027 and I will give you a big enough lead in time to address this. Therefore, if purchasing new uniform please ensure that the skirt is of the appropriate length or it will need to be changed.  
There is no slack in the school uniform in the run up to the end of term and especially with regard to school shoes. School shoes must be worn. If you are worried about cost, then the supermarkets, Primark etc do some very cost effective black plain shoes which are suitable and which may work for the remainder of the term.
I appreciate I keep giving really similar messages but in order to maintain high standards the fundamentals have to be right.
As I mentioned last week we are exploring options regarding mobile phones for next year in terms of a total ban. We are in talks with schools and organisations across the North West who have introduced this ban by using specialist pouches etc.  There is a lot of information out there in terms of products, so the SLT are on a fact finding, information gathering mission to find a workable solution. As always, I will keep you informed. I just want to be honest with you in terms of what we are doing. There is a lot to digest and I will only ever make decisions with the best interests of the students at heart. If we do this, it will be also in full consultation with you as parents and carers.
The remainder of the Year 7 Tyn-Y Felin trips go after half term and I am praying for good weather, but regardless of this they will have an amazing time.  Our Duke of Edinburgh Bronze and Silver Expeditions have been very successful of late and the students have been superb and done so well.
Just to let you know Mrs Hesford has been appointed as Head of Languages with immediate effect, which is a promotion from her current position. She has been an amazing addition to the Boteler Family this year and we look forward to seeing her developing our Languages provision.  
Please make sure your young people have a wonderful week off and that they are ready and prepared for learning on their return on Monday 2nd June 2025.
Beverley Scott-Herron
Headteacher
 



Year 11 Summer Exams
As we break for half term, Year 11 are approximately halfway through their GCSE exams.
Students have engaged really well with the revision sessions that have been scheduled just before students sit exams in each subject.
Click here to view the Exam Revision timetable.
These revision sessions will continue to run for all subjects on return from half term.
It is vitally important that student recharge over the half term but also continue to revise and prepare for the exams when they return to school on Monday 2nd June.
As you will see on the Exam Timetable, the first two weeks back after half term are very busy indeed with a high volume of exams. Students also need to ensure they attend school in full school uniform and bring all the required equipment for all exams. Students need to bring their scientific calculator to all Science and Maths exams. The next Maths exam after half term (Calculator Paper 2) is on Wednesday 4th June. 
On Friday 13th June, all students will be sitting their Science exam (Chemistry) at 09.00. Following this exam and break time, a Science Revision session will be held for all students during period 3 in preparation for the Science exam on Monday morning. Students who study subjects still to be examined in GCSE DT, Music or Spanish are to remain in school for revision session during period 4. If students do not study these subjects, they are free to leave school after the Period 3 Science revision lesson.
The last main exam that all students sit is the Science exam on Monday 16th June at 09.00. Only students still to sit remaining exams in GCSE DT, Music or Spanish are required to attend revision lessons as scheduled on the Exam Revision Timetable.
 
Year 10 Mock Exams
Year 10 mock examinations start on Monday 16 June 2025 and end on Tuesday 1 July 2025.  Please refer to the exam timetable below. A personalised timetable showing the room and seat number will be given to students nearer the time.

The JCQ Information for Candidates Written Exams outline the rules for students taking exams and these are very important.  To access these please click on this link https://www.boteler.org.uk/exam-policies/

Morning Exams: start at 9am.  Students must arrive at school at 8.30am and go to form as usual.  They will then be sent to the canteen at 8.45am, where they will be escorted by invigilators to their exam venue.

Afternoon Exams: start at 1pm. Students must wait in the canteen at the end of lunch, where they will be escorted to their exam venue.

Please note it will be an early lunch for the mock exams (12.15pm – 13.00pm).

All exams will be conducted under national exam style conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2026.

We must remind you how important these mock exams are and students should complete as much revision as possible. The purpose of these mocks is to enable the school to have a set of data showing their current ‘working at’ grade as they finish in Year 10.  This grade in each subject will then enable us to make any adjustments to class sets and/ or provide any suitable interventions to improve attainment and progress as soon as they start in Year 11 in September.

Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams.


 


 

KS3 WA2 Internal Assessments: 9 – 20 June 2025
Students will be sitting their second Working At (WA) assessment of this year in all of their subjects during assessment fortnight (Monday 9 June – Friday 20 June 2025). This may take the form of a test or an assessed piece of writing/practical piece of work.
Students will be provided with revision lists giving details of the topics and content that will be tested. We are also encouraging students to take their workbooks home to revise. It is important that students look after their workbooks and check they have the correct books that are needed for the following day when packing their bags for school each evening. The expectation is that students spend time each evening preparing for the assessments. Constant revision and practice is the surest way to fully embed skills and knowledge required to secure excellent achievement at KS4.
All tests will be classroom based and undertaken under exam conditions. It is important that students are used to working in this environment so they are fully prepared for their examinations in Year 11.  Students are expected to be fully prepared for all assessments with the correct equipment which includes:


 	Pen
 	Pencil
 	Ruler
 	Eraser
 	Pencil sharpener
 	Pencil case
 	Scientific calculator

Assessment Timetables for Year 7, 8 and 9 
Please review the timetables below. 
Year 7 - https://tinyurl.com/2mxm489m 

Year 8 - https://tinyurl.com/2eazcku5

Year 9 - https://tinyurl.com/3s4wrcw2
Dates and times of the Maths, English and Science tests have already been allocated. Teachers for the other subjects will inform their classes when they are taking place. It is important that students write these on their assessment timetable and highlight when the assessments in their subjects are taking place. Students are responsible for carrying their timetable and updating it when class teachers give out information.
For the EBacc subjects listed below, the percentage your child achieves on the WA2 assessment will be included on the progress report that will be sent out via the Parent Portal on 14 July 2025. To gauge what this percentage means in relation to the progress your child is making, the year group average percentage will be included for comparative purposes.


 


Standards
As we commence the final half term of the academic year, we kindly remind you of the importance of students arriving at school fully prepared for their lessons. Maintaining high standards in the coming weeks is crucial for continued success.
Essential Daily Equipment:
To support effective learning, please ensure your child brings the following items each day:


 	Pen
 	Pencil
 	Ruler
 	Eraser
 	Pencil sharpener
 	Scientific calculator
 	A suitable school bag
 	A reading book
 	Independent Study Pack (ISP)boteler.org.uk

All writing instruments and tools should be contained within a pencil case. These requirements are outlined in our Standards Handbook 2024–25. If your child does not have the correct items, please use the half term to resolve the matter.
Please note that students who arrive without the necessary equipment may face sanctions, and persistent issues will result in contact from the school.boteler.org.uk
Your support in ensuring your child is well-prepared each day is greatly appreciated. Together, we can uphold the high standards that contribute to a productive and successful learning environment.
 
Rewards Trips – Open for Payment!
We are now in a position to accept payments via iPay in order to secure your child’s place on the trip.

The deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. In addition, once a visit has been paid for, your child will not be permitted to swap to another visit.

Please click on the following link for payment details – Rewards Trips

 


House Assemblies
This week we held our final house assemblies for 2024 2025 school Year. Students have competed over the year in various pop up challenges, they have raised money for charity and have received house points in school for contribution to their house. The Head of House students alongside their House leader have done an incredible job of leading their house and the students in their house. Along with their House Captains they have used their essential skills to lead others and organise their events. Well done to all involved.
Here are the final results:



 
Mental Health Workshop
This week we had Bronnie here delivering a concert and a Mental Health workshop. Students in Year 7, 8 and 9 enjoyed the concert and asked relevant questions around Mental Health.




Collective Singers is back!
Tuesday form-times in the big music room, the worship group Collective Singers will be starting up again after half term. 

All are welcome, there are no auditions. Just turn up and start the day with some singing!

Chat to Kim Wellens (Youth for Christ worker) if you’d like to know more, or just turn up. 

 

 
 

 

 

 
We are pleased to invite Year 10 parents and carers to our final Parent Forum of the year, which will take place on Tuesday 10th June from 18:00 to 19:30 in the Main Hall. Tea, coffee and biscuits will be provided.
This session will focus on your child’s post-16 options and you are more than welcome to bring them along. You’ll receive practical information about what students need to do from September to apply for apprenticeships or college places.
We’re also delighted to welcome representatives from:


 	Priestley College
 	Warrington & Vale Royal College
 	Cronton and Riverside College

They will share insights into the courses and levels they offer, helping you and your child make informed decisions.
Please note: The earlier students apply to college in September, the better their chances of securing a place on their preferred course.
Please confirm your attendance to the event by clicking on the link below:
https://forms.office.com/e/afkpjnhT30
We look forward to seeing you there.
 

This week as part of Collective Worship, students have been learning about the impact of compassion in our lives. Our scripture for this week is from 1 John 4:18:
There is no fear in love. But perfect love drives out fear, because fear has to do with punishment. The one who fears is not made perfect in love. 
This reminds us to live our lives without fear and worry but to place our trust in Gods love. This is important to remember following Mental Health Awareness Week giving us the opportunity to consider how we can support others to improve their mental health by demonstrating love instead of fear in our lives.
Year 10 student and Worship Ambassador, Bea Fox has been leading the reflection in Collective Worship this term. She reflects on the Christian Value of compassion saying:
Compassion is at the very heart of Christian life. It is a deep, active love that moves us to help others. Jesus, throughout his life and ministry, showed compassion to the sick, the outcast, the sinner and the broken. His actions remind us that compassion is a calling - to love others as he loved us. As Christians, we are not only invited, but in Colossians 3:12, we are commanded "to clothe ourselves with compassion". Compassion is the outward expression of a heart transformed by the grace of God.
1 Peter 5:7 says, "cast all your anxiety on him because he cares for you" This verse reminds us that God's compassion for us is constant and personal. This shows us that God is not distant from our suffering. He cares. He listens. He responds. God’s compassion is not passive- it's intentional and powerful. In our own moments of weakness and fear, we are reminded that we are not alone. And in being cared for a compassionate God, we are called to extend that same care to others. In light of compassion, this verse reminds us that Gods care is not just a feeling-it’s a promise backed by action.
Through Christ, God stepped into our broken word and became the very embodiment of compassion. He didn’t just feel our pain. He carried it to the cross.
As followers of Christ, we are called to reflect this divine compassion.
Compassion is often born from our own encounters with God's comfort when we've truly experienced his care, we are more equipped to offer that care to others-we mirror the love God gives us.
In a word that values strength over vulnerability, and success over sacrifice, compassion stands as a counter-cultural witness to the love of Christ. It calls us to be generous in a selfish culture.
 
Spiritual Pause: How can we show more compassion to others? Do we judge people who are experiencing poor mental health? How can we consider the feelings of others, even those we do not know? How can we show kindness and generosity to our neighbour? Thinking of our reactions to others, do we consider their views or meet them with judgement. This week, let us consider ‘what would Jesus do’ to guide us in our actions.  


Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
Please keep up to date with our weekly prayer and scripture via social media.  
 


For the latest KBS newsletter please click here
MyMindcoach

Following our recent Mental Health and Wellbeing Forum, we are pleased to share the information and QR code to download MyMindcoach, our whole-school mental health app. We encourage parents to download the app to explore its mental health modules alongside their young people at home. The app also provides helpful signposting to local support services in the Warrington area, covering a range of mental health topics e.g. self-esteem, body image, anxiety, friendship.
Modules:
Meet Your Brain: Understanding how your brain works and how to look after it so that we can manage our emotions and be at our best.
Celebrate: Understanding your unique Character Strengths and learning to celebrate them. This is a fantastic module for building self-esteem.
Appreciate: Understanding why gratitude matters and how you can develop gratitude as a habit. Gratitude is key to well[1]being and resilience and we're all about making it a lifelong strategy!
Relate: Understanding why positive relationships matter and how to build them. We're focussed on the building blocks of good relationships and friendships.
Engage: Understanding how to set meaningful goals that matter and how to stay resilient in times of challenge. This module is all about building self-esteem and resilience too.


You will need our school code to sign up: 144799

Click on the Link for instructions on how to download or scan the QR code below: myMindCoach - Parent Sign up



 


Supporting your child’s reading at home:
All students in Year 7 – Year 10 complete weekly Reciprocal Reading tasks with their form tutor during INSPIRE. Each Reciprocal Reading skill is used naturally by expert readers and by practising each skill, our young people will become more confident and fluent in reading and will enjoy reading more.

How about trying these skills at home?

Use the following steps:

 	Have a discussion with your child about what they predict is going to happen in the text they are reading.
 	Support your child by helping them to clarify the meaning of any words they misunderstand. Remember: it’s okay for adults not to know what words mean too – use Google or a dictionary to support you!
 	Ask your child if they have any questions about what they have read. Encourage a discussion and see if you can answer their questions.
 	Summarise the key events/points of what you have both read.

What can Reciprocal Reading skills be used for?

The Reciprocal Reading skills can be used for any text regardless of length or whether it is fiction or non-fiction.

What are the benefits?

Academic impact:

 	Reading attainment and writing ability
 	Text comprehension and grammar
 	Breadth of vocabulary
 	Gains for pupils in languages, mathematics and science

Holistic impact:

 	Greater self-confidence as a reader
 	Pleasure in reading later in life



 


History Department
We are incredibly proud to share that a digital copy of Making History now features two of our very own students, Lexi Stone and Curly Lui. They are the first-ever secondary school students to have a history article published in this magazine, which is traditionally written and produced by sixth form students at Priestley College. This is a fantastic achievement and a true testament to the talent, hard work, and ambition of our students.
https://www.priestley.ac.uk/making-history/

 

### Academy Sport+ Programme

Dear Parents and Carers,

Academy Sport+ Programme

Currently attending Sir Thomas Boteler Church of England High School are a number of students that are competing at a very high level within their sport. In September our school will be the entering into its fourth year of the Academy Sport+ programme, which will celebrate and provide students an opportunity to develop their performances for their respective sports, building on their continued success. Throughout the academic year students, if successful, will have the opportunity to be involved in bespoke strength and conditioning sessions, elite mindset workshops, away days to inspire our future generation plus access to the very best sporting provision on and off the field across the North West.

We are looking for students from every sport e.g. horse riding, ballet, skiing, rugby, football, BMX, mountain biking, netball and water polo, and of course the more traditional sports are welcome too.

If your child is currently:

 	Regional level representative
 	Currently signed contract player for a professional football club
 	Currently signed contract player for Rugby league or on a DP squad for Rugby union
 	National level competitor

To apply for the programme could you please forward the required information below to cburbidge@boteler.org.uk no later than Friday 20th June. This will give me time to collate the information and begin the process of contacting home. If selected onto the programme parents will be contacted regarding the protocols for the programme.

 	NAME
 	SPORT
 	LEVEL/REPRESENTATIVE
 	SPORTING SUCCESSES

An exciting time ahead to support our athletes flourish in their education and within their sport or activity. I look forward to hearing from you.

Mr C Burbidge

Director of Sport & Performance

### Volume 29 - Friday 16th May 2025

   
Dear Parents and Carers, 
I hope you are well.
Please can I just reiterate a few points around standards and expectations.
As you can appreciate we have a policy on mobile phones. Can I please clarify again that they are not to be used under any circumstance during the school day. If a mobile phone is seen, then it will be confiscated and put in the safe. The young person can collect the mobile phone at the end of the day. The policy is very clear and when you sign up to be a part of our Boteler Family, that means that you agree to our rules. I really appreciate and value the relationship we have with our parents, carers and families and I am always willing to work with you to best support your child. By having grey areas in terms of what is and what is not allowed causes inconsistency and this is not fair on the young people as they do not know where they stand.
The students are superb on the whole regarding mobile phones and if they need to contact a parent/carer for example as an emergency to top up their iPay account for food, then they come to me and ask “please may I message my Mum for money on my account”. They of course can then do this in an office with me or another staff member. We do understand situations and are reasonable. However, utilising a mobile to call a parent/carer if unwell or if something has happened in the school day, is really not helpful. If the young person does this without us knowing, this means we cannot deal with the problem or give you the correct information and it can lead to upset, misinformation and frustration.
We are however looking into the possibility of having a total ban on mobile phones in the school day, but this is in its infancy. I know you will have seen a lot on the news regarding this topic, as many schools have implemented systems such as this and it is having a really positive effect on behaviour, attitudes and learning. I appreciate and understand you will have your views and I will gather them from you in due course when I have done some more research. I will always keep you fully updated. In the meantime please reiterate school rules to your child and please support us.
Just a reminder too around the expectations in terms of uniform. If a young person decides to wear a skirt then they must wear black knee socks or black 70 denier tights. Ankle socks are not permitted and the young person will be expected to change if this is the case. If a young person has not got a tie then they will have to purchase a new one. Both long sleeve and short sleeved shirts are permitted but they must be tucked in at all times and have a top button to fasten. Black tailored school trousers are permitted only. Fashion trousers, leggings or flares are not.
I am not sure we will be able to source the new school skirt for September and I am conscious of time. However, regardless of this,  just a reminder that school skirts must be worn at knee length. If a skirt is purchased that is too short (without being rolled over) then this will have to be rectified and a new one bought. School shoes must be black. Boots, trainers, Nike Air Force 1, canvas shoes, shoes with a sports logo on are not permitted. False eyelashes, facial and ear piercings, gel and false nails and nail varnish is not permitted. Minimal make up at KS4 is allowed, but not at KS3. Tinted lip oil, tinted lip balm, lip gloss or lip stick is not permitted.  No jewellery is permitted. If it is seen it will be confiscated and put in the safe for a parent/carer to collect at their convenience.
I will not apologise for wanting the very best for each and every one of my young people. The right attitudes and behaviours stem from the foundations and fundamentals of rules, standards and expectations. The expectations are so clear and communicated so regularly that you can appreciate my frustration at times. I also know the vast majority conform, however, I need us all on board.  Therefore, I am just asking for your support and for you to consistently work with us.
This week has been incredibly positive and the Year 11 students are doing so well with their GCSE Examinations. It was a heavy week for them in terms of the number of exams and they have just been so resilient and focused and I am so very proud of them.
I had a truly wonderful time at Tyn-Y-Felin (the TCAT outdoor education centre in Anglesey)  with our first Year 7 cohort. I know there are two more visits happening in the next few weeks. It was a real pleasure as Headteacher to spend time in the with my young people in this context and I only wish I could go on all 3 of the visits. The weather was kind to us and it was just a wonderful experience. I know the students and staff had a brilliant time and made so many memories. Thank you to those who have written in with your positive feedback, it is much appreciated.
Just a reminder about the Parents’ Forum on Mental Health, Thursday 22nd May at 18.00 in the School Hall . We have a variety of guest speakers booked in and it will be really worthwhile, so if you can spare an hour that would be amazing.
Thank you again for all your support. I really do appreciate it. If I can be of any help or assistance then please do not hesitate to contact me bscott-herron@boteler.org.uk
Have a lovely weekend.
Beverley Scott-Herron
Headteacher
 


One Week to Go – Let’s Finish Strong!
We’re into the final week of our attendance push – and then it’s May Half Term!
Let’s keep the momentum going: every lesson counts and every day in school makes a difference to your progress, confidence, and future.
Whether you’re revising for exams, working on projects, or aiming for 100% attendance—you’re making progress. We’re proud of how far you’ve come this year. Let’s finish strong and head into the half term break knowing we’ve given it our best!

Well done Year 11 – Leading by Example!
A huge well done to our Year 11 students for showing excellent punctuality and being ready take on their exams. Your commitment, especially in the lead-up to the most important part of your education so far, has been outstanding. You're setting a fantastic example for the younger year groups – keep it up!

Why 90% Attendance Matters
A reminder to all students and families: falling below 90% attendance means you are classed as persistently absent, which can trigger more formal support and monitoring procedures. It's never too late to improve your attendance—every day really does make a difference.
 

Rewards Trips - Open for Payment!
Thank you to those who have declared interest in your child attending one of the end of year reward’s trip to Chester Zoo (all year groups), Blackpool Pleasure Beach (all year groups) or The Trafford Centre (Year 10 students only). We are now in a position to accept payments via iPay in order to secure your child’s place on the trip.
The deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. In addition, once a visit has been paid for, your child will not be permitted to swap to another visit.
Please click on the following link for payment details - Rewards Trips
 


Mental Health Awareness Week
In support of Mental health awareness week, on Monday 19th May Bronnie will be performing in our hall.

Period 3 - Year 7

Period 4 - Year 9

Period 5 - Year 8

Bronnie is Country Rock singer-songwriter from the North West of England who is passionate about using her platform to promote diversity, self empowerment, and emotional wellbeing among young people. As part of her UK schools tour, she’ll be visiting schools in CHESHIRE between the 12th - 23rd May (across mental health & diversity weeks) with her attending only twelve schools in the region. Bronnie’s background is both impressive and relevant:

Championed by BBC Radio One & Capital FM Liverpool-based Bronnie has already put her stamp on some of the UKs biggest music industry platforms. Independently, she has become a touring and recording force, supporting the likes of Little Mix and Sophie Ellis Bexter on their tours. Bronnie's work is also featured across numerous Netflix soundtracks. She is very excited to be promoting positive messages regarding mental health, racial discrimination & homophobia to pupils all around the UK. Please find a couple of links to her music below;

Bronnie - The Giver (Chappell Roan Cover Video)

The Prime Agency - Promo Video 

Bronnie's visit is about more than just music. 

After her performance, Bronnie will lead a thought-provoking and heartfelt session on Mental Health, Body Image and Equality, sharing her personal journey and experiences. 

 These events are designed to:

 	Empower studentsto speak up about mental health and offer strategies & advice around emotional well-being
 	Body Image– Promoting body positivity, self-acceptance, and resilience against societal pressures.
 	Equality & Inclusion– Emphasising the importance of treating everyone with respect, embracing diversity, and standing up against discrimination.
 	Provide a memorable and inspiring experience encouraging students to value their individuality, respect others, and make healthy decisions.

 
Year 11
Please see below the link to the information and opportunity for students to book onto Bentleys work experience programme for this year taking place  from the 8th to the 11th July. Applications are now open until the 23rd May. 

Bentley Motors Work Experience Programme 2025 Job Details | Bentley Motors Ltd

 
Year 10 College Taster Days
Year 10 students should have all selected their subject taster day options for their Taster Day on Wednesday 2nd July at Warrington Vale Royal College. They have been emailed the link. Students who were absent on Tuesday have also received a message home. All Year 10 students will attend this taster day.

On Monday July 7th Priestley College are holding their taster day for students in Year 10 who are interested in applying to Priestley College, all other students will remain in school.

Year 10 Post 16 information evening will be taking place on Tuesday 10th June at 6pm. Priestley College, Cronton and Riverside College and Warrington Vale Royal College will be joining us. Year 10 students will need to apply in September for their college place. 
Year 9 Ambassadors
The students in Year 9 who took part in their leadership training last week did extremely well and will now be ambassadors and support with the Year 6 transition programme next half term. The feedback from our trainiers was extremely positive, well done to all.
Boteler Wider Curriculum
Please find our Wider curriculum link here:

If your child has attended an extra curricular club this year you will notice that it is now showing on your child's timetable in your Arbor app. This is to enable the member of staff to register the child at the activity. It will also help to remind your child to attend. We have backdated some activities so these might be showing as well.

 

 
 

 

 

 
Supporting Your Child’s Literacy at Home: What the Research Says
Parental engagement is one of the most effective ways to boost student achievement. According to the Education Endowment Foundation (EEF), effective parental involvement can lead to +4 months’ progress in literacy across an academic year.
Here are some research-informed strategies to help support your child’s literacy at home:
Encourage regular reading.
Create a quiet, distraction free reading environment at home. Discuss books and articles they are reading to boost comprehension and vocabulary.
Model positive reading behaviours.
Children are more likely to value reading if they see it valued at home. Let them see you read books, newspapers, or even recipes.
Support with academic vocabulary.
Help your child learn and apply key subject specific words, especially in subjects like English, science and maths.
Use technology wisely.
Tools like SAM Learning, can help engage students with language rich content in an interactive format.
Talk about learning.
Regular conversations about schoolwork, including what they are reading or writing in class, helps reinforce understanding and build literacy confidence.
 

Reminder: Upcoming Parent Forum – Student Mental Health & Resilience
Thursday 22nd May | 18:00 – 19:00 | Main Hall
A reminder that our next Parent Forum will take place on Thursday 22nd May, focusing on Student Mental Health, Building Resilience and Balancing School Life. This event is designed to offer an insight and strategies for helping your child navigate emotional challenges and manage their time and wellbeing effectively.
Refreshments will be provided and we strongly encourage all parents and carers to attend.
Please confirm your attendance by clicking on the link below.
https://forms.office.com/e/C6rzJF5rPP


 
Ty'n-y-felin - Year 7 Residential
Our inaugural trip to Ty’n-y-felin was a big success. 42 Year 7 students and 5 staff members set off on the 2 hour coach trip to Anglesey in North Wales. Excitement levels were high as we travelled along the scenic coast. We arrived at Ty’n-y-felin and were greeted by Joe the centre manager. After lunch the students learnt the valuable life skill of how to make a bed whilst they settled into their dorms. The sun came out as we walked to Silver bay and the deserted beach was like a postcard picture with clear water and soft sand. During the scavenger hunt the students found all sorts of treasure and then work in form groups to create beach art. Students set the table for dinner and delicious jacket potatoes filled our hungry tummies. The talent show led by Mrs Scott-Herron allowed students and staff to show off their skills which involved magic, dancing, singing, a poetry reading by Mrs Hesford and some impressive footballs skills that Mr Mason could not compete with! Ominous grey clouds rolled in to deliver some rain and thunder, but thankfully it soon passed. After some supper, the students settled down well and got a good night’s sleep ready for day 2.
We woke up to clear blue skies and the sound of the jets warming up at RAF Valley, we knew it was going to be a day full of adventure. Our first activity involved walking down to the creek at high tide to do some crabbing. The students were very respectful to the wildlife and they displayed some fantastic teamwork skills helping each other out to catch some crabs. We learnt about the tides and undercurrents of the water and some of the wildlife that inhabit the area. Then we moved onto frisbee golf and team building activities. The students had great fun working together and the staff had a competitive game too with Miss Byrne and Mrs Scott-Herron showing off their frisbee golf skills! After some sandwiches for lunch we split into two groups. One group stayed back at base to do some arts and crafts whilst the other students headed back to Silver Bay beach for more sand, sea and games.  Our leader Joe had to heard some sheep and we got to watch as they ran past us like the Tour de France! Once we were all back together we enjoyed pizza and salad for dinner followed by a quiz organised by Mrs Graham. To finish off a jam-packed day we gathered outside as the sun was going down to sit around a campfire. We talked about the things we had experienced and enjoyed that day whilst we toasted marshmallows and made smores with chocolate digestives! Some very sleepy heads made their way to the dorms as the sun set on a brilliant day.
Our final morning at Ty’n-y-felin started with the life skills of packing suitcases and clearing up rooms! It was great to see so many students helping each other out as well as offering to help staff with clearing the classrooms and communal spaces. We then took some time to reflect on our experiences and created triangles of bunting with Mrs Hesford and Miss Byrne drawing and writing about the memories they had made. Mr Gwinnett and Mr Mason led sporting activities in the sunshine before we all gathered to have our lunch. We shared our favourite moments from the trip with each other as well as some funny highlights. We said our thank you’s and goodbyes to the staff and then headed back home where the return journey was decidedly quieter! The staff want to thank our Year 7’s for engaging in the trip and activities so well truly showcasing the Boteler values and making great memories.




	
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		
		

			
		

		

		
	
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For the latest KBS newsletter please click here

This week, we marked Mental Health Awareness Week at school, embracing this year’s theme of ‘Community.’ Our focus was on strengthening our school community and ensuring our students are informed about the mental health support available to them.

Each year group took part in a mental health awareness assembly, highlighting the wide range of support services our school provides—from school nurse drop-in sessions to ‘My Mind Coach,’ our whole school mental health app. We aimed to empower students with the knowledge of where and how to access help, whatever their level of need may be.
To round off the week, we welcomed our Mental Health Support Team, who delivered an engaging session to our Year 7 students. They introduced themselves, explained the support they offer, and encouraged students to reach out whenever they need guidance or help with their mental wellbeing.'




The Wellbeing Council organised a Wellbeing Scavenger Hunt for the whole school, highlighting key support areas such as the ‘Your Voice Matters’ box, our Wellbeing Garden, and the gym. The event aimed to showcase the variety of spaces available to support students' mental health and wellbeing, while helping them understand the positive impact these areas can have on their overall wellness.





 


Sport and Performance
How Rowing became accessible.


Let's start with some incredible news from one of our elite Rowers and Academy Sports+ students Maisie Seed (Year 11). Maisie has been offered a 2 year Rowing Scholarship a Shrewsbury School - one of the top 1% UK Independent Rowing Schools. Alongside an intense training schedule, Maisie will study Sport Science, Philosophy and Theology, Government and Politics and will complete an EPQ. Maisie began her Rowing journey through opportunities at school and Warrington Rowing Club (Oarsome Rowing project now All Aboard Youth Rowing). Maisie is a true inspiration to our younger students and yet another example of our students achieving amazing things.

In connected news, Ruby Wells and Maisie Rowed for team North West at ‘Holme Pierrepont’ Nottingham in a WJ16 4X-. Against 14 other regions. In their time trial the girls finished 6th which put them into the A final where they finished 6th overall. More recently Maisie and Ruby raced at the ‘Junior sculling regatta’  at Eton Collage ‘Dorny lake’ in the WJ16 4X. In their time trial they finished 8th putting them into the B final where they finished a close 3rd (less than 1s from second place) and in 9th place. On timing the girls finished in 5th place overall. These are National competitions going head to head with the best Rowers in the country!
To top it off, both girls will be racing at the National Schools Regatta May.
 

Academy Sports+ News

The next Academy Sports+ experience for our young athletes is taking place on Friday 20th June 2025 at Liverpool John Moores University to explore further themes of Sport Science and top level performance.

The official TCAT Academy Sports+ Awards Evening will be held at Priestley College on the 3rd July 5:30-6:30pm. All Academy Sports+ students plus Parents and Carers are invited. More information to follow.

In preparation for next year, applications for the Academy Sports+ programme will open soon. Does your child compete at national, regional or professional standard in any sport or dance discipline? If so, we want to hear from you! Applications are open for students from Year 8 to Year 11.

For more information please see the letter attached from Mr Burbidge here: Academy Sport+ Programme 

 

Cheshire Championships for Ellie! 



Ellie Barker (Year 11) competed at the Cheshire Championships recently and finished 2nd in the 300m with a PB of 41.5s and 2nd in the Hammer throw. Impressive set of results particularly to train at this level whilst preparing for her GCSEs!

 

Characteristics that underpin success in PE and Sport

The PE Department have been working with students to help them understand the importance of not only becoming better athletes but better people. Character development is crucial in helping young athletes grow into responsible, successful adults - a big theme here at Sir Thomas Boteler Church of England High School. There is a lot more to just 'turning up', students need to turn up with purpose to school and particularly PE lessons. Our top 7 traits and characters we believe in are:



 	Courage: Young athletes need to have the courage to take risks, face challenges, and overcome obstacles. They need to believe in themselves and have the courage to take the field and give their best effort.
 	Effort: Consistent effort is the foundation of success in athletics and in life. Young athletes need to learn that success takes hard work, dedication, and perseverance.
 	Integrity: Young athletes need to understand the importance of doing the right thing, even when no one is watching. They need to have strong moral character and a sense of responsibility to their team, their sport, and their community.
 	Perseverance: Young athletes need to learn to persevere in the face of adversity and to never give up. They need to have the mental toughness to push through tough times and to keep working towards their goals.
 	Leadership: Young athletes need to develop leadership skills that they can use both on and off the field. They need to learn how to motivate their teammates, lead by example, and make decisions that are in the best interest of the team.
 	Composure: Young athletes need to have the ability to stay calm and composed under pressure. They need to be able to maintain their focus and composure in the face of adversity and to make smart decisions when the game is on the line.
 	Compassion:  a strong sense of compassion and empathy. Students should understand the importance of treating others with kindness, respect, and understanding.

 

### Rewards Trips

End of Year Rewards Trips – Monday 21st July 2025 -  Payment instructions
 
Dear Parent/Carer,
Thank you to those who have declared interest in your child attending one of the end of year reward’s trip to Chester Zoo (all year groups), Blackpool Pleasure Beach (all year groups) or The Trafford Centre (Year 10 students only). We are now in a position to accept payments in order to secure your child’s place on the trip.
Please be reminded that attendance on the trips is subject to a criteria, with refunds being made should you have paid and your child no longer be invited due to concerns. Students will also not be permitted to attend if they have outstanding debts to school e.g. green card lunches or school trips.
A reminder the trips are to reward:


 	Students who have consistently demonstrated positive behaviour, as reflected in their house points.
 	Students whose attendance has not been a cause for concern.

Again, we would like to emphasise that not meeting the school's 96% attendance target does not automatically exclude a student. We understand that absences can arise for genuine and unavoidable reasons, and exceptional circumstances will always be considered. Persistent unauthorised absences, however, may affect a student’s eligibility.
To pay for the Chester Zoo trip, please follow the instructions below:
£13.75 should be paid via the iPay online payment system. The link to make the payment is on the school website and here https://www.ipayimpact.co.uk, then select School Shop then School Trips. The price includes transport and entrance fee, with transport costs being fully funded by school.
To pay for the Blackpool Pleasure Beach trip, please follow the instructions below:
£24 should be paid via the iPay online payment system. The link to make the payment is on the school website and here https://www.ipayimpact.co.uk, then select School Shop then School Trips. The price includes transport and entrance fee, with transport costs being fully funded by school.
To pay for The Trafford Centre, please follow the instructions below:
£1 should be paid via the iPay online payment system. The link to make the payment is on the school website and here https://www.ipayimpact.co.uk, then select School Shop then School Trips. The price includes transport and there is no entrance fee. It is at parents/carers discretion how much spending money their child takes. As school is funding the cost of transport, the £1 payment will be refunded via iPay by 31st July.
To confirm, payment can only be made via iPay.
Please complete the following consent form https://forms.office.com/e/dakLLQzzmC. If you wish to use your child’s Free School Meals voucher to pay for the trip, please indicate this by clicking the appropriate box on the form.
The deadline for payment is Monday 30th June and it is important to note that there are limited places on the trips based, with us operating a waiting list once the capacity has been reached. In addition, once a visit has been paid for, your child will not be permitted to swap to another visit. Further information will be shared prior to the trip to ensure you are fully aware of the plan for the day.
Should you have any questions or issues regarding the trip or payment, please do not hesitate to contact us.
Kind regards
Mr J Leonard
Deputy Headteacher

### Volume 28 - Friday 9th May 2025

   
Dear Parents and Carers, 
I hope you are well.
Best wishes to all our wonderful Year 11 students who are currently embarking on their GSCE examinations. Their attitude and resilience have been astonishing and we were so very proud of them. All my Year 11 students should be receiving an individual letter from me in the post wishing them well as it is important they know how valued they are and that we have the upmost confidence in them to succeed. Please ensure you engage with the Revision timetable and schedule that has been sent out, as this has been designed to ensure every child has as much support as possible in the run up to each individual exam. Please check that your child knows and understands where they need to be and if there are any problems then please contact Mr Koltan – Deputy Headteacher, and he will support you  jkoltan@boteler.org.uk.
The cast list has gone live for our production of The Addams Family which has caused no end of excitement between both students and staff.  I am desperately trying to secure a cameo role as Cousin IT (he was my favourite in the series years ago - I know I am showing my age), however, I am not sure whether this will come to fruition. Rehearsals are now in full swing and I keep humming the theme tune and clicking my fingers at every opportunity.
Our DofE students leave on their expedition today. Huge thanks to all the staff involved who volunteer to do this programme and lead and guide our amazing young people. The weather looks to be kind, so we hope and pray it stays that way for them all.
I attended the funeral this week of our beloved Governor and friend Jane Griffiths, who passed away a couple of weeks ago. It was a wonderful tribute to her and I felt privileged to be a part of the celebration that was her life. Jane was a Governor here for 11 years and she worked tirelessly on supporting the school and helping it improve. She had amazing faith and knew that all our children were children of God and that we would love and care for them all above all else and help improve their outcomes and ultimately their life chances. She leaves behind an amazing legacy, as she taught us how to live and serve both as educators and as people and her spirit lives on. We had a memorial service for Jane today, led by our wonderful Chaplain Mike Wildsmith, which again enabled us to share with the wider staff just what an inspiration she was to our Boteler Family.
I am so sorry I do not have any further updates on school skirts at present, but I am chasing this and I am really conscious of time.
Please have a wonderful weekend and if there is anything at all I can help or support with then please do not hesitate to contact me.
Beverley Scott-Herron
Headteacher
 


Remembering VE Day at Sir Thomas Boteler Church of England High School
As we remember the anniversary of Victory in Europe (VE) Day, we take a moment to reflect on a pivotal time in history—the end of World War II in Europe in 1945. This day marked not only the conclusion of a devastating conflict but also the beginning of a new chapter of peace and rebuilding for millions across the continent.
Here at Sir Thomas Boteler Church of England High School students are learning about the historical importance of VE Day and remembering the sacrifices made in their History lessons. We believe it’s important for our students to understand the significance of VE Day, not only as a historical milestone but as a reminder of the resilience, courage, and sacrifice shown by previous generations. While the world has changed dramatically since 1945, the values that we hold dear: hope, compassion and endurance remain as relevant as ever.
We encourage families to talk with their children about the meaning of VE Day—perhaps sharing stories from family history, watching documentaries, or discussing the importance of peace and in today’s world. These conversations help students connect classroom learning to the real lives and experiences of people who lived through extraordinary times, some of whom may be family members.
Together, let’s honour the legacy of those who served and ensure that the lessons of the past continue to shape a more thoughtful and compassionate future.
 



Year 11 Exam update


Year 11 exams are now well underway. Those students who study Travel and Tourism and Business Enterprise have now sat their written exams this week. Students who study these subjects have now completed them so they need to make sure that they bring sufficient revision material with them to school each day so they can use their time effectively revision for other subjects. 



All of Year 11 had their English Literature Revision session Period 5 on Friday in preparation for the first English Literature exam which starts at 9am on Monday morning. The next two weeks are very exam heavy, so it is really important students know which exams they have each day to help focus their revision. 



A link to the Year 11 Exam Revision timetable for reference is here: 


Click here to view the Exam Revision timetable.
 

Coping with Exam Pressure
Ofqual has published a student guide: "Coping with exam pressure". It has been developed with Professor Dave Putwain, who is an expert in managing and understanding exam pressure.
Professor Putwain says if you are worrying about your exams, try replacing your negative beliefs with positive ones. For instance, if your negative belief is ‘I am bad at maths’ - a positive, realistic alternative could be: ‘Even if I will never be the best at maths, I will do better if I have a revision plan and stick to it’.
We hope our students find this guide useful.
https://www.gov.uk/government/publications/coping-with-exam-pressure-a-guide-for-students/coping-with-exam-pressure-a-guide-for-students
 


Stay Informed – Check the Parent Arbor App Regularly
As we enter the busy summer term at Sir Thomas Boteler Church of England High School, it’s important that parents and carers stay up to date with key messages and updates.
We strongly encourage you to check the Parent Arbor App regularly so you don’t miss vital information about:


 	Upcoming events and opportunities
 	Attendance updates
 	Student achievement and progress
 	Important dates and changes to the school calendar

By staying informed, you’ll be better placed to talk with your child about what’s happening in school and support their learning and involvement. Parental engagement makes a huge difference — let’s work together to ensure every student finishes the year strong, confident, and well-prepared.
 

Thank You for Rewards Trip Responses
Thank you to all the parents and carers who responded to declare their child’s interest in the end-of-year rewards trip — your replies really do help us with the planning process.
However, we were surprised at the relatively low number of responses, with only 203 returns submitted. If you haven’t yet responded, please click on the following link (Years 7 - 10 only) https://forms.office.com/e/62rCrDi0vy 
Please do keep an eye out for further communication, as we are now moving ahead with booking transport and confirming arrangements for the trips. Further details, including payment information, will be shared shortly.
Please note: All payments must be made via iPay.
If you are not yet signed up, we kindly ask that you do so as soon as possible — iPay will be the only method of payment accepted.
 

Date for the Diary – Annual Awards Evening
We are delighted to announce that our Annual Awards Evening will take place on Wednesday 16th July 2025 at Sir Thomas Boteler Church of England High School.
This special evening is one of the highlights of our school calendar, as we come together to celebrate the many achievements of our students over the course of the academic year. Awards will be presented to overall winners across a wide range of categories and subjects.
Invitations will be sent out nearer the time, so please keep an eye out — we look forward to celebrating with you!
 

Attendance Reminder – Let’s Make Every Day Count
We’re aware that there have been a number of illnesses recently, but we’d like to take this opportunity to remind families of the importance of good school attendance.
Even the odd day off can have a real impact on a student’s learning and progress. That’s why we’re encouraging a collective push to improve attendance across the school as we move through this busy summer term.
Our whole school attendance target is 96%, which is still very achievable for many students. Let’s work together to make every day count and finish the academic year as strongly as possible.
Thank you for your continued support.
 

Year 11 Prom
Year 11 students should all have been given a prom letter during form time with all the details of the event and how to pay for a ticket. If anyone hasn't had a letter please contact Mrs K Dowling - kdowling@boteler.org.uk.

Please be mindful that all school debts eg lunch passes, school trips etc must be paid before a ticket can be purchased. If there are issues that school can support with please contact Mrs K Dowling. 

Can parents ensure that all dietary requirements are communicated when tickets are purchased.

 



 

Year 10 have had a very busy few weeks developing their essential skills for their future. Work experience week took place before half term and all students completed placements either in school or with an employer. The feedback from employers really was exceptional and we should all be very proud of our young people. Year 10 students also completed their 1:1 mock interview with an employer last week after completing their CV last half term. Students had a 15-minute interview and then the employer completed an evaluation form for our students to develop their interview technique. A large majority of students would have been offered a job if they had been the real interview. This is amazing and shows how prepared our students were for their interview.
Next week Year 10 will select their taster day options for their visit to WVR on July 2nd as well as receive a talk from Priestley College. On Wednesday we have a talk from 10.10 Games - a Warrington based creative industry and students can sign up for this. On Thursday morning they have  'How to revise sessions' with Higher Horizons and Keel University.
It is really important that Year 10 are thinking about which college they will apply to, and which courses they will pick as come September they will need to complete their applications and the earlier the better. We have a Year 10 Post 16 Information evening on the 10th of June at 6pm and 3 colleges will be joining us. More information to follow.
 

Year 9 High Achiever's Day at Cronton College:
On Wednesday we took 15 of our most high attaining Year 9 students to Cronton College for an Oxbridge Masterclass! They attended taster sessions for a wide range of subjects, some they've already studied such as Maths, History and Science, others they haven't had an opportunity to study yet such as Economics, Law and Psychology. Our students enjoyed themselves thoroughly and behaved exceptionally. In the Maths taster session, our students were praised for their excellent teamwork with students from other schools and scored the highest of the day in the Maths Relay! They finished the day with a presentation on Russell Group universities and heard from some current and former high attaining Cronton students about their career journeys. Students have had the opportunity to experience college life and set their aspirations high for life after college too. We hope this has helped boost their confidence that these elite universities and apprenticeships are for them!




 
 

 

 

 
Upcoming Parent Forum – Student Mental Health & Resilience
Thursday 22nd May | 18:00 – 19:00 | Main Hall
A reminder that our fifth Parent Forum of the year will take place on Thursday 22nd May, focusing on Student Mental Health, Building Resilience and Balancing School Life.
This important session will offer practical guidance on how to support your child’s wellbeing, manage the pressures of school life and help them develop the emotional resilience they need to thrive. With rising awareness around young people's mental health, we encourage all parents and carers to attend.
Your involvement makes a big difference, please join us for an evening of shared learning and support.
Refreshments will be provided.
To confirm your attendance, please click the link below:
https://forms.office.com/e/C6rzJF5rPP


 

 

This week as part of Collective Worship, students are leading our year group worship on compassion.  They are using student feedback to describe how compassion is evident in our actions around school, such as showing kindness to others, leaving no one alone and sharing. This feedback was in response to learning about the school’s Christian Vision and how it is lived out in our daily lives. Our scripture for this week is from 1 Peter 5:7:
“ Cast all your anxiety on him because he cares for you.”   
This reminds us to live our lives without fear and worry. God will support us because he cares for us so we can show the same care to others. Kindness and compassion are at the heart of everything we do as Christians.
Spiritual Pause: How can we show more compassion? Do we consider the feelings of others, even those we do not know? How can we show kindness and love to our neighbour? Thinking of our reactions to others, do we consider their views or meet them with judgement. This week, let us consider ‘what would Jesus do’ to guide us in our actions.

Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
Please keep up to date with our weekly prayer and scripture via social media.  
 

For the latest KBS Wellbeing newsletter please click here


Next week we our celebrating Mental Health Awareness Week at school. Since 2001, the Mental Health Foundation has been leading Mental Health Awareness week- bringing the UK together to focus on getting good mental health. This year takes place from 12th to 18th May 2025 and the theme is ‘community’.
We want to use this Mental Health Awareness Week to celebrate the power and importance of community.  Being part of a safe, positive community is vital for our mental health and wellbeing. We thrive when we have strong connections with other people and supportive communities that remind us, we are not alone. Community can provide a sense of belonging, safety, support in hard times, and give us a sense of purpose. Community can look different for everyone and you can belong to many at the same time e.g. our school community, sports clubs, book clubs, local community, friendships, family, gamers, gardeners.


 



 

 

 

 

 

The Addams Family cast announcement was made on Wednesday.  We have very happy members of Boteler StageCraft Theatre Company raring to go ahead with rehearsals.  Our first read through will take place on Wednesday 14th May in the Drama Studio, at lunchtime and after school, 3.10pm till 4pm.  Can't wait to have the whole cast together.

 

 

 

 

### Volume 27 - Friday 2nd May 2025

   
Dear Parents and Carers 
I hope you are well. I find it difficult comprehend just how quickly the weeks seem to pass at the moment. However, every week I find is exciting and successful in its own way from The Addams Family launch to having Year 12 students with us on Work Experience.
The Year 11 students are very focussed as the GCSE examinations have begun. I have written to them all explaining how proud I am of them and wishing them all the very best. The next 6 weeks are intense, and we just want them to know we are there every step of the way to help and support in any way we can.
The weather has been glorious this week but if I am honest, I wish it would stay at 16 degrees, light sunshine with a slight breeze and then I would not get into 'uniformgate' with my lovely students. The adaptations they want  me to make when there is a hint of heat does make me smile. Clearly the ice lollies we provide for them at lunchtime were just not enough. They have, however, been superb and I am sure they think I go around with a thermometer checking for that optimum temperature of when the blazers can be removed etc. Staff get equally excited as they have the same rules with their jackets. In the decision-making process I do just apply common sense. Everyone knows that high standards are important, and we do maintain those with adaptations when necessary. In all seriousness, I just want you to know that I will make sensible decisions when it is hot and look after all my young people appropriately, whilst maintaining our high standards. Please just ensure your child is well hydrated and brings sun cream if they wish to go outside. I am delighted to say that the weather has cooled, so business returns to normal.
Please could I ask you to remind your child that if they have lunch with us in school that they make sure they come to purchase it before 13.50. Now that The Orangery is open the queues are reduced, and I can get (as I am on the queue) all the young people served by 13.35 at the latest. I am finding that some of our young people are not keeping an eye on the clock and are busy playing football for example, and then want to come and get lunch when the bell has gone. There may be a genuine forgetfulness as they are busy, but in my experience I just think it is 'perfectly timed'. They need to have had their lunch by the bell and it is up to them to manage their time effectively as they must not be late to lessons. 
I am in the process of looking to make our uniform as cost effective and robust as possible and I am currently speaking to other suppliers. Therefore, there may be a change to the school skirt in its design (it is subtle, but it is different) and therefore please can you just refrain from purchasing one for next year, just at the moment, until I can confirm this. I do not want you to spend money on a new skirt, for me then to inform you that it is the wrong one and that it has changed. I will keep you updated on progress as I know you like to be organised for September. Thank you for your patience with this as I just want the best for you all as I know that uniforms are a huge cost for parents/carers. 
Once again, can I thank you for all your support. As always, if there is anything you want to speak with me about, please do not hesitate to contact me.
Please enjoy the bank holiday weekend and stay safe. 
Beverley Scott-Herron
Headteacher
 

As we approach the start of the GCSE exams, I would like to take this opportunity to thank you for your ongoing support and collaboration. As you will be aware, the GCSE exams begin on Friday 2nd May and last for six weeks. Mr Koltan met with the Year 11 students on Monday 28th April to talk them through what will be happening in terms of lessons and exams over the coming weeks. Form Tutors are further reinforcing this information during registration.
Normal timetabled lessons will continue to run until all exams in a subject have been completed. Where possible, students will have a one-hour revision session either the day before, or the morning before sitting a GCSE exam. These revision sessions are compulsory and are highly beneficial to how your child performs in their exams. Students must attend all revision sessions in full school uniform and bring the correct equipment.
Where students have sat the final exam in a subject, they will still attend a lesson for supervised study where they can revise for their other subjects. Students must be prepared and bring revision materials with them to these sessions. Appropriate materials may be revision cards, past exam papers, mark schemes, model answers and note paper or subject exercise books. Students need to be active in these sessions and not simply reading notes. As I have said to Year 11, time now should be spent on practicing answering questions a number of times. This will help them in recognising what a question requires, initiating their response with a correct answer that gains the marks available on the exam. 
Click here to view the Exam Revision timetable.
Please familiarise yourself with the timetable so you know when revision sessions are taking place. Form Tutors will be displaying the timetable for the week ahead during registration each morning. Period 6 sessions will also be continuing for subjects that are still to be examined.
On Friday 13th June, all students will be sitting their Science exam at 09.00. Following this exam and break time, a Science Revision session will be held for all students during period 3 in preparation for the Science exam on Monday morning. Students who study subjects still to be examined in GCSE DT, Music or Spanish are to remain in school for revision session during period 4. If students do not study these subjects, they are free to leave school after the Period 3 Science revision lesson.
The last main exam that all students sit is the Science exam on Monday 16th June at 09.00. Only students still to sit remaining exams in GCSE DT, Music or Spanish are required to attend revision lessons as scheduled on the Exam Revision Timetable.
 


Rewards Trip - July 2025
As we approach the end of the academic year, we are pleased to share our plans for the End of Year Rewards Trips, which are scheduled to take place on Monday 21st July 2025. These trips are designed to recognise and reward students who have demonstrated consistently positive conduct and maintained good attendance throughout the year. Please click here to for more details. Please note that payments can only be made via iPay; we do not accept cash. 
iPay
The iPayimpact online payment system gives parents a more convenient and flexible way to make payments online. By making cashless payments online, you know that your money has reached the school safely. You can view your account statement and payment history and check when payments need to be made. Parents can access the school canteen’s menu online and see which meal your child chose at lunchtime. Please note: we are a cashless school and as such, you must use the iPay system. Instructions can be found here: iPayImpact Online Payments. If you have any issues accessing the system, please contact info@boteler.org.uk.

Trip payment reminders
The Year 7 Residential to Tyn-y-Felin should have been paid in full by 23rd April – outstanding amounts must be paid via iPay asap.

The Poland Residential must be paid in full by 2nd May 2025.
 

As part of their Post 16 curriculum Year 7 students participated in a 'jobs of the future' workshop with Higher Horizons in association with Keele university.  Please explore this further at home: http://www.higherhorizons.co.uk/ask
Year 12 Work Experience
This week we welcomed back our Alumni on their Year 12 Work Experience. The 5 students experienced time in school as a member of staff and used their transferable skills over the two days. Staff were delighted at their work ethic and skill level to support our students. It was interesting listening to their year 12 journey and what they are thinking of doing next.

 
 
 

 

 

 

 

 

 

 

 

 

 


Reminder: Parent Forum – Supporting Student Mental Health
Thursday 22nd May | 18:00 – 19:00 | Main Hall

We’re pleased to remind you that our next Parent Forum will take place on Thursday 22nd May, focusing on an important topic: Student Mental Health. This event will explore how we can work together to support young people’s emotional wellbeing, manage stress, and build resilience both in and out of school.

Parents who attend will leave with strategies to support their child’s mental health and a better understanding of the challenges young people face in today’s world.
The Power of Parental Engagement
Research from the Education Endowment Foundation (EEF) shows that parental engagement is one of the most effective ways to improve student outcomes. On average, students make +4 months of additional progress over a year when parents are actively involved in their education.

Some simple but powerful strategies include:

 	Regular conversations about school – Ask your child what they’re learning and how they feel about it.
 	Encouraging routines – Support good habits like consistent homework times and healthy sleep.
 	Using school platforms – Engage with tools like Arbor and SAM Learning to track progress and offer support at home.
 	Attending events – Whether it’s a Parent Forum or a Parents’ Evening, these events give valuable insights into how you can help.
 	By attending our Parent Forums and staying connected, you’re playing a crucial role in your child’s educational journey.

We look forward to seeing many of you on Thursday 22nd May.
 

This week as part of Collective Worship, students are looking at examples of historical leaders who show compassion, considering the feelings of others and showing care in times of need. Our scripture for this week is from Colossians 3:12:

“clothe yourself with compassion and kindness.” 

This reminds us to live our lives with kindness and compassion. When St. Paul says to ‘clothe yourself’ this ancient phrase meant to dress in your best outfit; showing that this is not an instruction to simply be kind but a teaching that in order to present at your best- you should always be compassionate to others.

Spiritual Pause: How can we show more compassion? Do we consider the feelings of others, even those we do not know? How can we show kindness and love to our neighbour? Thinking of our reactions to others, do we consider their views or meet them with judgement. This week, let us consider ‘what would Jesus do’ to guide us in our actions.  

 

Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 

 Please keep up to date with our weekly prayer and scripture via social media.  


Our school is working towards gaining the Wellbeing Award.
The Wellbeing Award for Schools is a programme that recognises schools for their commitment to promoting positive mental health and emotional wellbeing for all members of their community, including students, staff, parents, and governors. It's a collaboration between the National Children's Bureau and Optimus Education.

Here's a more detailed breakdown:

Key aspects of the Wellbeing Award for Schools:

 	Focus: The award focuses on creating a culture where mental health and wellbeing are valued and prioritized. 


 	Whole-school approach: It involves the entire school community, not just a select few. 


 	Evidence-based framework: The program uses an evidence-based approach to guide schools in promoting wellbeing. 


 	Benefits: The award can help schools prepare and equip themselves to promote emotional wellbeing and positive mental health. 


 	Recognition: It celebrates schools that demonstrate a strong commitment to the wellbeing of their students and staff.

It is important that we gain parental/carer voice in our journey and ask that you take some time to please fill out the evaluation form on how you feel school support students mental health and wellbeing. Please follow the link to access the form: https://forms.office.com/e/p7KA9mxYr7

 


Performance - The Addams Family Sign Up! 
 

We had a very exciting lunchtime in the Drama Studio on Wednesday 30th April, as students came to sign up to take part in our upcoming performance of The Addams Family - the Musical! Cast announcement and rehearsals will be announced soon. The performances will take place in school in October 2025. Enjoy the video below for a sneak peek of our future cast!



Hospitality and Catering 
Mrs Callaway organised a visit to local American Gastro Pub, The Eagle and Spaceman this week for Year 11 Hospitality & Catering students. Students had the chance to explore front-of-house and kitchen operations in a real working environment. Staff explained how they manage food safety, hygiene and stock control. We observed table service, order taking, and how the kitchen communicated with front-of-house. Students also enjoyed a delicious meal. This was fully funded by our Hospitality Extra Curricular Fund donated by Edit Development. The Eagle and Spaceman also own the venues Cafe at the End of the Universe and Dark Side of the Spoon in Warrington Market. Thank you Eagle & Spaceman for hosting our visit. A truly valuable experience for our revision and upcoming final exam.
  

 

 

 

 
 
 
 
 
 
 
 
 
 
 


 
 
This week Mrs Callaway received a very special message from one of her favourite celebrity chefs, Nadiya Hussain. Nadiya had some very kind words of wisdom for the Year 11 Hospitality and Catering students:
 


𝘏𝘦𝘭𝘭𝘰 𝘨𝘶𝘺𝘴.
𝘈𝘴 𝘴𝘰𝘮𝘦𝘰𝘯𝘦 𝘸𝘩𝘰 𝘩𝘢𝘴 𝘥𝘰𝘯𝘦 𝘧𝘰𝘰𝘥 𝘴𝘵𝘶𝘥𝘪𝘦𝘴 𝘢𝘵 𝘎𝘊𝘚𝘌 𝘭𝘦𝘷𝘦𝘭, 𝘐 𝘬𝘯𝘰𝘸 𝘩𝘰𝘸 𝘩𝘢𝘳𝘥 𝘪𝘵 𝘪𝘴. 𝘐 𝘢𝘮 𝘢𝘭𝘴𝘰 𝘢𝘸𝘢𝘳𝘦 𝘵𝘩𝘢𝘵 𝘵𝘩𝘢𝘵 𝘸𝘢𝘴 𝘯𝘦𝘢𝘳𝘭𝘺 25 𝘺𝘦𝘢𝘳𝘴 𝘢𝘨𝘰, 𝘴𝘰 𝘐 𝘤𝘢𝘯 𝘰𝘯𝘭𝘺 𝘪𝘮𝘢𝘨𝘪𝘯𝘦 𝘸𝘩𝘢𝘵 𝘺𝘰𝘶 𝘢𝘳𝘦 𝘦𝘹𝘱𝘦𝘳𝘪𝘦𝘯𝘤𝘪𝘯𝘨 𝘪𝘴 𝘮𝘶𝘤𝘩, 𝘮𝘶𝘤𝘩 𝘩𝘢𝘳𝘥𝘦𝘳 𝘢𝘯𝘥 𝘭𝘢𝘣𝘰𝘳𝘪𝘰𝘶𝘴. 𝘐 𝘫𝘶𝘴𝘵 𝘸𝘢𝘯𝘵𝘦𝘥 𝘵𝘰 𝘴𝘢𝘺 𝘺𝘰𝘶𝘳 𝘭𝘰𝘷𝘦𝘭𝘺 𝘵𝘦𝘢𝘤𝘩𝘦𝘳 𝘤𝘰𝘯𝘵𝘢𝘤𝘵𝘦𝘥 𝘮𝘦 𝘵𝘰 𝘨𝘦𝘵 𝘪𝘯 𝘵𝘰𝘶𝘤𝘩 𝘵𝘰 𝘨𝘪𝘷𝘦 𝘺𝘰𝘶 𝘨𝘶𝘺𝘴 𝘴𝘰𝘮𝘦 𝘸𝘰𝘳𝘥𝘴 𝘰𝘧 𝘦𝘯𝘤𝘰𝘶𝘳𝘢𝘨𝘦𝘮𝘦𝘯𝘵. 𝘍𝘪𝘳𝘴𝘵𝘭𝘺, 𝘩𝘰𝘸 𝘭𝘶𝘤𝘬𝘺 𝘢𝘳𝘦 𝘺𝘰𝘶 𝘵𝘰 𝘩𝘢𝘷𝘦 𝘢 𝘨𝘳𝘦𝘢𝘵 𝘵𝘦𝘢𝘤𝘩𝘦𝘳, 𝘯𝘰 𝘥𝘰𝘶𝘣𝘵 𝘵𝘩𝘪𝘴 𝘵𝘦𝘢𝘤𝘩𝘦𝘳'𝘴 𝘯𝘢𝘮𝘦 𝘺𝘰𝘶 𝘸𝘪𝘭𝘭 𝘳𝘦𝘮𝘦𝘮𝘣𝘦𝘳 𝘧𝘰𝘳𝘦𝘷𝘦𝘳, 𝘰𝘯𝘭𝘺 𝘵𝘩𝘦 𝘣𝘦𝘴𝘵 𝘵𝘦𝘢𝘤𝘩𝘦𝘳𝘴 𝘢𝘳𝘦 𝘳𝘦𝘮𝘦𝘮𝘣𝘦𝘳𝘦𝘥. 𝘎𝘰 𝘔𝘳𝘴 𝘊𝘢𝘭𝘭𝘢𝘸𝘢𝘺! 𝘐𝘯 𝘴𝘩𝘰𝘳𝘵, 𝘬𝘦𝘦𝘱 𝘢𝘵 𝘪𝘵, 𝘥𝘰𝘯'𝘵 𝘭𝘰𝘴𝘦 𝘴𝘪𝘨𝘩𝘵 𝘰𝘧 𝘺𝘰𝘶𝘳 𝘨𝘰𝘢𝘭𝘴 𝘢𝘯𝘥 𝘤𝘰𝘯𝘵𝘪𝘯𝘶𝘦 𝘵𝘰 𝘸𝘰𝘳𝘬 𝘩𝘢𝘳𝘥. 𝘠𝘰𝘶 𝘩𝘢𝘷𝘦 𝘸𝘰𝘳𝘬𝘦𝘥 𝘴𝘰 𝘩𝘢𝘳𝘥 𝘶𝘱 𝘵𝘰 𝘵𝘩𝘪𝘴 𝘱𝘰𝘪𝘯𝘵, 𝘪𝘵 𝘪𝘴 𝘪𝘮𝘱𝘰𝘳𝘵𝘢𝘯𝘵 𝘵𝘰 𝘵𝘳𝘺 𝘢𝘯𝘥 𝘬𝘦𝘦𝘱 𝘵𝘩𝘢𝘵 𝘮𝘰𝘮𝘦𝘯𝘵𝘶𝘮 𝘨𝘰𝘪𝘯𝘨 𝘵𝘪𝘭𝘭 𝘵𝘩𝘦 𝘦𝘯𝘥. 𝘠𝘰𝘶 𝘤𝘢𝘯 𝘥𝘰 𝘪𝘵!
𝘕𝘢𝘥𝘪𝘺𝘢 𝘏𝘶𝘴𝘴𝘢𝘪𝘯

 
Sport News

New Sport and Performance extra-curricular timetable for half-term 5 and 6

Here is our new Sport and Performance extra-curricular which will run from Monday 5th May up until the end of the school Summer term.



We have some new clubs on offer. Mrs Stockton is running a Girl's Fitness Club on a Tuesday after school, which will involve using different methods of training to stay active. Mr Mason is starting to run football club again on a Thursday after school, but this has a later start date of Thursday 15th May. All of the Performance clubs are still running as usual, as well as the Year 10 Sport Intervention on a Wednesday after school. Please speak to the correct member of staff if you need any more information about any of our clubs. 

Sport results

Year 8 boy's football 0-6 St Gregory's HS

Year 8 boy's rugby played in the Warrington Wolves development league and came away with 2 wins out of 3 games. With not many students ever playing competitive Rugby League we saw organisation in both attack and defence and bravery to make tackles against more experienced players.
Science
Year 7 students have been having lots of fun in Science Club this week. They made balloon rockets and released in our state-of-the-art testing facility. Well done to Joe, who managed to make a rocket that flew all the way across the room!



 

 
Please see the message below from Premier Estates regarding children on Edgeworth Park. 

### End of Year Rewards Trips – Declaration of Interest

End of Year Rewards Trips – Declaration of Interest
Monday 21st July 2025
Dear Parent/Carer,
As we approach the end of the academic year, we are pleased to share our plans for the End of Year Rewards Trips, which are scheduled to take place on Monday 21st July 2025. These trips are designed to recognise and reward students who have demonstrated consistently positive conduct and maintained good attendance throughout the year.
At this stage, we are asking for expressions of interest only, in order to determine the feasibility of each trip and to confirm appropriate transport arrangements, including the number of seats required on coaches.
We are currently considering the following trips:


 	Chester Zoo – Estimated cost: £13.75
 	Blackpool Pleasure Beach – Estimated cost: £24.00
 	Trafford Centre (Year 10 only) – Estimated cost: £5.00

Please note:


 	The Trafford Centre trip is available exclusively to Year 10 students, where there is an understanding from parents/carers that their child will be able to navigate the Trafford Centre with their friends, with clearly outlined meeting spots to check in with staff. Ideas for what your child can do on the day can be found by clicking this link The Trafford Centre - Trafford Centre
 	Year 10 students do have a choice of all trips.
 	These trips are part of our rewards programme, and the school is subsidising transport costs to help keep costs as low as possible for families.
 	Participation is not automatic and is based on a clear set of criteria.
 	Those students who are free school meals and have any remaining money from their assigned £100 voucher, can use this to fund the trip.

We are committed to acknowledging:


 	Students who have consistently demonstrated positive behaviour, as reflected in their house points.
 	Students whose attendance has not been a cause for concern.

However, we would like to emphasise that not meeting the school's 96% attendance target does not automatically exclude a student. We understand that absences can arise for genuine and unavoidable reasons, and exceptional circumstances will always be considered. Persistent unauthorised absences, however, may affect a student’s eligibility.
Importantly, we also value and encourage improvement. Students who have made noticeable progress in their attendance or behaviour will also be considered. We want to ensure that all students have the opportunity to show their commitment and effort during the remainder of the summer term.
To help us with planning, please indicate which trip your child would wish to attend using the following form: https://forms.office.com/e/62rCrDi0vy by Wednesday 7th May. This will allow us to assess demand and finalise arrangements.
Thank you for your continued support.
Yours faithfully,
Mr J Leonard
Deputy Headteacher


 

### Online Safety

Dear Parents and Carers
We are writing to share some incredibly exciting news that marks a significant step forward for Warrington in keeping our children safe online.
At the end of last year, all Headteacher’s in Warrington came together to raise concerns around the growing dangers posed by social media and internet use among young people. As part of the Disconnect 2 Reconnect campaign, a joint letter was sent to Public Health Warrington and the Warrington Safeguarding Partnership urging them to invest in more robust online safety support for families.
We are delighted to now inform you that, as a result of this collaboration, Warrington has become one of a handful of towns in the country to offer every parent free access to the Smoothwall Online Safety Hub—an incredible resource designed to help families monitor and manage online activity.
Included in this offer is a free Qustodio account for every parent in Warrington. Qustodio is a highly regarded online safety app that helps you see what your child is doing online, set healthy screen time limits, block harmful content, and get detailed activity reports. It offers peace of mind and practical tools to support safer digital habits at home.
Each parent can sign up for one free Qustodio account per email address, and it includes a 30-day trial of the Premium version. After the trial ends, you’ll still have access to the Basic version completely free—forever.
Attached to this letter, you will find step-by-step instructions on:


 	How to access the Smoothwall Online Safety Hub
 	How to register for your free Qustodio account
 	Details of an upcoming online parent information event hosted by Smoothwall, where you can learn more and ask questions

We understand that new technology can sometimes feel overwhelming. That’s why several of our school staff have received training from Smoothwall and are more than happy to support you in setting up or using the app.
This is a huge moment for Warrington. We are proud to be a beacon town for online child safety, leading the way in supporting families to navigate the digital world.
Please ensure you sign up for your Qustodio account as soon as possible and take full advantage of this fantastic opportunity.
Thank you for your continued support in keeping our children safe.
Yours faithfully
Mrs Scott-Herron
Headteacher
 
FIND OUT HOW TO KEEP YOUR CHILD SAFE ONLINE
The Warrington Online Safety Hub is now live!
The Online Safety Hub is a brand-new online resource with lots of expert advice and guidance to help you manage your child's safety online as a parent.
You can access it here - https://warrington.onlinesafetyhub.uk/
It includes information on the latest hot topics when it comes to keeping children safe, such as how to manage your child's screen time, understand the latest gaming platforms, what they mean for your child’s safety and lots more.
We’re also offering you as a parent/carer, a free Qustodio account facilitating parental controls on any one device and free premium access for 30 days. Gain more visibility on what’s going on in your child’s online world. Block dangerous content, introduce screen- free schedules, receive alerts for inappropriate content, keep tabs on their location and more.
Follow the link to create your free account - Qustodio 30 day school special | Qustodio
If you would like to know more, we will be running an hour-long workshop on Wednesday 7th May at 7:15pm in which Katherine Howard, Head of Engagement and Education at Smoothwall will provide you with lots of valuable insights and tools.
Including:


 	Information on the latest apps and games your child may have access to
 	The harmful content your child may be exposed to
 	How you can help your child to safely navigate online risk
 	How to access our brand new and FREE Online Safety Hub with dedicated guidance for parents
 	An introduction to a parental app that allows you to control what your child sees online if they are at risk, plus other important features.

Please use this link to book a place on the workshop:
https://smoothwall.zoom.us/webinar/register/WN_iF_mfaSBQLGn8l0lF3kC1A

### Leavers Letter 2025

Dear Parents and Carers
As we approach the start of the GCSE exams, I would like to take this opportunity to thank you for your ongoing support and collaboration. As you will be aware, the GCSE exams begin on Friday 2nd May and last for six weeks. I have met with the Year 11 students on Monday 28th April, to talk them through what will be happening in terms of lessons and exams over the coming weeks. Form Tutors are further reinforcing this information during registration.
Normal timetabled lessons will continue to run until all exams in a subject have been completed. Where possible, students will have a one-hour revision session either the day before, or the morning before sitting a GCSE exam. These revision sessions are compulsory and are highly beneficial to how your child performs in their exams. Students must attend all revision sessions in full school uniform and bring the correct equipment.
Where students have sat the final exam in a subject they will still attend a lesson for supervised study where they can revise for their other subjects. Students must be prepared and bring revision materials with them to these sessions. Appropriate materials may be revision cards, past exam papers, mark schemes, model answers and note paper or subject exercise books. Students need to be active in these sessions and not simply reading notes. As I have said to Year 11, time now should be spent on practicing answering questions a number of times. This will help them in recognising what a question requires, initiating their response with a correct answer that gains the marks available on the exam. 
Click here to view the Exam and Revision Timetable. This will inform you when key revision sessions are taking place. Please familiarise yourself with the timetable. Form Tutors will be displaying the timetable for the week ahead during registration each morning. Period 6 sessions will also be continuing for subjects that are still to be examined
On Friday 13th June, all students will be sitting their Science exam at 09.00. Following this exam and break time, a Science Revision session will be held for all students during period 3 in preparation for the Science exam on Monday morning. Students who study subjects still to be examined in GCSE DT, Music or Spanish are to remain in school for revision session during period 4. If students do not study these subjects, they are free to leave school after the Period 3 Science revision lesson.
The last main exam that all students sit is the Science exam on Monday 16th June at 09.00. Only students still to sit remaining exams in GCSE DT, Music or Spanish are required to attend revision lessons as scheduled on the Exam Revision Timetable.
All students are invited to attend our Celebration Breakfast at 09.00 on Thursday 19th June in The Orangery and then the Leavers’ Service at 09.45 in the School Hall. This provides the final opportunity for students to join together as a year group.
At the Leavers’ Service, students must wear either their full school uniform or a slightly modified uniform. The modification is that students can wear a plain black top under their shirt and have their shirt unbuttoned so it can be signed. If a student decides to wear a plain black top under their shirt then a tie is not needed. If the young person would like to wear a skirt, then please can they wear black knee socks or black tights. If a young person is wearing trouser then please can they just wear their school trousers. Schools shoes are to be worn please – for the very last time! There will be time for the students to have their shirts signed – which they love. However, please remind students that any language or symbols on the shirts must be appropriate. If there is anything deemed inappropriate then the student will have to change and or will not be allowed to take part in the celebration.
The service will be a celebration of the students’ time in our school and will be a very memorable experience.
Many thanks for the role you are playing in encouraging your child to revise and succeed. Your child’s engagement with revision should have increased significantly over recent weeks with their revision continuing each evening through the exam period. As a guide, students should be spending two hours each evening preparing and revising for their exams. One of the best forms of revision is answering past examination papers and creating and reviewing summary notes/que cards/knowledge organisers. Please ensure that your son/daughter is active in their revision and revising several subjects each evening to ensure their revision is balanced. We appreciate that this can sometimes be overwhelming and it is important to chunk the revising and build in appropriate breaks. We are always here and happy to support in whatever capacity is needed.
I hope that results day on Thursday 21st August 2024 will be a rewarding day for your child.  I wish them well in the weeks ahead and thank you for your support once again.
Yours faithfully
Mr J. Koltan
Deputy Headteacher
jkoltan@boteler.org.uk

### Krakow Flight Information

28 April 2025
Dear Parent/Carer
I am happy to inform you that the Krakow educational visit has been booked and your child has a place on the trip.  A summary of the trip as initially proposed is:
Date:  Thursday 17th July 2025 to Sunday 20th July 2025 (4 days, 3 nights)
Tour Operator: WTS & Study Experiences Travel Limited (ABTA number V6133/ATOL 9233)
Accommodation: Hotel, full board
Price: £799 per student. Subject to possible small changes in flight prices
This price includes the following:


 	Return flights from Manchester Airport
 	Meet & greet service at Krakow Airport
 	Coach travel in Krakow
 	3* Accommodation for 3 nights, full board
 	Travel insurance and 24-hour emergency assistance
 	Half day guided walking tour of Central Krakow covering Kazimierz and Podgorze.
 	Entrance to the Schindler Factory inc. Coach hire from the Schindler Factory back to the Old Town Square
 	Visit to the Galicia Museum to include entrance, a tour and a meeting with a Holocaust Survivor or Member of the Righteous Among the Nations
 	Coach hire for transfers to and from Auschwitz-Birkenau to include entrance, 3½ hour guided tour and headsets.
 	Half day coach transfer to the Wielickza Salt Mines to include entrance to the Salt Mines

At this time, I would also ask that you budget extra money for snacks at the airport, souvenirs, a small amount for transport and other spends (estimate £75-£100). 
Thank you for making the first two payments totalling £529.50.
The remaining balance of £269.50 is required by 2nd May 2025.
Your child will also need a valid passport to travel to Poland. On the day of travel your passport needs to be both:


 	less than 10 years old (check the ‘date of issue’)
 	valid for at least 3 months after the day you plan to leave (check the ‘expiry date’)

If required, you must ensure your child has signed their passport below the picture. Please email a copy of their passport to ehoey@boteler.org.uk as soon as possible.
Advice on travelling to Poland can be found here:-Entry requirements - Poland travel advice - GOV.UK Any non-British Passport holders need to check with their own embassy for validity and any additional visas required for them to be able to travel need to be obtained immediately. 
If you have a UK European Health Insurance Card (EHIC) it will be valid until the expiry date on the card. Once it expires, you’ll need to apply for a GHIC to replace it. 
The UK Global Health Insurance Card (GHIC) lets you get state healthcare in Europe at a reduced cost or sometimes for free. GHIC and EHIC do not replace travel insurance. https://www.nhs.uk/using-the-nhs/healthcare-abroad/apply-for-a-free-uk-global-health-insurance-card-ghic/  I will ask for a copy of this card in a few weeks.
We are flying from and returning to Manchester airport on the following flights:
Jet2 Flights Outbound – Direct  
Departing from: Manchester Airport on Thursday 17 July 2025 at 16:25 hours 
Arriving at: Krakow Airport at 20:05 hours
Flight No. LS949
Jet2 Flights Inbound - Direct 
Departing from: Krakow Airport on Sunday 20 July 2025 at 20:35 hours 
Arriving at: Manchester Airport at 22:20 hours
Flight No. LS950
It is important to note that we do not have any checked luggage allowance. You can bring one piece of hand luggage onboard free of charge, as long as it weighs no more than 10kg and is no larger than 56cm x 45cm x 25cm, including any wheels and handles. If your hand luggage weighs more or is larger than this, it will need to be checked into the aircraft hold, and you may have to pay an additional charge. You can also bring one small under-seat bag onboard (such as a handbag, laptop bag or airport purchase), as long as it doesn't exceed 40cm x 30cm x 15cm in size. This must be placed underneath the seat in front of you.
* There are restrictions for the carriage of liquids through airport security in hand luggage. All liquids, aerosols, and gels must be presented for screening in containers of 100ml or less, and within a clear, resealable plastic bag of no more than 1 litre in capacity.
On Thursday 17th July your child can attend school with their luggage and we will take a coach to travel to Manchester airport after lunch. Parents Supporting Boteler have paid for this coach. They will not need to wear school uniform on that day. Please make arrangements to collect your child promptly from Manchester Airport on Sunday 20th July after we land at 22:20.  
You are required to complete a medical form, please find the link here https://forms.office.com/e/Um3FQER8nX  
Please complete and return by Monday 5th May. If your child requires any medication on the trip it must be handed to the trip leader a week before we leave in a clear plastic sealed bag with instructions. This includes paracetamol, Nurofen and basic pain relief. If your child has an inhaler they must carry this with them at all times and have spares of the necessary parts.
We would like to invite you to an information evening on Monday 23rd June at 18:00. We will share details about the insurance, trip details and necessary packing. 
Attendance on this visit will, as always will be subject to a student maintaining high standards of attitude to learning, behaviour and attendance. We reserve the right to refuse any child a place on this visit should their behaviour and/or attendance be of concern during the course of the year.
If you have any questions please contact ehoey@boteler.org.uk
Kind regards,
Mrs E. Hoey
Director of Collective Worship and Teacher of RE

### Lexi Stone & Curly Lui - articles

The Land Lassies by Lexi-Nancy Stone
Towards the end of WW1 which was the year 1917 were a group of women who called themself the women's land army, but they had many nicknames like “the land girls” so this name was used worldwide. Not many people know about the land girls or even what they did so by reading this article I hope you find out more about these amazing women who helped win the war. These ladies did a Varity of jobs in any weather conditions nothing could stop them.
By Autumn of the year 1941, more than 20,000 women joined the WLA. One third of these volunteers lived in east London of larger cities. Because there were so many volunteer's hostels had to be set up on the farms that they were working at resulting 22,000 of the lad girls living in 700 different hostels.
These women were of course paid for the hard work that they would do but the appreciation wasn’t shown as the women were paid a lot less than the men. The land girls were trained in a lot including in rat catching and later they would go and hunt moles and foxes the work they did was very effective. This topic is a very close one to my family and I as my great nana Nancy stone was one of these amazing women who changed history forever. Whilst my great grandad Denis Stone was of fighting in the war my nana wasn’t just sat at home doing nothing, she was outside getting her hands dirty hunting rats and doing all the farming she could possibly be doing. After this my old nanna (my nickname I had for my great grandparents) became a shorthand typist during WW2 whilst my old grandad was out fighting again. We never really knew much about the life my old nanna had as she had many strokes but what I can tell you is that she was one of the greatest women in the world and she and the other land girls are unsung heroes. So, I hope this article has helped you with finding out a lot more on the land girls and saw that they were also heroes of late WW1 and late WW2.
 

What are the causes of the Camelot downfall? By Curly Lui
What caused a brilliant country of Britain to shatter like thin glass? Ruled by the chosen king who pulled out the sword from the stone. Proven rightful, selfless, with a pure heart, he was supposed to make Britain propitious, right?
Is Morgan le Fay all to blame for it? What about the disgraceful relationship between Sir Lancelot and Guinevere?
Betrayal of Sir Lancelot and Queen Guinevere
Certainly, the main reason is the illegitimate romance between Sir Lancelot and Guinevere. Nevertheless, it wasn't considered illegitimate until the legend was Christianised; adultery is forbidden. In fact, in the story written by Chrétien de Troyes, the strongest and most handsome knight, also known as the Knight of the Lake, might even be designed to be superior to Arthur. In a few versions, Arthur is portrayed as a stone-hearted, facts-over-emotion person. So, Guinevere ended up being neglected and lonely. On top of that, Guinevere didn’t love Arthur. It was more of a strategic marriage, plus she had no choice as she was a woman. Considering these points, would you say that their relationship seemed more justified? Probably still not if you are Arthur; he was furious, and Guinevere was soon shackled. Sir Gareth – child of Morgan, who respects the Round Table (especially Sir Lancelot) – was ordered to be a spectator during Guinevere’s execution.
Disillusioned, drowning in deep disappointment, heart as heavy as a headstone…I imagine he felt betrayed by the unlawful act of the “perfect” knight.
Blinded by affection, Lancelot hastened up. Trotting on horseback, ignoring anything and anyone. In his eyes, the queen’s figure appeared uneasy and restless, perhaps troubled by the thoughts of descending to hell. But also a spark of relief, perhaps by the love rescue. She is endearing, innocent, yet sinful. But to Lancelot, all that matters was to rid his lover from any danger. At all costs.
It was an accident. Sir Gareth, without any armour and shield, had his head crushed by Lancelot’s horse. Although not intended, yet he was killed by the hands of the man he admired.
While I created this scene with some imagination, it is based on the wretched story of Sir Gareth’s death. Sir Gawain – Gareth’s brother – was in deep grief and sorrow. With great rage, he was determined to avenge Lancelot, and that deepened the crack in the Round Table.
Betrayal of Sir Mordred
King Arthur handed the sovereignty of Camelot over to his son, Mordred, before he left for the expedition – The Quest for the Holy Grail. However, it was a total blunder. Mordred relentlessly stamped on the act of faith by Arthur. The treacherous knight rose in rebellion and took over Britain. Then, at the Battle of Camlann, Arthur killed his son (or nephew in some versions). This was also called the bloodiest and most ferocious battle during the civil war. Mordred died, but also heavily injured Arthur.
As you might have expected, Arthur died. Bedivere, the first knight and steward of King Arthur, was appointed to cast Excalibur into the lake; keeping the promise with the Fairy of the Lake that he will return the sword and the scabbard; He would not have died if he still had the scabbard with him. It contains magical healing power, which would not let the person lose a drop of blood no matter how severely wounded. Nevertheless, Morgan le Fay took it from him and discarded it back into the lake.
The downfall of Camelot is destined and inevitable. It had been foreshadowed from the beginning, when we were introduced to Morgan’s obstinate desire to revenge Uther Pendragon and Merlin. She had multiple attempts to kill Arthur and destroy Camelot but were mostly futile. On the other hand, some might argue that each of her actions builds up the pile of Jenga, which at last, collapses onto the once shimmering castle of Camelot. Sometimes Morgan’s failing attempts are lethal, such as the theft of the scabbard. In spite of that, she seldom causes direct damage. Numerous interpretations say that every obstacle in Arthur’s path was caused by Morgan’s magical power, including Lancelot and Guinevere’s adultery. Personally, I prefer this explanation; it establishes the purpose of the character and makes her a good plot device. This also reflects the strength she had, which makes her existence more significant and important.
References:

The Scabbard of Excalibur – Nightbringer.se

King Arthur timeline | Timetoast Timelines

Wikipedia

Legends Summarized: King Arthur

### Cambridge National Sport Science Exam

Dear Parent / Carer

With Year 11 final exams fast approaching, I wanted to confirm the date of the Cambridge National Sport Science Exam (unit R180) – 22nd May 2025. The exam unit is 40% of students’ overall grade. All specification content has been taught, it is now hugely important students continue to revise at home. Your support with revision at home and to ensure students practice exam style questions is appreciated.

Your child has been provided with the following to help with final preparations, and it is expected students actively revise regularly in the lead up to the exam – this is now!

 	A revision checklist with all the key topics taught so far
 	5 exam question workbooks on each topic area – this is to be used at home to practice exam questions.
 	A predicted exam paper that students should complete along with a mark scheme to self check.
 	Knowledge organiser booklet with all the key knowledge
 	Student book from their lessons with all the knowledge and work on each topic – this needs to be collected from their Teacher / room 29.

What can you do to help your child to revise?

 	Provide a quiet and purposeful space to work and revise. Help assign time to revise within the week – 20 minutes chunks.
 	Condense notes for a topic and learning key words and definitions
 	Create a mind map of each topic area. Learn the mnemonics or acronyms for each topic.
 	Teach someone else the content
 	Use knowledge organisers to make revision cards / look, cover, write, repeat key information and facts
 	Most importantly now, apply knowledge to exam questions using the workbooks and past papers provided.

Thank you for your continued support to ensure your child is prepared for the up and coming final exam and secures the grade they deserve. If you have any queries or questions please do not hesitate to contact me: cburbidge@boteler.org.uk

Mr C Burbidge

Director of Sport and Performance

### Volume 26 - Friday 25th April 2025

   
Dear Parents/Carers
It's been a very busy but wonderful first week of our summer term, albeit it only four days long. 
Congratulations to our Year 11 students who took part in the GCSE Art Exam, which began this week and will run into next. The students have worked so hard for this and we are so proud of how they have been conducting yourselves. 
We are so incredibly proud of our student Nathan-Jack Gerrard, who was nominated for Child/Teenager of the Year at the Warrington Inspiration Awards 2025. Nathan-Jack's nomination alone is a testament to his remarkable advocacy work; from championing awareness about autism and selective mutism, to reaching out to local MPs to implement non-verbal communication boards for children with communication challenges. Nathan-Jack's hard work and dedication are making a real difference in the community and we are so proud of him.

On Thursday, nineteen employers joined us to provide a mock interview experience for our Year 10 students. We had some great feedback from employers and we hope that our students found this an informative and beneficial exercise, better preparing them for their career pathways. 
This is a short term with just four weeks left, but our standards are never-waivering. I'd like to thank you again for your support in our preparing your child with the correct equipment and uniform. If you are being proactive and thinking to buy new pieces of uniform soon; please refrain if you are looking to purchase a new skirt. There may be a slight change with our uniform provider, and I've been busy researching the potential new skirt from washing to durability. Please look out for a letter from me regarding this in the near future. 
As always if there is anything you need any help or support with, please do reach out to the relevant member of staff or myself and we would be more than happy to assist. 
Thank you again for your continuing support and have a wonderful weekend. 
Beverley Scott-Herron
Headteacher
 


Planning Underway for End-of-Year Rewards Trips
As we head into the final term of the academic year, we are excited to let you know that planning is now underway for our highly anticipated end-of-year rewards trips. These trips are a highlight for many of our students and serve as a well-deserved recognition of their efforts, positive conduct, and commitment throughout the year.
In the coming weeks, we will be sharing specific information to gather initial interest in the various trips that will be on offer. We encourage families to keep an eye out for this communication so that students can express their preferences early.
As always, invitations to take part in these trips are based on a set of clear criteria. We aim to recognise students who have consistently demonstrated positive conduct (reflected in their house points) and those whose attendance has not been a cause for concern.
That said, we want to be absolutely clear: if your child has not met the school’s attendance target of 96%, this does not automatically exclude them from participating. We fully understand that there are genuine and sometimes unavoidable reasons for absence, and we always take exceptional circumstances into account. It is persistent unauthorised absence that may impact a student’s eligibility.
We also place great value on improvement. Students who have made notable progress in their attendance and behaviour are very much in consideration, and we want to give every student the opportunity to demonstrate this during the summer term.
At this stage, the most important action is for you to speak with your child about the rewards trips and ensure they are aware of what is expected in this final term. With effort and focus, there is still time for every student to earn their place on what promises to be a memorable and rewarding experience.
 

Seizing the Day: Making Every Moment Count
This week in assemblies, our theme has been Carpe Diem – a Latin phrase that translates to Seize the Day. As we reflected on the year so far, we encouraged students to look ahead to the final weeks of the summer term with purpose, positivity, and a sense of opportunity.
With fewer than 13 weeks left in the school year, now is the time for our students to take stock of how far they’ve come – and to make the most of the time that remains. In the context of school life, seizing the day means showing up each morning ready to engage, to try something new, to challenge themselves, and to leave each day feeling proud of what’s been achieved.
We reminded students that every single day offers the chance to learn, to improve, and to contribute. Whether it’s in the classroom, on the sports field, or through participation in wider school life, there is so much to take part in during this final term. We spoke about upcoming rewards events, leadership roles, house competitions and trips.
Carpe Diem is not just a slogan – it’s a mindset. It’s about grasping the opportunities available now, rather than waiting for a ‘better time’ that may never come. As our students head into the summer term, we hope they will do so with energy, focus, and the knowledge that every effort they make and every challenge they embrace will shape not only how they finish this year – but how they begin the next.
 
The Warrington Online Safety Hub is now live!
The Online Safety Hub is a brand-new online resource with lots of expert advice and guidance to help you manage your child's safety online as a parent.

You can access it here - https://warrington.onlinesafetyhub.uk/

It includes information on the latest hot topics when it comes to keeping children safe, such as how to manage your child's screen time, understand the latest gaming platforms, what they mean for your child’s safety and lots more.


Year 11 Prom
This year's Year 11 Prom will be held on Friday 27th June 2025, at the Park Royal Hotel, Stretton.

This event holds significant importance for our students, marking not only the celebration of their achievements but also serving as a memorable culmination of their five-year high school journey.

Please see Miss K Dowling at breaktime (Monday-Wednesday) for further details.

 


Year 10 Mock Interviews
19 employers joined us this week to provide a mock interview experience for our Year 10 students. This is part of our Careers Programme, to help prepare students for a successful future. Students had prepared their CVs, been involved in interview preparation workshops and practiced interview questions as well as researching the employer's company.

Feedback from employers was extremely positive and even though some students were nervous beforehand, they all came out of their interviews smiling and having enjoyed the experience.



 

 

 

 

 

 

 

 



 

 

 

 

 

 

 

 
Year 7
Next week Year 7 will receive a workshop from Higher Horizons around 'Careers of the Future'. This is part of their careers programme in school.
 

TCAT Parliament
TCAT Parliament met today at Priestley College where they presented what they had accomplished so far with their work towards achieving The Diana Award. All TCAT schools have created excellent activities and delivered events around inclusion, wellbeing and community. https://diana-award.org.uk

 

We’ve got a busy and exciting half term, with a number of important events taking place:

Year 7 Residential Trip to Anglesey
From Monday 12th May to Wednesday 14th May, our first group of Year 7 students will be heading off to Tyn-Y-Felin on the beautiful island of Anglesey. This is the first of three planned residential trips and promises to be a fantastic opportunity for students to build friendships, develop independence and enjoy the great outdoors.
To support you with preparations, please click the link below to access the latest letter sent out on Friday 4th April, which includes a suggested packing list.
Tyn-Y-Felin – Sir Thomas Boteler Church of England High School
 

Parent Forum – Student Mental Health
We’ve got our fifth Parent Forum of the year, which will take place on Thursday 22nd May. This session will focus on Student Mental Health, an increasingly important area for schools, families and communities.
The evening will raise awareness of key mental health challenges facing young people today and provide practical strategies to help you support your child’s wellbeing at home. Your attendance is valuable and feedback from previous forums this year has been overwhelmingly positive.
Time: 18:00 – 19:00
Location: Main Hall
We look forward to seeing you there and continuing to work together in supporting your child’s success and wellbeing.
 

This week as part of Collective Worship, students are looking at our Christian value of Compassion. As a key value in our Christian vision, students are often encouraged to consider how they show care to others in their daily lives. We are saddened by the death of Pope Francis and share support to our Catholic friends who are mourning the loss of their leader. Pope Francis was a wonderful example to all Christians of the values lived by Jesus; humility, compassion and kindness. The students have been intrigued about the process for selecting a new Pope as the Papal Conclave will begin in the next 10 days, this has not happened since Pope Francis was chosen in 2013 so many students have never seen the process before.
As it was Earth Day on 22nd April we are reminded to show compassion to our home on Earth - conserving resources and preserving nature. Our scripture for this week is from Genesis 2:15 and it reminds us of the duty for all Christians to care for the Earth.
“God took the man and put him in the Garden of Eden to work it and take care of it.” 
Spiritual Pause: How can we be more considerate of the planet? Do you waste resources such as water or food? Try and be mindful to take shorter showers, less baths and only buy food you need. This way we can all be stewards of the Earth, taking care for the planet for everyone in the future.
 
Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
Please keep up to date with our weekly prayer and scripture via social media.  
 
 


How to understand and manage your emotions: 9 top tips
We all feel intense emotions at times - this is normal. However, if we don’t have healthy ways to manage these emotions, they can start to harm our behaviour and relationships.  
In the short term, not managing our emotions can increase our risk of anxiety and withdrawal, and lead to difficulties controlling our behaviour. In the long term, we may experience more conflict and relationship breakdowns, and we could be more at risk of depression and other mental health conditions.
So, it’s important to understand and manage our emotions, so we can feel good in our relationships and within ourselves.  

1. Notice your emotions
Noticing your emotions as you’re feeling them is an important first step to understanding them. From there, you can choose how you want to react. You can start to notice your emotions by checking in with yourself throughout the day. Try writing down how you’re feeling on a piece of paper, on a note on your phone or in a journal.  
 
2. Name your feelings 
Naming your feelings may sound similar to noticing them, but the act of naming them can help in two main ways:


 	When you speak your feelings out loud, your brain automatically begins to re-evaluate the situation that triggered those feelings. This process, known as cognitive reappraisal, can make the situation feel less upsetting.
 	Voicing your feelings acknowledges them, which brings acceptance. It also acts as a reminder that emotions aren’t permanent and can be noticed and let go of.
 	Naming your feelings could be as simple as saying, “I’m feeling tired and grumpy today, but a little excited for this evening.” You could set yourself the goal of naming your feelings to your spouse, friends or family members once a day. Alternatively, if sharing your emotions with others feels too much right now, you can practice telling yourself in the mirror. 

Click on the link to find out the rest: How to understand and manage your emotions: 9 top tips | Mental Health Foundation

 


English Department
A slice of Shakespeare for year 11
On Friday 9th of May at 3.30pm, we would like to invite our year 11s to a recorded stage performance of Macbeth in the drama studio. With the real Macbeth GCSE Literature exam taking place three days later on Monday 12th May, this would be a golden opportunity for our students to revise and, more importantly, enjoy the whole play. There will be free pizza and drinks provided. The production will end at 5.30pm.
For students to attend, they will need to pick up a ticket off Mr Vallender before Wednesday 7th May, so we can work out numbers for pizza and drinks.
Thank you so much for your support.
English support sessions
On Sunday 11th May, there will be a Literature support session for Literature paper 1 at 10.30am-11.30am. The real GCSE Literature paper 1 exam will take place on Monday 12th May am.
On Sunday 18th May, there will be a Literature support session for Literature paper 2 and a Language support session for Language paper 1 10.30am-12.00 pm. The real GCSE Literature paper 2 exam will take place on Tuesday 20th May Am and the real GCSE Language paper 1 exam will take place on Friday 23rd May am.
 

History Department
Please join us in celebrating Lexi Stone and Curly Lui (Year 10), whose fantastic articles have been selected for Making History magazine in association with Priestley College and TCAT.
Traditionally a platform for college and sixth-form students, this magazine is now proudly featuring our students—among the first high school students to be included!
Lexi wrote a moving piece about her great-grandmother, Nancy Stone, a member of the Women's Land Army ("land lassies") during WWI. Curly’s article explores the legend of King Arthur and the downfall of Camelot, offering a unique take on this iconic story.
Lexi Stone & Curly Lui – articles 
A huge well done to both!
 
Sport and Performance
Latest PE and Sport news

As a result of taking part in one or more of our extra curricular PE and Sport programmes, our young people are...



Engaged

77% of Teachers report improvements to young people's engagement at school 

 



 

Resilient77% of extra curricular sport attendees report improved resilience 

 



 

Confident

78% of students report improved confidence in sport and physical activity



 

Active

69% of programme participants report increased time spent being physically active outside of school 



 

Happier

73% of students report improved feeling of happiness

 
Rugby League Development and Links 
As a school we have taken the lead in organising further opportunities for our students to participate and compete in Rugby League against other secondary schools across the town. Warrington Wolves will support the fixtures and offer referees who are currently studying Sport at Priestley College. The top three 13-a-side will make up the Champion School Seeds for 2025/26 and the top two will play in a Finals Nights at the Asics Stadium, Victoria Park.
 

Warrington Schools’ Spring / Summer Rugby Competitions

Boys - Tuesdays

Tier 1 at Sir Thomas Boteler Church of England High School (13 a side)



Girls – Thursdays

Sir Thomas Boteler Church of England High School (9 a side)



Congratulations to Joe Delooze (Year 9) who continues to impress on the Rugby field. Joe leads by example and recently scored his 300th Try for Latchford Giants. Massive congratulations!



 

 

 

 

 

 

 

 

 

 

 

 

 
Year 7 rugby success!
Our Year 7 boy's rugby team produced an outstanding display last Tuesday! They beat Bridgewater HS, Great Sankey HS and Penketh HS in the first round of Tier 1 Warrington School's Rugby competition, scoring 11 tries and only conceding 2! They have two more rounds later in the year.



Sports fixtures upcoming

Monday 28th April             Year 8 boy's football away @ St Gregg's HS

Tuesday 29th April             Year 8 boy's rugby away @ Padgate HS

Thursday 1st May              Year 8 girl's rugby @ Home

Tuesday 6th May               Year 9 boy's rugby away @ Padgate HS

Thursday 8th May              Year 9 girl's rugby @ Home

 
Athletics Championship Finals Success!
Year 10 student Thomas Darbyshire made a great achievement representing the Cheshire team in the UK championships Sportshall final 2025. He received a bronze medal in the 4 lap race, and won a gold medal in the 8 lap Parlauf relay. He also did really well in all his other field events he took part in. Well done Thomas!


 

 

We are delighted to be expanding our Boteler StageCraft family and are launching a musical branch to our family tree.

Ms Armstrong has announced in KS3 assemblies this week that our next production will be The Addams Family musical.  A funny, quirky and family friendly musical for all ages.


Sign up for the production is on Wednesday 30th April, in the Drama Studio, at lunchtime.  We are bringing all elements of performance together, so whether Students are interested in Acting, Singing, Dancing or a combination of all disciplines this is the place to be.
Casting and rehearsals will be soon and will take us right up to the end of the Summer term.  On our return to school in September, rehearsals will re-start in the lead up to performances on Tuesday 21st and Wednesday 22nd of October, just in time for Halloween.
We are very excited about this project as it is our first full on musical since 2019.  It is going to be a Spooktacular experience.  
Ms Armstrong, Leader of Drama and School Productions.

### Tyn-Y-Felin

Dear Parents/Carers

We are pleased to confirm your child’s place on the Year 7 Residential Trip to Tyn-Y-Felin on the island of Anglesey.

Group Allocations

Your child will be attending the trip on the following dates:
Group 1: Forms 7AG and 7IB
Monday 12th May – Wednesday 14th May 
Group 2: Forms 7CL and 7EB
Monday 2nd June – Wednesday 4th June 
Group 3: Forms 7BG and 7AC
Wednesday 4th June – Friday 6th June
Thank you to those parents who have already made payment. A reminder that final payment is due by Friday 23rd May 2025. Payment should be made via iPay (www.ipayimpact.co.uk).

The medical consent form should be completed and submitted by Monday 28th April by clicking on the following link. https://forms.office.com/e/pt8ix9rsyC

Suggested Packing List

Please ensure all items are clearly labelled with your child’s name.

Clothing

 	Waterproof jacket or coat
 	Warm jumper or fleece
 	T-shirts (at least 3)
 	Long-sleeved tops
 	Trousers or leggings
 	Shorts (weather depending)
 	Comfortable trainers (x2 – one pair may get muddy/wet)
 	Nightwear
 	Underwear and socks (including extra pairs)
 	Sun hat (if sunny)
 	Water bottle
 	Towel
 	Plastic bag for dirty/wet clothes

Toiletries

 	Toothbrush and toothpaste
 	Hairbrush or comb
 	Shower gel, shampoo, deodorant (roll-on)
 	Sun cream

We recommend packing together with your child so they are aware of what they are bringing and where it is in their bag. All belongings should fit into one main bag and a small day bag.

If you have any questions or require further information, please do not hesitate to contact Mr S. Mason at smason@boteler.org.uk.

We look forward to sharing this exciting experience with your child.

Yours faithfully

Mr Mason

Associate Assistant Headteacher
 

### Awards & Qualifications



### Volume 25 - Friday 4th April 2025

   
Dear Parents/Carers
We find ourselves at the end of another very busy term, but delighted in what has been achieved.
Last week was incredibly busy as we were supporting Ofsted with their pilot. This was a superb experience for us and also a chance for us to feedback on the proposals for the new toolkit/framework.
The NW Regional Director of Ofsted personally thanked us for participating in the process and the way in which we embraced the two days and all the feedback they have been able to gather on the proposals and process in practice.
I had two days of really in-depth conversations in terms of what I thought of the toolkit and they said that this would be fed back straight to Martyn Oliver with it as it was really informative and constructive. Whether our feedback goes into policy change remains to be seen.
The staff and students all had a part to play in the feedback and felt proud that they had a voice, maybe not literally, but in terms of being a part of the test which enabled leaders to see the impact of what we do and what we feel still needs to change. The 3 HMIs fed back that the staff were amazing and that they could see that we all live and breathe our key strengths and vision. They were so impressed with the students and they said they lived and breathed it too and that they felt enormous pride to belong to The Boteler Family.
This was just such a positive experience for us as a school and for us to gather insight and evidence of our areas for improvement from really experienced talented HMIs. There were no surprises and we are already working on what they suggested within our School Improvement Plan.
They said what we do around our consistently high expectations has raised that bar and the behaviour and relationship and attitudes and engagement in lessons is superb because of that.  They felt we were totally inclusive in every aspect of what we do and the well-being offer for both staff and the children is excellent and incredibly well thought through. They praised the teaching and learning and the attention in classes and they felt the curriculum was strong and broad and balanced. They gathered this evidence from speaking to staff, students, learning works, Collective Worship, being out and about at break and lunchtime etc. They left no stone unturned. If it had been a real inspection they would of course spoken to parents/carers too. However, they were testing the toolkit from the gathering of information within the working school rather than the external influences, as it was a pilot. They did not want to put any undue pressure on anyone as they were already grateful for us putting ourselves forward.
We found the experience really helpful in terms of knowing what it might feel like under the new framework. It is however, interesting to see how the 2 days affect staff and students and I am always conscious of looking after them all. It is really fascinating to see how it affects our behaviours and how we react under pressure and what we have to be mindful of when the real inspection happens.
They concluded by saying that we need to be so very proud of our school and our children as they are amazing. I whole heartedly agree. I am so blessed to work with them all.
You of course will have been following all the many other brilliant things that have happened over the past couple of weeks and as always this could not happen without your support. I really value the relationship I have with you and I cannot thank you enough for all you do to make our Boteler Family such a wonderful place to learn and work.
Have a wonderful Easter break.
God Bless
Beverley Scott-Herron
Headteacher
 


GCSE Exam Timetable
Please click on the link for the Summer 2025 GCSE Exam Timetable
https://tinyurl.com/mr27enx2 


Year 11 Easter Exam Revision Classes
In addition to the revision that students should be carrying out at home, revision sessions are also taking place, in school during the Easter holidays. Mr Koltan has completed the timetable of the sessions that are running and is now attached. Year 11 students have each been given a hard copy.
Easter Revision Timetable
Final-Year-11-Easter-School-Rev-TT-2025.pdf
A reminder that these sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.

 

 


The popular Netflix series, Adolescence, has brought the topics of toxic masculinity, misogyny and the "manosphere" back into conversation in the media. This may be something your students, families and colleagues are talking about so please see the following:
Read more here: Toxic Masculinity In Childhood | The Children's Society
Sir Gareth Southgate: Boys need role models, not gaming and porn - BBC News
What do the emojis mean in Netflix's Adolescence? Icons explained

 
Attendance
When we return after the Easter holiday and head into the summer term, this is a key opportunity to make a real difference in your child’s attendance.
✅ Just below 96%? This week could be the push needed to move above our school target.
✅ At or above 96%? Keep up the great work and maintain this fantastic achievement!
⚠ Just above 90%? Everyday matters—missing time now could put your child at risk of persistent absence.
🚨 Just into the 90% persistent absence category? This week is a big opportunity to turn things around.
Moments matter. Attendance counts. Let’s finish this academic year strong!

Smartphone Free Childhood Campaign
Smartphone Free Childhood is a campaign with the aim of getting parents to sign the Parent Pact agreeing to hold off on allowing their children access to smart phones and social media. There is a lot of information and research on the website. You can also see how many parents have signed up in your child's school and reach out to likeminded parents.
https://smartphonefreechildhood.co.uk/

HAF Easter Programme

We are delighted to share with you that our bookings for Holiday Activities and Food (HAF) Easter programme can be made from Monday 10th March.
Easter delivery dates
Easter HAF will take place from Monday 7th April-Tuesday 22nd April (excluding bank holidays and weekends) Activities include gymnastics, scootering, dance, arts and crafts and family events. There are also events such as bowling and trampolining which are non-staffed events and are aimed at the secondary age range.
There are over 50 clubs across the town, and you can use the filter tool on our booking system to filter by age/date and club. You can also click on the map to view clubs nearest to you. Each eligible child can book up to four sessions each.
How to Book
Browse the link to register your interest now, however this will not secure a place for your child. You will still need to book from Monday onwards.
https://www.eequ.org/warringtonhaf

Year 9 Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations
Please click on the following link to view letter from the School Immunisations Team regarding the upcoming Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations which are being offered to Year 9 students in school on 23rd April & 7th May.
https://tinyurl.com/bpanpbz5
If you have any questions, please contact the School-aged Immunisation Team on 01925 946808 




Work Experience
Year 10 embarked on their week of work experience this week whether that be off site at a work placement or with companies and industries who came into school to complete projects with them. This was a chance for students to develop their work ready skills. They developed their essential skills and built their confidence and resilience during the week. 

Year 10 and 11 
Reaseheath College Open Events
Our next Course Open Event is just around the corner! These events are perfect for Year 10 and Year 11 students (and their families) to explore our stunning campus, tour our industry-standard facilities, and chat with our expert tutors and support teams. Whether they’re passionate about agriculture, animal management, engineering, food, sport, or beyond, this is their chance to find out more! 


 	Saturday 26th April, 2025

Students can find out more and book their tickets here: Experience Reaseheath | Reaseheath College.   

Year 10 - Priestley College Competition
Priestley College are running a competition for Year 10s who are interested in Film or Media to get creative and win a prize.
There are prizes for the winners and two runners-up in each of the three competitions which include one for Film, another focusing on Media and a third aimed at those interested in Creative Media Production.
Not only will the winners receive an Amazon voucher, they will also see their work showcased in college and in their online gallery alongside other young people from schools across Warrington.
If you have any questions please email MediaFilmTutors@priestley.ac.uk 


 	Creative Media – two-minute video about yourself
 	Media Studies – create a poster for a horror film
 	Film Studies – create a short film

Lost property/ School Uniform 
If your child has lost an item of clothing this half term please send them to Mrs Mawby's office to see if it is there.
If you have any items of school uniform that you could donate please pop it in the box outside the main reception doors.
We have lots of shirts and trousers which have been donated by Tesco, M&S and Next. If you would like any, please email amawby@boteler.org.uk with your child's name and shirt size or trouser size.

Comic Relief
On Friday 21st March we ended our fundraising week for Comic Relief by holding a 'staff vs. students' obstacle course on the field in the sunshine. Students have spent all week voting for which teacher they want to take part in the race and in the end it was down to Mr Mason, Mr White, Miss Black and Mr McDonald to take on the challenge against Ellie Barker, William Kenwright, Alend Sarhan and Nabeeha Anis In the end the staff won with the entire school cheering them on. 
At Sir Thomas Boteler we have spent an entire week of fundraising, hosting pop up challenges and raffling off brilliant Easter egg feasts. 
As a school we have raised £438.56 for Comic Relief and we are incredibly proud of all our students and staff for getting involved! We have even managed to raise even more than last year's amount which is outstanding! 
The winners of the Easter Egg raffle prizes are: Diego Escobedo Rodriguez, Stephen Baber and Sebastian Conlon 
The winners of the Comic Relief Arbitrium house competition are: Lilli Miller, Morgan Jolly, Adam Taylor and Jessie Mason
The winners of the Comic Relief Honoris house competition are: Jack Wogan and Jack Kennedy
If you still want to donate please donate via this link:  Sir Thomas Boteler C of E High School is fundraising for Comic Relief
 
 
 
 
 
 
 
 
 


Developing Independent Learning Skills at Home
Encouraging independence in learning is key to long term academic success. Research from the Education Endowment Foundation (EEF) highlights that students who develop self-regulation and independent study habits are more likely to achieve higher grades and feel confident in their learning. Below are some practical strategies to help your child become a more independent learner.
 
Establish a Routine
Set a consistent study schedule to build strong habits.
 
 
Encourage Effective Study Techniques
Retrieval practice – Regularly testing knowledge helps improve memory.
Spaced learning – Revisiting topics over time is more effective than last minute cramming.
Active engagement – Encourage making mind maps, teaching concepts aloud, or summarising notes instead of just reading them.
 
Set Goals & Track Progress
Help your child set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) to keep them motivated.
Regularly review progress and celebrate achievements, no matter how small.
 
Encourage Problem Solving & Resilience
Instead of providing answers straight away, guide your child to think critically and find solutions themselves.
Remind them that making mistakes is part of learning and helps them improve.
 
By providing opportunities for students to take control of their learning, we help them build confidence, resilience and the skills they need for future success.
 

This week as part of Collective Worship, students are reflecting on the events of Holy Week in preparation for Easter. Holy week is the final week of Jesus’ life and includes the famous events of Jesus’ triumphant entry into Jerusalem, the last supper and his arrest and trial before his death on Good Friday. In our Easter services, our Chaplain Mike has explained how Jesus died for the sin of all humans so we can achieve eternal salvation with God in Heaven. The students are reminded that Easter is a time for celebration, death is overcome and eternal life triumphant. Our scripture for this week is from Matthew 28:6 and it reminds us of the fundamental Christian belief- that Jesus rose from the dead.
“he is not here, for he has risen” 
Spiritual Pause: When Jesus died on the cross, darkness fell across the world for three hours. In this time, Jesus was alone and felt abandoned by God. Think about the dark times in our lives when we might question why God has abandoned us in our hour of need. The events of Good Friday remind us that Jesus also felt alone and isolated, momentarily, before the salvation of the resurrection, the light that brings hope to our lives if we dare to believe.

Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
The Worship Ambassadors wish you a happy and blessed Easter season. Please keep up to date with our weekly prayer and scripture via social media.
 

Please click here for the latest edition of our Keeping Boteler Safe newsletter. 

myHappymind
We are excited to inform you that our school has partnered with myHappymind to offer an innovative, science-backed programme called myMindcoach, to support the mental well-being of all our students. The myHappymind programme is built on the belief that mental health education should be proactive, science-backed, fun, and accessible for all. The app is designed for students to use independently outside of school. 
How to download the app:


 	Scan QR code or click the link myMindCoach Sign Up
 	Enter a username, school email, authentication code (144799) click ‘get resources’ button
 	Download apple or android app to the phone
 	Check school email for MyMindcoach email to create password
 	Use school email and created password to log onto the app’


 


Poetry by Heart Competition 2025
I am thrilled to announce that Sir Thomas Boteler Church of England High School will be taking part in the Poetry by Heart Competition 2025.
ALL staff and students are welcome to attend and take part. I can't wait to see what you come up with!
You simply just need to choose a poem already written and published, learn it by heart and record a copy of this to be entered into the competition. I will handle all of the logistics/recording.
Sessions will be held on Thursday lunchtimes in Room 22


 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Food Technology
Year 8 Food Technology students have learnt how to bake rosemary and garlic decorated focaccia. Mrs Callaway is very impressed with the work created. Look at this beautiful example from a Year 8 student!

Students were invited by Mrs Callaway take part in a Comic Relief Inspired Baking Competition. They could cook anything they dreamt off... but needed to think of colour, techniques and making something delicious. The skills on display were amazing and Mrs Callaway really struggled to choose. But the winner was.... Seb in Year 9, with his No Bake cake! Truly fantastic. Well done everyone who took part. Keep your eyes peeled for the next cooking challenge...
  
 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
𝗘𝗮𝘀𝘁𝗲𝗿 𝗰𝗼𝗼𝗸𝗶𝗻𝗴 𝗼𝗿 𝗯𝗮𝗸𝗶𝗻𝗴 c𝗼𝗺𝗽𝗲𝘁𝗶𝘁𝗶𝗼𝗻!
Mrs Callaway is challenging all students to another competition. You could make anything you like such as spiced hot cross buns, a sweet and chocolatey crème egg cake, or a slow cooked garlic and rosemary leg of lamb. In fact it could be anything you wish! The one rule is: your creation must be Easter inspired.
There will be a winner chosen from each of the three categories: KS3, KS4 and Staff. A prize for each winner, runner up prizes and house points for all who enter. Deadline: 22nd April 2025 (Please email a picture and description of your entry to Mrs Callaway)
Here a couple of websites for inspiration:
https://www.bbcgoodfood.com/recipes/collection/easter-recipes
https://realfood.tesco.com/easter-recipes.html
Good luck!

 
Physical Education
PE Fixtures and Results
Congratulations to our Year 7 Rugby team who are through to the North West Vase quarter finals after a 18-10 victory against St Mary's Catholic High School, Wigan. We await the winner of St Gregory's Catholic High School or St Edmund Arrowsmith.
Year 9 Netball results in the Warrington League - one won, lost one in the latest round on Wednesday evening in the Ball Hall. Well done to all the girls who represented our school with teamwork, dedication and commitment. We are certainly seeing the impact in their performances!
PE outside of the Curriculum
Ahead of the Game - Mental Health Awareness in Sport
'Ahead of the Game': talk more, play better
When athletes feel mentally fit they can play better. Ahead of the Game teaches young athletes how to talk about mental health, get help when needed and overcome life's challenges. 60 boys across Year 9 and Year 11 were involved in a workshop this week delivered by the The Mental Health team at Warrington Wolves to help young athletes gain the skills and knowledge that underpin good mental health and resilience. Students learnt how to kick off conversations about mental health and recognise warning signs of mental health problems. They also gained the skills to help a mate out who might be going through a tough time. This builds on the great work Y'Alright the Warrington Wolves Foundation already do with the community, schools and local sports teams.

 
 
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



 
 
 
 
 
 
 
 
 
 

Boteler StageCraft Theatre Company has had a very successful and busy couple of weeks with final rehearsals and performances in school and at The Lowry, Salford, as part of the National Theatre Connections Festival.  The Students have shown dedication and commitment to the work, and I am very proud of each and every one of them.  In school they performed to over 360 parents, carers and primary Students.  Many thanks to all the staff for their support with rehearsals and performances.
On Friday 28th March, we spent the day at The Lowry, attending workshops and performed in the evening to 150 people.  It was a wonderful experience and the Staff, at The Lowry, praised our Students on their contributions and said how wonderful our Students are.
Many thanks to Mrs Tarry, Mrs Guttridge and Mr Gregory for your support throughout the rehearsal and performance process.
Enjoy the photo gallery - Ms Armstrong




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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Rowing
Our Year 8 Rowers have enjoyed the sunshine this week. They've been working on their technical rowing skills and developing their synchronisation to improve the speed of the boat on the water. 
The students are also developing their essential skills of teamwork, listening, speaking, problem solving, staying positive and aiming high. Their focus is now the summer regatta (25th June) where they will compete against other schools in the north west. I am very proud of the teamwork and support they show each other and they represent the school values in every session. Keep up the hard work.

 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


Stockton Netball Club
Wednesdays 17:30 – 18:30 for Years 7 – 11
Please contact Lisa on snc.clubsec@gmail.com for further information.

### SMSC

Spiritual, Moral, Social and Cultural (SMSC) development
SMSC is embedded into our vision, ethos and values of our school. It is woven into all areas of the curriculum and plays a pivotal role in ensuring that our young people are confident and responsible citizens.
Through our values of Hope, Compassion and Endurance we aim to develop students SMSC and we see it as central to the development and growth of all our students. By promoting spiritual, moral, social, and cultural development, we aim to help students develop a sense of identity and purpose, as well as an awareness of their place in society. This, in turn, can help to promote social cohesion and understanding, as well as contributing to the overall well-being and happiness of students.
Students will be able to develop their SMSC awareness and show their learning through:
Spiritual development: 


 	Ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
 	Knowledge of, and respect for, different people’s faiths, feelings and values
 	Sense of enjoyment and fascination in learning about themselves, others and the world around them
 	Use of imagination and creativity in their learning 
 	Willingness to reflect on their experiences

Moral development:


 	Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England 
 	Understanding of the consequences of their behaviour and actions 
 	Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Social development: 


 	Use of a range of social skills in different contexts, for example, working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
 	Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
 	Acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Cultural development:


 	Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
 	Understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
 	Ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
 	Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
 	Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
 	Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

By integrating SMSC into various aspects of school life including Personal Development, Ethos, Collective Worship, PHSE lessons, extra-curricular, the house system and  ambassador programme students can develop a well-rounded understanding of themselves and the world around them. Click here for more details. 
 

### Key dates

School Photos (Year 7 and Year 11) – Thursday 12th September

Inauguration Evening (Year 7) – Tuesday 17th September

Open Evening – Thursday 26th September

Year 11 Parents’ Evening – Monday 30th September

Parent Forum 1 – Thursday 10th October

Year 7 Tutor Catch Up – Monday 14th October

SEND Careers Fair – Tuesday 15th October

Flu vaccinations (all year groups) – Tuesday 15th October

Year 7 Halloween Disco – Wednesday 16th October

Careers Fair (Year 8-11) – Tuesday 5th November

Remembrance Service – Monday 11th November

Year 8 Parents’ Evening – Monday 18th November

Parent Forum 2 – Thursday 28th November

Dance Show – Thursday 12th December

Year 7 Parents’ Evening – Monday 2nd December

Flu vaccinations Catch up (all year groups) – Tuesday 10th December

Christmas Fayre (students) – Monday 16th December

Christmas Carol Service (St Elphin’s Church) – Tuesday 17th December

Year 11 Mock results home – Monday 6th January 2025

Year 11 Parents’ Evening – Monday 13th January

Year 9 Options Evening – Thursday 23rd January

Year 9 Parents’ Evening – Monday 27th January

HPV vaccinations session one (Year 8) – Wednesday 29th January

HPV vaccinations session two (Year 8) – Wednesday 5th February

KS3 WA1 Assessments home – Friday 7th February

Parent Forum 3 – Thursday 13th February

Year 10 Parents’ Evening – Monday 24th February

Year 10 WA1 Assessments home – Wednesday 26th February

Parent Forum 4 – Thursday 5th March

School Production – Tuesday 18th March

School Production – Wednesday 19th March

Year 11 Mock 2 results home – Tuesday 25th March

Year 10 Experiences of the Workplace Week – 31st March – 4th April

Td/IPV & MenACWY Immunisations session one (Year 9) – Wednesday 23rd April

Td/IPV & MenACWY Immunisations session two (Year 9) – Wednesday 7th May

Parent Forum 5 – Thursday 22nd May

Parent Forum Year 10 Post 16 – Thursday 10th June

KS3 WA2 Assessments home – Tuesday 8th July

Year 10 Mock results home – Tuesday 15th July

Awards Evening – Wednesday 16th July

Rewards Trip Day – Monday 21st July

 

 

### Y11 WA2 March 2025

March 2025

Dear Parent/Carer                                                                                                                            

Please find enclosed your child’s Mock Exam Results. These grades are based on the Mock Exams that took place in February and March. These exams were either full or sections from previously published real exam papers.

GCSE Grading Structure

As mentioned in previous correspondence, a significant change that has taken place within education is that the traditional GCSE A*-G grading structure has been replaced by a new nine-point scale (9-1) across all subjects.

The new GCSE grades explained:

 	Grade 9: top A* performers; about half of the 6.8 per cent who got A*s this year are likely to get it
 	Grade 8: the rest of those who obtained A* but did not qualify for a 9
 	Grade 7: equivalent to an A grade pass
 	Grade 6: equivalent to a top of existing B grade
 	Grade 5: international benchmark, showing performance equaling that of students getting top-grade passes in high performing countries in international league tables. Equivalent to the top of a current C pass to a secure current B grade (Strong Pass)
 	Grade 4: equivalent to the lower two thirds of a current C grade (Standard Pass)
 	Grade 3: equivalent to a D grade
 	Grade 2: equivalent to an E grade
 	Grade 1: equivalent to grade F and G

The BTEC grades explained:

 	D2*: equivalent to a GCSE grade 8.5
 	D2: equivalent to a GCSE grade 7
 	M2: equivalent to a GCSE grade 5.5
 	P2: equivalent to a GCSE grade 4
 	D1: equivalent to a GCSE grade 3
 	M1: equivalent to a GCSE grade 2
 	P1: equivalent to a GCSE grade 1.75

If you have any concerns or questions about any matters related to how your son/daughter’s progress is tracked and reported, please don’t hesitate to contact me on jkoltan@boteler.org.uk or your child’s class teacher.

Yours faithfully

Mr J Koltan

Deputy Headteacher

### Residential Trip to Tyn-Y-Felin

Dear Parents/Carers

Thank you to those who have confirmed your child’s place on the Year 7 Residential Trip to Tyn-Y-Felin. If you have not yet confirmed, please do so by clicking the link below:

https://forms.office.com/e/LKqkk4PG9r

A medical consent form is now required to be completed. The deadline for both the deposit payment (£45) and form submission is Friday 28th March by 15:00.

Medical Consent Form link: https://forms.office.com/e/pt8ix9rsyC

Trip Payment Information

There is an option to pay in full or via the following payment plan:

Deposit due by 28/03/25                         £45

Second payment due by 23/04/25        £30

Group Allocations

Your child will be attending the trip on the following dates:

Group 1       Monday 12th May – Wednesday 14th May

                     Forms: 7AG and 7IB

Group 2       Monday 2nd June – Wednesday 4th June

                     Forms: 7CL and 7EB

Group 3       Wednesday 4th June – Friday 6th June

                     Forms: 7BG and 7AC

Further details, including a packing list and what students need to bring, will be sent out on Friday 4th April.

If you have any questions or require further information, please do not hesitate to contact Mr. S. Mason at smason@boteler.org.uk

We look forward to providing this exciting experience for our students.

Yours faithfully

Mr S Mason
Associate Assistant Headteacher

### Volume 24 - Friday 21st March 2025

   
Dear Parents/Carers
I hope you are well,
I am pleased to see that the weather is improving although saying that I bet it will snow next week.
We have had a very busy week in school, mainly down to our National Theatre Connections production called Brain Play. The students involved were absolutely outstanding and the performance was just incredible and quite emotional. The amount of effort and hard work from the students over a matter of months really did culminate in a very professional, inspiring performance. We had students from Year 7 to Year 10 involved and some were performers, and some worked backstage; all of whom had an important part to play in the overall production. 
As it is a National Theatre production, the students get to perform live at The Lowry theatre in Manchester, next Friday night (28th March 2025). Therefore, if you did not manage to see the production, there is still an opportunity to buy tickets. https://thelowry.com/whats-on/372//nt-connections-festival. Although I saw the production on the final night (Wednesday) I am going to support the students again at The Lowry, as this is a significant achievement. 
Huge thanks to Ms Armstrong and her team; Mrs Guttridge, Mrs Tarry and Mr Gregory for investing so much time with the young people and for ensuring that they believed in themselves and just what could be achieved. 
Due to the lovely weather, I have allowed the young people to have access to the field, which they are delighted at. I can only apologise for the dirty trousers and legs that seem to be in abundance from playing football and have explained how best to avoid this from happening. I would, however, appreciate it if you could reiterate the message around time management at lunchtime. Some young people are leaving coming to get their lunch until the first bell has gone. This is not acceptable, as this bell is to move to lessons and not to come and get hot food. I can guarantee, even before our new dining facility,  the queue was gone by 13.40. Now with The Orangery even on chip day - today,  I had no queue by 13.32. I appreciate that is precise, but I pride myself on my timings to ensure an efficient and effective service, so young people can enjoy their extra-curricular activities or social time. The canteen closes for food on that first bell, so please remind students. Students need to manage their time better to be able to purchase food and to be able to eat their food in the allotted 45 minutes of lunchtime.  The art of procrastination is something I see every day and my students are wonderfully creative on the excuse front as well and try and play on my better nature. However, the bottom line is that I need them to get their food in good time and be on time to lessons. 
As always if there is anything bothering you or you need any help or support, please do reach out to the relevant member of staff of myself and we would be more than happy to assist. 
Have a lovely weekend.
Beverley Scott-Herron
Headteacher
 
 


Year 11 Easter Exam Revision Classes
As was communicated last week, it is so important that Year 11 students are working independently at home each evening and that students engage with all the revision material and resources that have been provided.  

In addition to the revision that students should be carrying out at home, revision sessions are also taking place, in school during the Easter holidays. Mr Koltan has completed the timetable of the sessions that are running and is now attached. Year 11 students have each been given a hard copy.

Easter Revision Timetable

Final-Year-11-Easter-School-Rev-TT-2025.pdf

A reminder that these sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.

 
Year 11 Mock Results
Year 11 mock results will be released to parents on Tuesday afternoon. A hard copy will be given to students during Wednesday form time.
 


Please be reminded of our very simple school rules which support us in our drive to be the very best.
READY


 	Arrive on time to school and lessons, prepared to learn.
 	Bring the correct equipment (replace lost items) and wearing the correct uniform.
 	Complete homework and assignments on time.
 	Stay focused and engaged in lessons.
 	Be open to learning and trying new things.

RESPECTFUL


 	Listen to teachers and peers without interrupting, respecting the right to learn.
 	Follow instructions the first time they are given.
 	Speak politely and use appropriate language.
 	Respect different opinions, cultures, and backgrounds.
 	Take care of school property and other people’s belongings.

SAFE


 	Move sensibly around the school (no running in corridors, pushing, or reckless behaviour).
 	Use social media and technology responsibly—no cyberbullying or inappropriate content.
 	Follow health and safety rules in lessons, especially in science labs, PE, and technology rooms.
 	Report any concerns (bullying, unsafe situations, or suspicious activity) to a member of staff,

Make responsible choices to keep yourself and others out of harm’s way.

Push for Attendance – Every Day Counts Until Easter!
With just two weeks left until the Easter holidays, let's make every school day count! Whether students have had a few absences or just need a final push, these next ten school days offer a huge opportunity to secure big improvements in attendance, maintain high levels of attendance, catch up on any missed learning, and finish the term strong.

Missing even a few days can quickly add up, making it harder to keep up with lessons, coursework, and revision. For some students, improving attendance now could also mean avoiding the persistent absence category (Below 90%), which can have a lasting impact on progress, future opportunities and lead to more formal procedures.

We are asking these students to make these final two weeks count—arrive on time, be ready to learn, and give themselves the best chance for success before a well-earned Easter break. 
The Boteler Big Easter Raffle
We are offering all students the opportunity of a fresh start in relation to attendance and entries into The Boteler Big Easter Raffle. For a chance to win:

 	Amazon Fire HD tablet
 	Bluetooth Wireless Earbuds worth £89.99
 	Uefa Champions League Football
 	£10 ASOS voucher 

….and more.



Students must:

 	Have a positive aggregate of conduct points for half-term 4 (House Points minus Behaviour Points)
 	Have 96% + for half-term 4 (Fresh start for all. Attendance of 96% = 1 entry, 98% = 3 entries and 100% = 5 entries – exceptional circumstances considered)


We are delighted to share with you that our bookings for Holiday Activities and Food (HAF) Easter programme can be made from Monday 10th March.
Easter delivery dates
Easter HAF will take place from Monday 7th April-Tuesday 22nd April (excluding bank holidays and weekends) Activities include gymnastics, scootering, dance, arts and crafts and family events. There are also events such as bowling and trampolining which are non-staffed events and are aimed at the secondary age range.
There are over 50 clubs across the town, and you can use the filter tool on our booking system to filter by age/date and club. You can also click on the map to view clubs nearest to you. Each eligible child can book up to four sessions each.
How to Book
Browse the link to register your interest now, however this will not secure a place for your child. You will still need to book from Monday onwards.
https://www.eequ.org/warringtonhaf
 

Year 9 Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations
Please click on the following link to view letter from the School Immunisations Team regarding the upcoming Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations which are being offered to Year 9 students in school on 23rd April & 7th May.

https://tinyurl.com/bpanpbz5

If you have any questions, please contact the School-aged Immunisation Team on 01925 946808 

 

Year 11
A message form Warrington Vale Royal College
There are just 2 weeks to go for our final College Experience Evening of the year. Limited places are remaining so please can you remind your pupils to register as soon as possible to receive their ticket!
This event is a key chapter in a school leaver’s transition to college, allowing them to try the course they have applied for, meet some of their potential future classmates and settle in a little before enrolling in August.
Year 11s to register for this event, which is on Wednesday 2nd April at Warrington campus, 4.45-7.00pm, here: wvr.ac.uk/cee 
 
Year 10
The week commencing the 31st March Year 10 will have a week full of 'experiences of the work place' Some students have secured a placement out of school at local businesses and schools  and others will be taking part in different experiences delivered by The Army, The NHS, ASK Apprenticeships, Department for Work and Pensions and McDonald's.
After Easter Year 10 will be having individual mock interviews with various different employers, to prepare for this they have had a CV writing workshops, Interview skills work shop and sessions with practice questions.
 
Year 9 and 8 will receive information regarding the study pathways available at UTC Warrington next week.
Please take a look at their website with further details. UTC Warrington - UTC Warrington
 

Year 11 and Warrington Vale Royal
Important Information – College Buses from September 2025
We have reviewed the current bus offer to our Warrington campus from September 2025 and can now confirm the following:
WVR 1, WVR 2, WVR 3, WVR 4, WVR 5 and WVR 6 and their routes will remain for 2025-2026.  WVR 7 from Lymm will no longer be offered, due to low numbers.  
There are no planned changes to times and routes for WVR 1 – WVR 6.
See our website: Transport to College | Warrington & Vale Royal College
There will be a £2 a day charge which amounts to £216 a year.  A payment of £216 a year for college bus services is significantly cheaper than some other colleges in the area and these services remain heavily subsidised by the college.
Please note, payment will be either via:


 	A full payment of £216 or
 	A payment plan, consisting of three instalments of £72.

Students will not be able to pay cash on the bus.
We will open places on the buses on Saturday 23rd August at 9.00am and places will be given on a first come, first served basis.  
To secure a place on the bus:


 	Your 2025-2026 bursary must be agreed or 
 	The full payment of £216 will need to be made or
 	The first instalment of £72.  You will then have the option to pay the balance in full or in two further instalments in October & December.

Please note, payments for the bus are non-refundable and terms and conditions will apply.
We will send you further details regarding the college bursary when you start your enrolment with us. If eligible, the bursary may cover your bus costs.
For those students choosing to study at Winsford campus who live more than one mile away from Winsford campus, we will issue you with a free D&G Bus Pass, once you are enrolled.  Please email bus@wvr.ac.uk to enquire.
Please note, from September 2026, only WVR 2 and WVR 5 from Northwich and Winsford will remain.  Students will have to pay for these services.  Details will be provided next year.  All other students will need to make their own way to college.  We will provide advice and support in-year next year.  We are also in the process of informing your child of these changes from September.
If you have any questions regarding the above, please email us in the first instance with your query to bus@wvr.ac.uk
 


Supporting Your Child’s Learning at Home
Parental engagement plays a vital role in a child’s academic success. Research from the Education Endowment Foundation (EEF) shows that when parents are actively involved in their child’s education, it can lead to significant improvements in progress and attainment. Below are some practical strategies to support learning at home and help your child reach their full potential.
Encourage a Positive Study Environment
Create a quiet, distraction free space for learning.
Establish a consistent study routine to help with time management.
Support with Homework & Revision
Encourage active learning techniques such as summarising notes, creating flashcards and teaching concepts back to you.
Use retrieval practice, testing knowledge regularly improves memory and recall.
Support your child in using the school’s homework platform SAM Learning.  Username and password will be your child’s email address.
Promote Reading & Numeracy Skills
Reading for just 20 minutes a day expands vocabulary and improves comprehension.
Engage in real life numeracy activities such as budgeting, measuring in recipes, or calculating distances.
Communicate with Teachers & Use School Platforms
Stay updated using Arbor for school communications, attendance and progress tracking.
Attend Parents’ Evenings and Parent Forum events to stay involved in your child’s learning journey.  Our next event will be Thursday 22nd May on Health and Well-being.  More information on this will be provided closer to the time.
The EEF highlights that small changes in parental involvement can make a big difference, boosting confidence, motivation and academic success.
 

This week as part of Collective Worship, students are reflecting on the anniversary of the Warrington bombing of 1993. Thursday 20th March sees the 32nd anniversary of the Warrington bombings, a theme chosen by our students to commemorate via a student voice survey last year. Students have been reflecting on the events surrounding the bombs on Bridge Street and the aftermath of the effects in Warrington and the UK. Do you remember the events of March 1993? Many people were in Warrington town centre that day, or knew people who were.
Our Worship Ambassadors are busy planning Collective Worship for all students on the theme of Holy Week next week, followed by our Easter Service the week afterwards.   Our scripture for this week is from Samuel 16:7 and it reminds us that God knows our worth. It is how we think and feel about ourselves that God judges us on.
“People look at the outward appearance, but the LORD looks at the heart.” 
Spiritual Pause: If God looked in your heart, what would he find? How do you think about others? How do you feel about yourself? During this season of Lent why not try to be more forgiving of ourselves and others? 

Food Bank Donations: We are collecting donations of non-perishable food items and toiletries during lent for Warrington Food Bank. Please donate if you can.
Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 
Poland trip: The RE department are organising a trip to Krakow 17-20 July 2025. Available for current Year 9 and 10 students. This is very popular but there are a couple of spaces left. If you would like more information, please contact Mrs Hoey (ehoey@boteler.org.uk). 
Please keep up to date with our weekly prayer and scripture via social media.  
 


Please click here for the latest edition of our Keeping Boteler Safe newsletter. 
myHappymind
We are excited to inform you that our school has partnered with myHappymind to offer an innovative, science-backed programme called myMindcoach, to support the mental well-being of all our students. The myHappymind programme is built on the belief that mental health education should be proactive, science-backed, fun, and accessible for all. The app is designed for students to use independently outside of school. 
How to download the app:

 	Scan QR code or click the link myMindCoach Sign Up
 	Enter a username, school email, authentication code (144799) click ‘get resources’ button
 	Download apple or android app to the phone
 	Check school email for MyMindcoach email to create password
 	Use school email and created password to log onto the app’



 


English
In celebration of World Book Day, Mrs Graham and Miss Ward challenged students to match staff to their favourite book. Several groups of students and form groups scored 24/24 in this pop-up challenge and received chocolate and sweets as a reward. Due to the high volume of competitive participation, Mrs Graham had to "spin the wheel" to select students to win a book of their choice.
Three lucky Year 7 students have just received their brand-new books. Happy reading!
   
 

 

 

 

 

 

 

 

 

 

 

 
Poetry by Heart Competition 2025
I am thrilled to announce that Sir Thomas Boteler Church of England High School will be taking part in the Poetry by Heart Competition 2025.
ALL staff and students are welcome to attend and take part. I can't wait to see what you come up with!
You simply just need to choose a poem already written and published, learn it by heart and record a copy of this to be entered into the competition. I will handle all of the logistics/recording.
Sessions will be held on Thursday lunchtimes in Room 22



Art
Mrs Guttridge had the pleasure of attending the Warrington & Royal Vale College's Young Artist of the Year competition which was a huge success for Year 10 student Harriett Anderson, who won the Creative Artist award with her 3D octopus. 

A huge well done to all of our talented artists that entered: Caspar Lam, Isaac Lai, Katrina Lam, Joy Pon, Riley Barnes-Nestor, and Isabelle Hayes.

 
 
Sport and Performance
Year 7 Netball enjoy the home advantage!
Our U12 Netball team played exceptionally well in the latest round the of Warrington Schools' League. Played 4, won 3 and are developing their attacking set plays at training every Thursday afterschool. keep working hard girls and we look forward to an exciting couple of years ahead.
Year 8 Indoor Athletics County Finals
Our Year 8 boys team took to the stage at Ellesmere Port Sports village to battle it out against the best teams across Cheshire and Warrington in their age category. Seb Moores-Dziczek won a silver medal in the 4 lap race and Reece Payton jumped an impressive 6.94m in the standing triple jump. A great experience and another regional event we can be proud of.
 
 

 

 

 

 

 
Academy Sports+ News
Elite Rowers Maisie Seed and Ruby Wells competed in the North West time trial for the Junior Inter Regional Regatta on 9th March and placed 1st in the WJ16 4x
Both girls have been selected to represent the North West in April at Nottingham.
On Sunday they competed in the North of England Head of the River race at Chester in WJ16 4x winning another race, beating the second place crew by 20 seconds!
The girls are building something special and these latest results are testament to how hard they train and a dedication for the sport they love.

Upcoming Academy Sports+ days:
16th May - Liverpool John Moores University: experiencing the world of Sport. Exercise Science linked to maximising performance.
June 2025 date TBC - Warrington Wolves: strength and conditioning with the demands of training and understanding a playing season.
Sports Leaders shine at Primary School finals day.
It takes a certain character to dedicate to playing a sport and working hard at your game week in week out. Leadership and volunteering activities provide our young people with the opportunity to develop and enhance skills that can help later on in life. These transferable skills include public speaking, teamwork, and organisation. This can help develop a young person’s self-esteem and confidence and have been shown to help young people become more employable. Sport relies on approximately 1.5 million volunteers, officials, coaches, administrators and managers to help local clubs, schools and organisations. The impact that volunteers have on sport and to the individuals themselves should never be underestimated or undervalued To give back to your school and local community through volunteering shows a commitment beyond playing and true sense of humility. Chloe Herridge, Will Boardman, Rex Chui, Jerry Choi and Bobby Buckley were impeccable when refereeing, coaching and helping manage the Warrington Primary Schools' Basketball finals in the Ball Hall. A real credit to our school, thank you.

Ball Hall Badminton Bonanza!
We are regularly attracting over 30 students to Badminton club on a Tuesday afterschool. We were delighted to host Padgate Academy for the first round of fixtures this week. A great opportunity for our students to test their skills and tactics across both singles and doubles gameplay. Another example of our extensive extra curricular sport programme in action. Everyone is welcome to attend, regardless of previous experience. Open to all year groups. See you there next week.
 
 

 

 

 

 

 

 
Year 8 Cup football
Our Year boys football team have progressed through to the semi-finals of the Warrington Cup. They drew 3-3, but they assured a hard-fought victory on penalties. We await the winners of St Greg's HS and Great Sankey HS.
 
 

 

 

 

 

 

 

 

 

 

 
Upcoming sports fixtures
Tuesday 25th March- Year 7 football in the Warrington Cup away @ Great Sankey HS
Wednesday 2nd April- Year 7 rugby in the NW Vase Competition away @ St Mary's HS, Leigh
 

Dance
Dance club
Calling all dancers!
Dance club is on in the gym every Tuesday and Thursday lunch times and Thursdays after school. We are currently working on pieces for our Easter service and to be a part of Meadowside Primary School’s ‘Meadowside at the musicals’ show at the end of June and its not too late to join:

All students are welcome to attend and you do not have to be part of a dance school outside of school.
Please see Mrs Hughes, Mrs Graham and Miss Wright for any further information.
 
BTEC Dance
Year 10
Students are currently completing the first component to the course and are studying Edward Scissorhands. For the practical element they are now creating their own version of the storyline using parts they have been taught and parts they have researched about it.
 
 

 

 

 

 
Year 11
Students have completed 2 out of the 3 components they study for this course and have so far performed brilliantly banking some amazing marks. They are now in the middle of their final component 3 responding to a brief. They have already completed 1 of 3 written papers and are currently preparing for the practical assessment. They are working really hard to ensure this piece is completed to allow time to perfect it! They are at the stage of trying out different costumes to see what will fit the brief best! Well done and keep up the hard work.

 

### Alumni - Kian Finn

College attended - Priestley College
Course- Level 3 BTEC Travel and Tourism, Level 3 BTEC Uniform Protective Services
Now, Kian is a Ramp Agent with DHL at Manchester Airport
 
As a DHL EasyJet ramp agent, you'll be responsible for the safe and efficient loading and unloading of baggage and cargo, operating ground service equipment, and ensuring smooth aircraft turnaround, while maintaining a safe working environment and adhering to airport regulations.
Key Responsibilities:
Baggage Handling: Load and unload customer baggage and cargo from aircraft.
Equipment Operation: Operate ground service equipment such as tugs, belt loaders, and steps to disembark and baggage carts.
Aircraft Marshalling: Guide arriving and departing aircraft on the ground using hand signals and communication via headset equipment.
Safety and Compliance: Maintain a safe working environment, comply with airport health and safety and security guidelines.
Collaboration: Work with other ramp agents, ground handling staff, and airline personnel.
Physical Demands: This role is physically demanding, requiring the ability to lift and move luggage up to 30kg (or 35kg).
Adaptability: Be able to adapt to adverse weather conditions.
Upskilling: Opportunity to upskill and operate various vehicles and machinery.

### Which industry sector?

Transport and Logistics

Agriculture

Business

Care Services

Construction

Creative

Digital

Education and Childcare

Engineering

Hair & Beauty

Health & Science

Hospitality & Catering

Legal, Finance & Accounting

Protective Services

Sales & Marketing

### Careers Programme

Year 7
AIM:

To understand career pathways, developing knowledge of your skills and interests to inspire your future

Introducing Year 7 students to a wide variety of new and exciting career opportunities and future pathways to encourage exploration and raise aspirations.

How: 

 	Through career focus during form time once a fortnight and Personal Development lessons
 	Access to xello and other career platforms
 	Assemblies
 	Events/ speakers/ career fayre
 	Trips
 	Student leadership

Personal Development topics (PHSE)

 	Living in the wider world
 	Finance
 	Self worth and Aspirations
 	Diversity

Curriculum links:

All subject will be integrating employability skills into their lessons and promoting subject specific career roles

Evidence:

Students will be showing an active interest in working out what their skills are by taking part in our wider curriculum programme and activities outside school. Their Start profile locker will have information in it.

Student and parent voice/ evaluation

Speaker evaluations

 
Year 8
AIM:

To develop students awareness of their future pathways and the skills and qualities needed for their future career.

Students will start to develop ideas about their future and what they need to do to succeed.

How: 

 	Through career focus during form time once a fortnight and Personal Development lessons
 	Access to xello and other career platforms
 	Assemblies
 	Events/ speakers/ career fayre
 	Trips
 	OXplore project
 	STEM projects
 	Student leadership

Personal Development topics (PHSE)

 	Living in the wider world
 	Emotional well being
 	Finance
 	Life choices
 	Diversity

Curriculum links:

All subject will be integrating employability skills into their lessons and promoting subject specific career roles

Evidence/ outcomes:

Students will be developing their knowledge of what subjects they enjoy and what careers relate to these subjects, which skills are needed for them to have a successful future.

 Student and parent voice/ evaluation

Speaker evaluations

 
Year 9
AIM:

To develop students understanding of future pathways, skills, industry requirements and personal interests to enable them to make an informed choice for their Key stage 4 subjects.

Enabling students to make the correct option choices linked to their future aspirations.

How: 

 	Through career focus during form time once a fortnight and Personal Development lessons
 	Access to xello and other career platforms
 	Post 16 provider assemblies
 	Subject specific assemblies and talks
 	Visits to colleges and universities
 	Events/ speakers/ career fayre
 	Trips
 	OXplore project
 	STEM projects
 	Ambassador programme/ Student leadership
 	Career interviews with independent advisor
 	 

Personal Development topics (PHSE)

 	Living in the wider world
 	Online safety
 	Goal setting
 	Relationships

Curriculum links:

All subject will be integrating employability skills into their lessons and promoting subject specific career roles

Evidence/ outcomes:

Students to have information stored in their START locker based on future career interests

Students to have made informed choices based on research and information gained through lessons/ events/speakers/assemblies

Student and parent voice/ evaluation

Speaker evaluations

 
Year 10
AIM:

To explore future job roles in interested industries and linking with post 16 options.

Preparing students for Post 16 destinations by giving them the tools to make informed choices

How: 

 	Through career focus during form time once a fortnight and Personal Development lessons (support from form tutor regarding post 16 information)
 	Access to xello and other career platforms
 	Post 16 provider assemblies
 	Subject specific assemblies and talks
 	Visits to post 16 colleges and universities
 	Events/ speakers/ career fayre
 	Trips
 	OXplore project
 	ROAR project
 	STEM projects
 	Ambassador programme/ student leadership
 	Work Experience
 	Career interviews with independent advisor
 	Employability skills

Personal Development topics (PHSE)

 	Healthy relationships
 	Preparation for work
 	Goal setting
 	Exploring influences

Curriculum links:

All subject will be integrating employability skills into their lessons and promoting subject specific career roles

Evidence/ outcomes:

Students to have started to formulate ideas about post 16 destinations. Application process started, career guidance sessions taken place.

Student and parent voice/ evaluation

Speaker evaluations

 
Year 11
AIM:

To have all students being successful in a post 16 applications that will support their long term ambitions.

Working with parent/carer and post 16 destinations to ensure each student is on the correct pathway.

How: 

 	Through career focus during form time once a fortnight and Personal Development lessons (support from form tutor regarding post 16 information)
 	Access to Xello and other career platforms
 	Up to date LMI
 	Post 16 provider assemblies
 	Subject specific assemblies and talks
 	Visits to post 16 colleges and universities
 	Events/ speakers/ career fayre
 	Trips
 	STEM projects
 	Ambassador programme/ student leadership
 	Work Experience
 	Career interviews with independent advisor

Personal Development topics (PHSE)

 	Future pathways
 	University
 	Discrimination at work
 	Finance – Barclay life skills
 	Preparation for work

Curriculum links: 

All subject will be integrating employability skills into their lessons and promoting subject specific career roles

Evidence/ outcomes:

Students will have completed destination applications, career interviews and received feedback.

Student and parent voice/ evaluation

Speaker evaluations

### Ofsted pilot letter

17th March 2025
 
Dear Parents/Carers
As you may be aware Ofsted are in the process of changing their framework and are looking to bring in a new system from September 2025. I attended training delivered by Senior HMI Rachel Goodwin (who was our lead inspector in 2021) a couple of months ago and she informed us that Ofsted were looking for schools to volunteer to pilot the new toolkit/framework.
What this would mean is that Ofsted would visit the school over two days (the same time frame as in an inspection) and test out their new proposed framework. The school would receive no judgements as it is about Ofsted testing their new toolkit. What Ofsted would then gain from the visit is feedback from all the staff on how they feel their new proposals would work in practice; what worked well, what did not work etc. The schools involved would obviously gain informal feedback and have an opportunity to ‘feel’ what it is like to be inspected under the potential new framework. I therefore made an informed to decision to put us forward to be a pilot school, because I feel we are in a strong position to be able to support Ofsted. I am pleased to say that I was contacted a few days ago by Ofsted informing me that they had selected us from the schools who put themselves forward.
Whilst you may think why on earth would we want on Ofsted visit, due to the pressures and stresses that it may bring, I actually only see benefits, which will in turn will not only help, us but help schools across the country. If we can help design a fair system that holds us to account, then I see that as a real positive. Our feedback could affect change and rather than sitting on the side-lines letting something happen, we are being proactive and trying to contribute. Although this is 100% not an inspection, as there are no outcomes or judgements the process will be like one. We will be prepared as if it was one, so that we are able to make it as ‘real’ as possible.
The staff are fully on board and it is brilliant professional development for them. We are also in the official Ofsted window from September 2025, so having a ‘dry-run’, we see as being invaluable, especially as it is a brand-new framework. I am always conscious of pressures and stresses that this might bring, but the staff and students are fully aware these decisions are made for the greater good of the school and the provision we have in place. I will never apologise for wanting the best for our young people and I also see this process as a way of keeping us focussed and sharp on our priorities. I am grateful that my wonderful staff as always are fully on board and support the rationale. I will involve the students and yourselves fully in the process and keep you updated so you have a voice too.
I will be informing the students of what the pilot entails in due course. As it is a pilot we have a lot of notice and they will be visiting on Wednesday 26th March 2025 and Thursday 27th March 2025. I have a Teams meeting with the lead inspector on Friday 21st March 2025, so I will be able to give you more information then. I am sure I have your full support as we have a superb school with amazing young people, very talented staff and fantastic relationships with our families.
I am very proud of our own Boteler Family and all its many successes and I am also fully aware of our priorities and areas for improvement, which we work on constantly. I am looking forward to the Ofsted team visiting us and seeing all the good work we do in practice and hopefully they will have lots of informal positives to take away too. If there are any questions please do not hesitate to contact me.
Yours faithfully
Mrs B Scott-Herron
Headteacher

### Volume 23 - Friday 14th March 2025

   
Dear Parents/Carers
I hope you are well.
I have had a wonderful week this week and I had two highlights which I will share with you.
Firstly, on Tuesday I had the pleasure for teaching a Year 8 class how to cook rustic salmon fishcakes from scratch. Mrs Callaway had asked me a while back, if I would do a demonstration lesson for a competition which needed Headteachers to cook a fish dish. The prize being a lot of cooking resources in terms of fish for the students for their lessons. Of course, I said yes, little did I know exactly what it really involved. However, if it was to benefit the students then they know I would never say no. I had the best time and the Year 8 students were incredibly kind and supportive. The fishcakes turned out well and I had very positive feedback. I still have all my fingers intact and no one was ill following the taste test, so I see that as a resounding success. We do not know yet if I have won, as the evidence had to be submitted. Needless to say, I did not have to send test samples. For Feel Good Friday the staff had the privilege of seeing the hilarious outtakes, however, I am not at liberty to share these further. The Year 8 students and staff only get to experience that once.
We also had the opening of The Orangery. Mr Moorcroft CEO (TCAT) and our Senior Head Students Williams Kenwright, Abiah Binoy and Haldron Tellis officially opened our fantastic resource on Thursday 13th March. Harrisons – our food supplier, provided a wonderful celebration breakfast. The students had prepared opening speeches which were just incredible and it was just a fantastic morning. I am sure you have seen all the publicity around this on our social medial channels and in the press. This multi-purpose space can now be used and really alleviates the pressures on the queues at break and lunchtime. I wonder what my next extension project could be as I really enjoyed designing and furnishing this space to ensure it was the best it could be for our young people. I know they absolutely love it, which was my goal from the start.
As you may be aware Ofsted are in the process of changing their framework and are looking to bring in a new system from September 2025. I attended training delivered by Senior HMI Rachel Goodwin (who was our lead inspector in 2021) a couple of months ago and she informed us that Ofsted were looking for schools to volunteer to pilot the new toolkit/framework.  What this would mean is that Ofsted would visit the school over two days (like in an inspection) and test out their new proposals. The school would receive no judgement as it is about Ofsted testing their new toolkit . What Ofsted would then gain from the visit is feedback from all the staff on how they feel their new proposals would work in practice, what worked well, what did not work etc. The schools involved would obviously gain informal feedback and have an opportunity to ‘feel’ what it is like to be inspected under the potential new framework. I made an informed decision to put us forward to be a pilot school, because I feel we are in a strong position to be able to support Ofsted and I was contacted  a few days ago to let us know Ofsted had selected us from the school who put themselves forward.
Whilst you may think why on earth would we want on Ofsted visit, due to the pressures and stresses that it may bring, I actually only see benefits, which will in turn not only help, us but help schools across the country. If we can help design a fair system that holds us to account then I see that as a real positive. Our feedback could affect change and rather than sitting on the side-lines letting something happen, we are being proactive and trying to contribute. Although this is 100% not an inspection, as there are no outcomes or judgements the process will be like one. We will be prepared as if is was one, so that we are able to make it as ‘real’ as possible. The staff are fully on board and it is brilliant professional development for them. We are also in the official Ofsted window from September 2025, so having a ‘dry-run’ we see as being invaluable, especially as it is a brand-new framework. I am always conscious of pressures and stresses that this might bring, but the staff and students are fully aware these decisions are made for the greater good of the school and the provision we have in place. I will never apologise for wanting the best for our young people and I see this process for us as keeping us focused and sharp on our priorities.  My staff as always are fully on board and are wonderful and support the rationale. I will involve the students and yourselves fully in the process and keep you updated so you have a voice too.
I will be informing the students of what the pilot entails in due course. As it is a pilot we have a lot of notice and they will be visiting on Wednesday 26th March 2025 and Thursday 27th March 2025. I have a Teams meeting with the lead inspector on Friday 21st March 2025, so I will be able to give you more information then. I am sure I have your full support as we have a superb school with amazing young people, very talented staff and fantastic relationships with our families. I am very proud of our own Boteler Family and all its many successes and I am also fully aware of our priorities and areas for improvement, which we work on constantly. I am looking forward to the Ofsted team visiting us  and seeing all the good work we do in practice and hopefully they will have lots of informal positives to take away too. If there are any questions please do not hesitate to contact me.
I really hope you all have a wonderful weekend and please take care.
Beverley Scott-Herron
Headteacher
 

Following feedback at Parents' Evenings regarding curriculum content I wanted to draw your attention to information regarding what your child is learning.
Each subject has put together a 'Curriculum Map' to outline which topics will be studied and when. The sequence of learning takes great consideration to ensure that learning opportunities are maximised to both develop and enhance learning over time. This includes taking opportunities to both interleave and reteach certain elements of topics which may be challenging. The sequencing of learning is not always written in stone as it is important that we consider the outcomes of both formal and informal assessment. This is a responsive process that we call 'precision planning'. This approach is adopted to make sure we focus on learning that may have been previously fragile due to misconceptions. Our curriculum planning is therefore ‘live’ as we have to respond to student learning needs whilst still ensuring core knowledge and skills are delivered effectively.
The curriculum maps clearly identify content though each year group and each key stage. Post-16 links are also referenced. Most parents/ carers will be aware that sitting behind these curriculum maps are ‘Knowledge Organisers’. These student support documents cover, in detail, all of the required knowledge to support learning in a specific topic.
If you require any further information regarding what your child learns and when, and what our approach is to this, please do not hesitate to contact Mr. C. Kinsey
https://www.boteler.org.uk/what-your-child-is-learning/
  
 


Year 11 Easter Exam Revision Classes
As was communicated last week, it is so important that Year 11 students are working independently at home each evening and that students engage with all the revision material and resources that have been provided.  
In addition to the revision that students should be carrying out at home, revision sessions are also taking place, in school during the Easter holidays. Mr Koltan has completed the timetable of the sessions that are running and is now attached. Year 11 students have each been given a hard copy.
Easter Revision Timetable
Final-Year-11-Easter-School-Rev-TT-2025.pdf
A reminder that these sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.

 


The Importance of Multiple Emergency Contacts
Ensuring the safety and well-being of students is our top priority. One of the most effective ways to support this is by maintaining up-to-date emergency contact information, including more than one emergency contact where reasonably possible.
Why Are Multiple Emergency Contacts Important?


 	Emergency Situations: In the event of an accident, illness, or urgent situation, the school needs to contact a responsible adult quickly. Having multiple contacts increases the chances of reaching someone who can assist.
 	Unreachable Primary Contact: If the first listed contact is unavailable due to work commitments, travel, or other reasons, an alternative contact ensures that critical information is relayed without delay.
 	Safeguarding and Well-being: Schools have a duty of care to students, and in cases where safeguarding concerns arise, reaching an alternative trusted adult may be necessary for the student's safety and support.
 	School Closures and Emergencies: During sudden school closures due to weather, transport issues, or other unforeseen circumstances, having multiple contacts helps ensure that parents or guardians are informed promptly.

Keeping Contact Information Up to Date
We encourage all parents and guardians to regularly review and update their child’s emergency contact details. This can be done quickly and easily via the Arbor Parent Portal. If you need assistance accessing the portal or updating your details, please contact the school office.
By ensuring that multiple emergency contacts are in place, we can work together to keep all students safe and supported.
 

Advice and Guidance: Supporting Students with Healthy Sleep Routines
Ensuring students arrive at school on time and well-rested is essential for their learning, well-being, and overall success. We understand that some students may struggle with late arrivals or persistent tiredness, often due to poor bedtime routines. As a school, we want to support families in making positive changes that can have a significant impact on students achieving their full potential.
The Impact of Poor Sleep Habits
Lack of sleep can lead to:


 	Difficulty concentrating in lessons
 	Lower academic performance
 	Increased anxiety and mood swings
 	Poor physical health and weakened immune systems

Common Causes of Poor Sleep in Teenagers


 	Late-night gaming – Playing video games into the early hours can overstimulate the brain, making it harder to wind down and sleep.
 	Unrestricted phone use – Social media, messaging, and streaming can keep students awake far beyond a healthy bedtime.
 	24/7 Wi-Fi access – Having continuous internet access can encourage late-night screen time and distractions.

Simple Changes That Can Make a Huge Difference


 	Set a bedtime routine: Encourage a regular sleep schedule where students go to bed and wake up at the same time each day.
 	Limit screen time before bed: Aim to switch off devices at least an hour before bedtime to help the brain relax.
 	Create tech-free zones: Keeping phones, tablets, and gaming consoles out of the bedroom can remove the temptation of late-night usage.
 	Manage Wi-Fi access: Consider turning off Wi-Fi at night or using parental controls to limit internet access during sleep hours.

By making these small but effective changes, students will benefit from improved focus, better academic performance, and overall well-being. If you need further advice or support, please feel free to contact the school. Together, we can help students reach their full potential.

We are delighted to share with you that our bookings for Holiday Activities and Food (HAF) Easter programme can be made from Monday 10th March.
Easter delivery dates
Easter HAF will take place from Monday 7th April-Tuesday 22nd April (excluding bank holidays and weekends) Activities include gymnastics, scootering, dance, arts and crafts and family events. There are also events such as bowling and trampolining which are non-staffed events and are aimed at the secondary age range.
There are over 50 clubs across the town, and you can use the filter tool on our booking system to filter by age/date and club. You can also click on the map to view clubs nearest to you. Each eligible child can book up to four sessions each.
How to Book
Browse the link to register your interest now, however this will not secure a place for your child. You will still need to book from Monday onwards.
https://www.eequ.org/warringtonhaf
 
Year 9 Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations
Please click on the following link to view letter from the School Immunisations Team regarding the upcoming Td/IPV (Tetanus, Diphtheria & Polio) and MenACWY (Meningitis ACWY) vaccinations which are being offered to Year 9 students in school on 23rd April & 7th May.

https://tinyurl.com/bpanpbz5

If you have any questions, please contact the School-aged Immunisation Team on 01925 946808 
 

 


Skills Builder/ Essential skills
In school your child is using the Skills Builder programme to develop their essential skills. Our vision is for everyone to build their essential skills to succeed. Students are informed which essential skill they are working on in lessons and follow an essential skill programme during their INSPIRE programme in form time. 
Skills Builder recognises the vital role parents and carers have in helping their children to build their essential skills. The Skills Builder Universal Framework which provides a common language for building essential skills has been used to create Homezone especially for parents and carers.
Why does your child need to build their essential skills?
Research shows that building essential skills supports:
Social and emotional wellbeing
Learning and academic outcomes
Careers and opportunities
Where does your child have opportunities to build their essential skills?
As a parent or carer, you are best placed to support your child to recognise all of the different places where they are developing their essential skills. School is just one part of the picture. Hobbies, interests, community connections and activities at home can all help to build the eight essential skills your child needs now and for their future success.
'Parental engagement plays a vital role in essential skills development.'
How can you support your child to build their essential skills?
You can easily support your child to build their essential skills. Talk with your child about the essential skills, what they are and how they are so useful. Help your child to identify where they already build their skills so they can talk about their skill strengths with others. Look for opportunities to build essential skills together.
Parents & Carers
Homezone | Skills Builder
Use these links to find out more and support your child in developing their essential skills.
from 'Better prepared: Essential skills and employment outcomes for young people'
 

Digital Day Parents' Evening - a webinar that explores what a career in digital could look like for their children.
In this FREE webinar, parents will learn about job opportunities, salaries, workplace culture, and pathways into the digital industry.


 	When: Wed, 26 Mar 2025 18:00 - 19:00
 	Where: Online
 	Tickets: FREE - REGISTER HERE

This webinar is free to attend and open to any parent interested in learning more about the digital industry and the opportunities available for their children. 
Please share this invite with the parents.
Register here: https://www.eventbrite.co.uk/e/bima-digital-day-parents-evening-tickets-1226087473639
 

Comic Relief
This Red Nose Day, let’s celebrate 40 years of going big, giving big and feeling good with Comic Relief. Whether you give a few quid or give your all, let’s do it together and support incredible projects which help children to be happier, families stronger, women safer, communities prouder, and millions of lives fairer. Red Nose Day 2025.
On the 21st March there will be a staff vs. students event (staff chosen through student voting) and an extended lunch with lots of stalls and activities for everyone to get involved in. There will also be an Easter egg raffle with the winners being announced P5 on the 21st. Students might want to bring in change to school to participate in raffle prizes and voting. 
Please follow the Just giving link to donate- Just Giving is fundraising for Comic Relief


 
 
 
 
 
 
 
 
 
 
 
 


Year 7 Residential Trip – Tyn-Y-Felin
We are excited to offer our Year 7 students the opportunity to take part in a three day residential trip to Tyn-Y-Felin, Anglesey. This trip is designed to help students build friendships, develop key life skills and gain confidence in a fun and supportive environment.
During the trip, students will take part in a range of outdoor activities, including team building challenges and a visit to the beautiful Silver Bay Beach. These experiences will help them enhance their communication, teamwork, and problem solving skills, as well as develop their independence and resilience by stepping outside their comfort zones.
Letters have been sent via email and through Arbor, our school communication app. If you have any questions or need further information, please contact Mr. S. Mason at smason@boteler.org.uk

 

 

 

 

 

 

 

 

 

 


myHappymind
We are excited to inform you that our school has partnered with myHappymind to offer an innovative, science-backed programme called myMindcoach, to support the mental well-being of all our students. The myHappymind programme is built on the belief that mental health education should be proactive, science-backed, fun, and accessible for all. The app is designed for students to use independently outside of school. 
How to download the app:


 	Scan QR code or click the link myMindCoach Sign Up
 	Enter a username, school email, authentication code (144799) click 'get resources' button
 	Download apple or android app to the phone
 	Check school email for MyMindcoach email to create password
 	Use school email and created password to log onto the app'


 
Please click on the link below for the latest Keeping Boteler Safe newsletter:  https://tinyurl.com/mr2vrnuy 
 


World Book Day
Thursday 5th March saw Sir Thomas Boteler students engage in the annual World Book Day with their usual wonderful enthusiasm and fantastic effort.  A highlight of our activities was the chance for all students to create their own bookmark inspired by their own personal reading choices. We love reading at Boteler - as these fantastic pictures show!
  

Poetry by Heart Competition 2025
I am thrilled to announce that Sir Thomas Boteler Church of England High School will be taking part in the Poetry by Heart Competition 2025.
ALL staff and students are welcome to attend and take part. I can't wait to see what you come up with!
You simply just need to choose a poem already written and published, learn it by heart and record a copy of this to be entered into the competition. I will handle all of the logistics/recording.
Sessions will be held on Thursday lunchtimes in Room 22



 
Food Technology
Head of Fish - Food Teachers Centre have set up a competition for Headteachers to cook a dish containing fish, and we could be in with a chance of winning £100 of fresh fish to use in practical lessons. Of course, when Mrs Callaway asked Mrs Scott-Herron if she was up to the challenge, it was a resounding yes! She cooked 'salmon 'rustic' fish cakes' from scratch to Year 8. The skills executed were amazing, and so was the final product. The students who sampled said it tasted lovely; we were all very impressed. Also, the fish used was the fresh Alaskan Salmon we received from #FishHeroes via Food Teacher Centre! Thank you Mrs Scott-Herron and good luck!

 
 
 

 

 
 
Sport and Performance
Elite Athletes raise their game at University!
Our Academy Sport+ students across TCAT had a truly inspirational day at LJMU School of Sport and Exercise Sciences. Students were calculating pre-match carbohydrate consumption for maximum performance and the role of carbohydrates within the body. Next up students were immersed into Laboratory Sport Science carrying out a sub-maximal VO2 test and calculating lactate levels at increasing intensities of exercise. Our final workshop of the day involved tracking athlete workload and intensities using GPS technology.
Our staff and students experienced first-hand the expertise and knowledge that has shaped the unrivalled research, knowledge and dedication to sporting excellence. Students loved being on Campus and cannot wait to return in May. A massive thank you to everyone at LJMU for giving up their time to work with the athletes of the future - they are beginning to realise their dream!
 
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Y8 football fixture
Year 8 boy's football, Warrington School's Cup- away @ Cardinal Newman HS, Wednesday 19th March
 
KS4 Academic Success
As part of Year 10 OCR Sport Science, students have to create and design their own fitness tests, for a specific skill and component of fitness from their chosen sport. Students have to use their creativity to make it exciting but have to analyse the validity and reliability of their test. Other students from the class then complete the fitness test, and this forms their normative data which the student can then use to analyse their own performance. 
Below are some examples of outstanding work. Joel W created a fitness test around agility, power and dribbling in football. Liam H designed a test for boxing for agility, power and changing direction. Excellent work!




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
		[Show as slideshow]

	
	
		
			
 

Stagecraft - School Production
Fantastic technical rehearsals this week.  The Students have been working incredible hard on the show, and we are looking forward to performing 'Brain Play'.  Tickets are still available at school reception please check the poster below for details.

 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
It's nearly conference time! 
....and all of the tickets have gone, we've had a couple of cancellations and have sent out waiting list invites. There are about a dozen parent/carers on the waiting list, so if your unable to attend for any reason then please cancel your ticket with eventbrite or email devofficer@warrpac.org. Professional tickets are also fully booked, but there appears to be an issue with the waiting list for these - please email us - devofficer@warrpac.org - with your details and we will contact should a space become available.
Nominate your SEND Superstar 
Whether or not you are able to join us next week, we would really like to hear from you about people who have really made a difference to your child/young person/family. Did someone go over and above to help you, offer a listening ear or perhaps take the time to make sure you're ok?
Here is your chance to show them what a difference this made. Let us know about anyone who has really made a difference in your family's life, whether they are from health, education, social care or a charity / voluntary group. We'd love to share the success stories in your family's lives
CLICK HERE TO COMPLETE A NOMINATION FORM

 
Warrington Guardian Education Awards
Make your nominations here:

This link will take you to the Warrington Guardian website:

https://www.warringtonguardian.co.uk/news/24997377.warrington-guardian-education-awards-2025---enter/

This link will take you directly to the nomination form:

https://forms.office.com/e/iVfw6xmgEp



 

 

Stockton Netball Club
Wednesdays 17:30 - 18:30 for Years 7 - 11
Please contact Lisa on snc.clubsec@gmail.com for further information.
 
 

 

 

### Curriculum Mapping

 14th March 2025
 
Dear Parents/Carers
Following feedback at Parents' Evenings regarding curriculum content I wanted to draw your attention to information regarding what your child is learning.
Each subject has put together a 'Curriculum Map' to outline which topics will be studied and when. The sequence of learning takes great consideration to ensure that learning opportunities are maximised to both develop and enhance learning over time. This includes taking opportunities to both interleave and reteach certain elements of topics which may be challenging. The sequencing of learning is not always written in stone as it is important that we consider the outcomes of both formal and informal assessment. This is a responsive process that we call 'precision planning'. This approach is adopted to make sure we focus on learning that may have been previously fragile due to misconceptions. Our curriculum planning is therefore ‘live’ as we have to respond to student learning needs whilst still ensuring core knowledge and skills are delivered effectively.
The curriculum maps clearly identify content though each year group and each key stage. Post-16 links are also referenced. Most parents/ carers will be aware that sitting behind these curriculum maps are ‘Knowledge Organisers’. These student support documents cover, in detail, all of the required knowledge to support learning in a specific topic.
If you require any further information regarding what your child learns and when, and what our approach is to this, please do not hesitate to contact me.
Yours faithfully
Mr. C. Kinsey
Senior Deputy Headteacher
https://www.boteler.org.uk/what-your-child-is-learning/
 

### Skills Builder

Developing students to be fully prepared for the world of work and their future is part of our career's educations. To enable us to succeed in this we work closely with the Careers and Enterprise Company and The Skills Builder Partnership.

Skills Builder partnership vision is 'For everyone to build their essential skills to succeed.' 

The Skills Builder Universal Framework is the world’s leading tool for measuring and building essential skills. It breaks the 8 essential skills down into a sequence of steps, starting with absolute beginner through to mastery.

It is backed by years of research. Developed with leading businesses, academics and educators, it consolidates the array of different frameworks into something comprehensive and practical.

The 8 essential skills are part of our curriculum and is embedded into students learning both in school and at home. We aim to develop each students strength of character by equipping them with the knowledge and skills for a successful future.

Essential skills unlock learning in the classroom, boosting academic outcomes, perseverance and self-belief. They halve the likelihood of being out of work and increase earnings across a lifetime. They even boost wellbeing and life satisfaction.

The Skills builder Framework breaks each of the eight skills down into a sequence of steps, supporting an individual's personal development from absolute beginner through to mastery. It takes soft skills and puts rigor behind them.

Skills Builder is embedded throughout our ethos and practices: policies, staff training, the curriculum, wider curriculum, INSPIRE programme in formtime, collective worship, career events, PD events, trips, form time and at home.

Essential skills are highly transferrable, they support us to do any job, anywhere.

Students with stronger essential skills have been shown to enjoy greater life satisfaction and can earn up to 12% more than their peers.

On a national level, having a more skilled workforce can also result in greater productivity, and can ultimately contribute to a stronger economy overall.
Parents/carers - on the home zone you will find lots of activities to support the development of the 8 essential skills.
Homezone | Skills Builder
 

The Universal Framework was developed by the Essential Skills Taskforce.

### TYN-Y-FELIN 2025    

7th March 2025

Dear Parents/Carers

We are excited to offer our Year 7 students the opportunity to attend a residential trip to Tyn-y-felin, a fantastic outward bounds centre located on the beautiful island of Anglesey. As you may be aware from correspondence in the Head’s Herald, TCAT now holds the lease to this facility and has plans to expand its use in the future.

We have been allocated a set number of places for the trip which will take place across three visits. If we receive more applications than we have places available, a draw will be done to allocate students fairly on Wednesday 2nd April.

We will determine who goes on which dates.

Trip Details

Dates

Group 1         Monday 12th May – Wednesday 14th May

Group 2         Monday 2nd June – Wednesday 4th June

Group 3         Wednesday 4th June – Friday 6th June

Duration – 3 days, 2 nights

 

Cost – £75.00 which includes transport, food and all the activities

There will be an option to pay the trip in full or as part of a payment plan to split the costs over the following dates:

Deposit due by 28/03/25                                     £45

Second payment due by 23/05/25                    £30

Payment for the trip should be made online via iPay (www.ipayimpact.co.uk).  Please choose the option ‘School Shop’ and then either ‘Tyn-Y-Felin 2025 Deposit Year 7 - £45.00’, or ‘Tyn-Y-Felin 2025 Full Amount Year 7 - £75.00’. If your child is entitled to free school meals and would like to pay using their voucher, please indicate on the attached form.

Please complete the attached consent form https://forms.office.com/e/LKqkk4PG9r to consent to your child taking part in the visit. Additionally, a medical consent form must be completed which will be sent out electronically via the Arbor app, nearer to the time of the visit.

The deadline for the deposit payment is Friday 28th March by 15.00.

We will attempt to keep students within their Form groups, with two Forms attending each visit and students will sleep in single sex dormitories.

This residential trip offers a great opportunity for our Year 7 students to cement existing friendships and build new ones in a supportive and engaging environment. Through a range of outdoor activities, students will develop teamwork, communication and problem-solving skills. The experience will also build independence, resilience and confidence, as students step outside their comfort zones and take on new challenges.

Attendance on this visit will, as always be subject to a student maintaining high standards of attitude to learning, behaviour and attendance. We reserve the right to refuse any child a place on this visit should their behaviour and/or attendance be of concern during the course of the year.

If you have any questions or require further information, please do not hesitate to contact Mr S Mason at smason@boteler.org.uk

We look forward to providing this exciting experience for our students.

Yours faithfully

S Mason

Associate Assistant Headteacher

### Year 11 Easter Exam Revision Timetable

 
Dear Parent/ Carer,
As we approach the last term for Year 11, I would like to take this opportunity of thanking you for your ongoing support and cooperation.  The approaching Easter holiday is a crucial time for student’s exam preparation where sufficient revision can make a significant difference to the overall grades a student achieves in the summer. On return from Easter, there will only be 9 school days until the first GCSE written exams start.
It is so important that students are working independently at home each evening and that students engage with all the revision material and resources that have been provided. A reminder that for students in Year 11, the national average is between 3-4 hours of revision each evening.
In addition to the revision that students should be carrying out at home, revision sessions are also taking place during the Easter holidays. Please click here for the timetable of the sessions that are being delivered over the Easter break. These sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.
Many thanks for the role you are playing in encouraging your child to revise.  I hope they revise thoroughly over the coming months in order to reach their potential and achieve the grades they are capable of.
I hope that results day on Thursday 21st August 2025 will be a rewarding day for your child.  I wish them well in the months ahead and thank you for your support once again.
Yours faithfully
Mr J. Koltan
Deputy Headteacher
jkoltan@boteler.org.uk
 
 
 
 

### Volume 22 - Friday 7th March 2025

    
Dear Parents/Carers
I apologise for the Head’s Herald going out late this week, this was due to a technical error so sincere apologies.
I hope you are all well and had a lovely weekend.
As in previous editions I have mentioned to you all about TCATs new outward-bound centre Tyn-Y-Felin in Anglesey, and I am now pleased to inform you that we are in a position to take our first Year group there on a residential.
Usually in the Summer Term of Year 7 we organise a visit to the outward bounds centre in Colomendy, so therefore we felt that they should be the first group to experience Tyn-Y-Felin. Mr Mason led a launch assembly with Year 7 on Friday and you should have had access to the letter giving you a little more information on the visit. This is a really exciting opportunity and due to us owning the lease, we can offer this visit at a very competitive price of £75 per person, for two nights including transport and all the food and equipment. If you are a Year 7 parent/carer and have any questions or queries then please do not hesitate to contact Mr Mason: smason@boteler.org.uk
Our intention is to use this centre for revision retreats, team building exercises, field trips, staff training etc. It is important that other year groups also get the chance to experience the facility and everything it has to offer.
I know that the students are keen to be back on the field, but if you can please support me in my decision to keep them off the field for the time being. I appreciate the sunny weather makes them think that summer has arrived, however, the field is still damp and muddy and the transfer of this mud into the school building is not pleasant. I am reviewing the situation and hopefully after Easter the field will be able to be utilised again.
Just a reminder again that anyone who wears false eyelashes, has their nails varnished or has new piercings will be isolated as this is classed as absolute defiance. As parents and carers, you will be requested to come in for a meeting.  I have communicated out the expectations multiple times and there are still a few young people who are not complying.  These are not new rules and if your child wants to come and be a part of the Boteler Family then they need to follow the rules. I will not apologise for our High Expectations in terms of uniform and appearance and the vast majority of our young people are superb. This is not negotiable and I would appreciate your support.
Beverley Scott-Herron
Headteacher
 


Year 11 Easter Exam Revision Classes
As was communicated last week, it is so important that Year 11 students are working independently at home each evening and that students engage with all the revision material and resources that have been provided.  
In addition to the revision that students should be carrying out at home, revision sessions are also taking place, in school during the Easter holidays. Mr Koltan has now completed the timetable of the sessions that are running and is now attached. Year 11 Form Tutors will give each Year 11 student a hard copy. 
Easter Revision Timetable
Final-Year-11-Easter-School-Rev-TT-2025.pdf
A reminder that these sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.

 
Year 11 Mock Exams
The Year 11 mock exams continue and will come to an end on Friday 14 March 2025. I would like to congratulate Year 11 on their conduct so far during this assessment window.
A reminder that additional dates for Music Performance/Composition and MFL speaking tests are running either side of mock fortnight and time slots will be sent out separately to the students involved.  
Morning Exams: start at 9am and students must be in the canteen by 8.45am.  Students must be on time for their exam. Late arrival in the real exams, may result in them not being allowed to sit the exam.
Afternoon Exams: start at 1pm. Students will wait in the canteen at the end of lunch, where they will be escorted to the exam venue.
All exams will be conducted under national exam conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2025.  We cannot emphasise enough the importance of these examinations and they should complete as much revision as possible in the run up to their exams.
Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams. 
Students are reminded that mobile phones, earbuds, watches or any other electronic devices are NOT permitted in the exam rooms. Water bottles and pencil cases must be clear and with no writing on them.

 


 
Reporting Absence and Punctuality Update
Reporting your child’s absence
For the academic year 2024-25, all student absence must be reported via telephone. This means a text message or email will no longer be an accepted. Parents and carers should make every attempt to inform school of a student’s absence by:


 	Calling school before 8am where possible on the school number of 01925 636414, following the guidance to ‘report a student’s absence’
 	If you cannot call before 8am, please follow the guidance to report your child’s absence with the Head of Year
 	Our Attendance Officer, Miss Mannion, can be contacted at any time on 01925 636414 Ext. 179 or smannion@boteler.org.uk to discuss all matters attendance.

Punctuality – The U code is an absence
Good punctuality is essential for fostering a positive learning environment, promoting personal growth, and preparing students for success in all aspects of school life.
Students need to be in year group lines, ready for standard checks by 8.25am Monday to Thursday, and 8.50am on a Friday.
Where a student is late to school after 9am, they will receive a U code. A U code is where a student has arrived in school after registration has closed but before the end of session (AM or PM).
As a school we have clear guidance to follow, where the Department for Education clearly state:
‘Schools should actively discourage late arrival, be alert to patterns of late arrival and seek an explanation from the parent. All schools are expected to set out in their attendance policy the length of time the register will be open, after which a pupil will be marked as absent. This should be the same for every session and not longer than 30 minutes’.
Please note that a U code is classified for statistical purposes as unauthorised absence, where this may lead to more formal attendance procedures being put in place.
Like with absence, punctuality and exceptional circumstances should be reported to our Attendance Officer or your child’s Head of Year.
We are here to support, so please do not hesitate to contact us.

 
The Boteler Big Easter Raffle
In assemblies this week we are offering all students the opportunity of a fresh start in relation to attendance and entries into The Boteler Big Easter Raffle. For a chance to win:


 	Amazon Fire HD tablet
 	Bluetooth Wireless Earbuds worth £89.99
 	Uefa Champions League Football
 	£10 ASOS voucher 

….and more.

Students must:


 	Have a positive aggregate of conduct points for half-term 4 (House Points minus Behaviour Points)
 	Have 96% + for half-term 4 (Fresh start for all. Attendance of 96% = 1 entry, 98% = 3 entries and 100% = 5 entries – exceptional circumstances considered)

 

Celebrating Diversity and Culture
Ramadan
Ramadan is a month-long religious holiday celebrated by Muslims and is a time for self-reflection and strengthening their relationship with God. Ramadan is dictated by the lunar cycle; it begins and ends with a crescent moon. The religious holiday involves fasting, praying and being around loved ones. 
When Ramadan takes place
Ramadan’s exact dates change every year. This is because Islam uses a calendar based on the cycles of the Moon.
How is Ramadan celebrated?
For Muslims, Ramadan is a time to focus on their faith and perform generous acts. People raise money and donate supplies to help others in need. Many fast to remind themselves about those in the world who don’t have enough to eat.
Most Muslims fast between dawn and sunset. Fasting allows Muslims to devote themselves to their faith. It is thought to teach self-discipline and remind them of the suffering of the poor. Children, pregnant women, elderly people, and those who are ill or travelling don't have to fast.
During Ramadan, it is common to have one meal - known as the suhoor - just before dawn and another - known as the iftar - directly after sunset.
Almost all Muslims try to give up bad habits during Ramadan. It is a time for prayer, good deeds and spending time with family and friends.
Interesting facts about Ramadan


 	Ramadan is a holy month of fasting, worship and prayer. It celebrates the creation of the Quran, which is the holy book for people who practise the Islamic faith.
 	Children don’t usually fast until they are 14 years old.
 	During Ramadan you can greet someone by saying “Ramadan Mubarak” which means “Have a blessed Ramadan”.

Eid ul-Fitr
The end of Ramadan is marked by a big celebration called Eid ul-Fitr (the Festival of the Breaking of the Fast).
Muslims are not only celebrating the end of fasting but thanking Allah for the strength he gave them throughout the previous month.
Mosques hold special services and a special meal is eaten during daytime - the first daytime meal for a month.
During Eid ul-Fitr, Muslims dress in their finest clothes, give gifts to children and spend time with their friends and family. Muslims will also give money to charity at Eid.
Ramadan Mubarak to all of our Muslim community in school.
 

Free School Meals (FSM)
Currently any child on Free School Meals is protected to remain on FSM throughout their phase of education, regardless of a change in circumstances. If your child does not currently receive FSM but you think they may be entitled, please apply before 31st March 2025 as this protection is due to end for new applications made after this date. 
Please click on the link below with further information on eligibility criteria.
www.warrington.gov.uk/freeschoolmeals
 

SEND News
Warrington Parents and Carers Working Together Conference is taking place on 18th March. Click here for details and to book your place.
https://www.boteler.org.uk/wp-content/uploads/2025/02/WarrPAC-Conference-Ticket-bookings-are-now-open.pdf 
 


Post 16/ Careers
Here are a couple of useful sites about careers and future options.
Helping local people find jobs, apprenticeships and courses. Get information and advice on finding work or starting and developing your career. This site has all you need... just a few clicks to your new career.
Opportunities Cheshire & Warrington
This site is an assisted careers platform for our SEND Learners and their parents/carers
Cheshire and Warrington – Your Futures
If you would like to watch 'The Big Assembly' please click on the following link, this assembly is all about Apprenticeships:
Big Assembly 2025 –Official Livestream
 

National Careers Week
Parents please use the following document: The Parent's Guide To NCW 2025 - National Careers Week

 
Comic Relief
This Red Nose Day, let’s celebrate 40 years of going big, giving big and feeling good with Comic Relief. Whether you give a few quid or give your all, let’s do it together and support incredible projects which help children to be happier, families stronger, women safer, communities prouder, and millions of lives fairer. Red Nose Day 2025.
On the 21st March Sir Thomas Boteler Church of England High School will be raising money for this fantastic charity which helps so many people around the world- it would be brilliant if we could beat our total of last year which was an incredible £369! 
Events will be going on in the week leading up to the 21st and there will also be stalls in the main hall during lunch on the 21st.
Just Giving is fundraising for Comic Relief


Mrs Callaway, Miss Riddell & the School Student Council are joining forces and asking you to enter our Red Nose Day Baking Competition! We challenge you to bake a delicious sweet treat. Be creative and show us what you can do. You can make and design any cake you like, but you can also follow this link and click 'bake' for some inspiration! There will be a prize for KS3, one for KS4 and house points for everyone who enters.
Please email a picture of your cake to Mrs Callaway or Miss Riddell by Monday 24th March!
Good luck!

 

 

 

Our Cyber Security Parent Forum on Wednesday 5th March was a success. A special thank you to Detective Andrew Kevan, whose insightful presentation provided parents with effective strategies to help keep children safe online.
With the rapid growth of technology, AI and deepfake content, staying informed about online safety has never been more important. It was really good to see parents leaving the session feeling more equipped to support their children in navigating the digital world responsibly.
Feedback from parents was excellent and we truly appreciate your engagement in these important forums. Thank you to everyone who attended.
A selection of slides from the event will be made available on the school website.

 

This week as part of Collective Worship, students are reflecting on our Christian value of humility and what it means to be humble. We are encouraged to consider how we can include others more in our lives and acknowledge help from people.  Our Worship Ambassadors are busy planning collective Worship for all students on the theme of humility and we are looking at famous examples where people have put others before themselves.  Our scripture for this week is from Genesis 1:31 and it reminds us we are all equal. This is particularly important as we celebrate International Women’s Day on 8th March:

“So God created man in his own image, in the image of God he created him; male and female he created them..” 

Spiritual Pause: Humility is not thinking less of yourself but to think of yourself less. How can we put others first? Think of examples where you support others without sacrificing your own needs. During this season of Lent why not try to be more humble? 



Baptism and Confirmation: We have the opportunity to partake in these special events if you haven't already done so. Students who may have missed their confirmation or wish to be baptised are invited to see Mrs Hoey in school as soon as possible to register their interest, with parental consent. If you have any questions please contact Mrs Hoey (ehoey@boteler.org.uk). 

Poland trip: The RE department are organising a trip to Krakow 17-20 July 2025. Available for current Year 9 and 10 students. This is very popular but there are a couple of spaces left. If you would like more information, please contact Mrs Hoey (ehoey@boteler.org.uk). 

Please keep up to date with our weekly prayer and scripture via social media.  

 


Poetry by Heart Competition 2025
I am thrilled to announce that Sir Thomas Boteler Church of England High School will be taking part in the Poetry by Heart Competition 2025.
ALL staff and students are welcome to attend and take part. I can't wait to see what you come up with!
You simply just need to choose a poem already written and published, learn it by heart and record a copy of this to be entered into the competition. I will handle all of the logistics/recording.
Sessions will be held on Thursday lunchtimes in Room 22



 
Designated Provision
Students in the DP have enjoyed visiting Warrington Police Museum. We got to learn about the history of Cheshire constabulary as well as the entire Police force. We looked at historical artefacts and Police uniform over the ages. We learnt about punishments in Victorian times and how this has changed and developed over the years. Then we spent some time exploring the old cells as well as sitting in police cars and motorbikes. It was really interesting to understand how the Police force was developed and how it supports the local community now.

The students had interesting questions for the museum volunteers and were a credit to the school.




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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Food Technology
This week Mrs Callaway received a free delivery of Sustainably-fished Wild Pacific Pink Salmon courtesy of @AlaskaSeafoodUK, via Food teachers Centre @fish.heroes and delivered by @dfdsgroup. Watch this space for what we cook using this wonderful product! @fish.heroes @Alaska

 
2025 Good School Food Awards
Celebrity chef Jamie Oliver has launched the 2025 Good School Food Awards to celebrate excellence across the school food sector. The awards celebrate the sheer brilliance of those working in the school food system. Winners of the Good School Food Awards are presented with a Golden Spoon trophy as well as other prizes. Nominations for the awards will close on Saturday 12th April. The judges include Jamie Oliver, Mary Berry and Joe Wicks. There are six categories available for nomination, including: Lifetime Achievement Award, Food Educator,  School Chef Champions, Food Kindness Hero, Food for Fitness, and School Food Leader. You can apply or nominate via the following link The Awards - Jamie Oliver’s Good School Food Awards
Junior Bake Off!
Applications are now open for Junior Bake Off! I know I have some fantastic bakers at Sir Thomas Boteler who would be amazing. Please read the extract below. Students can also come and see Mrs Callaway for help with their application.
'We are delighted to say that we have recently opened applications for the 11th series of Junior Bake Off; a Channel 4 programme that celebrates the culinary talent and ambition of the younger generation in Britain. 
Interested bakers can apply online at - www.applyforjuniorbakeoff.co.uk 
We are looking for young budding bakers between 9-14 years old. 
Filming would take place from July 2025, but our applications close on Sunday 23rd March 2025.'

PE and Sport Achievements
CLARA CUMMINGS – DANCE

Congratulations Cara! Accepted to study abroad in Dubai at Sharjah School of Arts: Level 6 Diploma in Dance and Performing Arts. Dancing is Cara’s passion and I am sure it will be a future career. We wish you every success in your next chapter once you leave us at the end of Year 11.
CHLOE BOYLE – BOXING

5 fights unbeaten and this one was her first fight that officially went on her record. Her opponent was previously unbeaten so a big achievement. Chloe trains incredibly hard and she is now seeing the positive impact of her dedication to something she loves doing.
TOM DARBYSHIRE – ATHLETICS

Recently qualified for the National Finals of the Sports hall Indoor Athletics having won 7 medals in the Regional round, 5 of which were Gold medals! Incredible achievement young man.
ELLIE BARKER – ATHLETICS

Academy Sports+ student and outstanding Athlete Ellie (Year 11) competed at the Northern Indoor championships in Sheffield recently. She made it to the semi-finals but just missed out on the final in the 300m. To schedule her intense training around her studies is admirable. Ellie regularly travels to major competitions across the country and is developing year on year.
JOE-PAUL HANNON – RUGBY LEAGUE
Congratulations JP (Year 11) who has been selected to trial for England Rugby League Community Lions. We wish you the very best of luck in the coming weeks and months.
 
Upcoming PE, dance & sports events


 	12th March: Year 7 Netball Competition 3.15-5pm (Ball Hall)
 	17th March: Year 8 Indoor Athletics County Finals (Ellesmere Port Sports Village)
 	w/c 17th March: Year 7 Warrington Cup Football vs winners of Bridgewater HS and Great Sankey HS
 	18th March: Round 2 – Year 7 Warrington Basketball Competition (Birchwood High School)
 	20th March: Sports Leaders running the Warrington Primary School Basketball finals (Ball Hall)
 	26th March: Year 9 Netball Competition 3.15-5pm (Ball Hall)
 	2nd April: Year 8 Netball Competition (Cardinal Newman HS)
 	23rd April: Year 7 Netball Competition 3.15-5pm (Ball Hall)

Rugby League Competitions (Boys and Girls)
Boys - Tuesdays
Tier 1 at Boteler (13 a side)
Tier 2 at Padgate (9 a side)

Girls – Thursdays
All at Padgate (mixed teams if needed)

How you can help your child to be prepared for learning in PE


 	Ask them what they are learning in PE currently and do they attend any extra curricular clubs?
 	Ensure they have highlighted on their timetable when their PE lessons are.
 	Make sure PE kits are packed into their school bag the night before.
 	If students are not well or injured or there is another reason they cannot take part (and can physically change), we ask they still get change into their PE kit. This ensures high standards for learning as they will be asked to take on an alternative role such as scorer, coach, official.

Thank you.



 	Physically active children achieve higher levels of academic attainment than their less physically active peers.
 	Physical activity means that children are better able to concentrate, which can enhance learning.
 	Physical activity supports better health and wellbeing among young people, which in turn means they are more likely to achieve better academically.
 	Physical activity can enhance the cognitive health of young people to support effective learning.
 	Physical literacy can support school readiness.
 	Organised sports and after-school clubs are associated with higher levels of attainment.


We were delighted to welcome Joe England from The Lowry, Salford to lead a Drama Workshop with the cast and crew of ‘Brain Play’. Joe worked on a series of exercises and techniques to create ensemble movement and thinking for the cast.  During the two-hour workshop the members of our Theatre Company learnt the importance of listening and reacting to characters’ dialogue and emotions and how to work in unison when on stage.

 

 

 

 

 

 

 
The performances at school will be on the 18th - 19th March 2025. Tickets are now available in Reception. 
 

 

### Volume 21 - Friday 28th February 2025

   
Dear Parents/Carers
I hope you are well and had a lovely half term. The nights are getting lighter and hopefully Spring is on the way. Welcome to the first edition of our new format Head's Herald which has been re-designed in order that we can be more inclusive of our families where English is an additional language. As all pages on our website can be translated to various languages, and PDFs cannot, changing the format to a web page means all of our families can enjoy the Head's Herald, whatever their home language. To change the language, please just click the 'Translate' button and select the appropriate flag.
We have had a positive first week back and the Year 11 Students are focused and doing well in their second set of GCSE mock examinations. We have been very impressed with their work ethic and how dedicated they are to doing well. They are very motivated and they are utilising their independent study time wisely. We are very proud of them.
Next Wednesday, 5th March we welcome DC Andrew Kevan in school to deliver a session on Cyber Safety to Year 7 students. DC Kevan will then be staying on at school to speak at our Parents' Forum. The session will be on the very important topic of keeping your child safe online, starting at 17:30. We hope you are able to attend.
The Orangery will be officially opened on the 13th March by Andy Moorcroft, TCAT CEO and our Senior Head Students. This resource will be able to be used as a breakout space for 1 to 1 and group work as well as a performance space. It will be used as a canteen every day at break and lunchtime and the food on offer will be exactly the same as the main canteen area. The Orangery will be used at break and lunchtime by Year 11 students in the first instance, so we can get an idea of flow. Therefore, the queue times at break and lunch will now be much shorter, which has been on the student ‘wish list’ for a while.  Again, apologies for the delay in opening this facility but this has been out of our hands as there has been some building issues which are nearly rectified. Many thanks for your patience.
Another priority for us is the toilet facilities. Again, this is something the students feel very passionately about. I have just submitted a bid to get both KS3 and KS4 blocks completely redone. If I am successful then the work on these will take place over the Summer Holidays. We will not hear until March, but I will keep you updated.
Please do let us know if there is anything you would like to raise with us reading school. I am always happy to hear from you and answer any questions you may have. I would rather know and help than not know and find out. It is sometimes just easier if you tell us and then we can support or sign post you to the right person. We love working with our families and the very positive relationship we have with you.
Have a lovely weekend.
Beverley Scott-Herron
Headteacher
 


Independent Study Packs (ISPs): What next?
Parents and carers may still recognise this resource as a Knowledge Organiser as this is what it was known as for the first few years following it's introduction. Over time this resource has evolved and is being used increasingly in lessons to support learning. Additionally this is 'folder' ensures a student can be organised and holds their timetable and other important documents including mainly, subject specific knowledge organisers, support materials etc which is why it was renamed the 'independent Study Pack' (ISP). 
We never stand still in terms of supporting learning and our ISPs, or more specifically, the subject Knowledge Organisers (KOs) within them, are evolving. One of our priorities is to enhance 'student agency'. This means a student taking ownership of their learning in terms of both organisation but also, how they approach academic challenges both inside and outside of the classroom.  Please engage with the KOs to see how certain subjects, particularly English and RE are driving forward proposed refinements to improve a student's learning journey. 
These subjects very clearly outline the knowledge that is required for a student to engage with a task but also, the skills and approach needed. Addressing a task has various steps which may look different in each subject. As our KOs evolve they will identify exactly what these steps are and also contain, what we call, a WAGOLL (What a Good One Looks Like). By modelling this it provides our students with clear criteria and clarity with regards to what they are expected to produce.
Please engage with this resource and discuss with your child, particularly in relation to the above subjects mentioned.
If you have any questions regarding the above please do not hesitate to contact Mr Kinsey ckinsey@boteler.org.uk.
 


Year 11 Easter Exam Revision Classes
As we approach the last term for Year 11, I would like to take this opportunity of thanking you for your ongoing support and cooperation. The Easter holiday is fast approaching and is a crucial time for student’s exam preparation where sufficient revision can make a significant difference to the overall grades a student achieves in the summer. On returning from Easter, there will only be 9 school days until the first GCSE written exams start.
It is so important that students are working independently at home each evening and that students engage with all the revision material and resources that have been provided. A reminder that for students in Year 11, the national average is between 3-4 hours of revision each evening.
In addition to the revision that students should be carrying out at home, revision sessions are also taking place, in school during the Easter holidays. Mr Koltan is currently working on the timetable for this and will be writing to parents next week. It will also be included here in the Head's Herald.

A reminder that these sessions are to supplement and support the revision that students should be doing at home and not a replacement for it.
 
Year 11 Mock Exams
The Year 11 mock exams continue and will come to an end on Friday 14 March 2025. I would like to congratulate Year 11 on their conduct so far during this assessment window.
A reminder that additional dates for Music Performance/Composition and MFL speaking tests are running either side of mock fortnight and time slots will be sent out separately to the students involved.  
Morning Exams: start at 9am and students must be in the canteen by 8.45am.  Students must be on time for their exam. Late arrival in the real exams, may result in them not being allowed to sit the exam.
Afternoon Exams: start at 1pm. Students will wait in the canteen at the end of lunch, where they will be escorted to the exam venue.
All exams will be conducted under national exam conditions and will be supervised by external invigilators.  This is to give students the best preparation in readiness for the actual exams in summer 2025.  We cannot emphasise enough the importance of these examinations and they should complete as much revision as possible in the run up to their exams.
Students MUST bring all the necessary equipment required (including a scientific calculator) for each subject. Full uniform must be worn for the exams. 
Students are reminded that mobile phones, earbuds, watches or any other electronic devices are NOT permitted in the exam rooms. Water bottles and pencil cases must be clear and with no writing on them.
All students will be on early lunch until Friday 7 March 2025 (12.15 – 13:00).


 
 


Corridor Courtesy
In school we continue to ensure that all students feel safe when navigating the building. With being full, the corridors are naturally busier and we have employed one-way systems on stairways and reinforce our CALM message. To be CALM means all students follow the below:

 
 
 
 
 
 
 
 
 
 
 
 
Considerate


 	Think of Others: 
 	Move through the corridors without pushing, shoving, or blocking the way.
 	Respect Personal Space: Give people enough room to walk comfortably.
 	Help When Needed: Hold doors 
open or assist somebody if needed.

Aware


 	Stay Alert: Pay attention to your surroundings — watch for others entering or exiting classrooms or carrying items.
 	Notice Hazards: Be mindful of any spills, obstacles, or other safety hazards and report them if necessary.
 	Respect Rules: Be aware of school policies on corridor behavior, like no eating, running or shouting.

Left, Low Voices and Listen


 	Left: Always walk on the left-hand side of the corridor.
 	Low Voices: Always speak at a reasonable volume.
 	Listen: Listen to staff and follow instructions at the first time of asking.

Move without delay:


 	Move with purpose, avoiding distractions and do not stop the flow.
 	Five minutes movement time to your next lesson, which includes going to the toilet.

 

Attendance focus for HT3
At Sir Thomas Boteler Church of England High School, we aim for all students to achieve an attendance rate above 96%. This target reflects our commitment to ensuring every child has the best chance to succeed. We want to commend those students who have already met or exceeded this target— their efforts are truly appreciated. We also understand that genuine illnesses and unforeseen circumstances can affect attendance, and we are here to support families in these situations.
How You Can Support Your Child


 	Encourage a Fresh Start to the half term: Remind your child that the new half term is an opportunity to improve their attendance and take control of their learning.
 	Monitor Attendance: Keep track of your child’s attendance and address any patterns of absenteeism early using the Arbor Parent App.
 	Communicate with Us: If your child is struggling with illness or other challenges, please inform us at the earliest point so we can provide support and guidance.
 	Promote Healthy Habits: Ensure your child gets enough sleep, eats well, and is organised to reduce the likelihood of missing school.

Why Attendance Matters


 	Learning Continuity: Regular attendance ensures that students keep up with their lessons and do not miss critical parts of the curriculum. This consistency is key to understanding and retaining knowledge. Students are more likely to enjoy their lessons with regular attendance.
 	Academic Performance: Research shows a strong link between attendance and achievement. Students with higher attendance are more likely to meet or exceed expectations.
 	Developing Life Skills: Good attendance habits teach responsibility, time management, and commitment—all essential skills for future success.
 	Building Confidence: Regular attendance helps students feel connected to their school community, which enhances their confidence and well-being.

Persistent Absenteeism (PA)
A student is classified as a Persistent Absentee (PA) if their attendance falls below 90%. This means that they are missing the equivalent of one day every two weeks. Over the course of a year, this amounts to nearly four weeks of lost learning. Persistent absenteeism can lead to:


 	Falling Behind: It becomes increasingly difficult for students to catch up on missed work.
 	Lower Grades and Underperformance: Missing lessons impacts exam performance and grades.
 	Reduced Opportunities: Poor attendance can lead to missed opportunities at key events and limit future opportunities in education and employment.

 

The Boteler Big Easter Raffle
In assemblies this week we are offering all students the opportunity of a fresh start in relation to attendance and entries into The Boteler Big Easter Raffle. For a chance to win:


 	

 	Amazon Fire HD tablet
 	Bluetooth Wireless Earbuds worth £89.99
 	Uefa Champions League Football
 	£10 ASOS voucher 



….and more.

Students must:


 	Have a positive aggregate of conduct points for half-term 4 (House Points minus Behaviour Points)
 	Have 96% + for half-term 4 (Fresh start for all. Attendance of 96% = 1 entry, 98% = 3 entries and 100% = 5 entries - exceptional circumstances considered)


 
Huge congratulations to 176 of our students who are currently on 100% attendance since the beginning of September. This is a huge achievement and we thank you for your continued support.
If you need any support with your child's attendance, please email Miss Mannion on smannion@boteler.org.uk
 
 

SEND News
Warrington Parents and Carers Working Together Conference is taking place on 18th March. Click here for details and to book your place. https://www.boteler.org.uk/wp-content/uploads/2025/02/WarrPAC-Conference-Ticket-bookings-are-now-open.pdf 
 


National Careers Week
Next week is National Careers Week, a time to support your child in their future choices and the opportunities available to them.
Please use the following websites with your child to access a virtual Careers Fair:
Countdown - NCW 2025 Virtual Careers Fair
 
Use Bitesize to examine careers further:
Tips and inspiration - Careers - BBC Bitesize
 
Year 10 
As part of NCW Year 10 will be completing a 'How to write a CV' workshop. Their CVs need to be completed on a word document and handed to their form tutor by Friday 21st March.
 
Year 11 
Click here for details about an exciting HGV apprenticeship opportunity at a local firm.
 
Year 11 Warrington Vale Royal 
College Experience Evening of the year on Wednesday 5th March, 4.45-7.00pm at Warrington campus.
This fantastic event provides the opportunity to try an exciting two-hour session in the course you have applied for, experience our state-of-the-art facilities, whilst meeting our expert tutors and your potential future classmates.
Although parents/guardians are unable to accompany their child into their session and are not required to stay, we warmly welcome you to wait for your child on campus if desired. During this time, you will also have the opportunity to tour the college and meet our principle & chief executive at 6.30pm, where you will receive important information to support you with your child's decision-making after school. You will then re-join your child at the end of their sample session at 7.00pm.
Places are filling up quickly, but there are certain sessions that still have a few spots remaining, so please encourage your pupils who may not have signed up as of yet to register at wvr.ac.uk/cee before registrations close this Friday at 12.00pm.
With waiting lists now being in place for tickets to certain sample sessions, we also ask that applicants who may no longer be able to make it let us know as soon as possible. Please remind them to contact our Learner Services Team if they do need to cancel. They can email learner.services@wvr.ac.uk or call 01925 494400.

 
Comic Relief
This Red Nose Day, let’s celebrate 40 years of going big, giving big and feeling good with Comic Relief. Whether you give a few quid or give your all, let’s do it together and support incredible projects which help children to be happier, families stronger, women safer, communities prouder, and millions of lives fairer. Red Nose Day 2025.
On the 21st March Sir Thomas Boteler Church of England High School will be raising money for this fantastic charity which helps so many people around the world- it would be brilliant if we could beat our total of last year which was an incredible £369! 
Events will be going on in the week leading up to the 21st and there will also be stalls in the main hall during lunch on the 21st.
Just Giving is fundraising for Comic Relief


 
 
 
 
 
 
 
 
 
 
 
 
 


Parent Forum
We are excited to invite you to our next Parent Forum on Wednesday 5th March, where we’ll be tackling an important topic: keeping your child safe online.
In today's digital world, cyber threats are everywhere, from online scams to data breaches and social media risks. This engaging session will be delivered by DC Andrew Kevan, an expert Cyber Protect Officer who has helped over 50,000 people safeguard themselves online. He will share practical tips, real life examples and essential advice to help you and your child navigate the internet safely. 
Date: Wednesday 5th March
Location: Main Hall
Time: 17:30 – 18:30
This is a must attend event for any parent who wants to stay informed and protect their child in the digital age. 
Refreshments, including tea, coffee and cake, will be provided to create a relaxed and welcoming atmosphere.
Please click on the link to confirm your attendance: https://forms.office.com/e/3QLBWset0v
If you require more information about this event please email Mr S Mason smason@boteler.org.uk.
We look forward to seeing you on Wednesday 5th March.
 

 


English Department

World Book Day 2025: ‘Get Ready To Read Your Way!’
Thursday 6th March 2025 will see staff and students celebrating the annual World Book Day with a range of activities in English lessons that will encourage our young people to find the fun and enjoyment in reading, because reading for pleasure changes lives.
On the day, we will encourage all students to share their ideas about their favourite books, poems, plays or comics so that they can inspire others to broaden their reading horizons.  We want to open their minds to consider reading books by writers they’ve never read before and to try genres they haven’t yet delved into.  So, whilst they may currently prefer Harry Potter, find Walliams wildly hilarious, or enjoy the horror of Horrible Histories, perhaps after this World Book Day they might choose a Kiran Millwood Hargrave novel, find a fascination for the ‘Fantastically Great Women’ series or discover the true stories revealed in ‘Unbelievable Football’ by Matt Oldfield.  The choice really will be theirs!
Why not take this opportunity to talk at home about the books that you enjoyed as a child?  Staff in school will be doing the same, to hopefully inspire students to pick up something new, and all Key Stage 3 students will be bringing something home that they created in their World Book Day-inspired English lesson.  We’re really looking forward to giving all our young people the opportunity to ‘get ready to read their way’.
 
Poetry by Heart Competition 2025
I am thrilled to announce that Sir Thomas Boteler Church of England High School will be taking part in the Poetry by Heart Competition 2025.
ALL staff and students are welcome to attend and take part. I can't wait to see what you come up with!
You simply just need to choose a poem already written and published, learn it by heart and record a copy of this to be entered into the competition. I will handle all of the logistics/recording.
Sessions will be held on Thursday lunchtimes in Room 22

### Y10 WA1 letter Feb 2025

Dear Parent/Carer     
Year 10 completed their WA assessments when they returned from Christmas starting on Monday 20th January and lasting until Friday 31st January.
Percentage achieved on EBacc Working At Assessment:
For the EBacc subjects listed below, the percentage your child has achieved on their January Working At assessment has been reported. We do not report a GCSE grade at this stage as students have only completed 20% of the two-year qualification.  At the end of Year 10, students will sit Mock Examinations which will consist of past examination papers. As these exams assess a significant proportion of the qualification a grade will be reported home on the summer report giving an indication as to the grade your child is working at.
EBacc subjects:
English
Maths
Science (Combined or Triple Science)
History
Geography
Spanish
Computer Science
RE
Current working Grade for Foundation Subjects:
The current working grade that has been awarded for each foundation subject is the grade students are working at currently. Year 10 students have completed one term of their two-year Key stage 4 curriculum so it is very unlikely students will be working at the highest grades in the first term. Year 10 have not yet developed the full range of skills and knowledge which will grow over time as they are exposed to more curriculum content. As students move through their Key Stage 4 journey, the grades awarded will increase acknowledging the greater curriculum coverage and application of knowledge. Typically, student performance increases by several grades from the current position in Year 10 to what is achieved at the end of Year 11.
New GCSE Grading Structure
As mentioned in previous correspondence, a significant change that has taken place within education is that the traditional GCSE A*-G grading structure has been replaced by a nine-point scale (9-1) across all subjects.
The 9-1 GCSE grades explained:


 	Grade 9:top A* performers; about half of the 6.8 per cent who got A*s this year are likely to get it
 	Grade 8:the rest of those who obtained A* but did not qualify for a 9
 	Grade 7:equivalent to an A grade pass
 	Grade 6: equivalent to a top of existing B grade
 	Grade 5:strong Pass - Equivalent to the top of a current C pass to a secure current B grade
 	Grade 4: standard Pass - Equivalent to the lower two thirds of a current C grade
 	Grade 3:equivalent to a D grade
 	Grade 2: equivalent to an E grade
 	Grade 1:equivalent to grade F and G

BTEC Grade – This grade reflects the standard of the coursework completed in the first term matching BTEC criteria.
The BTEC grades explained:


 	L2 Distinction*: equivalent to a GCSE grade 8.5
 	L2 Distinction: equivalent to a GCSE grade 7
 	L2 Merit: equivalent to a GCSE grade 5.5
 	L2 Pass: equivalent to a GCSE grade 4
 	L1 Distinction: equivalent to a GCSE grade 3
 	L1 Merit: equivalent to a GCSE grade 2
 	L1 Pass: equivalent to a GCSE grade 1.75

Attitude to Learning / Homework Grades
For attitude to learning and homework your son/daughter will be given a grade from 1 to 4. An explanation how these grades are awarded can be found below.
Attitude to Learning (ATL)


 	Outstanding

A student’s attitude to leaning is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment with an attitude that is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.


 	Good

A student’s attitude to learning is good if they contribute to making a good working environment.  They are reliable, often show maturity and set high standards for others to follow equally well and make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.


 	Requires Improvement

A student’s attitude to learning requires improvement if, on a few occasions, they have demonstrated behaviour that may have a negative impact on their own and others learning.  When challenged, a pupil responds appropriately to sanctions that have been imposed and generally shows acceptable levels of application during lessons. They are responsive to the support given by the class teacher and the promotion of a positive working environment.


 	Inadequate

A student’s attitude to learning is inadequate when their behaviour is disappointing.  This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher. Engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.


 	Absent

Student absent so unable to comment/make a judgement
Homework


 	Outstanding

Homework is always submitted on time.  Homework is neatly presented and completed to a high standard.  They bring all necessary equipment to lessons.


 	Good

Homework is usually submitted on time.  Homework is completed to a good standard. They bring the necessary equipment to most lessons.


 	Requires Improvement

Homework, on occasion, is failed to be submitted on time.  Homework is completed to a fair standard and they respond well to the appropriate guidance set by the school. They sometimes forget to bring the necessary equipment to lessons.


 	Inadequate

Homework is rarely submitted on time.  Homework is completed to a poor standard and they do not respond to the appropriate guidance set by the school. They do not bring the necessary equipment to lessons.


 	Absent

Student absent so unable to comment/make a judgement
If you have any concerns or questions about any matters related to how your son/daughter’s progress is tracked and reported, please don’t hesitate to contact me on jkoltan@boteler.org.uk or your child’s class teacher.
 
Yours faithfully
Mr J Koltan
Deputy Headteacher

### Y10 Parents' Evening Feb 25

 
SM/CO/ADMIN/ALLDEPTS/PARENTEVE/KS4/Y10PARENTSEVENEW                                                                                               
7th February 2025
Dear Parent/Carer
Year 10 Parents’ Evening 
Monday 24th February 15:30-19:00
I would like to invite you to our Parents’ Evening on Monday 24th February. This is an important evening where you can discuss your child’s progress to date in their GCSE/BTEC qualifications with subject teachers.
This Parents’ Evening will be face to face in school and all teachers are looking forward to having conversations in person. We will be using School Cloud as a booking system which allows you to book the appointment times that are convenient for you and is more efficient than your child having to book appointments with subject teachers on your behalf. Appointments will be available from 15.30-19.00. It is important that your child attends with you please so that you are all party to the discussions, positive feedback and areas for improvement. Please ensure your child wears full school uniform when they attend with you and the usual jewellery rules will also apply. If, however, your child is coming from an extra-curricular event or sporting/musical activity then they are fine to come in the appropriate kit/clothing. In terms of engaging with these evenings, I will be your point of contact as Parental Engagement is an area I am responsible for.  It is really important that we have strong, positive relationships with you so we can work together in supporting the individual needs of your child.
As a school we believe that strong lines of communication are crucial and we really want to provide you with the best possible experience in supporting your child. You will be responsible for making the appointment with the teacher (via the platform) and when you have done this you will then receive a confirmation email.
Appointments can be made from now and will close on Monday 24th February at 14.00. If you wish to make any changes after this date, please contact the school office.
In response to the feedback we received following parents’ evenings last year, a popular request was to provide the location of subjects prior to the evening to assist with making bookings. This way time is not lost and appointments missed caused by travelling between locations.
I can confirm the location of subjects below:
Hall                       Art, Dance, Drama, Enterprise, French/Spanish, Geography, Health & Social Care, History, D&T, Graphics, Hospitality and Catering, Music and Sport
Room 19                RE
Drama Studio        Maths, Science and Computer Science
Progress Hub        English
Please visit https://boteler.schoolcloud.co.uk to book your appointments. Click here to view a guide to booking appointments. Login with the following information:
Student’s First Name:          «Forename»
Student’s Surname:             «Surname»
Student’s Date of Birth:        Drop down menu
If there are any worries, concerns, or questions then please do not hesitate to contact me as I will be only too happy to support you.
 
Yours faithfully
Mr S Mason
Associate Assistant Headteacher
smason@boteler.org.uk
 
 

### Parents' Evening Booking Guide

Step 1: Login
Login on SchoolCloud: https://boteler.schoolcloud.co.uk. Fill out the details on the page then click the Log In button.

A confirmation of your appointments will be sent to the email address you provide.





Step 2: Select Parents' Evening
Click on the date you wish to book.

Unable to make all of the dates listed? Click I'm unable to attend.





Step 3: Select Booking Mode
Choose Automatic if you'd like the system to suggest the shortest possible appointment schedule based on the times you're available to attend. To pick the times to book with each teacher, choose Manual. Then press Next.

We recommend choosing the automatic booking mode when browsing on a mobile device.





Step 4: Choose Teachers
If you chose the automatic booking mode, drag the sliders at the top of the screen to indicate the earliest and latest you can attend.

Select the teachers you’d like to book appointments with. A green tick indicates they’re selected. To de-select, click on their name.





Step 5a (Automatic): Book Appointments
If you chose the automatic booking mode, you'll see provisional appointments which are held for 2 minutes. To keep them, choose Accept at the bottom left.

If it wasn’t possible to book every selected teacher during the times you are able to attend, you can either adjust the teachers you wish to meet with and try again, or switch to manual booking mode (Step 5b).





Step 5b (Manual): Book Appointments
Click any of the green cells to make an appointment. Blue cells signify where you already have an appointment. Grey cells are unavailable.

To change an appointment, delete the original by hovering over the blue box and clicking Delete. Then choose an alternate time.

You can optionally leave a message for the teacher to say what you’d like to discuss, or raise anything beforehand.

Once you’re finished booking all appointments, at the top of the page in the alert box, press click here to finish the booking process.





Step 6: Finished
All your bookings now appear on the My Bookings page. An email confirmation has been sent and you can also print appointments by pressing Print. Click Subscribe to Calendar to add these and any future bookings to your calendar.

To change your appointments, click on Amend Bookings.





 

### What your child is learning

Curriculum Maps
English

Maths

Computer Science

Drama

Design Technology - Resistant Materials

Design Technology - Food Technology

Geography
 
History

Music

PE

RE

Science
 
Sports Science

### Y7 Y8 Y9 WA1 Feb 2025

J:\NH\ASSESSMENTS\JK\JKLETTERS\2024-2025\Y7/8/9

February 2025

Dear Parent/Carer,

Please find enclosed your child’s end of year report for this academic year.

Students have sat assessments in all of their subjects during assessment fortnight (Monday 6th January – Friday 17th January). This may have been a test/exam, an assessed piece of writing or practical piece of work.

For the EBacc subjects listed below, the percentage your child achieved on the WA1 test has been included on the progress report. To gauge what this percentage means in relation to the progress your child is making, the year group average percentage has been included for comparative purposes.

EBacc Subjects
English
Maths
Science
Geography
History
French/Spanish
Computer Science
Religious Studies

For the Talent subjects listed below, teachers will make a progress judgement from one of the four criteria below:

Exceeding - Working above expectations in this subject
Achieving - Working at expectations in this subject
Working towards – Working slightly lower than expectations in this subject
Below - Working below expectations in this subject (concerns)

Talent Subjects
• Art
• Drama
• Music
• PE
• Design and Technology

Attitude to Learning / Homework Grades
For attitude to learning and homework your son/daughter will be given a grade from 1 to 5. An explanation how these grades are awarded can be found below:

Explanation of blanks for French/Spanish
All students in school study one language (French or Spanish) in depth. If there is a blank for either of these subjects it is due to your child not studying it as they are studying the other language.

Design Technology/Graphics/Food Technology
All students study the technology subjects on a termly rotation schedule. Students study one of the technology disciplines each term meaning by the end of the academic year all students will have covered the same curriculum. The judgement awarded is based on the technology discipline your child has been studying.

Attitude to Learning (ATL)

1. Outstanding
A student’s attitude to leaning is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment with an attitude that is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.

2. Good
A student’s attitude to learning is good if they contribute to making a good working environment. They are reliable, often show maturity and set high standards for others to follow equally well and make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.

3. Requires Improvement
A student’s attitude to learning requires improvement if, on a few occasions, they have demonstrated behaviour that may have a negative impact on their own and others learning. When challenged, a pupil responds appropriately to sanctions that have been imposed and generally shows acceptable levels of application during lessons. They are responsive to the support given by the class teacher and the promotion of a positive working environment.

4. Inadequate
A student’s attitude to learning is inadequate when their behaviour is disappointing. This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher. Engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.

5. Absent
Student absent so unable to comment/make a judgement

Homework

1. Outstanding
Homework is always submitted on time. Homework is neatly presented and completed to a high standard. They bring all necessary equipment to lessons.

2. Good
Homework is usually submitted on time. Homework is completed to a good standard. They bring the necessary equipment to most lessons.

3. Requires Improvement
Homework, on occasion, is failed to be submitted on time. Homework is completed to a fair standard and they respond well to the appropriate guidance set by the school. They sometimes forget to bring the necessary equipment to lessons.

4. Inadequate
Homework is rarely submitted on time. Homework is completed to a poor standard and they do not respond to the appropriate guidance set by the school. They do not bring the necessary equipment to lessons.

5. Absent
Student absent so unable to comment/make a judgement

Please discuss the report with your child acknowledging the positives and discuss targets for improvement. Thank you for your continued support in helping our young people fulfil their potential at Sir Thomas Boteler Church of England High School.

If you have any concerns or questions about any matters related to how your child's progress is tracked and reported, please don’t hesitate to contact me on jkoltan@boteler.ork.uk or contact your child’s
class teacher.

Yours faithfully,

Mr J Koltan
Deputy Headteacher

### Parent Forum 3 - Understanding the Curriculum

SMA/CJO/ADMIN/ALLDEPTS/SLT/SM/PARENTFORUMCURRIC 30th January 2025

Dear Parents/Carers,

We are pleased to invite you to our next Parent Forum, which will focus on Understanding the Curriculum. This event will take place on Thursday 13th February, from 18:00 to 19:00 in the Main Hall.

This session will provide valuable insights into the KS3 curriculum and the transition to KS4, with presentations from the Head of English, Head of Maths and Head of Science. They will outline key subject content, assessment expectations and how students’ progress between key stages.

In addition, we will share practical strategies to help you support your child’s learning at home.

Refreshments, including tea, coffee and cake, will be provided to create a relaxed and welcoming atmosphere.

To confirm your attendance for this event, please complete the form below:
https://forms.office.com/e/3J6iqD4BRK

If you require more information about this event, please email Mr S Mason at smason@boteler.org.uk.

We look forward to seeing you on Thursday 13th February.

Yours faithfully,

Mr S Mason
Associate Assistant Headteacher

### Options Evening follow up letter January 2025

JKO/CO/FUNCTIONS/OPTIONSEVENING/2025/OPTEVEJAN25

30th January 2025

Dear Parent/Carer

Year 9 Options

I would like to thank all parents/carers who attended our Year 9 Options evening last Thursday. The atmosphere was amazing and our Heads of Department were really impressed by the maturity and level of questions that our students were asking them. As I said in the presentation, the Options process is a very important one that should not be rushed and students are really demonstrating they understand this.

Students have four weeks to consider their subject choices with the deadline for the Options form to be submitted to Form Tutors being Thursday 27th February.

The questions raised on our ‘Questions or Queries’ form on the evening were personal to individual students with responses being sent directly to parents.

One question that has been raised by parents/carers is in relation to French only being available to pick in Option block B. As a result, some students were not able to pick their preferred combination of subjects as French is in the same Option block as another subject that students wanted to study e.g. Computer Science/Business Enterprise. I’m pleased to confirm that we have added French to Option block C to support students in accessing their required combination of subjects. The Options form that students will be given in registration will reflect this change. I will explain this to Year 9 in assembly on Wednesday 5th February.

The link to the dedicated Options section of the school website including presentation video, Options booklet and subject posters is here: www.boteler.org.uk/options

Should any parent/carer have any further questions about Options, please feel free to contact me on email.

Yours faithfully

Mr J Koltan
Deputy Headteacher
jkoltan@boteler.org.uk

### Docs2425



### Options Evening 2025 PowerPoint video



### Test YouTube Share



### RS Curriculum Map



### BWC timetable



### Calendar



### Good News

October 2024 Good News - HOPE 

### Banned Items

The following items must not be brought onto the school premises. This is not an exhaustive list and the Headteacher reserves the right to determine what other items are deemed acceptable.

FIRE LIGHTING EQUIPMENT

 	Matches or lighters

DRUGS and SMOKING EQUIPMENT

 	Cigarettes and E-cigarettes (Vapes)
 	Alcohol
 	Any form of illegal drugs

WEAPONS and OTHER DANGEROUS IMPLEMENTS or SUBSTANCES

 	Knives or any blade
 	Catapults or guns of any kind, including replicas and BB guns
 	Laser pens
 	Fireworks or Bangers/Fun Snaps

Other Items

 	Any form of liquid based correction fluid (Tipp-Ex)
 	Chewing gum
 	Energy drinks/Fizzy drinks
 	Offensive material (Inc. pornographic, LGBTphobic, racist)
 	Aerosol cans

Mobile phones (should not be seen or heard in school whilst students are on the school premises).

 

### 

https://youtu.be/_cHKLI7e5qE		
												Headteacher's Welcome
					Every Child MattersThe ‘Boteler Family’ is something that we wholeheartedly believe in at Sir Thomas Boteler Church of England High School, with High Expectations, High Aspirations and High Standards in everything we do. Within our family we have a set of values which are Hope, Compassion and Endurance; because it is ‘Through God, We Care’ about each and every one of our students.We are truly resilient as a school and our moral compass stands firm in ensuring every student has the best possible education and opportunities that we can provide. We always look for solutions and find the positive in any situation. Our ‘Boteler Family’ thrives because of the fantastic relationships with our students, staff and wider school community. As these relationships are so strong we feel that anything is possible and in truth those High Aspirations become a reality.Our academic and holistic success comes from our dedicated and committed students and staff, who firmly believe in our vision and values. Success looks different for each young person and that success needs to be celebrated. We are proud of ALL of our students for many reasons and each individual is important, just as they would be within a family setting.Sir Thomas Boteler Church of England High School is a fabulous place to belong and the heartbeat of the school is the students. We have High Expectations of all our young people and they continue to be an inspiration to us all every day.Beverley Scott-Herron, Headteacher 
												Curriculum Offer
					As a school we want to develop self-motivated and mature young people who enjoy learning. Our curriculum offer is a personalised and exciting one. We realise that each student is different and provide a curriculum that allows students to follow the qualifications that are right for them. We want our students to be happy in their learning.The majority of students follow the EBacc suite of subjects, enabling them to continue study at advanced level leaving open a wide range of options for university. These facilitating subjects are: Biology, Chemistry, Physics, English, Geography, History, Languages and Maths.We offer a wide selection of BTEC courses as well as traditional GCSEs. BTECs are work related qualifications providing a more practical, real-world approach to learning alongside a key theoretical background. There qualifications are proving to be very popular with excellent pass rates at the highest levels.
																										
												English
					Head of Dept: Mr N Vallender – nvallender@boteler.org.ukWe are Team English. Firstly, we would like to introduce you to our team, Mr Vallender is our Head of English, the rest of our amazing team consists of:  Mrs Hough; Ms Cunningham; Mrs Woodcock; Miss Brown and Miss Ward. You may have met some of the English department before as we have been involved in many of the Year 5 and Year 6 taster days and evenings. We are a fun department who like to make English enjoyable and exciting: active learning is a big part of our department and we like to get you really involved in your lessons. Team English have organised several exciting school trips, including visiting the cinema, local colleges and the theatre (where we were privileged to attend a Royal performance of Blood Brothers with HRH Prince Edward!). We like to go to local sixth form colleges and we have great links to Priestley College and many local primary schools who we like to visit in the summer term. Team English look forward to meeting you soon.
												Maths
					Head of Dept: Mr R Allen – rallen@boteler.org.ukOur fantastic team consists of Mr Allen who is Head of Maths; Miss Isaac; Miss Black; Mr Sutcliffe, Miss Matthews and Mrs Messenger. We are passionate about Mathematics, and our aim is that all students will share that passion through studying a knowledge-rich, engaging and challenging curriculum. We believe that all students are capable of understanding, doing and improving at Maths and we work carefully with our students to help them to achieve this. In addition to an engaging curriculum, we offer several extra-curricular opportunities including a Puzzle Club, Maths Homework Help, GCSE Maths Revision and Further Maths. We look forward to welcoming you to Sir Thomas Boteler Church of England High School. 
												Religious Education
					Head of Dept: Miss J Baggaley – jbaggaley@boteler.org.ukReligious Studies is the cornerstone of our educational provision and we are proud that it is taught exclusively by subject specialists. Our intention is to spark students’ curiosity, deepen their spiritual awareness, and inspire all students to lead lives of integrity and purpose, rooted in the values of Hope, Compassion and Endurance. Excellence within Religious Studies would mean that each student will discover more about religion and worldviews by being young theologians, philosophers, sociologists, readers and interpreters in order to think critically and make sense of the bigger picture of a multi-religious and multi-secular world.The KS3 curriculum follows the Diocesan’s ‘Illuminating Pathways’ syllabus. Students will begin to explore central beliefs, values and practices of Christianity and other religions and worldviews. The KS4 curriculum follows the AQA Religious Studies (Specification A) syllabus. All students have Religious Studies five hours per fortnight and will sit the full course GCSE examination at the end of Year 11. In Year 10, students will develop a deep knowledge of Christianity and Judaism. They will examine diverse beliefs and key practices within these religions including their contributions in supporting local and world-wide communities. In Year 11 students apply their knowledge of Christianity and Judaism to four contemporary ethical themes: Religion and families – Religion and life – Religion, peace and conflict – Religion, crime and punishment.
												Science
					Head of Dept: Mr A Davies – adavies@boteler.org.ukWe believe Science is an extension of everyone’s natural curiosity and is important for everyone in understanding the world around them. We teach active and engaging lessons providing opportunities for students to carry out scientific experiments enhancing their analytical and investigative skills.Our team of specialists: Mr Davies (Head of Science); Mr Caine (2nd in Science and STEM coordinator); Mrs Rowlands (KS4 Lead); Mr Daly; Miss Byrne and Mr White, provide expertise in each field ensuring students can achieve their potential and flourish in Scientific careers should they wish to.We provide a range of extra-curricular opportunities for our students including visits to places of scientific interest such as Bangor University School of Ocean Sciences and Daresbury Laboratories. We are currently developing links with Oxplore, United Utilities and TCAT to provide exclusive STEM opportunities for our students. We also run a regular STEM club for KS3 and a marine biology course for KS4.We look forward to welcoming you to our laboratories here at Sir Thomas Boteler Church of England High School.
												Art
					Head of Dept: Mrs U Morris – umorris@boteler.org.ukPablo Picasso boasted, “Every child is an Artist”. The Art team don’t just know this to be true, we make it our mission to remind our young artists, daily.  We encourage creative risk, self-expression and exploration through a range of 2D and 3D materials, from paint to clay. We create endless opportunities for our artists to build confidence as well as a sense of individual identity.Every child really does matter in Art. With Key Stage 3 themes of ‘Myself’, ‘My world’ and ‘My future’, we bolster the unique power of art to explore studio practice, develop critical thinking and hone the ability to interpret, connect and challenge the world around us. We pride ourselves on the great power of our subject. We know art can support wellbeing and improve health and happiness. We want you to experience the art studio as a haven; a safe place to be mindful and successful. We understand learning through, and about art, enriches the experience of school, as well as preparing you for life long after Boteler.With a range of teacher specialisms, support, expertise, and clubs within the department, paired with a passion for meeting the needs of, and celebrating, every child; We are ready! Are you?
												Design Technology
					Head of Dept: Mr A Robinson – arobinson@boteler.org.ukProduct DesignIn KS3 students follow a curriculum aimed at giving them high level skills and knowledge whilst designing and manufacturing quality products with a real ‘take home’ value. Students are very proud of their achievements. We are very fortunate to have a fully equipped workshop with both traditional and modern technology capacity. We also very proud of our IT suite for research, development and coursework. It is no surprise that Design Technology has the highest take up of any option subject in the school and regularly gets some of the highest grades at KS4. We offer a calm learning environment where students feel welcome, this in turn allows them to achieve their true potential. We welcome you to our subject.Graphic DesignThe Graphic design department offers students the opportunity to explore the diverse nature of graphic design, a knowledge rich curriculum is designed to enable both critical and creative thinking. Students learn a variety of design skills from drawing and presentation techniques to computer aided design and model making. Both KS3 and KS4 design, develop and model visual concepts using professional level computer software and by hand, this culminates in the production of high quality, considered and creative products. We have a large design studio complete with a laser cutter and full IT suite. Our students can progress to a number of post-16 option routes including graphics, architecture, interior design, computer games design and animation at level 3, A Level, T Level and apprenticeships. A very warm welcome to the Graphic Design department.Food and HospitalityIn our food department, we have three members of staff, Mrs Llewellyn and two highly skilled food technicians. As a team, we enjoy teaching in two fully equipped kitchens / classrooms, which have a range of catering equipment. Our student’s thoroughly enjoy working in these on a daily basis. At KS3, our students prepare and produce highly skilled dishes to take home. At KS4, our Hospitality and catering students take on much wider responsibilities across the school providing food and catering services to the wider community. This gives our students the opportunity to allow them to experience career pathways within the food and Hospitality industry. You are always welcome in our department.
												Geography
					Mrs. C. Leatherbarrow and Miss. H. BarnesWelcome to the Geography department at Sir Thomas Boteler Church of England High School. We believe in delivering lessons which inspire our students to think about many of the dominant issues that make up the nightly news; ranging from decision- making exercises on whether or not to protect the rainforests, role plays about attitudes to coastal management or creating a home-made volcano complete with explosions!The curriculum in Year 7-9 helps to engage and inspire students, with many of them opting to take the subject at GCSE. Numbers of pupils taking geography at GCSE have increased in recent years as the subject becomes more and more relevant in an ever-changing world.The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global.The geography department uses fieldwork to enhance learning outside of the classroom. These trips have been a vital part of the curriculum and enjoyed by all, especially splashing in the River Bollin and mountain biking in Delamere Forest.
												History
					Head of History: Mr McDonald – cmcdonald@boteler.org.ukWelcome to the History Department! Under the leadership of Mr McDonald, alongside Ms Barrow and Ms Jones, we are a passionate team committed to bringing the past to life for all our students. Our department believes in creating an exciting and thought-provoking learning environment, where every student can engage with history in meaningful ways. We encourage our students to ask questions, challenge ideas, and develop critical thinking skills through dynamic and interactive lessons. Whether you’re unravelling the mysteries of ancient civilisations or exploring the world-changing events of the 20th century, our curriculum is designed to inspire curiosity and foster a lifelong love for history.At Key Stage 3, students explore a broad spectrum of historical periods, from medieval Britain to the Industrial Revolution and beyond, setting the foundations for a deeper understanding of the modern world. At Key Stage 4, our GCSE programme takes a more in-depth approach, focusing on topics such as Medicine Through Time, Elizabethan England, the Cold War, and the development of the USA. We have taken various groups to the Empire Theatre, the Imperial War Museum North, The Battlefields of WW1 in Belgium and hosted several visits from holocaust survivors. We are passionate about preparing students for the rigours of high achievement at GCSE whilst also making lessons accessible and exciting for students of all abilities. Please visit us in Room 10 and Room 11 to find out more.
												Computing
					Curriculum Leader: Mr B Gorman – bgorman@boteler.org.ukComputing is taught by Mr Gorman and Mr Daly. The computing department is committed to providing an inclusive, challenging and engaging curriculum where students can become confident, independent users of computing equipment. We want students to develop a love of learning for the subject and for them to become digitally literate in an ever-changing world. Students in Years 7 – 9 will learn to become informed, safe and responsible users of computers, gaining transferable skills they can flexibly use across their schooling and beyond. In Years 10 & 11 students have the option to choose a more focused route and study GCSE Computer Science; becoming expert programmers and delving deeper into topics such as algorithms, computer hardware and cyber-security. 
												Modern Languages
					Head of Dept: Mrs O Ward – oward@boteler.org.ukBonjour. Hola. Bonjour! In the languages department there are three teachers: Mrs Ward, Mrs Hesford and Miss Porteous. You will have the opportunity to continue learning the language you studied at Primary School and you can opt for either French or Spanish.  We will continue to build upon all the hard work you have done so far.  Knowledge of a language will be a massive benefit to you now and later in life. Not only does it help a great deal on holiday but languages are much sought after by universities and employers alike. In the language department we concentrate on the four skills of reading, writing, listening and most importantly speaking. We learn grammar and vocabulary through playing language games, interactive activities and songs. We also learn about French and Spanish culture and develop a love of both the language and the countries in which they are spoken.
												Music
					Head of Dept: Miss R Bridge – rbridge@boteler.org.ukThe music department is a vibrant and lively area of the school where students have the opportunity to develop both their individual musical skills and collective musicianship. We have consistently achieved 100% Pass-Distinction* at KS4 over the past several years and have been nationally recognised for student achievement. Music lessons are dynamic, offering students a chance to hone their performance, composition, and listening skills in various ways – whether through playing African drums, bucket drumming, keyboards, or the ukulele. There are several music clubs students can join, including Samboteler, a group that has previously performed for the Queen and during the arrival of the Olympic flame. We also offer singing groups for all abilities, such as The Collectives, who have performed at the Parr Hall and Chester Cathedral, and The Botelertonix, who performed at Westminster Hall during a National Conference – an honour awarded to only three schools, making it a superb achievement. For instrumentalists, we run activities such as Guitar Club, the Woodwind & Brass Ensemble, and various band groups in genres ranging from pop and rock. These bands are provided rehearsal spaces to collaborate and perform with peers, with ongoing support and guidance. We also produce an annual school show, involving students both on stage and behind the scenes. Everyone is always welcome to join the music department, get involved, create music, and achieve success. 
												Personal Development
					PD Lead: Mrs L Butcher – lbutcher@boteler.org.ukAs a Church School, Sir Thomas Boteler Church of England High School prides itself on the development of the ‘whole child’. Our Personal Development curriculum is designed to support students to become confident, healthy, resilient and respectful citizens, who are fully prepared for life and work and are ready to tackle the challenges and opportunities of today and tomorrow.PD is a varied and interesting subject that connects all curriculum areas. Students receive a PD lesson once a fortnight, as well as during Form Time through the INSPIRE programme. It is fully embedded into all subject areas and the ethos of our school. All Boteler Wider Curriculum activities and trips help our students to become confident citizens, through building resilience and social skills. We work closely with ‘Skills Builder’ to develop students essential skills to ensure they have a successful future. Students cover specific units relating to Living in the Wider World, Health and Wellbeing, Relationships and Sex Education. They can discuss and learn about these issues in a safe environment, with a strong teaching team who can share a wealth of experience.
												Sport & Performance
					Head of Dept: Mr C Burbidge – cburbidge@boteler.org.ukThe sport and performance department at Sir Thomas Boteler Church of England High School prides itself on enabling students of all abilities to succeed. The department encompasses the teaching of physical education, dance and drama and has close links with external agencies and organisations, allowing students to engage with performance both on and off the playing field and stage. We believe that a broad and challenging curriculum that is enhanced by learning outside the classroom during our extensive enrichment programme will develop all the other life skills students need to succeed. We offer a pathway of study for every student and have the expertise to deliver GCSE PE, GCSE Drama as well as vocational routes including Cambridge National Sport Science, BTEC Dance and BTEC Acting.Our vision is to ensure that all students at Sir Thomas Boteler Church of England High School have the opportunity to participate in performance activities throughout their time at the school. Within performance we want to inspire young people to participate in and enjoy a variety of activities and to recognise the importance of an active and healthy lifestyle. We will instil this through effective teaching and learning that is constantly looking to move forward, providing opportunities for students to assume responsibility for their learning, to engage inquisitive minds and provide those students with a high standard of learning that should be expected by them in every lesson. A wide variety of extra-curricular options are available in performance; sports teams (even a Rowing Club!) and leadership opportunities are in abundance, as well as drama productions, and dance clubs. Drama and dance play a huge part in the wider community of the school with an annual National Theatre Connections production and various dance showcases which bring the school stage to life.
												Duke of Edinburgh Award
					DofE Co-ordinator: Miss H Barnes – hbarnes@boteler.org.ukThe Duke of Edinburgh award has been established in our school for some years now. The Bronze award is offered to Year 9 students and Silver to those in Year 10. The most famous part of the Award is the expedition – one or two nights (depending on the level) of self-sufficient camping and a challenging hike are the culmination of a year of hard work. This will push students out of their comfort zone! You will be encouraged to mix with new people, learn new skills, how to operate as a team, to be a leader and so much more… more importantly it can be fun!The Award isn’t just about hiking and expeditions, students will also need to complete three separate sections – developing a skill, taking part in a physical activity and volunteering. Look on www.Dofe.org.uk for more inspiration.In our school The Duke of Edinburgh Co-ordinator is Miss H Barnes and our integral support team is Ms L Williams and Mrs J Guttridge.
												Collective Worship
					Director of Collective Worship: Mrs E Hoey – ehoey@boteler.org.ukCollective Worship is an integral aspect of daily life at Sir. Thomas Boteler Church of England High School and forms part of our ‘Inspire Programme’ alongside Personal Development and Literacy.Collective worship provides students with time outside the curriculum to discuss things that are happening around the world. An opportunity to reflect on spiritual and moral issues that impact our lives by discussing how we can live better our lives and the lives of others. Through weekly scripture focused on our Christian values of Hope, Thankfulness, Endurance, Humility, Compassion and Friendship; students are able to reflect on themselves, others, the beauty of the World and their understanding of God. We have a popular Ethos council which runs inspiring activities throughout the school year and an enthusiastic team of Worship Ambassadors who plan and deliver student-led Collective Worship.    
												Youth for Christ
					Leader: Kim Wellens – kwellens@boteler.org.ukKim is a youth worker from local charity Warrington Youth For Christ and she is in school every Tuesday and Friday for any student to chat to. She offers mentoring and wellbeing support, helps out with RE lessons and Collective Worship, has a school singing worship group, and also runs the Christian Union after school club called “Fresh” every Friday. Fresh is a safe space full of fun, food, faith and friendship. All are welcome!

### KBS newsetters

Safeguaring KBS SUMMER 25 

Wellbeing Newsletter STB July 2025

Wellbeing Newsletter June 2025

MAY 25 Exam KBS

Wellbeing Newsletter Mental Health Awareness Week 2025

KBS Newsletter APRIL 25

Wellbeing Newsletter March 2025

KBS Newsletter MARCH 25

Wellbeing Newsletter Feb 25

Wellbeing Newsletter Childrens Mental Health Week 2025

KBS Newsletter JAN 25

Wellbeing Newsletter Christmas 2024

KBS Newsletter DECEMBER 24

KBS Newsletter - Anti Bullying 18.11.24

Wellbeing Newsletter 04.10.24

Wellbeing Newsletter 23.09.24

KBS September 2024

Final Summer KBS - JCH

KBS JUNE 24 Edition

KSB Newsletter May 2024

KBS Newsletter 4th edition - exams

KBS Newsletter 2ND Edition

KBS Newsletter 15.01.24

### Home School Agreement

As a school we will:

 	Have high expectations for all learners in all aspects of school life
 	Expect high standards of behaviour and promote respect for all
 	Provide an environment where all students are safe, happy and confident, whilst striving for the highest possible achievement for all students, underpinned by Christian values
 	Deliver a curriculum which is stimulating, challenging, innovative, enjoyable and motivates students
 	Offer a range of enrichment activities to interest and engage students beyond the classroom
 	Provide regular homework in accordance with the School Homework Policy and ensure appropriate feedback is given
 	Provide effective means of communication between home and school and respond quickly to any enquiries or concerns
 	Set aspirational individual targets for every student in each subject and promote education as a lifelong process
 	Contact parents/carers if there are concerns regarding your child’s attendance and punctuality
 	Provide support for each student to help them make progress towards their targets, engaging parents in the process
 	Develop relationships between all stakeholders based on courtesy, respect and tolerance
 	Reward students for their positive contributions and achievements
 	Offer parents/carer the opportunity to become involved in the wider life of the school

As a parent/carer/I/we will:

 	Ensure that my child attends school every day, in full school uniform, on time and fully equipped
 	Inform the school immediately of any absence and avoid unnecessary absences (e.g. Family holidays in term time)
 	Support my child’s progress and achievement by attending parents evenings and other school events
 	Ensure that my child completes the set homework
 	Respond to school communications as appropriate and inform school of any concerns or problems that might affect my child’s learning, behaviour or well-being
 	Support the school ethos, behaviour code of conduct, other policies and guidelines
 	Encourage my child to have an active role in the life of the school
 	Endorse the efforts of the staff involved in teaching the student and those of the pastoral and support staff
 	Ensure the school is notified of any change in emergency contact numbers

As a student I will:

 	Attend school regularly and on time, striving for the best possible attendance and punctuality
 	Wear the school uniform correctly and follow the school rules relating to appearance
 	Be fully equipped for every lesson and look after my property (including ISP)
 	Complete classwork and homework to the best of my ability to ensure that good progress is made towards targets
 	Behave safely, following the rules of the school
 	Treat all members of the school community with courtesy and respect, responding to staff at their first request
 	Represent the school in a positive manner when in the community, even when not in the school uniform
 	Support the school ethos and attend events at school
 	Talk to a member of staff if I have a problem or need support

### 

The virtual prospectus of Sir Thomas Boteler Church of England High Schoolhttps://www.boteler.org.uk/wp-content/uploads/2025/07/Prospectus-video-2025.mp4		
		headteacher's welcome		
																														
		I am very proud of our school, our Christian Ethos, strong values and high academic standards, all of which support the very highest expectations we have of our students. OFSTED judged us as ‘Good’ school in October 2021 and we are very proud of the positive trajectory we have in terms of our young people succeeding, achieving and thriving within our Boteler Family.		
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					Sir Thomas Boteler Church of England High School was founded in 1526 and we became a Voluntary Aided Church of England High School in 2002. We serve the Diocese of Liverpool and Chester and have a Christian Ethos founded upon Anglican beliefs and practices. We are nationally recognised for putting our Christian values into action. We are a founder member of The Challenge Academy Trust (TCAT) and lead on Faith, Ethics, Vision and Values across the Trust. We formally became an academy in June 2017.We place our young people at the centre in all we do, investing in them so they feel encouraged and motivated to excel, through our belief in ‘High Expectations, High Aspirations, High Standards – You will succeed’.Our vision, values and ethos underpin our Boteler Family and all aspects of school life because ‘Through God, We Care’. Our whole school community is relentless in the pursuit of excellence and is committed to raising standards so that every student reaches their full potential.As ‘The Boteler family’ we cast all our care on God because He cares for us (1 Peter 5:7). Inspired by the God of Hope, guided by the Compassion of Christ and empowered by the Endurance of the Holy Spirit, we aim to provide all our community with an outstanding educational provision in a supportive and inclusive Christian environment.The strong moral purpose at Sir Thomas Boteler Church of England High School is to develop the whole child, both academically and pastorally. We equip students with the skills, knowledge and understanding needed for lifelong learning in an ever-changing society. We will inspire, support and challenge our students, ensuring they attain academic excellence.Choosing the right school for your child is extremely important, and we hope that this virtual prospectus gives you an insight into our vibrant school community. More information, recent news and details of school events can be found on our website. Our door is always open, so please come and visit us during a working school day, as this is when you will be able to see us in action and to make an informed decision.Together we will succeed.Mrs Beverley Scott-Herron, Headteacher
		Our mission statement: ‘through God, we care’As ‘The Boteler family’ we cast all our care on God because He cares for us (1 Peter 5:7). Inspired by the God of Hope, guided by the Compassion of Christ and empowered by the Endurance of the Holy Spirit, we aim to provide all our community with an outstanding educational provision in a supportive and inclusive Christian environment.		
																														
		The School’s Distinctive Christian CharacterAt Sir Thomas Boteler Church of England High School, we aim to provide all our students with outstanding educational provision in a supportive and inclusive environment underpinned by our Christian Values of Hope, Compassion and Endurance. Students are at the heart of everything we do and no child will ever be left behind or forgotten.		
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					All students receive an inspiring and balanced learning experience, which is delivered by dedicated and committed staff who go above and beyond to secure the best outcomes for each student.Our school’s ethos is firmly based upon Christian beliefs, values and practices and this underpins all that we do. Each day there is an act of collective worship, which is Christian in nature and promotes spiritual and moral understanding. Religious Studies focuses on Christianity and the Anglican faith, but students also learn about other major world religions and we recognise and respect other faith groups within our community.As part of the RS curriculum, students have the opportunity to take part in the nationally recognised Archbishop of York award scheme, which was founded here at Sir Thomas Boteler Church of England High School. Students following this course learn about what Jesus taught and will have the opportunity to put faith into practice through practical projects that aim to improve the lives of others.
																														
		The CurriculumThe fundamental aim of Sir Thomas Boteler Church of England High School is to transform the life chances of our young people by focussing on removing barriers to learning and raising standards, particularly the basic life skills of literacy and numeracy as well as employability skills so that all of our students have the best possible start in life. We do this in an environment where students know they are loved and cared for. Our students are developed both academically and spiritually as we adopt a nurturing, supportive and bespoke approach to each individual child.		
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					Our school mission statement of ‘Through God, We Care’ underpins every aspect of school life alongside our mantra of ‘High Expectations, High Aspirations and High Standards – You Will Succeed’.Our curriculum model is the heart of our school and it enables each student to receive an integrated, coherent learning experience that contributes towards their personal, academic and professional development. We have an unrelenting desire to ensure our students achieve the results they need to succeed, instilling ambition to see students realise their potential and progress into their chosen career or next stage of education. It is also important that our students are well-rounded individuals and sensitive to the needs of others, responding positively in any way they can as good citizens. Our Christian values of Hope, Compassion and Endurance are fundamental to everything we do and we firmly believe that, if these are applied to all aspects of learning, our young people will have a strong moral compass which will serve them well in the future.At Key Stage 3 our curriculum intent is to ensure that our students have the opportunity to develop a rich and full knowledge base which will act as a stepping stone, benefitting them in later years. The delivery of content in each subject area is carefully considered and sequenced to ensure that our students can know more and remember more. The implementation is based on the most recent research findings of cognitive science. Students will be exposed to the events, practices, research and characters that have shaped both their subjects studied and our society and beyond. This foundation of knowledge is the platform for gaining deeper, more fluent knowledge and application of skills in preparation for the challenge of Key Stage 4. We want our students to be lifelong learners and we will continually explore how our students learn best, to ensure they retain knowledge through the most effective teaching strategies. 
																														
		Assessment and ReportingFormal assessments (knows a Working At (WA) assessments) take place three times a year towards the end of each term and assess students’ knowledge and understanding. The outcomes of these assessments are reported home. Key pieces of work are completed more frequently after each topic, in line with curriculum assessment maps, where students are actively involved in responding to teacher feedback. 		
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					A dedicated feedback lesson called a RAP lesson (Reflect, Act, and Progress) immediately follows the lesson when the key piece of work was assessed. It is important that the students themselves know how they are doing in relation to expectations and what steps are needed to progress to the next level. In Years 10 and 11 our students complete formal assessments under examination conditions. Year 11 sit mock examinations in January and March, which are full GCSE examination papers. This helps our students to be fully prepared for the real GCSE examinations in the summer, which span over four weeks. Year 10 students sit sections of GCSE examination papers, building up to students sitting mock examinations at the end of the academic year in June. All mock exams are graded using mark schemes and published grade boundaries.
																														
		Special Educational Needs and disabilitiesAt Sir Thomas Boteler Church of England High School, we are deeply committed to inclusion and ensuring that every student has the opportunity to thrive. Our highly inclusive approach is rooted in removing barriers to learning and providing tailored support so that all young people can achieve their full potential.		
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					We are proud of our reputation for innovation and excellence in supporting students with Special Educational Needs and Disabilities (SEND). Our team works closely with families to co-produce personalised support programmes that are not only carefully planned but have a meaningful impact on progress, wellbeing, and personal development.Our popular parent and carer groups provide a vital network of shared experience and mutual support. These are often led by highly knowledgeable parents and are further enriched by input from a wide range of external professionals, including Educational Psychologists, Speech and Language Therapists, and Specialist Nurses (covering areas such as ASD, ADHD and SpLD).Our team of dedicated Teaching Assistants offers invaluable support across the school, delivering both in-class assistance and targeted small-group or one-to-one interventions. These include social skills groups, literacy and numeracy interventions, speech and language programmes, and bespoke support according to individual student needs.This work is underpinned by rigorous ongoing assessment and monitoring, led by our Specialist SEND Teacher/Assessor, Links Manager, and our SENDCo, who is also a Specialist SpLD Teacher/Assessor.In addition to our internal expertise, we work in close partnership with a range of external agencies such as Social Services and the Child and Adolescent Mental Health Service (CAMHS). Our pastoral team—widely recognised for its effectiveness—is supported by our CAMHS link worker, a Senior Mental Health and Systemic Family Practitioner, who plays a crucial role in supporting students’ emotional and psychological wellbeing.Together, this joined-up approach ensures that every child at Sir Thomas Boteler Church of England High School is seen, known, value and given the support they need to flourish.
																														
		designated provision for Cognition and LearningSir Thomas Boteler Church of England High School has a Local Authority Key Stage 3 and 4 Designated Provision for children with Cognition and Learning Needs. All of the students within the Designated Provision have an Education and Health Care Plan.		
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					The students are taught in a calm, nurturing and welcoming self-contained environment. The students are incredibly proud of their workspace and would encourage you to visit us.Within the Designated Provision the students follow a heavily tailored curriculum, personalised to support their specific needs. Key Stage 4 students where possible follow a GCSE/BTEC route (again this is based upon the individual capabilities of each student), whilst also working towards a range of Entry Level Certificates. The group as a cohort are regularly presented with AQA certificates, which celebrate both academic and life skills. We also follow the ASDAN programme where a range of invaluable life skills are worked upon, including teamwork, independent learning, coping with problems, and using maths, English and IT. We aim to challenge the children academically and, where possible, encourage students to access mainstream lessons. Our Year 11 students have all gone on to coallege and university, studying a variety of courses from plumbing, sport, cooking horticulture and animal management and games design.There is a specific focus within the Designated Provision on speech and language development, social skills development and independence.We have a very successful working relationship with Warrington Wolves. Their Ability Team joins the Designated Provision each week to work on team building skills, effective communication and problem solving.
																														
		tHE pASTORAL sYSTEMAt Sir Thomas Boteler Church of England High School, pastoral care is at the heart of everything we do. We believe that outstanding personal development and academic achievement go hand in hand and that every young person deserves to feel safe, valued, and supported throughout their school journey.		
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					Our pastoral system is built on the foundation of strong, respectful relationships between students, staff, and families. We are proud of the compassionate and responsive care we provide, ensuring that every student, regardless of background or circumstance, is known as an individual and supported to thrive. We actively remove barriers to learning and wellbeing so that all students have the opportunity to succeed and flourish.Students benefit from a traditional horizontal pastoral system, where they are placed in year-based tutor groups supported by a dedicated Form Tutor and Head of Year. This is further strengthened by a highly experienced wider team, including our Attendance Officer, Safeguarding Officer, and the specialist staff in our Progress Hub.Careful attention is given to transition, particularly as students join us in Year 7. Our comprehensive transition programme includes workshops, taster lessons, Summer Camp experiences, and tailored pastoral support to ensure new students feel confident, settled, and ready to learn from day one.Pastoral care at Sir Thomas Boteler Church of England High School goes beyond immediate needs, it plays a central role in shaping students into confident, resilient, and respectful young people. Through targeted interventions, mentoring, and consistent encouragement, we nurture character, leadership, and emotional literacy.Students are also members of one of our six Houses:Honoris (Honour), Molitiam (Resilience), Virtus (Courage), Veritas (Truth), Viribus (Strength), and Arbitrium (Determination).This House system fosters a strong sense of identity, teamwork, and pride. Throughout the year, students have opportunities to represent their House in a variety of events—from academic competitions to Sports Day—encouraging healthy competition, collaboration, and school spirit.Through this comprehensive and values-led pastoral system, we ensure that every student is supported to grow, not just academically but as a whole person, ready to contribute confidently and positively to their community and the wider world.
																														
		homework and independent learning Homework is an important part of school life. It helps to make learning more effective, encourages students to work independently and provides opportunities for learning to be further embedded in the long term memory. The use of student independent study packs containing all subject Knowledge Organisers are key in all supporting all aspects of Homework.		
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					Homework is set using SAM Learning for all subjects other than Maths who use ‘Sparx Maths’. Students will be shown how to access SAM learning in their first ICT lesson in September. Students will be shown how to create a shortcut link on their phones /devices to enable them to access the SAM Learning platform. Parents/Carers will also be able to access the SAM Learning platform the same way. Students have many opportunities to use facilities in school to do homework. There is a breakfast club before school and the school library is open every lunchtime. Our Progress Hub provision may provide a more nurturing support environment if required.
																														
		Your Child’s Safety At Sir Thomas Boteler Church of England High School, safeguarding is a shared responsibility and the foundation upon which all aspects of school life are built. There is nothing more important to us than the safety, wellbeing, and dignity of every child in our care.		
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					We are committed to:Taking timely and appropriate action to safeguard and promote the welfare of all students.Ensuring every member of staff fully understands their statutory safeguarding responsibilities.Providing ongoing, high-quality training to help staff identify and respond to safeguarding concerns confidently and effectively.Delivering a comprehensive Personal Development curriculum that empowers students to stay safe, healthy, and resilient, both online and offline.Our safeguarding policies and practices are regularly reviewed and recognised as examples of best practice. Parents and carers consistently report that their children feel safe in school, and students tell us they trust the adults around them to support and protect them. Our experienced safeguarding team includes a Designated Safeguarding Lead, Deputy Safeguarding Lead, and a dedicated Safeguarding Officer. We also maintain strong communication with students and families through regular surveys and feedback opportunities, ensuring that any concerns are heard and acted upon swiftly.Child ProtectionIn accordance with statutory guidance, the school will always take proportionate and appropriate action to ensure the safety of every child. Where there is reason to believe that a student may be at risk of harm, neglect, or abuse, staff follow established Child Protection procedures and work closely with Social Services and other professional agencies. We act in the best interests of the child at all times and without delay.Anti-BullyingBullying in any form is not tolerated at Sir Thomas Boteler Church of England High School. Through our Personal Development programme, assemblies, and whole-school ethos, we actively promote a culture of kindness, inclusion, and mutual respect. We encourage all students and families to report any concerns immediately, so that they can be addressed swiftly and effectively.On the rare occasions where it does occur, students know exactly who to turn to and are confident it will be taken seriously. Our proactive anti-bullying work has received national recognition, and we are proud to have trained student ambassadors who lead by example and support their peers.Online SafetyIn an increasingly digital world, online safety is a vital part of our safeguarding work. We provide all students with a safe and secure online learning environment, supported by advanced monitoring and filtering systems that detect and block inappropriate content.Online safety is taught through the curriculum, assemblies, and targeted workshops. Students are equipped with the knowledge and confidence to navigate the digital world safely, respectfully, and responsibly. Misuse of technology is taken seriously, and clear sanctions are in place to uphold the safety of all.Mental Health and WellbeingThe mental health and emotional wellbeing of our students is central to our mission of providing a nurturing, inclusive and high-achieving environment. We believe that all young people deserve to feel heard, supported, and equipped to manage life’s challenges with confidence and resilience.Our offer includes:A dedicated CAMHS Link Worker who is a qualified Senior Mental Health and Systemic Family Practitioner.Close partnership with local mental health services and early help teams.Targeted interventions and one-to-one support for students facing emotional or psychological difficulties.A Personal Development curriculum that addresses mental health, emotional literacy, and strategies for self-care.Pastoral staff trained in mental health first aid and trauma-informed approaches.Student wellbeing ambassadors who promote positive mental health and peer support across the school.We aim to remove stigma, build awareness, and empower students to seek help when needed. Our commitment is to walk alongside each young person on their journey, providing consistent care, guidance and hope.Attendance and SafeguardingExcellent attendance is not only linked to achievement, it is also a safeguarding priority. We know that absence from school can be a sign that something is wrong, and we are proactive in addressing this.We prioritise:Daily attendance monitoring and follow-up on unexplained absences.Early intervention when patterns of low attendance emerge.A dedicated Attendance Officer working closely with pastoral staff and families.Bespoke support plans to remove barriers to attendance, including mental health, SEND or family-based challenges.We are committed to ensuring that every student is present, safe, and ready to learn.
																														
		Equality, diversity and inclusionAt Sir Thomas Boteler Church of England High School, we are committed to promoting equality, advancing diversity, and fostering a culture of respect, dignity, and belonging for all. Our Christian values guide us in creating a school community where every individual is valued as a unique child of God and is supported to flourish.		
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					We uphold and actively promote the principles of the Equality Act 2010, ensuring that no member of our school community is discriminated against or treated less favourably because of their age, disability, sex, race, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity, or marriage and civil partnership.Our school:Provides a safe, inclusive environment where everyone can develop their strengths, talents, and aspirations to their full potential.Celebrates the richness of a diverse school community and teaches students that difference is not only to be respected, but valued.Challenges all forms of discrimination, including racism, sexism, ableism, homophobia, biphobia, and transphobia, through education, role-modelling, and swift intervention.Ensures equality of opportunity in every aspect of school life, from access to the curriculum, leadership roles, and enrichment activities to everyday social interactions.Through our curriculum, assemblies, and Personal Development programme, we raise awareness of all strands of diversity and promote mutual understanding. Students are taught to think critically, act compassionately, and contribute positively to society.We work closely with staff, students, families and external partners to:Eliminate unlawful discrimination and harassment.Advance equality of opportunity between different groups.Foster good relations and respectful dialogue among all those who learn and work with us.Our inclusive culture means that every student, regardless of background, can feel proud of their identity and fully participate in school life. As a Church of England school, we believe that “life in all its fullness” (John 10:10) is only truly possible when every individual is known, loved, and empowered to thrive.
																														
		Lunch Arrangements and free school mealsThe school offers an extensive cafeteria menu and the opportunity to dine in pleasant surroundings, both inside and within the outside quad area. The menu offers a range of healthy options and we encourage sensible choices to promote healthy eating. 		
												Read more...
					Our menu is displayed in the dining room and on the website. We operate a biometric ‘cashless’ system in the canteen to ensure our students are served efficiently. Parents and carers can use our ‘Ipay’ system to credit the account of their child. This will also give them the option of seeing what food is being purchased. We also use this system to pay for school visits and anything else that requires a payment to the school.  Those students entitled to Free School Meals have their account credited automatically to ensure discretion.  There are facilities available to those young people who opt to bring a packed lunch. Students are not allowed to go home or off-site during lunchtime. Free School Meals If you think your child may be eligible for Free School Meals, it is very important to register, not just to save money but to benefit the school too. Each child registered for Free School Meals brings more funding into the school. This funding is called the Pupil Premium. Another advantage is that the school operates a scheme where we provide vouchers for the parents/carers of students registered for Free School Meals. The aim of the scheme is to make sure that these young people are not disadvantaged when it comes to their education. For example, the voucher can be used to buy revision guides, uniform and to pay for educational visits. Application forms are available from Warrington Borough Council’s Education Department or from the school’s Main Office, where staff will be happy to give help and advice.  
																														
		student voice and leadershipStudent Leadership at our school is exceptional. We respect and value the views and opinions of all our young people, and we create a range of opportunities for them to make a difference to the school community and the lives of others.		
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					Students can be part of a vibrant, effective and democratically elected School Council, Eco Council, Ethos Council, LGBTQ+ Council, International Council Wellbeing Council and TCAT Parliament, as well as being a House Captain. These are all led by our effective Student Leadership Body. All play an active part in policy making, fundraising and many other aspects of school life. Our student leaders have gained recognition at local, regional and national events. The Student Leadership Body consists of a Senior Head Students, Head Students, Lead Ambassador, Head of each Council and House, Head of Music and Head of Sport. These young people have a major role to play within school and have an active voice. There is an effective prefect system, and the prefects have roles and responsibilities at break and lunchtimes. Our popular Ambassador Programme is widely recognised and respected for the outstanding leaders it produces. Students have opportunities to develop their leadership skills and wider skills for their future through many different platforms and by taking responsible roles during our transition events.
																														
		sports and performanceThe Sport and Performance department at Sir Thomas Boteler Church of England High School prides itself on enabling students of all abilities to succeed. The department encompasses the teaching of Physical Education, Sport, Drama and Dance. 		
												Read more...
					Having close links with local and national external agencies and organisations allows students to engage with performance both on and off the playing field and stage. We provide a curriculum which is both broad and ambitious, enabling the application of skills, and is enhanced by learning outside the classroom which significantly contributes to developing the holistic child. We offer exceptional quality, striving for excellence, and provide opportunities for students achieve personal best and to enhance the talents and interests of our students as well as developing resilience, physical, social and mental wellbeing. Within Drama and Dance we have a firm philosophy founded on preparing the minds of young people to cope with the outside world as well equipping them with the skills, knowledge, and confidence to immerse themselves in stage design, performance and even script writing. Students will be provided with many external opportunities to explore, research and analyse live theatre and the roles and responsibilities of the practitioners involved in creating that theatre. We aim for all our young people to become successful, confident learners who enjoy learning, lead healthy, active lifestyles and make a positive contribution to their local and wider community. We develop and foster teamwork, concepts of fairness, respect and of personal and social responsibility, as well as improving a wide range of skills and tactical and strategic ideas to perform successfully. Striving to succeed, developing resilience and imagination are fundamental to our practice and approach to encourage the independent learner to prepare for the next stage, whether it is further education, training or employment. A wide variety of extra-curricular options are available in performance; sports teams train regularly and we compete in local, regional and national competitions. Look out for our very own Rowing squads. Leadership opportunities are in abundance, as well as Drama productions and Dance clubs. Drama plays a huge part in the wider community of the school, with a number of productions and shows bringing the school stage to life. 
																														
		musicWe are recognised nationally and locally for our Music provision and results, which are judged outstanding every year.  We have a wide range of opportunities for students to enjoy and learn about music in a well-equipped, vibrant department. 		
												Read more...
					There are many extra-curricular opportunities for all abilities, which include bands, choirs, ensembles, school shows, etc. We are nationally recognised for our Samba Band (Samboteler) and our World Music programme. All our performers have the chance to perform at many prestigious events and venues around the UK.   
																														
		STEM: science, Technology, Engineering and MathematicsScience, Technology, Engineering and Mathematics (STEM) are hugely evolving areas that encompass skills that shape our world. STEM graduates and apprentices are massively in demand and the career opportunities in this area are vast.		
												Read more...
					We work to equip our students with the knowledge and skills they require to choose STEM careers. These skills are developed throughout our curriculum and beyond, in a range of curricular and extra-curricular opportunities across the key stages. These encourage our students to think critically, problem solve and to work collaboratively: gaining skills vital to STEM employers. All our students will feel that they are a STEM student. With the introduction of the Gatsby benchmarks, STEM is now more important than ever. Within this, we give our students opportunities to link curriculum learning to careers through STEM days and opportunities to encounter employers through programmes such as the STEM Ambassadors scheme. Trips such as the Big Bang Fair put students at the very heart of STEM and give them the exposure to the wide range of career opportunities available to them through a STEM pathway. Our Partnership within TCAT schools gives us excellent opportunities across the STEM curriculum. We participate in joint STEM days, which develop students’ STEM skills and gives students an awareness and insight into STEM careers. We also collaborate with STEM employers such as United Utilities in project-based learning and further education initiatives such as Oxplore to give insight and encourage our students to aspire to go on to pathways leading to STEM careers. STEM club is an established part of the Science department where students meet weekly and work on different projects such as the CREST award – a nationally recognised certificate. 
																														
		Educational VisitsIt is important for students to broaden their educational experiences beyond the classroom. This helps them understand the wider community and they find out more about themselves. We have a varied menu of opportunities that students/parents/carers can select from.		
												Read more...
					Previous trips have included: Italy, Germany, Poland, The Houses of Parliament, Battlefields of WWI, New York, Iceland and skiing in Austria. Sporting fixtures, day visits, rewards trips, career, further and higher education, fieldwork and investigations are all integral to our school life and happen at various points through the year. The sporting fixtures are weekly and we encourage students to participate fully in all the different opportunities offered. Most visits will involve a charge, although students entitled to Free School Meals are eligible for a grant to offset the cost. If any parent/carer is having difficulty funding their child’s place on a trip, they are encouraged to contact the school and we will do our utmost to help.
																														
		the wider curriculumAt Sir Thomas Boteler Church of England High School we really value the wider curriculum. We believe in offering our students a deep, broad and balanced ‘whole’ curriculum that will allow them to have a wide range of academic, creative, practical, sporting and character-building experiences.		
												Read more...
					To ensure that each and every one of our students gets a complete educational experience, the wider curriculum is a substantial and vital part of the whole education of our students. The wider curriculum involves activities and learning experiences that take place beyond the formal curriculum of subjects that are taught, and in many cases take place outside the classroom – sometimes beyond the school. We see this area of the whole curriculum as being an essential part of every student’s learning entitlement, offering all our young people the opportunity to learn about life in its broadest context: its challenges and opportunities, and how to respond to its successes and occasional disappointments. Our emphasis on the wider curriculum indicates the importance that we place on extra-curricular and personal development activities within the ethos of our school, and the importance of achieving the right balance between academic focus and the development of wider knowledge, skills and qualities. We expect each and every one of our students to take an active role and to develop their skills, knowledge and qualities during their time with us.
																														
		boteler high achievement programmeThe Boteler High Achievers Programme is a series of activities aimed at students in each year group, designed for them to experience new opportunities, embrace challenges and feel inspired. Instead of replacing the usual school curriculum, the Boteler High Achievers Programme aims to further enrich students through opportunities outside of the classroom, preparing them for post-16 education and beyond.		
												Read more...
					The purpose of our programme is to nurture potential in our students. We want to encourage students to develop and embrace their gifts in the company of teachers, students and other adults who share their passion and ambition.We also seek to fully prepare students for university, including Russell Group and Oxbridge universities. Within TCAT, we work closely with Priestley College and their High Achievers Programme, working alongside both Oxford and Cambridge Universities, supporting students in preparing and applying for highly competitive courses at the Russel Group of universities. We regularly have students who move on to study at Oxford and Cambridge Universities and they always offer support to this programme as Alumni. ROAR programmeRussell Group Universities or Alternative Ready (ROAR) Programme is a project we run in school for Year 8 and Year 10 with Priestley College.The ROAR Programme aims to introduce our students to the best possible educational opportunities available to them after 6th form/college.  The hope is that by the end of the process they will be aware of the great Russell Group Universities and other alternatives but also have the belief that these futures are for them. In Year 9, the High Achievers Programme is supported by visits to the local colleges, to participate in their programme for high attaining students.
																														
		post-16 careers learning journeyOur Post-16 Careers Learning Journey is dedicated to ensuring that all our young people choose the career which is right for them. We ensure that our young people emerge from education with the skills and knowledge that enable them to critically participate in post-compulsory education and in working life, to become the workers, leaders, entrepreneurs and citizens of the future.		
												Read more...
					Our young people receive advice and guidance that is stable and delivered by individuals with the right skills and experiences. We create opportunities for our young people that they have not experienced before and therefore develop their aspirations and horizons. They will learn about the different educational routes available and the range of occupations and sectors that make up the labour market. We have close relationships with all post-16 education providers in the area. We always ensure that our students have the correct information, advice and guidance to help them pursue the right course at the right institution for their needs. We strive to ensure all our students succeed at the highest level and fulfil their potential.
		ChaplaincyThe school benefits from the services of our own Chaplain, Youth for Christ Worker and  Director of Collective Worship, who provide spiritual leadership for our collective worship programme, pastoral support for staff and students, and curriculum guidance on Christian faith and ethical issues. The school holds a weekly Eucharist service to which all students and staff are welcome. We also work in partnership with local churches where our Advent and Easter services are held and we help to prepare students for confirmation on a voluntary basis.		
																														
		School Uniform and StandardsOur uniform, which includes our PE kit, creates our school identity and establishes a sense of pride and self-worth amongst the students. The uniform does not discriminate and ensures all learners have equal opportunities and shared expectations, regardless of background. 		
												Read more...
					The uniform is specially selected so that students feel part of our school community. It is expected that all students will come to the school every day in full, neat, clean uniform, giving the message that our students take pride in belonging to our school. This will continue to be the case until the student leaves the school and will also apply to the public examination period for all students. Year 11 students attend all examinations and revision sessions in full uniform until their last examination. The support of parents/carers is crucial in ensuring these high expectations. Staff are required to ensure these high standards are maintained at all times. 
																														
		https://www.youtube.com/embed/_Kq2k12P9Qohttps://www.youtube.com/embed/CnIDx32AF4Yhttps://www.youtube.com/embed/kZ95yNIPN_w

### Mobile phones

Students can either:

 	Leave their phone at home, or
 	Use a Phone Locker pouch provided by the school.


 	Phones are locked inside the pouch on arrival.
 	Students keep the pouch with them during the day.
 	Phones are unlocked when leaving school.
 	Students are responsible for their phone at all times.

Mobile phones will only be allowed on site if they are securely locked away.

In an emergency, please contact the school office and we will send a message to your child.
 

### Biometric Information

NOTIFICATION OF INTENTION TO PROCESS PUPILS’ BIOMETRIC INFORMATION
The school wishes to use information about your child as part of an automated (i.e. electronically-operated) recognition system for cashless catering. The information from your child that we wish to use is referred to as ‘biometric information’. Under the Protection of Freedoms Act 2012 (sections 26 to 28), we are required to notify each parent of a child and obtain the written consent of at least one parent before being able to use a child’s biometric information for an automated system.
What is Biometric information and how it will be used?
Biometric information is information about a person’s physical or behavioural characteristics that can be used to identify them. The school would like to take and use information from your child’s fingerprint and use this information for the purpose of providing your child with an account for the cashless catering system operated in the school canteen.
The system will take measurements of your child’s finger and convert these measurements into a template to be stored on the system. An image of your child’s fingerprint is not stored. The template (i.e. measurements taking from your child’s finger is what will be used to permit your child to access services.
You should note that the law places specific requirements on schools when using personal information, such as biometric information, about pupils for the purposes of an automated biometric recognition system.
For example:
• the school cannot use the information for any purpose other than those for which it was originally obtained and made known to the parent(s) (i.e. the cashless catering system);
• the school must ensure that the information is stored securely
• the school must tell you what it intends to do with the information
• unless the law allows it, the school cannot disclose personal information to another person/body. You should note that the only person/body that the school wishes to share the information with is Cunninghams Cash Registers Ltd. This is necessary as they provide the maintenance contract for the system.
How does cashless catering work?
When an account is set up for your child he/she can put credit on their account using two top up machines. The money is automatically added to their account and can be used immediately. If your child is entitled to a free school meal the credit will be added to their account at the start of each school day.
When the pupil chooses their breakfast, snack or lunch they will use their finger to authorise the payment and the amount will be deducted from the balance.
What are the advantages?
• Pupils are served quicker, queues are shorter giving pupils longer to relax and enjoy their lunch
• Removal of free school meal stigma
• The system can highlight any allergies the pupil may have and alert catering staff
• Prevents loss of money as pupils will not be carrying money around school
Providing your consent/objecting
As stated above, in order to be able to use your child’s biometric information, the written consent of at least one parent is required. However, consent given by one parent will be overridden if the other parent objects in writing to the use of their child’s biometric information. Similarly, if your child objects to this, the school cannot collect or use his/her biometric information for inclusion on the automated recognition system.
You can also object to the proposed processing of your child’s biometric information at a later stage or withdraw any consent you have previously given. This means that, if you give consent but later change your mind, you can withdraw this consent. Please note that any consent, withdrawal of consent or objection from a parent must be in writing.
Even if you have consented, your child can object or refuse at any time to their biometric information being taken/used. His/her objection does not need to be in writing. We would appreciate it if you could discuss this with your child and explain to them that they can object to this if they wish.
The school is also happy to answer any questions you or your child may have and you should contact Mr M Frodsham, Operations Manager or your child’s Head of Year if you have any queries.
If you do not wish your child’s biometric information to be processed by the school, or your child objects to such processing, the law says that we must provide reasonable alternative arrangements for children who are not going to use the automated system to access the canteen service. You can do this by contacting us in writing or via email on info@boteler.org.uk or using the contacts mentioned above.
If you choose to opt out your child will be issued with a top up card at no cost to enable them to access the service. However, if the top up card is lost there will be a replacement cost of £6.
If you give consent to the processing of your child’s biometric information, please give your consent via the Arbor app.
Please note that when your child leaves the school, or if for some other reason he/she ceases to use the biometric system, his/her biometric data will be securely deleted.

### Ethos Celebrations

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### Parents and Carers

What your child is learning - curriculum maps 				
					arbor				
					psb				
					satchel:one				
					Key Dates 				
					Parents' Evenings				
					key communications				
		Click here for the presentation (as a PDF)  from our  Parent Forum on 10th October 2024 - KS4 Exam Preparation and study skills.Click here for the presentation (as a PDF)  from our  Parent Forum on 28th November 2024 -Arbor and SAM Learning Homework Support.Click here for the presentation (as a PDF)  from our  Parent Forum on 13th February 2025 - Understanding the Curriculum..

### Subjects



### Which subject?



### our-staff-draft-pics

Our school email addresses follow this format: first initialsurname@boteler.org.uk. For example: Mr C Kinsey – ckinsey@boteler.org.ukSenior Leadership Team		
																														
		Mrs B Scott-HerronBMus (Hons), PGCE, PG (Dip), PGCE, NPQHHeadteacher		
																														
		Mr C Kinsey BA (Hons) with QTS, PG (Cert)  Senior Deputy Headteacher 		
																														
		Mr J Koltan BEng (Hons), PGCE  Deputy Headteacher 		
																														
		Mr J Leonard BA (Hons), PGCE Deputy Headteacher 		
																														
		Mrs A Mawby BEd (Hons)   Assistant Headteacher 		
																														
		Mr S MasonBSc (Hons), PGCE Associate Assistant Headteacher Extended Senior Leadership Team		
																														
		Miss F Power BA (Hons) PGCE  SENDCo 		
																														
		Mrs J ChiltonSafeguarding Officer and Mental Health and Wellbeing LeadTeaching Staff by Subject *Heads of DepartmentEnglish		
																														
		Mr N Vallender BA (Hons), PGCE* 		
																														
		Mrs E Hough BA (Hons) PGCE, Second in Department 		
																														
		Miss TL BrownBA (Hons), PGCE		
																														
		Miss E Ward BA (Hons) 		
																														
		Ms A Cunningham BA (Hons) 		
																														
		Miss C Sixsmith BA (Hons), PGCEMaths		
																														
		Mr R Allen BSc(Hons), PGCE*		
																														
		Miss D Isaac BSc (Hons), PGCE, Second in Department, Mastery + Numeracy Co-Ordinator 		
																														
		Mr J Koltan BEng (Hons), PGCE 		
																														
		Mr D Sutcliffe BEd 		
																														
		Miss H Matthews BA (Hons), PGCE		
																														
		Ms F Black PGCE 		
																														
		Mrs J Messenger BSc (Hons), PGCE Religious, Citizenship and Personal, Social and Health Education		
																														
		Miss J Baggaley, BA (Hons), PGCE Head of Religious Studies* 		
																														
		Mrs E Hoey BA (Hons) Director of Collective Worship		
																														
		Miss J Riddell BA (Hons) Science		
																														
		Mr A Davies BSc (Hons), PGCE* 		
																														
		Mr A Daly BSc (Hons), AMP SCITT 		
																														
		Mr A Caine PGCE		
																														
		Mr S White BSc, PGCE 		
																														
		Mrs J RowlandsBSc, PGCE		
																														
		Miss I Byrne MChem, PGCE with QTSArt		
																														
		Mrs U Morris BA (Hons), PGCE*		
																														
		Mrs J Guttridge BA (Hons), PGCEDesign & Technology		
																														
		Mr A Robinson BSc (Hons) with QTS* 		
																														
		Mrs S Callaway BA (Hons), NPQLT		
																														
		Miss K Ellams BA (Hons), PGCE Geography		
																														
		Miss H Barnes BSc (Hons), MSc, PGCE		
																														
		Mrs C Leatherbarrow BSc (Hons), PGCE		
																														
		Miss N KennyBsc(Hons), PGCE with QTS GeographyHistory		
																														
		Mr C McDonald BA (Hons), PGCE*		
																														
		Mrs J Jones EAL Lead, BA (Hons), PGCE, NPQLT 		
																														
		Miss E Barrow BA(Hons), PGCEComputer Studies		
																														
		Mr B Gorman BA (Hons), PGCE* 		
																														
		Mr D Sutcliffe BEd Modern Languages		
																														
		Mrs O WardEAL Coordinator, BA (Hons), PGCE* 		
																														
		Miss H Porteous BA (Hons), PSHE 		
																														
		Mrs E HesfordBA (Hons), PGCE, NPQSLMusic		
																														
		Miss B Bridge BA (Hons), PGCE* 		
																														
		Mrs L Butcher BA (Hons), PGCE Sport and Performance		
																														
		Mr C Burbidge BSc (Hons) with QTS* 		
																														
		Ms A ArmstrongLead of Drama & School Productions, BA (Hons), PGCE 		
																														
		Mrs R Hughes BA (Hons), PGCE		
																														
		Mr J Leonard BA (Hons), Cert Ed 		
																														
		Mr J Johnson BA (Hons)Learning Enrichment Team (Including Designated provision):Designated Provision:		
																														
		Mrs J Fox BA (Hons), PGCE Designated Provision Teacher 		
																														
		Mrs C Leatherbarrow BSc (Hons), PGCE  Designated Provision Teacher 		
																														
		Mrs L Williams Designated Provision Teaching Assistant		
																														
		Mrs R Griffiths BA (Hons) and HLTA  Designated Provision Teaching Assistant		
																														
		Mrs A Graham BA (Hons) Designated Provision TeacherCurriculum Learning Enrichment Team:Mr B Large PGCE - Inclusion Lead Teacher & Coordinator Mrs J Joslyn BEd (QTS) - Maths teacher - Learning EnrichmentMrs R Conlon BSc (Hons) PGCE - Maths Learning Enrichment Mr J Corrigan BA (Hons) PGCE - English Learning Enrichment Mrs T Lambert BEd - Transition Learning Enrichment Mrs C Stout BEd - English Additional Language Teacher Mrs C Main - Cover Supervisor Mrs L Horton - Cover SupervisorMiss K Wright - Cover Supervisor Learning Enrichment SupportMs R Bibby BA (Hons) - Personalised Support Teaching AssistantMiss V Giebka BA (Hons) - Social, Emotional & Mental Health  Lead Teaching AssistantMr J Gregory BA (Hons) - Teaching Assistant/L3 Media Technician Mrs S Kennedy - Teaching AssistantMr M Leung - Teaching Assistant Mrs J Stringer - Personalised Support Teaching AssistantMrs S Stockton - Teaching Assistant Mrs A Tarry - Teaching AssistantMrs K Woods - Teaching AssistantBusiness Support StaffMrs P Allen - Senior Financial Resource Officer Mrs S Frankel - Receptionist/AdministratorMr M Frodsham BA (Hons), MA, MAAT, MIoL, Assoc CIPD  - Business Manager Mrs N Hammam BA (Hons) - SEND Administrator & Data ClerkMiss S Jones - SEND Administrator & Data ClerkMiss J Morris - Examinations OfficerMrs J Muckley - Assoc CIPD - Headteacher's PA/HR Manager Miss C Owen - Office Manager Mrs T Steele - Cover Administrator/Clerk to GovernorsPastoral StaffMrs L Ashwin - Head of Year 7Mrs S Brown PGCE BA (Hons) - Head of Year 8 Mr M Gwinnett BSc (Hons) - Head of Year 9Mr D Willcock - Head of Year 10 Mr R Horne BA (Hons) PGCE - Senior Pastoral Leader & Head of Year 11 Miss K Dowling BA (Hons) - Pastoral Support Officer Miss S Mannion - Attendance OfficerMiss E Dowling - Behaviour and Engagement Lead Transition TeamMrs A Mawby BEd (Hons) - Assistant Headteacher Mrs L Ashwin - Head of Year 7Mrs L Butcher BA (Hons), PGCE - Leader of Transition Technical StaffMrs M Allen - DT Technician Mrs M Kaur - Senior Laboratory Technician Mr F Massey - DT TechnicianMrs M Wareham - Technology Assistant Mrs G Callis - Art & DT TechnicianICT SupportMr T Morris - ICT Technician Mr J Mosley - ICT Technician Graphic Design, Marketing & PublicityMiss A Roberts BA (Hons), MA, PGCEMaintenance StaffMr R Edwards - Site Manager Mr I Sewell - CaretakerMrs J Heywood - Assistant CaretakerChaplainMr Mike Wildsmith 

### Options

options evening presentation				
					the options booklet
				
					a guide to gcse options				
					Which subject? 				
					Options form
				
		Year 9 Options Evening 2025Our Year 9 Options Evening will take place on Thursday 23rd January 2025 at 18.00 in the School Hall. This is a compulsory event for all Year 9 students and you as their parents/carers, as the Options process will determine what subjects your child will study at Key Stage 4. This evening is really important as it will not only outline the process the student has to follow, but it will also be an opportunity for the student and yourselves to see exactly what courses are on offer. There will also be an opportunity to speak with the specific subject leads regarding any questions you may have. You will also be able to explore the new courses that we have on offer too, that have not been studied at KS3.Heads of Department, our careers advisory service Careers Connect and Further Education establishments will be available to answer any questions you may have and also offer guidance about subject choices and explain details about specific courses. It is crucial that you have as much information as possible to hand so you can make an informed choice about your future pathways.The first part of the evening will be about the process and the new vocational qualifications we have on offer for students to study. After this there, will be a market place event where you can see all the different subjects we offer and go and speak to the subject leads and students who already study on these courses.Please confirm your attendance on the evening by clicking on the link below:https://forms.office.com/e/BmqtwdN0KrStudents attending the evening need to be in full school uniform please.Should any parent/carer have any questions in advance, please feel free to contact me using the email details below.Yours faithfullyMr J KoltanDeputy Headteacherjkoltan@boteler.org.uk

### WYZ project flyers



### Travel and Tourism

Contact: Mr M Heath
Email: mheath@boteler.org.uk
Qualification Details

BTEC Level 1/Level 2 Tech Award in Travel and Tourism (GCSE equivalent)

Who is it for? 

The Pearson BTEC Level 1/Level 2 Tech Award in Travel and Tourism (603/7048/8) is for learners who want to acquire sector-specific applied knowledge through vocational contexts by studying the aims, products and services of different travel and tourism organisations, their use of consumer technologies, the features of tourist destinations, how organisations meet customer needs and preferences, and the influences on global travel and tourism as part of their Key Stage 4 learning. The qualification enables learners to develop their transferable skills, such as researching, planning, and making decisions and judgements. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.

What will you study?

Learners taking this qualification will study three components, covering the following content areas:

 	the aims of travel and tourism organisations, how different organisations work together and types of travel and tourism, the features that make destinations appealing to visitors and different travel routes
 	how organisations use market research to identify travel and tourism trends, and customer needs and preferences, and selection of products and services and planning a holiday to meet customer needs and preferences
 	factors that may influence global travel and tourism, and how travel and tourism organisations and destinations respond to these factors, and the potential impacts of tourism on global destinations and how destinations can manage the impacts of tourism and control tourism development to achieve sustainable tourism.

Potential Post-16 progression:

Level 3 vocational qualifications such as BTEC Nationals

BTEC Level 3 in Travel and Tourism

Potential Careers/Higher Education progression:

Employment within the travel and tourism industry, for example posts in travel agencies, visitor attractions and the tourist information centre. The travel and tourism sector is the UK’s third largest employer, accounting for 9.5 per cent of total employment. Tourism is one of the fastest growing sectors in the UK in employment terms, employing nearly 3 million people, and the value of tourism to the UK economy is approximately £121 billion (7.1 per cent) of UK GDP.

### Sport

Contact: Mr C Burbidge
Email: cburbidge@boteler.org.uk
Qualification Details 

Cambridge National Sport Science Level 1 / Level 2 (GCSE Equivalent) 

What you will study:  

The OCR Level 1/Level 2 Cambridge National in Sport Science is aimed at students aged 14-16 years and will develop knowledge, understanding and practical skills that can be used in the Exercise, Physical Activity, Sport and Health sector. You will study the key aspects of Sport Science. It will equip you with sound specialist knowledge and you will have the opportunity to apply what you learn through a number of practical experiences. 

How you will be assessed: 

The course covers a total 3 units over Year 10 and Year 11. Two of the units are coursework based and internally assessed by the Teacher; the other unit is an externally assessed exam (70 marks). Below is a breakdown of how each unit is assessed: 

R180: Reducing the risk of sports injuries and dealing with common medical conditions  

Taking part in sport and physical activity puts the body under stress. Sports injuries can be caused in many ways, ranging from accidental to deliberate acts of foul play. They can also depend on various extrinsic and intrinsic factors. Knowing how to reduce the risk of injury when taking part in sport, and how to respond to injuries in a sport setting are vital skills in many roles within the sport and leisure industry.  

In this unit you will learn how to prepare participants to take part in sport and physical activity in a way which minimises the risk of injuries occurring; prepare them to be able to respond to common injuries that can occur during sport and physical activity and to recognise the symptoms of some common medical conditions. This unit is externally assessed.

R181: Applying the principles of training: fitness and how it affects skill performance 

In this unit you will learn how to conduct a range of fitness tests, what they test and their advantages and disadvantages. You will also learn how to design, plan and evaluate a fitness training programme. This will give you the background knowledge you need to be able to plan and deliver appropriate fitness tests, some of which will be adapted to suit the skills of the sporting activity. You will then interpret the data collected from fitness tests and learn how best to feed this back so that participants can go on to make informed decisions about their fitness training. This unit is internally assessed.

R183: Nutrition and sports performance 

In the world of sport, the right nutrition is as important as the right equipment and the right training methods. Without suitable nutrition, a performer’s body would not cope with the demands that sport and performance place on it. In this unit you will learn to consider the composition of healthy, balanced nutrition. You will consider the necessity of certain nutrients and their role in enabling effective performance in different sporting activities. The knowledge gained will be used to produce an appropriate, effective nutrition plan for a performer. This unit is internally assessed.

Potential Post-16 progression/Potential Careers/Higher Education progression: 

For those interested in taking their study of sport further, the subject-specific knowledge and skills outlined above and developed in studying this qualification will give a strong foundation for academic or vocational study at Level 3, including apprenticeships.    

 

 

 

### Dance

 
Contact: Mrs R Hughes

Email: rhughes@boteler.org.uk 

Qualification Details 

BTEC Tech Award in Performing Arts – Dance (GCSE Equivalent) 

What you will study:  

This new course allows you to study dance giving you the opportunity to develop knowledge and technical skills in a practical learning environment.  You will examine the roles and responsibilities of different performance artists and practitioners such as a dancer, choreographer, director, writer and designer; as well as the different approaches and styles used. You will also develop key skills, such as being able to respond to and interpret different ideas given to you; and you will be experiencing first-hand the ways in which performance artists work through the development of ideas, rehearsal and then performance.  It is a practical introduction to life and work in the performing arts industry, which will give you the opportunity to develop performing arts skills and techniques, and to analyse and evaluate your skills both independently and within a group. 

*Component 2: students can choose to be assessed through Lighting Design, Costume Design or Stage Design. This unit does not necessarily have to be completed as a performer (Dancer). 

How you will be assessed: 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Internal assessment – externally moderated 

 Components 1 and 2 are assessed through non-exam internal assessment. The non-exam internal assessment for these components has been designed to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on:  

 	the development of core knowledge and understanding of a range of performance/production styles, and the key features that contribute to these such as practitioners’ roles, responsibilities, skills and techniques 
 	the development and application of skills such as practical and interpretative, rehearsal and performance/production in acting, dance, musical theatre and/or production through workshops and classes 
 	reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement using relevant presentation techniques, for example a logbook. Non-exam internal assessment is delivered through Pearson-set Assignments. These assignments are set by Pearson, marked by the centre and moderated by Pearson.

External synoptic assessment  

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life scenario. Component 3: Responding to a Brief requires learners to apply performances or production skills and techniques in response to a brief and stimulus, developing group workshop performance for a selected audience. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment is based on a key task that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. The external assessment takes the form of a set task taken under supervised conditions, which is then marked and a grade awarded by the exam board. 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Potential Post-16 progression/Potential Careers/Higher Education progression: 

After you have finished the course, you may want to go on to further study such as A levels, BTECs or a mixture of both. Or you might want to find work in performing arts, as an apprentice or a trainee. Which option is best for you will depend on both the grades you achieve in this qualification and in other qualifications you have taken, what you enjoy doing and any advice you can access about the further learning and training opportunities available in your area. 

### Performing Arts (Drama)

Contact: Ms A Armstrong 

Email: aarmstrong@boteler.org.uk 

Qualification Details 

BTEC Tech Award in Performing Arts – Acting (GCSE Equivalent) 

What you will study:  

This new course allows you to study acting, giving you the opportunity to develop knowledge and technical skills in a practical learning environment. You will examine the roles and responsibilities of different performance artists and practitioners such as actor, director, writer and designer; as well as the different approaches and styles used, such as comedy. You will also develop key skills, such as being able to respond to and interpret different ideas given to you; and you will be experiencing first-hand the ways in which performance artists work through the development of ideas, rehearsal and then performance. 

*Component 2: students can choose to be assessed through Lighting Design, Costume Design or Stage Design. This unit does not necessarily have to be completed as a performer (Actor). 

How you will be assessed: 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Internal assessment – externally moderated 

 Components 1 and 2 are assessed through non-exam internal assessment. The non-exam internal assessment for these components has been designed to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on:  

 	the development of core knowledge and understanding of a range of performance/production styles, and the key features that contribute to these such as practitioners’ roles, responsibilities, skills and techniques 
 	the development and application of skills such as practical and interpretative, rehearsal and performance/production in acting, dance, musical theatre and/or production through workshops and classes 
 	reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement using relevant presentation techniques, for example a logbook. Non-exam internal assessment is delivered through Pearson-set Assignments. These assignments are set by Pearson, marked by the centre and moderated by Pearson.

External synoptic assessment  

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life scenario. Component 3: Responding to a Brief requires learners to apply performances or production skills and techniques in response to a brief and stimulus, developing group workshop performance for a selected audience. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment is based on a key task that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. The external assessment takes the form of a set task taken under supervised conditions, which is then marked and a grade awarded by the exam board. 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Potential Post-16 progression/Potential Careers/Higher Education progression:  

After you have finished the course, you may want to go on to further study such as A levels, BTECs or a mixture of both. Or you might want to find work in performing arts, as an apprentice or a trainee. Which option is best for you will depend on both the grades you achieve in this qualification and in other qualifications you have taken, what you enjoy doing and any advice you can access about the further learning and training opportunities available in your area. 

 

### Music

Contact: Mrs A Clarke
Email: aclarke@boteler.org.uk
Qualification Details

AQA GCSE Music

What you will study: 

You will develop your performance skills, both as a soloist and playing in an ensemble. You will have lots of time to practise and try out different styles of music on your chosen instrument or voice. You will also develop your composition skills through experimenting with different techniques, creating music in a wide range of styles, both individually and in small groups. The final strand of GCSE Music is learning about the features of different styles of music, both through time and around the world.

How you will be assessed:

Performance:

You will submit two performances which will be recorded during Year 11. One performance is a solo piece and the second one is an ensemble. This counts for 30% of your overall grade.

Composition:

You will submit two composition pieces. One is a free choice composition when you can decide what style of music you compose. The second composition is a response to a brief set by the exam board – you have four to select from. This counts for 30% of your overall grade. So, 60% of your GCSE Music is focussed on Practical work completed throughout Years 10 and 11.

Listening and Appraising:

You will learn about and listen to lots of different music so that you can identify key features. This element of the course is a listening exam when you answer questions about music that is played to you. You will also learn about two pieces set by the exam board and answer questions based on them. This counts for 40% of your overall grade.

Potential Post-16/ Potential Careers/Higher Education progression:

GCSE Music is a very well regarded qualification by all colleges and universities. It develops a very wide variety of skills that employers look for, such as creative thinking, problem solving, team work and confidence; alongside the more obvious musical skills. It works well alongside other subjects, whether they are scientific, academic or creative to prepare you for your future.

### Hospitality & Catering

Contact: Mr A Robinson
Email: arobinson@boteler.org.uk
Qualification Details

WJEC Eduqas Vocational Award in Hospitality and Catering (GCSE Equivalent)

This course is a level 2 qualification and is the equivalent to studying for a GCSE. It is recognised by colleges and equips learners with theoretical knowledge about the industry as well as enabling them to develop practical skills in planning, preparing and cooking a variety of dishes.

What you will study: 

Unit 1: Hospitality and catering industry: focuses on learning about different types of providers, legislation, food safety and the roles and responsibilities within the sector

Unit 2: Hospitality and catering in action: develops learners’ practical skills for planning, preparing, cooking and presenting nutritional dishes meeting the client needs

How you will be assessed:

Unit 1: Hospitality and catering industry (Externally Assessed Exam) (40%)

Unit 2: Hospitality and catering in action (Internally Assessed) (60%)

Potential Post-16 progression:

Learners may be able to access Level 3 qualifications relevant to the hospitality and catering sector, such as:

 	WJEC Level 3 Food, Science and Nutrition (certificate and diploma)
 	Level 3 NVQ Diploma in Advanced Professional Cookery
 	Level 3 Advanced Diploma in Food Preparation and Cookery Supervision

Potential Careers/Higher Education progression:

 	The hospitality industry is one of the biggest employers in the UK and opportunities for progression are plentiful. According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age groups.

### History

Contact: Head of Department Mrs N Hodgson
Email: nhodgson@boteler.org.uk
 

Qualification Details

EDEXCEL GCSE History

What you will study: 

 	The Norman Invasion of Britain
 	America in the 1960s: Conflict at home and abroad (Civil Rights Movement and Vietnam War)
 	The American West
 	Medicine through Time

How you will be assessed:

3 examinations (1h15m, 1h45min, 1h20min)

Weighting: (30%, 40%, 30%)

Potential Post-16 progression:

AS/A-Level: History/Archaeology/Classical Studies/Law/English Literature/Media Studies

Potential Careers/Higher Education progression:

Degree level: History supports the further study of a range of subjects at University such as History, Archaeology, Ancient Studies, Classical studies, Law, English Literature, Museum Studies, Journalism, Media Studies, Mass Communication studies.

Career Options:

(Not a complete list)

Employers like History qualifications as this demonstrates the ability to write extended and balanced pieces of work, the skill of empathy for others in different situations, the ability to use evidence to substantiate arguments, reach independent conclusions on topics and events that shows the ability to think independently.  These skills are transferable into many career choices such as Law, teaching, researcher (Inc. TV and other Media), Museum Curator or Journalism.

### Graphic Design

Contact: Mr A Robinson
Email: arobinson@boteler.org.uk
Qualification Details

AQA GCSE Design and Technology

What you will study: 

Learners will have the opportunity to develop skills in making high quality products using up to date Computer Aided Design packages that link to the laser cutter.  They will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. Students will also become proficient in Photoshop, sketch up and 2Ddesign.

How you will be assessed:

Written exam: 2 hours

100 marks

50% of GCSE

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks)

Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions.

Non-exam assessment (NEA): 30–35 hours

100 marks

50% of GCSE

Substantial design and make task

Assessment criteria: Identifying and investigating design possibilities

Producing a design brief and specification

Generating design ideas

Developing design ideas

Students will produce a prototype and a portfolio of evidence

Work will be marked by teachers and moderated by AQA

### Geography

Contact: Head of Department Mr M Heath
Email: mheath@boteler.org.uk
Qualification Details 

AQA GCSE Geography 

What you will study: 

 	Unit 1 – Living with the physical environment


 	The challenge of natural hazards
 	The living world
 	Landscapes of the UK


 	Unit 2 – Challenges in the human environment


 	Urban issues and challenges
 	The changing economic world
 	The challenge of resource management


 	Unit 3 - Geographical skills and application

How you will be assessed:

3 Examinations to be sat at the end of Year 11:

Paper 1: Living with the physical environment 35% 1 hr 30m

Paper 2: Challenges in the human environment 35% 1 hr 30m

Paper 3: Issue evaluation and fieldwork skills 30% 1hr 15m (Pre-release resources booklet made available 12 weeks before Paper 3 exam)

Question types: multiple-choice, short answer, levels of response, extended prose

Potential Post-16 progression:

 	This course lends itself to a wide range of A-level courses including geography which looks at a wide range of up to date issues.
 	Geography is classed as both a science and an art so it bridges the gap between many subjects at A level.
 	Taking geography at GCSE level will widen your options at further and higher education.

Potential Careers/Higher Education progression:                                                                              

Employers like Geography qualifications because they demonstrate a wide range of skills, including numeracy, graph use, empathy, data collection, self‐motivation and teamwork skills. Career opportunities such as teaching, disaster management, environmental health and transport planning are just a few careers open to you.

### French/Spanish

Contact: Mrs O Ward
Email: oward@boteler.org.uk
Qualification Details

AQA GCSE FRENCH/SPANISH

What you will study: 

Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where French or Spanish is spoken.

 	Theme 1: Identity and culture
 	Theme 2: Local, National, International and Global areas of interest
 	Theme 3: Current and future study and employment

How you will be assessed:

Listening 25%

Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time)

Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time)

Speaking 25%

Role-play (15 marks)

General conversation (30 marks)

Reading 25%

One paper.  Questions in French and English.

Foundation Tier 60 marks; 45 minutes

Higher Tier 60 marks; 1 hour

Writing 25%

Foundation Tier 50 marks; 1 hour

Higher Tier 60 marks; 1 hour 15 minutes

Potential Post-16 progression:

 	A Level Languages
 	International Baccalaureate

Potential Careers/Higher Education progression:

A degree in Languages would help in accessing careers such as translation, interpreting, tourism, law, European government institutions.  Higher qualifications linked to languages support employment in any business with International links. Many high performing universities expect students to have taken a language at GCSE level.

### Enterprise

Contact: Mr D Sutcliffe
Email: dsutcliffe@boteler.org.uk
Qualification Details

BTEC Tech Award in Enterprise (GCSE equivalent)

What you will study: 

The main focus is on the knowledge, understanding and skills

required to research, plan, pitch and review an enterprise idea that includes:

 	Development of key skills that prove aptitude in planning an enterprise activity, including market research, planning, carrying out financial transactions, communication and problem solving
 	Knowledge that underpins effective use of skills, such as the features and characteristics of enterprises and entrepreneurs, and the internal and external factors that can affect the performance of an enterprise
 	Attitudes and ways of working that are considered most important for enterprise, including monitoring and reflecting on performance of an enterprise idea and own use of skills.

How you will be assessed:

The qualification consists of three components that give learners the opportunity to develop broad knowledge and understanding of the enterprise sector, and relevant skills such as research, planning, problem solving and communication.

Components 1 and 2 are assessed through internal assessment (60% of the qualification).

The components focus on:

 	The development of core knowledge and understanding, including the range of enterprises and the key features and factors that contribute to an enterprise’s level of success
 	The development and application of skills such as analysing research, information, planning and financial forecasting, communicating and problem solving
 	Reflective practice through pitching an idea for an enterprise activity that allows learners to reflect on their own communication skills and the viability of their enterprise activity following feedback

There is one external assessment - Component 3 (40% of the qualification).

Marketing and Finance for Enterprise requires learners to analyse and interpret

information in relation to an enterprise and to make recommendations on strategies to use to

improve the performance of the enterprise.

Potential Post-16/Potential Careers/Higher Education progression:

The choices that a learner makes post-16 will depend on their overall level of attainment and their performance in the qualification

 	A Levels as preparation for entry into higher education in a range of subjects
 	Study of a vocational qualification at Level 3, such as a BTEC National in Enterprise and Entrepreneurship, which prepares them to enter employment or apprenticeships,
 	Move on to higher education by studying a degree in the business sector.

 

### Design & Technology

Contact: Mr A Robinson
Email: arobinson@boteler.org.uk
Qualification Details

AQA GCSE Design and Technology

What you will study: 

Learners will have the opportunity to develop skills in making high quality products using woods, metal and polymers (plastics). They will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose. They will have the opportunity to use traditional skills and modern technologies.

How you will be assessed:

Written exam: 2 hours

100 marks

50% of GCSE

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks)

Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions.

Non-exam assessment (NEA): 30–35 hours

100 marks

50% of GCSE

Substantial design and make task

Assessment criteria: Identifying and investigating design possibilities

Producing a design brief and specification

Generating design ideas

Developing design ideas

Students will produce a prototype and a portfolio of evidence

Work will be marked by teachers and moderated by AQA

Potential Post-16 progression:

 	A level product Design
 	Level 1 / 2 Engineering and innovation
 	Level 1 / 2 Engineering and computer applications
 	Computer Aided Design / Computer Aided Manufacture (CAD CAM)
 	Graphic Design

Potential Careers/Higher Education progression:

 	Joiner / building profession, Quantity surveyor, Architect, Design and Technology Industry, Graphic Designer, Construction industry and Engineering

 

### Computer Science

Contact: Mr B Gorman
Email: bgorman@boteler.org.uk
Qualification Details

AQA GCSE Computer Science

What you will study: 

In Computer Science you learn about how computers work and develop computer programming and problem solving skills. You will learn to program through practical experience of solving problems, including designing, writing and debugging programs. You will gain an in-depth understanding of how computer technology works studying topics such as:

 	Algorithms: understanding how computers solve problems.
 	Programming: learning to code in Python.
 	Cyber security: learning about threats and how to protect against them.
 	Data representation: how text, images and sounds are stored on a computer, how computers use binary numbers.
 	Computer networks: types of computer network, how they work and are kept secure.
 	Computer systems: hardware, software and how the parts of a computer work together.
 	Databases and SQL: how databases work and how to manipulate them through code.
 	Ethical, legal and environmental impacts: how digital technologies can affect people’s lives.

How you will be assessed:

Two exams sat at the end of year 11.

Paper 1 Computational thinking and programming skills, 50% of grade, 2 hours. Assesses practical problem solving and programming skills.

Paper 2 Computing concepts, 50% of grade, 1 hour 45 minutes. Assesses theory knowledge such as networking, cyber security and data representation.

Potential Post-16 progression:

 	AS/A2 Computing (Priestley College)
 	HNC/HND Computer and Systems Development in Game Develop (Warrington Collegiate)

Potential Careers/Higher Education progression:

 	Degrees in Computer Science (BSc)
 	Careers in Computer Game Development and Systems Analysts
 	Careers available in App and web development

### Art & Design

Contact: Mrs S Joice
Email: sjoice@boteler.org.uk
Qualification Details

AQA GCSE Art and Design

What you will study: 

This specification enables students to develop their ability to actively engage in the process of Art and Design.  Students are encouraged to build creative skills through learning and applying a wider range of artistic skills. Students will work to develop imaginative and intuitive ways of working and extend their knowledge and understanding of media, materials and technologies in historical and contemporary contexts, across a variety of societies and cultures.

How you will be assessed:

60% Portfolio of work- coursework

40% Externally Set Task (10 Hours in exam conditions to produce personal response)

Potential Post-16 progression:

It is a strong foundation for further progression to Art and Design related courses such as A-level Art and Design and enhanced vocational and career pathways.

Potential Careers/Higher Education progression: 

Various Art and Design based under-graduate degree courses are available.

Possible careers include:  Fashion designer, Fine artist, Graphic designer, Illustrator, Printmaker, Textile designer, Art therapist, Photographer, Multimedia specialist.

### Religious Studies

Contact: Head of Department: Miss J Baggaley
Email: jbaggaley@boteler.org.uk
Qualification Details

AQA Religious Studies Specification A

What you will study: 

Component 1: The study of religions. 

Students will study the beliefs, teachings and practices of: 

 	Christianity
 	Judaism

Component 2: Thematic studies. 

Students will study four religious, philosophical and ethical themes: 

 	Theme A: Relationships and families. 
 	Theme B: Religion and life. 
 	Theme D: Religion, peace and conflict. 
 	Theme E: Religion, crime and punishment. 

How you will be assessed:

Component 1: The study of religions. 

 	Written exam: 1 hour 45 minutes. 
 	96 marks, plus 6 marks for spelling, punctuation and grammar (SPaG) 
 	50% of GCSE 

Component 2: Thematic studies. 

 	Written exam: 1 hour 45 minutes. 
 	96 marks, plus 3 marks for spelling, punctuation and grammar (SPaG) 
 	50% of GCSE 

Potential Post-16 progression/Potential Careers/Higher Education progression:

Religious Studies is an academically rigorous subject that is held in high esteem by both employers and higher education institutions. Religious Studies is an excellent foundation for higher education and careers in Law, Medicine, History, Government and Politics, Art, Journalism, Ethics, Psychology, Sociology, Theology and Philosophy. 

### Core Physical Education

Contact: Head of Department Mr C Burbidge
Email: cburbidge@boteler.org.uk
Physical Education remains a compulsory part of the National Curriculum.

In the 1 hour a week of Core Physical Education lessons, students will have the opportunity to continue to develop their skills and understanding across a wide range of sports they have experienced at KS3. Such sports include Football, Basketball, Netball, Badminton and Trampolining. They will also understand how to gain a greater understanding of how to maintain and improve their own level of fitness through new activities.

Students within this core programme will develop not only physical skills but also have an opportunity to develop their coaching and leadership skills.

Physical Education encourages physically active for all students by providing planned and balanced programming to develop the knowledge, skills and attitudes for physically active and healthy lifestyles.

Core PE is not examined.

### Triple Science

Contact: Head of Department: Mr A Davies
Email: adavies@boteler.org.uk
Qualification Details

Triple Science AQA GCSE Biology, Chemistry and Physics (3 GCSEs obtained)

This course is available to students who have consistently demonstrated high performance during Key Stage 3. It is an excellent (but not essential) preparation for students considering further studies at AS or A Level. The Science department will select this group from students who have shown an interest in studying at this level and have demonstrated the ability to meet the demands of the course. The Triple Science access exam will take place w/b Monday 6th March.

What you will study: Each GCSE is graded 1-9; students will receive three grades, one in each Science discipline. There is an emphasis on the study of scientific skills and understanding taking a deeper look at the topics covered on the Combined Science course.

Biology topics: 

Cell Biology; Organisation; Infection and response; and Bioenergetics; Homeostasis and response; Inheritance, variation and evolution; and Ecology

Chemistry topics: 

Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes; the rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.

Physics topics: 

Energy; Electricity; Particle model of matter; and Atomic structure;

Forces; Waves; and Magnetism and electromagnetism

Students will study the same topics but there will be more breadth and depth than in additional content than in Combined Science. There will be a significant emphasis on practical work in the investigation of associated theories.

How you will be assessed:

Two exam papers lasting 1 hour 45 minutes each will be taken for each separate subject (6 exams in total).

Potential Post-16 progression/Potential Careers/Higher Education progression:

The three separate Sciences are an ideal stepping stone to the study of A-Level Sciences and are highly desirable qualifications for many of the specialist Science professions such as Medical, Dental, Veterinary, Optometry and Pharmacy.

### Combined Science

Contact: Head of Department: Mr A Davies
Email: adavies@boteler.org.uk
Qualification Details

AQA GCSE Combined Science (Trilogy Specification)

What you will study:

Students studying GCSE Combined Science will receive two GCSE awards at the end of Year 11. All specifications contain elements of Biology, Chemistry and Physics. There is an emphasis on the study of scientific skills and understanding. Students will receive two grades on a 17-point scale 1,1-9,9 (grades can be at a split level for instance a 4,5 grade)

Biology topics:

Cell Biology; Organisation; Infection and response; and Bioenergetics; Homeostasis and response; Inheritance, variation and evolution; and Ecology

Chemistry topics:

Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes; the rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.

Physics topics:

Energy; Electricity; Particle model of matter; and Atomic structure;

Forces; Waves; and Magnetism and electromagnetism

There will also be a significant emphasis on practical work in the investigation of associated theories.

Students will be taught, as much as possible, by subject specialists – so may have two or three teachers

How you will be assessed:

All exams will be sat at the end of Year 11.  Six exam papers of 1 hour and 15 minutes duration (2 for Biology, 2 for Chemistry and 2 for Physics topics) each worth 16.7%. There are two tiers of entry, Higher and Foundation, which are dependent on your ability and progress.  Students are required to complete at least 16 practical tasks. 15% of the exam questions will be based upon these tasks.

Potential Post-16 progression:

The course is one possible route to study Biology, Chemistry and Physics at A Level but many people use the qualification to assist in securing places on courses such as Psychology, P.E. and a variety of A Level courses.

Potential Careers/Higher Education progression:

GCSE Science is essential for many Science based professions. Many people are surprised to learn that other professions look very favourably on it too with some courses having minimum entry requirements to gain access such as teaching.

 

 

### Mathematics

Contact: Head of Department Miss F Jones
Email: fjones@boteler.org.uk

Qualification Details
Edexcel GCSE Mathematics

What you will study:
Students study a range of topics within the subject content of Number and Algebra, Shape and Space and Measures and Statistics and Probability, together with problem solving and maths in context within each of these subjects.

How you will be assessed:
100% examination
Higher (3 papers): Grades 4-9
Foundation (3 papers): Grades 1-5

All 3 papers for each tier of entry are equalled weighted, which will be taken at the end of Year 11:

Paper 1 – Non-calculator paper
Paper 2 – Calculator paper
Paper 3 - Calculator paper

Potential Post-16 progression:
A grade 5 has been set as a ‘good’ pass and is likely to be the grade which most college courses require as a minimum in Maths. To study A Level Maths a grade 6/7 may be required.

Potential Careers/Higher Education progression:
Most jobs require a reasonable degree of numeracy such as careers in the Manufacturing Industry, Engineers, Craftsmen, Technicians, Clerical work, the Retail Trade, the Construction Industry, Hotels and Catering Industry. Careers such as teaching, the police and nursing have a minimum entry requirement, as does entry onto many University courses.

### English Language

Contact: Head of Department Mr N Vallender
Email: nvallender@boteler.org.uk
Qualification Details

AQA GCSE English Language

What you will study/How you will be assessed: 

Students will receive a GCSE qualification on a nine-point scale from 9-1, where 9 is the highest grade for English Language and a separate GCSE qualification for English Literature. 

Students will sit un-tiered exams accessible to learners of different abilities. There are no separate papers for Foundation/Higher tier.

Language Component 1 (1hour 45 minutes)

Reading (40 marks) (25%) – one single text

 	1 short form question (1 x 4 marks)
 	2 longer form questions (2 x 8 marks)
 	1 extended question (1 x 20 marks)

Writing (40 marks) (25%)

 	1 extended writing question (24 marks for content, 16 marks for technical accuracy)

Language Component 2 (1hour 45 minutes)

Reading (40 marks) (25%) – two linked texts

 	1 short form question (1 x 4 marks)
 	2 longer form questions (1 x 8, 1 x 12 marks)
 	1 extended question (1 x 16 marks)

Writing (40 marks) (25%)

 	1 extended writing question (24 marks for content, 16 marks for technical accuracy)

Potential Post-16 progression:

The English GCSE is a basic qualification for any type of further study and most types of employment. Most sixth form colleges require a GCSE pass for entry to their courses. Both English Language and English Literature develop your communication skills.

Potential Careers/Higher Education progression:

English qualifications allow access to may A Level courses such as History, Geography, Psychology, Faith and Ethics and Politics to name but a few.

### English Literature

Contact: Head of Department Mr N Vallender
Email: nvallender@boteler.org.uk
Qualification Details

Eduqas GCSE English Literature

What you will study/How you will be assessed:
Students will receive a GCSE qualification on a nine-point scale from 9-1, where 9 is the highest grade for English Language and a separate GCSE qualification for English Literature.

Students will sit un-tiered exams accessible to learners of different abilities. There are no separate papers for Foundation/Higher tier.

Literature Component 1 (2 hours)

Section A:

 	Macbeth: Extract and Essay 20% (5 marks for SPG on essay)

Section B:

 	Poetry anthology: two questions based on poems from the WJEC Eduqas Poetry Anthology, one of which involves comparison. 20%

Literature Component 2 (2 hours 30 minutes) 

Section A:

 	Blood Brothers: sourced based question 20% (5 marks for SPG on essay)

Section B:

 	The War of The Worlds/A Christmas Carol: One source-based question on a 19th century prose text 20%

Section C:

 	Unseen Poetry from the 20th/21st Century: two questions on unseen poems, one of which involves comparison 20%

Potential Post-16 progression:

The English GCSE is a basic qualification for any type of further study and most types of employment. Most sixth form colleges require a GCSE pass for entry to their courses. Both English Language and English Literature develop your communication skills.

Potential Careers/Higher Education progression:

English qualifications allow access to may A Level courses such as History, Geography, Psychology, Faith and Ethics and Politics to name but a few.

### Exam Results

 
2022
2023


Progress 8 Score
-0.13
-0.27


Attainment 8 Score
43.12 (A8 Est 44.4)
40.01 (A8 Est 43.01)


Standard pass (grade 4+) in both English and Maths
65%
55%


Strong pass (grade 5+) in both English and Maths
37%
30%


EBacc average point score (EBacc APS)
3.69
3.41


EBacc % Entry
45%
44%



Statement from the Department for Education (DFE):

“Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years.”

Click here to visit the DFE Performance tables website. 
Click here to visit our schools performance measures page. 

### PD Newsletter

PD Newsletter 3

PD Newsletter Edition 2

PD Newsletter Edition 1 - October 2023

### School Login

Log out

### Bus 289

Click here for the route map for Bus Service 289

This service is operated by MD Bus and Coach Ltd.

All fares are a flat fare of £2 for each journey.

Only scholar passes issued by Warrington Borough Council can be used on this bus.

No Warrington Own Buses Passes or any other pass (apart from those issued directly by Warrington Borough Council) are valid on this route.

This is a dedicated school bus not open to the general public.



Service Specification - T0289SCH
 




 




 
 
 


Penketh to 
 
 
 
 
 
 
 


Sir Thomas Boteler & Cardinal Newman Schools
 
 
 
 
 


Schooldays Only
289
 
 
 
 
 
 


Station Road, Penketh
07:26
 
 
 
 
 
 


Omega Boulevard (Southbound stop)
07:35
 
 
 
 
 
 


Park Road, Charles Avenue
07:41
 
 
 
 
 
 


Warrington West Railway Station
07:49
 
 
 
 
 
 


Canons Road, Payne Close
07:55
 
 
 
 
 
 


Knutsford Road for Sir Thomas Boteler
08:15
 
 
 
 
 
 


Kingsway South for Cardinal Newman School
08:30
 
 
 
 
 
 


 
 
 
 
 
 
 
 


 
289
 
 
 
 
 
 


Kingsway South for Cardinal Newman School
15:10
 
 
 
 
 
 


Knutsford Road for Sir Thomas Boteler
15:15
 
 
 
 
 
 


Canons Road, Payne Close
15:30
 
 
 
 
 
 


Warrington West Railway Station
15:36
 
 
 
 
 
 


Park Road, Charles Avenue
15:44
 
 
 
 
 
 


Omega Boulevard (Southbound stop)
15:50
 
 
 
 
 
 


Station Road, Penketh
16:10
 
 
 
 
 
 


 
 
 
 
 
 
 
 


Route Descriptions
Outbound - Station Road, Tannery Lane, Widnes Road, Farnworth Road, Stocks Lane, Liverpool Road, Lingley Green Avenue, Omega Boulevard (U-turn at Omega Boulevard/Orion Boulevard island), Omega Boulevard, Lingley Green Avenue (u-turn at Sophia Drive roundabout), Lingley Green Avenue, Barrow Hall Lane, Park Road, Station Road, Liverpool Road, Whittle Avenue, Moran Drive, Santa Rosa Boulevard, San Diego Drive, Sunset Boulevard, Burtonwood Road, Hood Lane North, Canons Road, Cromwell Avenue, Sankey Way, Liverpool Road, Parker Street, Wilson Patten Street, Bridgefoot, Knutsford Road, Knutsford Road gyratory system, Grange Avenue, Knutsford Road, Thelwall Lane, Kingsway SouthInbound - Via reverse of above
 


 
 
 
 
 
 
 
 


Vehicle Capacity:
 
 
 
 
 
 
 


Vehicles used on this contract must have a total capacity of at least 40 people, with a minimum of at least 30 seated.
 


 


 
 
 
 
 
 
 
 


Notes:
 
 
 
 
 
 
 


Upon the opening of the Orion Boulevard/Sophia Drive bus gate, journeys will use this facility between Omega Boulevard and Lingley Green Avenue
 


 

### Relationships & Sex Education

Our Relationships and Sex Education program is embedded within our Personal Development curriculum and is distinct. All students get timetabled lessons fortnightly and form time discussions in addition to assemblies and other input from outside agencies. If you would like to withdraw your child from sex education within RSE, please complete and return this form. 
The aim of our RSE programme is to give our students the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. It will enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship.
It will cover contraception, developing intimate relationships and resisting pressure to have sex (and not applying pressure) in an age appropriate manner. It will develop students’ knowledge of what is acceptable and unacceptable behaviour in relationships.
Student’s will be able to understand the positive effects that good relationships have on their mental wellbeing, identify when relationships are not right and understand how such situations can be managed.
The programme will enable young people to mature, build their confidence and self-esteem and understand the reasons for delaying sexual activity. Our effective RSE programme also supports people, throughout life, to develop safe, fulfilling and healthy sexual relationships, at the appropriate time.
The secondary RSE programme is a continuation from the primary programme and is taught in an age appropriate manner. Students are encouraged to develop as responsible citizens through empowering them to make positive choices to keep themselves safe.
By the end of secondary school students should know:
Families


 	that there are different types of committed, stable relationships.
 	how these relationships might contribute to human happiness and their importance for bringing up children.
 	what marriage is, including their legal status – for example, that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.
 	why marriage is an important relationship choice for many couples and why it must be freely entered into.
 	the characteristics and legal status of other types of long-term relationships.
 	the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.
 	how to determine whether other children, adults or sources of information are trustworthy, judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships), how to seek help or advice, including reporting concerns about others, if needed

Respectful relationships, including friendships


 	the characteristics of positive and healthy friendships, in all contexts including online, such as:

 	trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict
 	reconciliation and ending relationships, this includes different (non-sexual) types of relationship


 	practical steps they can take in a range of different contexts to improve or support respectful relationships
 	how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (for example, how they might normalise non-consensual behaviour or encourage prejudice)
 	that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs
 	about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help
 	that some types of behaviour within relationships are criminal, including violent behaviour and coercive control
 	what constitutes sexual harassment and sexual violence and why these are always unacceptable
 	the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal

Online and media


 	their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online
 	about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online
 	not to provide material to others that they would not want shared further and not to share personal material which is sent to them
 	what to do and where to get support to report material or manage issues online
 	the impact of viewing harmful content
 	that specifically sexually explicit material, for example pornography, presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners
 	that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail
 	how information and data is generated, collected, shared and used online

Being safe


 	the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships
 	how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn, in all contexts, including online

Intimate and sexual relationships, including sexual health


 	how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship
 	that all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, for example physical, emotional, mental, sexual and reproductive health and wellbeing
 	the facts about reproductive health, including fertility and the potential impact of lifestyle on fertility for men and women and menopause
 	that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others
 	that they have a choice to delay sex or to enjoy intimacy without sex
 	the facts about the full range of contraceptive choices, efficacy and options available
 	the facts around pregnancy including miscarriage
 	that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help)
 	how the different sexually transmitted infections (STIs), including HIV and AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing
 	about the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment
 	how the use of alcohol and drugs can lead to risky sexual behaviour
 	how to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment

The Law
The programme covers what the law says about sex, relationships and young people, as well as broader safeguarding issues. This includes a range of important facts and the rules regarding sharing personal information, pictures, videos and other material using technology. This will help young people to know what is right and wrong in law.
Students’ should be made aware of the relevant legal provisions when relevant topics are being taught, including for example:


 	marriage
 	consent, including the age of consent
 	violence against women and girls
 	online behaviours including image and information sharing (including ‘sexting’, youth-produced sexual imagery, nudes, etc.)
 	pornography
 	abortion
 	sexuality
 	gender identity
 	substance misuse
 	violence and exploitation by gangs
 	extremism and radicalisation
 	criminal exploitation (for example, through gang involvement or ‘county lines’ drugs operations)
 	hate crime
 	female genital mutilation (FGM)

Monitoring arrangements  
The delivery of RSE is monitored by the Subject Head of Personal Development (PHSE)  and Assistant Head of Personal Development:  
Learning walks, student voice activities, staff voice, work scrutinies. 
Students’ development in RSE is monitored by class teachers/Head of PD (PHSE) subject as part of our internal assessment systems. 
 

### Behaviour and Standards

Home School Agreement				
					Banned Items				
		Staff and Student Charter to meet expected high standards for learningStaff will:Arrive punctually to classrooms and greet all students at the door.Ensure uniform is of the appropriate standard and issue instructions regarding the first activity to engage the students.Take the register using the lesson monitor system and report any missing students to the main office immediately.Set a seating plan to meet the needs of the group.Teachers will not accept students calling out and will promote the desired behaviour, allowing students the opportunity to forward their views when appropriate.Ensure students are informed of home learning.Take every opportunity to encourage, praise and empower the students, whilst supporting students as they look to make progress towards their targets.Review student performance, rewarding students via lesson monitor and providing them with this feedback at the end of the lesson. Teachers will only dismiss students if the room is tidy and uniform is correct.Ensure students follow the school rules and responsibilities at all times. All staff will challenge students when the expected high standards are not met.Model the high standards of behaviour expected from students and promote a culture of respect for all.By choosing to come to our school, students will:Arrive punctually to classrooms with a positive attitude, fully equipped for lessons and ready to start learning.Wear the school uniform correctly and take pride in their appearance, both in school and when out in the community.Answer their name when the register is taken in a polite and respectful manner, ‘Here Sir/Miss’.Sit in their seat as directed by the teacher.Remain silent when the teacher is talking, listening to and concentrating on all instructions.Complete classwork and home learning to the best of their ability.Students will ensure that the room is tidy and that their uniform is correct, leaving the learning space in an orderly fashion.Behave safely in lessons, during movement between lessons and in their free time, following the rules and responsibilities.Treat all members of the school community with courtesy and respect. Respond to staff at their first request and follow all school rules, responsibilities and policies.By choosing to come to our school, students must follow our school rules of being 'READY', 'RESPECTFUL' and 'SAFE'. These rules apply at all times, including to and from school, on all visits and on all occasions where the school is being represented.Lesson MonitorLesson monitor is a system that tracks students’ attitudes to learning in all lessons. The system works as follows:Students are registered in the classroom with a 2 (good) at the start of the lesson. We expect behaviour to be good.Teachers will use the ‘attitude to learning’ criteria to change the number dependent onthe student’s performance.Where a 3, 4 or a 5 is recorded, a teacher will record a comment based on the student’sperformance.Where a 4 or 5 is recorded, a sanction will be put in place by the teacher and may result in the student being removed from the lesson.Attitudes to learning will be monitored closely by members of staff and will contribute todecisions made on praise, rewards, sanctions and interventions.Lesson monitor will provide staff, students and parents/carers with an accurate picture ofa student’s performance in all lessons.Students should strive to achieve an outstanding (1) in all lessons and will have the opportunity to reflect on their attitudes to learning during tutor time. Lesson monitor data will feed into the rewards system where students will be rewarded for achieving outstanding performance.We also celebrate student achievement outside of lessons. Examples include, service to school, sporting representation and many other contributions. We will log this on our internal system and the students have the opportunity to win awards throughout the year. Awards include, Service to the School, Progress, Sport, Music, Drama and Citizenship.Attitude to Learning criteria1 - Outstanding• You are hard-working, highly motivated and contribute fully to learning.• You are enthusiastic and co-operative with staff and collaborate very effectively.• You take full responsibility for your own learning, show perseverance, meet all deadlines and complete work to the very best of your ability. • You complete research, preparation and home learning thoroughly and are fully equipped for lessons.2 – Good• You are hard-working and present a positive attitude to learning.• You are willing and co-operative with staff and collaborative with others.• You complete work to the best of your ability.• You are well-prepared and fully equipped for lessons with home learning completed     appropriately. 3 - Requires improvement• You do not always work to the best of your ability and sometimes need encouragement to stay on task and think for yourself.• You are coasting and putting in variable effort.• You are not always fully prepared for lessons, you do not have all the required equipment and home learning is sometimes not completed or shows minimal effort.4 – Inadequate• You need frequent reminders to stay on task.• You do not meet the expected standards of behaviour or effort.• You are not prepared for lessons and need to accept more responsibility for your learning.• Your lack of effort and focus has a negative impact on your learning and sometimes that of others.5 - Unacceptable• You do not involve yourself in the learning process without frequent prompting.• You seem unprepared to learn and often stop others learning too.• You do not meet the expectations regarding behaviour and your response to correction is negative.-       You are removed from lesson due to this disruption to teaching and learning and breach of school rules- RewardsA school ethos of encouragement is central to the promotion of desirable behaviour. Rewards are an integral means of achieving this. Students value praise and positive reinforcement, which will enhance their self-esteem, confidence and motivation.It is important that a culture of celebration is achieved and students need to be aware that they are respected and valued. At Sir Thomas Boteler Church of England High School, we aspire to promote and acknowledge outstanding behaviour rather than merely deter inappropriate behaviour that impacts students’ learning and feeling of safety.We have rewards systems in place to recognise students’ achievements, with the systems focusing on rewards that are earned and are equally accessible for all. All staff will aim to reward students on a daily basis by seeking every opportunity to praise students, giving positive, encouraging feedback. We want students to be proud of themselves and their achievements.We celebrate student’s success in many ways, this includes:Work put on display and articles in the Boteler BulletinPhone calls homeTeacher praise postcardsPraise and present awards in assembliesPrizes for competitionsLesson monitor rewards centreHouse achievement pointsAnnual Awards EveningsProgress prizes awardedCertificates in recognition of outstanding and improved attendanceDepartmental awardsMeeting with the HeadteacherConsequence systemWe adopt the consequence system to address behaviour and attitudes that compromise effective teaching and learning in the classroom. DetentionsAs a school we do set detentions as part of the consequence system in lessons and when there are breaches of the school behaviour policy. The member of staff must act reasonably and the punishment must be proportionate when imposing a detention, as with any disciplinary penalty. When imposing detentions, we follow the guidance from the DfE.Detentions will be imposed when other management tools have been unsuccessful. Teachers will use detention time to conduct restorative conversations.In addition, when deciding the timing, the teacher should consider whether suitable travel arrangements can be made by the parent/carer for the student.  It does not matter if making these arrangements would create inconvenience.  However, a detention should not be sanctioned should the student’s safety be compromised.Parents and carers should note that:Teachers have a legal power to detain students. Detentions can be held at break and lunchtime without notifying the parent/carer. With break and lunchtime detentions, staff should allow reasonable time for the student to eat, drink and use the toilet.Where possible, detentions will be carried out on the same day, with parents/carers informed via our text message system. Staff may also send a detention letter, an email or make a telephone call.  All members of staff, including support staff can impose detentions.Searching a studentSchool staff can search a student for any banned items. There is no legal requirement for staff to receive training before undertaking a “without consent search”.Our school enforces a strict ban on chewing gum, E-cigarettes/Vapes, aerosol cans, fizzy drinks, energy drinks and other potentially dangerous items, which have a detrimental effect on school discipline or endanger others. Members of staff, by law, may confiscate or retain a student’s property as part of a disciplinary action, such as mobile phones and non-compliant items of uniform.Headteachers and authorised school staff may also use force as is reasonable given the circumstances when conducting a search for knives or weapons, alcohol, illegal drugs, stolen items, tobacco, fireworks, pornographic images or articles that they reasonably suspect have been or are likely to be used to commit an offence or cause harm. Force may not be used to search for other items banned under the school rules.In the event of weapons, knives, alcohol, illegal substances and stolen items being found, the items can be seized, photographed and the police contacted (where appropriate). More information can be found in the DfE publication ‘Screening, Searching and Confiscation.  Advice for Schools’ (July 2022). Students’ conduct outside the school gatesIn certain circumstances teachers have a statutory power to discipline students for misbehaving outside of the school premises.  Section 89 (5) of the Education and Inspections Act 2006 gives Headteachers a specific statutory power to regulate students’ behaviour in these circumstances “to such an extent as is reasonable”.The examples of misbehaviour that can be duly punished are when the child is:Taking part in any school-organised or school-related activityTravelling to and from schoolWearing school uniformIn some other way identifiable as a student at the school.Misbehaviour at any time can also be punished when:The misbehaviour could have repercussions for the orderly running of the schoolPoses a threat to another student or member of the publicCould adversely affect the reputation of the school.In the event of such behaviour occurring, a full investigation will take place with the disciplinary penalty being appropriate and proportionate to the circumstance.Sanctions to address serious or persistent misbehaviourIn certain circumstances we may need to employ serious sanctions such as removal from lessons for a set period of time (isolation), step-out placement at another school, suspension or permanent exclusion. Further information can be found in the school behaviour policy by clicking here. 		
					Home School Agreement

### School Meals

click here for free school meals information		
		Our Menus

### mftest

https://www.boteler.org.uk/wp-content/uploads/2023/07/website-mini-clips.mp4


		
												
						
						
						
						
					
																			
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### Science Curriculum Map



### RS Curriculum Map



### PE Curriculum Map



### PD Curriculum Map



### Music Curriculum Map



### Maths Curriculum Map



### History Curriculum Map



### Geography Curriculum Map



### French Curriculum Map



### English Curriculum Map



### Food & Hospitality Curriculum Map



### Drama Curriculum Map



### Art Curriculum Map



### The School Day

KS4 students will line up at the front of school in their designated areas, waiting to be welcomed in by their Heads of Year. KS3 students will line up in their designated Tutor group lines between the Ball Hall and School. Breakfast clubs will be up and running within the first few weeks and details will be communicated out.
Students will have their uniform and equipment checked on arrival to school. Any issues will be dealt with before they get to Form. Please make sure that your child arrives to school every day with a fully stocked pencil case, scientific calculator, reading book and Independent Study Pack – ISP (which will have their Knowledge Organisers in). Students can buy equipment if needed as they enter school.
The new academic year will begin on Monday 5th of September 2022 and this will be Week 1.
Sir Thomas Boteler Church of England High School is open for 32.5 Hours each week.
 




 
Monday - Thursday
Friday 


Year 11 arrive at school Year 7-10 arrive at school
8.10

8.25
8.50 for all students (later start as staff are in a CPD session)


P0 for Year 11

Form Period Year 7-10
8.15-8.55

8.30-8.55
8.55-9.10

8.55-9.10


Period 1
8.55-9.55
9.10-10.10


Period 2
9.55-10.55
10.10-11.10


Break
10.55-11.15
11.10-11.25


Period 3
11.15-12.15
11.25-12.25


Period 4
12.15-13.15
12.25-13.25


Lunch
13.15-14.00
13.25-14.00


Period 5
14.00-15.00
14.00-15.00



            
Lessons are timetabled over a 2-week period; the weeks are called week 1 and week 2 for organisational purposes.

### Our Staff

Our school email addresses follow this format: first initialsurname@boteler.org.uk. For example: Mr C Kinsey – ckinsey@boteler.org.ukSenior Leadership Team		
																														
		Mrs B Scott-HerronBMus (Hons), PGCE, PG (Dip), PGCE, NPQHHeadteacher		
																														
		Mr C Kinsey BA (Hons) with QTS, PG (Cert)  Senior Deputy Headteacher 		
																														
		Mr J Koltan BEng (Hons), PGCE  Deputy Headteacher 		
																														
		Mr J Leonard BA (Hons), PGCE Deputy Headteacher 		
																														
		Mrs A Mawby BEd (Hons)   Assistant Headteacher 		
																														
		Mr S MasonBSc (Hons), PGCE Assistant Headteacher eExtended Senior Leadership TeamMiss F Power BA (Hons) PGCE  - SENDCo Mrs J Chilton - Safeguarding Officer and Mental Health and Wellbeing Lead Teaching Staff by Subject *Heads of DepartmentEnglishMr N Vallender BA (Hons), PGCE* Mrs E Hough BA (Hons), PGCE, Second in Department Miss TL Brown BA (Hons), PGCEMiss E Ward BA (Hons) Ms A Cunningham BA (Hons) Miss C Sixsmith BA (Hons), PGCEMathematicsMr R Allen BSc(Hons), PGCE*Miss D Isaac BSc (Hons), PGCE, Second in Department, Mastery + Numeracy Co-Ordinator Mr J Koltan BEng (Hons), PGCE Mr D Sutcliffe BEd Miss H Matthews BA (Hons), PGCEMs F Black PGCE Mrs J Messenger BSc (Hons), PGCE Religious, Citizenship and Personal, Social and Health EducationMiss J Baggaley, BA (Hons), PGCE Head of Religious Studies* Mrs E Hoey BA (Hons) Director of Collective Worship Mrs J Baldwin BA (Hons) ScienceMr A Davies BSc (Hons), PGCE* Mr A Daly BSc (Hons), AMP SCITT Mr A Caine PGCE Mr S White BSc, PGCE Mrs J Rowlands, BSc, PGCEMiss I Byrne MChem, PGCE with QTSArtMrs U Morris BA (Hons), PGCE* Mrs J Guttridge BA (Hons), PGCEDesign & TechnologyMr A Robinson BSc (Hons) with QTS* Ms S Fallon BA (Hons), NPQLTMiss K Ellams BA (Hons), PGCE GeographyMs C Peace BSc (Hons), PGCE*Miss H Barnes BSc (Hons), MSc, PGCEMiss N Kenny, Bsc(Hons), PGCE with QTS GeographyHistoryMr C McDonald BA (Hons), PGCE*Mrs J Jones - EAL Lead, BA (Hons), PGCE, NPQLT Computer ScienceMr B Gorman BA (Hons), PGCE* Mr D Sutcliffe BEd Modern LanguagesMrs E Hesford, BA (Hons), PGCE, NPQSL*Miss A Saycell,  BA Hons, PGCEMiss H Porteous BA (Hons), PSHE MusicMr M McCombs, BA Hons, Doctor of Philosophy * Mrs L Butcher BA (Hons), PGCE Sport and PerformanceMr C Burbidge BSc (Hons) with QTS* Ms A Armstrong, Lead of Drama & School Productions, BA (Hons), PGCE Mrs R Hughes BA (Hons), PGCEMr J Leonard BA (Hons), Cert Ed Mr J Johnson BA (Hons)Learning Enrichment Team (Including Designated provision):Designated Provision:Mrs J Fox BA (Hons), PGCE - Designated Provision Teacher Mrs C Leatherbarrow BSc (Hons), PGCE - Designated Provision Teacher Mrs L Williams - Designated Provision Teaching AssistantMrs R Griffiths BA (Hons) and HLTA - Designated Provision Teaching AssistantMrs A Graham BA (Hons) - Designated Provision Teacher/Teaching AssistantCurriculum Learning Enrichment Team:Mr B Large PGCE - Inclusion Lead Teacher & Coordinator Mrs J Joslyn BEd (QTS) - Maths teacher - Learning EnrichmentMrs R Conlon BSc (Hons) PGCE - Maths Learning Enrichment Mr J Corrigan BA (Hons) PGCE - English Learning Enrichment Mrs T Lambert BEd - Transition Learning Enrichment Mrs C Stout BEd - English Additional Language Teacher Mrs C Main - Cover Supervisor Mrs L Horton - Cover SupervisorMiss K Wright - Cover Supervisor Learning Enrichment SupportMs R Bibby BA (Hons) - Personalised Support Teaching AssistantMiss V Giebka BA (Hons) - Social, Emotional & Mental Health  Lead Teaching AssistantMr J Gregory BA (Hons) - Teaching Assistant/L3 Media Technician Mrs S Kennedy - Teaching AssistantMr M Leung - Teaching Assistant Mrs J Stringer - Personalised Support Teaching AssistantMrs S Stockton - Teaching Assistant Mrs A Tarry - Teaching AssistantMrs K Woods - Teaching AssistantBusiness StaffMrs P Allen - Senior Financial Resource Officer Mrs S Frankel - Receptionist/AdministratorMr M Frodsham BA (Hons), MA, MAAT, MIoL, Assoc CIPD  - Business Manager Mrs N Hammam BA (Hons) - SEND Administrator & Data ClerkMiss S Jones - SEND Administrator & Data ClerkMiss J Morris - Examinations OfficerMrs J Muckley - Assoc CIPD - Headteacher's PA/HR Manager Miss C Owen - Office Manager Mrs T Steele - Cover Administrator/Clerk to GovernorsPastoral StaffMrs L Ashwin - Head of YearMrs S Brown PGCE BA (Hons) - Head of YearMr M Gwinnett BSc (Hons) - Head of Year Mr D Willcock - Head of Year Mr R Horne BA (Hons) PGCE - Senior Pastoral Leader & Head of Year Miss K Dowling BA (Hons) - Pastoral Support Officer Miss S Mannion - Attendance OfficerMiss E Dowling - Behaviour and Engagement LeadMrs M Swann, BA Hons – Behaviour Resource Manager  Transition TeamMrs A Mawby BEd (Hons) - Assistant Headteacher Mr D Willcock - Head of Year Technical StaffMrs M Allen - DT Technician Mrs M Kaur - Senior Laboratory Technician Mrs M Wareham - Technology Assistant Mrs G Callis - Art & DT TechnicianICT SupportMr T Morris - ICT Technician Mr J Mosley - ICT Technician Graphic Design, Marketing & PublicityMiss A Roberts BA (Hons), MA, PGCEMaintenance StaffMr R Edwards - Site Manager Mr I Sewell - CaretakerMrs J Heywood - Assistant CaretakerChaplainMr Mike Wildsmith 

### News

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### Our School



### Key Stage 3 Assessments

YEAR 7 TIMETABLE KS3 Assessments JUNE 2025

YEAR 8 TIMETABLE KS3 Assessments JUNE 2025

YEAR 9 TIMETABLE KS3 Assessments JUNE 2025

### KS4 Performance DATA

GCSE Results 2022
The table below shows details of our Key Stage 4 results:
 




 
2019
2020 (CAGs)
2021 (TAGs)
2022


Progress 8 Score
-0.35
N/A
N/A
-0.13


Attainment 8 Score
46.32
48.97 
46.18
43.12 (A8 Est 44.4)


Standard pass (grade 4+) in both English and Maths
65%
70%
63%
65%


Strong pass (grade 5+) in both English and Maths
43%
47%
42%
37%


EBacc average point score (EBacc APS)
3.64
3.90
3.76
3.69


EBacc % Entry
11%
15%
25%
45%



 
The vast majority of our students are now able to successfully embark on the next stage of their education or training and we congratulate them on doing so well, not just academically but in every aspect of their life journey with us as part of the Boteler family.
Link to the school college and performance tables page:
https://www.compare-school-performance.service.gov.uk/school/144799/sir-thomas-boteler-church-of-england-high-school
 

### ISP

[Content is password protected]

### Independent Study Packs for September 2022

Maths
Year 7
 
English
Year 7 
 
MFL
Year 7 French
Year 7 Spanish
 
Religious Studies
AQA GCSE Whole Course
Year 7 
Year 8
Year 9
 
Drama
Year 7 Fundamentals of Drama
Year 7 The Art of Communication
Year 7 Urban Legends
Year 7 A Midsummer Night's Dream
Year 7 The Mysteries
 
Art
2022-23 Year 7
 
DT
KS3 Food Hospitality 2022
Ks3 Ten hospitality facts year 7,8,9
Sources and Origins of Timber Year 7
Year 7 pathway
Year 7 10 facts 2022_23
Year 7 important facts
Year 7 publisher_2022_23 
Year 7 woods

### Transition Information Evening 2022



### Observer archive

This weekly bulletin for parents and carers shares the practices that are shaping our successful journey as a school. Each week will see a different focus covering aspects such as teaching & learning, curriculum, assessment, pastoral care, attendance, careers, wellbeing, personal development and much more.

2020 - 2021
BOTELER OBSERVER edition 1 - Mr Kinsey
BOTELER OBSERVER edition 2 - Mr Koltan
BOTELER OBSERVER edition 3 - Mrs Mawby
BOTELER OBSERVER edition 4 - Mr Leonard
BOTELER OBSERVER edition 5 - Mr Kinsey
BOTELER OBSERVER edition 6 - Mr Koltan
BOTELER OBSERVER edition 7 - Mrs Mawby
BOTELER OBSERVER edition 9 - Mr Leonard
BOTELER OBSERVER edition 10 - Mr Kinsey
BOTELER OBSERVER edition 11 - Mr Koltan
BOTELER OBSERVER edition 12 - Mrs Mawby
BOTELER OBSERVER edition 13 - Mr Leonard
BOTELER OBSERVER edition 14 - Mr Koltan
BOTELER OBSERVER edition 15 - Mrs Mawby
BOTELER OBSERVER edition 16 - Mr Kinsey
BOTELER OBSERVER edition 17 - Mr Leonard 
 

 
 
 

 

### Arbor

Click here to access the Arbor Parent Portal  

*** The Arbor Parent Portal is now available and has replaced School Gateway *** 

We are excited to introduce our new Arbor Parent Portal system! The Arbor system has replaced School Gateway.  

Please click here to read the Parent Leaflet for the Arbor Parent Portal.  

Please click here to read the Arbor Parent Portal Quick Guide. 

Arbor is available on the web via a computer or tablet, or through the app that can be downloaded on the Google Play Store or iOS App Store on mobile or tablet devices. When accessing Arbor from a computer, we recommend using the Google Chrome web browser. 

If you have more than one child at Sir Thomas Boteler Church of England High School, you’ll have access to information for all your children, all from the same login.

This system, which can be accessed via the Arbor website or through the Arbor App, will allow you to do the following things:  

 	Receive and reply to messages from school free of charge
 	Change your phone number, address and contact information
 	Give consent for photo, data, medical and other permissions for your child
 	See your child’s attendance, behaviour and achievement data in real time
 	View your child's daily timetable
 	Access your child's school reports as they become available 

You can see an overview video of how the Arbor Parent Portal works below.

 

Getting Started  
It is recommended that you log in for the first time on a desktop or laptop computer, we recommend using Chrome as your web browser.  



Important - In order for you to receive an invitation, we must have your up to date email address.  Please check your junk folder before contacting us. If you need to update your email address, please email info@boteler.org.uk or call us on 01925 636414.   



Logging In For The First Time 



Getting started for the first time is really easy.  Please follow the steps below: 

	To login into the Parent Portal for the first time, you need to read the email that came from Sir Thomas Boteler Church of England High School to welcome you to Arbor.  
	The email will contain a link for you to click on that will take you directly to the Sir Thomas Boteler Church of England High School Arbor site. 
	Click the “First time logging in” option in the bottom left corner.	
	Enter your email address. 
	Click “Set Password” 
	Remember, you need to set up your Arbor parent account in a normal browser so that you can enter your child’s date of birth when the pop-up window appears.  
	Once you have set your password, you need to agree to the terms and conditions to proceed to your dashboard.  

	


Should you have any issues, please first repeat the steps above starting at step 1. If you continue to have difficulties logging in, then please contact school and we will help you to resolve your issue. 



Save the Link!  



Once you have logged in, we recommend that you save the Arbor Log In page to your favourites or bookmarks, so you can access it easily in future.   



Logging into the Portal or App once registered 



Whilst you can access Arbor from a browser window on an iPad, iPhone or other mobile device, it works better through the Parent App or via the Parent Portal on a computer. 




	Visit the Arbor login page or Download the Arbor Parent Portal App to your mobile phone or tablet either the Apple App Store or the Google Play Store.

	Enter your email address. 

	Enter the password you set when you first registered*. 



* if you have forgotten your password, click 'Forgot your password' and enter your email address.  You will then receive an email with a link to click to reset your password. 



Consent 



When you have logged into the portal or app, please can you check your child’s details are up to date and you can also agree to medical, media and other consents, should you wish to. 



App Notifications 



Please Turn on Notifications!  We would like to encourage all parents to make full use of the Arbor Parent App and to turn on notifications. This will ensure that your mobile phone will present you with an alert when you receive a message from Sir Thomas Boteler Church of England High School. 



More Information 



There are a number of information pages guides and troubleshooting guides, which you can access below:  



        A quick introduction to Arbor for guardians and parents

	Getting started - Log into the Parent Portal and the Arbor App

	Parent Portal and the Arbor App FAQs 

	Troubleshooting login issues for parents - why can’t parents log in?

### Who To Contact

When should I contact school?As soon as you feel you need to.  If in doubt, please contact us; we would far rather you contacted us for reassurance over something that turns out to be minor than spend time worrying about something. The table below in intended to help parents/carers work out the best member of staff to contact regarding their issue. If after reading through, you are still unsure who to contact, please do not hesitate to contact the main school office where our staff will be able to point you in the right direction.  We try to respond to all emails within 48 hours.I know class teachers are very busy. Is it ok to contact them?Yes, it is absolutely fine to contact a class teacher if you need to. The vast majority of instances where parents/carers need to contact teachers can be dealt with via a quick email exchange, so feel free to do this in the first instance. Please be aware due to timetable commitments and extra–curricular activities teachers may not respond immediately.Can't I just contact the Headteacher if I've got a problem?Yes, you are always welcome to contact the Headteacher if you feel you need to (by emailing the Headteacher’s PA, Mrs Muckley, jmuckley@boteler.org.uk or calling 01925 636414). At the same time, parents/carers will appreciate that in many circumstances it may be more appropriate for another member of staff who has a more detailed knowledge of the issue to respond in the first instance.How quickly can I expect a response to my queries?Please refer to the service standards section of the Communication Policy (on the website) for full details. Ordinarily, you can expect a response within 48 hours.How do I know who is the best person to contact?The table below is intended to help parents/carers  with information about who to contact in certain, common scenarios. If you are unsure about who to contact, we recommend you call the main school reception on 01925 636414, where our staff will be able to point you in the right direction. Email addresses can be found at the end of this document.Is there anything else I should bear in mind?Hopefully this guide, along with our full communication policy, covers what you need. The only other thing we would say is that we understand that sometimes parents or carers may be frustrated about issues that arise and we will always do our best to solve these. At the same time, our staff should not have to put up with communication that is rude, abusive or aggressive. Equally, we would much prefer parents or carers to contact us directly with concerns rather than raise them on social media before we have had the chance to respond.ComplaintsIf you would like to file a formal complaint, please follow the procedure set out in our complaints policy.www.boteler.org.uk/policies

### Transition Q&A

Q: Will we be in separate classes for each subject or just one main class?
A: You will have different classes for each subject. Some classes may have the same students in them and some classes will be different. You will have different teachers and change classrooms for each subject. Your form group will remain the same each year.
 
Q: If you get into a fight, what happens?
A: It is important that you tell a member of staff what happened. Your Head of Year will collect statements from all involved and ensure it is dealt with according to the school behaviour policy and appropriate sanctions and support will be given.
 
Q: What happens during form time/registration?
A: During form time you will follow a weekly programme of activities. These include Personal Development, Careers, Numeracy, Literacy and Collective Worship. On a Friday you will have a year group assembly.
 
Q: Do you automatically get a pen or do you need to work for it?
A: You will be expected to have a pen as part of your school equipment.
 
Q: Will I be in the same class as my friends?
A: You will be placed in a form group with at least one of your friends however there is no guarantee that your friends will be in all of your classes.
 
Q: When we first join, will there be somebody there to show us where to go?
A: There are always members of staff on the corridors during break, lunch and lesson change over times. Student prefects and school ambassadors will also be present to help show you around.
 
Q: What happens at lunch time?
A: During lunch time you can take part in the many Boteler Wider Curriculum lunch time activities. You will also have the opportunity to take part in House challenges to win points for your House. If you prefer you can play Football on the field, Basketball on the playground or just hang out with friends.
 
Q: Will we have a tour of the school?
A: You will be given a tour of the school when you attend the Year 6 Induction days. You will also have a tour on your first day in September.
 
Q: Are we allowed to bring our phones?
A: You are allowed to bring your phone to school but it must be switched off and placed in your school bag.
 
Q: What happens in between classes? Do we have break times?
A: After Period 2 you will have a 15-minute break. After period 4 you will have a 45-minute lunch break. In between lessons you go straight to your next lesson.
 
Q: Where do we take tests/assessments? How often do we do them?
A: You will take assessments in your classroom and have regular tests through the year to test your knowledge and understanding.
 
Q: How do you transfer money to pay for lunch/snacks?
A: You can bring money into school and transfer money into your account by using the finger print cash machines located in the canteen and outside the Key Stage 3 toilets. Parents and Careers can also add money to your account by using the I pay app. They will receive log in details.
 
Q: Do we bring our own books/equipment to classes?
A: It is important that you bring your own stationary to classes. There is an equipment list on the school website to help prepare you for your start. Teachers will provide you with books but we ask that you bring a reading book to school each day.
 
Q: Will we be allowed to bring in pencil cases?
A: Your stationary must be stored in a pencil case to keep everything safe.
 
Q: At break time, can we buy snacks?
A: There will be snacks available to buy at break time.
 
Q: Where do we put our coats/bags? Do we have a locker?
A: There are no lockers. Please make sure you carry your bag and coat around with you.
 
Q: What do you do if somebody is bullying you?
A: It is important that you tell a member of staff so this can be dealt with immediately. You should never feel unsafe at school and please be assured that we have lots of systems of support in place to make your time here enjoyable.
 
Q: Do we get to play on the big field? Can we use the ball hall?
A: During break and lunch time you will be able to play on the big field. There will be opportunities where you can use the ball hall for PE and Boteler Wider Curricular lunch time and after school activities.
 
Q: What homework will we get?
A: Home work will be set on the Satchel one App through Show My Homework. Your subject teachers will tell you in class what your homework is and you can check on line.
 
Q: Are the teachers stricter than in primary school?
A: At Sir Thomas Boteler Church of England High School teachers have high expectations and high standards therefore you will have rules to follow to ensure that the school is a safe, calm and productive learning environment.
 
Q: What sports can we play at lunch time?
A: You can play a variety of sports during lunch time. The PE department have a programme of lunchtime activities on offer.
 
Q: Are there after school clubs? What are they?
A: After school clubs are advertised on the school website and take place Tuesday- Friday.
 
Q: What time does school start and end?
A: School starts at 8.25am and finishes at 2.50pm Monday – Thursday. On a Friday School starts at 8.50am and finishes at 3pm.
 
Q: How many form groups are there in each year group?
A: There are 6 form groups in each year group.
 
Q: How do we come in at the end of break time?
A: A school bell will ring and members of staff on duty will remind you to start making your way to your lesson.

### CYC Applications

Application Notes 2022
Cheshire - Film & Photo CONSENT form 2022
Cheshire YC Consent Final 2022
Youth Commission Application Form 2022

### Apprenticeships

Obtaining an apprenticeship is highly competitive and you will need to do as much research and spend as much time on your application as that of your peers who have decided to go to college.
You can also begin to do some independent research; the following websites will help you to research your options and/or help with the crucial application process.
What are the different levels of apprenticeships and what do they mean?
There are a number of different levels of apprenticeship, those which will be of most interest to you are:         


 	Intermediate Level – employers offering intermediate apprenticeships are looking for candidates offering two or more GCSE grades.
 	Advanced Level - employers offering advanced level apprenticeships are looking for candidates offering 5 GCSE passes at grade 4 or above. Many large employers will recruit at this level and offer the opportunity to progress to higher/degree apprenticeships.
 	Higher Level – employers offering higher level apprenticeships are looking for candidates offering A’ level or equivalent. Some employers will support apprentices to continue onto degree level study.
 	Degree Apprenticeships – A ‘level or equivalent are also sought for this option which combines working with studying for a degree on a part time basis. Currently only available in certain sectors. Although there are local degree apprenticeship vacancies many are not within travelling distance, you will need to consider whether you are prepared to relocate.

Apprenticeships, particularly at higher and degree level are incredibly competitive, you must be prepared to make a significant investment in the application process.
Click here for a short film about Apprenticeships.

Click here to take the Apprenticeship Quiz from Amazing Apprenticeships. 

Click here to see which subjects link to which apprenticeships. 

Click here for an Apprenticeships Guide.
Where can I find apprenticeship and school leaver opportunities?
https://www.findapprenticeship.service.gov.uk/apprenticeshipsearch – this is the official government site for apprenticeship opportunities.  Register for email alerts.  Also offers useful information on writing a winning apprenticeship application.
For more opportunities go to: https://www.candwopportunities.co.uk/apprenticeships/
For more information on post-16 and post-18 choices, how they compare and where they can lead click here - Get the Jump: explore your education and training choices | National Careers Service
Understanding Apprenticeships – Amazing Apprenticeships have released a brand new animated film explaining what apprenticeship are and their benefits, check it out here! https://amazingapprenticeships.com/resource/the-apprenticeship-assembly-film/
https://www.ucas.com/ucas/undergraduate/getting-started/apprenticeships-uk/degree-apprenticeships - offers information on degree apprenticeships.
https://careerfinder.ucas.com/jobs/apprenticeship/#browsing – register to receive alerts for higher and degree level apprenticeships.
https://www.ljmu.ac.uk/study/degree-apprenticeships - Liverpool John Moore’s University links with a number of local employers to offer degree apprenticeships. Register for alerts.
https://www2.mmu.ac.uk/apprenticeships/ - Manchester Metropolitan University links with a number of local employers to offer degree apprenticeship. Register for alerts.
www.apprenticeshipguide.co.uk – provides general, useful information on apprenticeships plus employer profiles.
https://www.ratemyapprenticeship.co.uk/ - gives information on apprenticeships plus reviews from current or past apprentices.
www.getmyfirstjob.co.uk – many employers who advertise through the National Apprenticeship Service will direct you to this website to complete your application.
https://be-more.info/  - Local Apprenticeships
www.notgoingtouni.co.uk - useful website for alternatives to university.
http://www.studentladder.co.uk/ - information on gap year programmes, apprenticeships, scholarships, sponsored degree
https://schoolleavers.milkround.com – has information on apprenticeship and school leaver programmes.
www.allaboutschoolleavers.co.uk - useful website for school leaver programmes plus careers information
https://www.beetroot.com/ useful website for information on apprenticeships and school leaver programmes.
https://amazingapprenticeships.com/   useful website on resources and tips on the application /assessments and apprenticeship interviews.
The above sites give information on national opportunities although the first website enables you to search for opportunities in the North West /Merseyside region.
For some opportunities you will be competing against more experienced workers and you are not guaranteed the opportunity to gain additional, relevant qualifications.  Employment opportunities can be found on company websites, recruitment agency websites, through social media sites such as Twitter, Facebook and Linkedin.  It is good advice to follow any organisations to which you may have an interest in securing future employment. Ensure your social media presence is professional and courteous. Many employment opportunities are also found through friends and family; in fact it is estimated that up to 60% of jobs are never advertised but are filled informally.
You may also find it useful to use job search websites such as those below:
http://liverpoolinwork.co.uk
https://www.warrington.gov.uk/jobs
www.indeed.co.uk
www.totaljobs.com
https://www.reed.co.uk/
www.fish4.co.uk
www.careerbuilder.co.uk/
https://www.jobs.nhs.uk/ - information on NHS jobs and apprenticeships.  There will be an increase in the number of NHS apprenticeships.  You should register on the website, and set up job alerts.  It is advisable to apply as soon as possible as once a specific number of applications have been received for a vacancy (around 50) the vacancy is taken off the site.   Applicants should therefore set up a profile which outlines basic information such as qualifications etc. and simply change the ‘free text’ section to suit the vacancy. In this way applications can be completed quickly and to a high standard.  It is important to spend time completing the original application therefore and possibly have a bank of additional information for each specific vacancy.
https://www.civilservicejobs.service.gov.uk/csr/index.cgi - search for Civil Service jobs.
https://www.gov.uk/guidance/civil-service-fast-track-apprenticeship-register-your-interest - Civil Service also offers apprenticeship opportunities each year, they offer a range of local opportunities. Register your interest to be advised of opportunities.
Types of apprenticeship vacancies around Warrington:
NHS - With more than 350 different NHS careers, there are hundreds of different jobs which can be done through an apprenticeship. Here are just a few:


 	Allied Health Profession Support (Advanced Level)
 	Apprentice ambulance practitioner (level 4)
 	Care, Leadership and Management (level 5 Higher Apprenticeship)
 	Dental Nursing (Advanced Level)
 	Informatics (Intermediate and Advanced Level)
 	Health and Social Care (Intermediate and Advanced Level)
 	Healthcare science assistant (Intermediate - level 2)
 	Maternity and Paediatric Support (Advanced Level)
 	Nursing degree apprenticeships
 	Operating department practice degree apprenticeship
 	Pharmacy services assistant (level 2)
 	Paramedic
 	Podiatry degree apprenticeship
 	Business Administration

 Choose a Sellafield Ltd apprenticeship and you’ll earn while you learn. More importantly, you’ll be working for an organisation with a proven track record in this field; what you experience here will help define your future. Sellafield’s have apprenticeships available for both GCSE and A-Level /BTEC students:
Apprenticeships on offer: Business Administration, Engineering Design, Pipefitter, Craft Maintenance, Craft Machinist, Health Physics Monitor, Nuclear Welding and many more! https://careers.sellafieldsite.co.uk/graduates-placements/apprentices/apply-now/
 
 
 If you are looking for an apprenticeship, you won’t find anywhere quite like the Science and Technology Facilities Council to begin your career. We work with incredibly advanced technologies and equipment on some of the most exciting research, engineering, and computing projects around.
Our 4-year advanced engineering apprenticeship is accredited by the Institution of Engineering and Technology and is a great way to start your engineering career. stfc.ukri.org/apprenticeships
tfc.ukri.org/apprenticeshipstfc.ukri.org/apprenticeships
https://www.unitedutilities.com/corporate/early-career-roles/Advanced-Apprenticeships/case-manager-apprenticeship-lingley-mere/ - see vacancies below:
https://www.findapprenticeship.service.gov.uk/apprenticeship/-705583
https://www.findapprenticeship.service.gov.uk/apprenticeship/-704966
https://www.findapprenticeship.service.gov.uk/apprenticeship/-705005
https://www.findapprenticeship.service.gov.uk/apprenticeship/-704942
https://www.findapprenticeship.service.gov.uk/apprenticeship/-704974
https://jobs.merseyside.police.uk/jobs/#en/sites/CX/requisitions/job/152/
https://careers.haystravel.co.uk/apprenticeships/apply
https://www.amazon.jobs/en/landing_pages/apprentices see vacancy below:
https://www.findapprenticeship.service.gov.uk/apprenticeship/-712743
https://www.alstom.com/careers - see vacancy below:
https://www.findapprenticeship.service.gov.uk/apprenticeship/1000029965
https://new.siemens.com/uk/en/company/jobs/search-careers/apprenticeships.html - see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/-703455
https://careers.konecranes.com/Konecranes/job/Warrington-Apprentice-Crane-Service-Technician-Warrington-WRT/733319001/ - see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/1000028644
https://toniandguy.com/careers/apprenticeships see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/-656147
https://mj-training.co.uk/learners/ - Michael John Hairdressing Apprenticeships - Manchester
 
 
 
 
 
 
 
 
 
 

### Key Stage 4 Courses

The Core Subjects		
																
															
																
															
																
															
																
															
																
															
																
															
																
															
			The Option Subjects		
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
																
															
		Our Ethos
We are privileged to be able to promote and develop Christian beliefs, practices and values within the whole school Boteler family, wider communities and within our teaching and learning. The teaching and ministry of Jesus enables us to bring Hope, Compassion and Endurance to our students and others. Sir Thomas Boteler acknowledged 500 years ago that “Through God, We Care” which is at the heart of our school community today. All students follow Religious Studies at KS4 enabling students to respond to personal, spiritual and moral questions that face us as human beings.
Vocational Courses
As a school we want to develop self-motivated and mature young people who enjoy learning. We offer a selection of BTEC courses as well as traditional GCSEs. BTECs are work related qualifications providing a more practical, real-world approach to learning alongside a key theoretical background. Students complete units of work which are internally assessed and verified. They also complete an external exam component. Students are graded with a Pass, Merit, Distinction or Distinction*. Each of our BTEC courses are equivalent to one GCSE.
Government changes to GCSE and the new GCSE grading system
GCSEs specifications changed in September 2016 to meet new Government guidelines and standards. All GCSE qualifications will now be examined at the end of the two-year course. Only a few contain internal assessments that need to be completed in school as well as a final exam. All GCSE subjects will be graded on the 9-1 scale replacing grades A* - G. It is important to note that a grade 5 (strong pass) is required by many colleges to gain access to courses post-16.
Thinking ahead - University
Universities look for students who have good grades but grades in the right subjects for the course they want to apply for. If you know what you want to study at university, you should think about choosing subjects which give you the best possible preparation for your chosen degree course. If you’re not sure what you want to study at university yet, it’s important to choose subjects which will leave as many options open as possible.
What are Facilitating Subjects?
Some A-level subjects are more frequently required for entry to degree courses than others. We call these subjects ‘facilitating’ because choosing them at advanced level leaves open a wide range of options for university study. These facilitating subjects are: Biology, Chemistry, Physics, English, Geography, History, Languages (French/Spanish), Maths.
If you don’t know what you want to study at university then it’s a really good rule of thumb that taking two facilitating subjects will keep a wide range of degree courses open to you. Studying a language at GCSE will be looked on favourably by universities. Successful applicants are normally expected to achieve good grades in a range of subjects at GCSE or equivalent, and to meet any specific requirements for their chosen course. Some institutions publish a list of preferred A-level subjects which are acceptable for general admission, as well as specific requirements for individual courses. It is important to check University websites very carefully for detailed GCSE requirements should you have a specific degree course in mind. This information should be easily accessible on Universities’ websites or in their prospectuses.
What is the English Baccalaureate (EBacc)?
The EBacc is not a qualification in its own right – it’s a combination of the GCSE subjects listed below that offer an important range of knowledge and skills to young people. The Department for Education recommends that students follow the EBacc subjects as it will help keep their options open.

English language and English literature
Maths
Science - Combined science or 3 single sciences from Biology, Chemistry, Physics or Computer Science
History or Geography
A language

Choosing the EBacc at GCSE gives students access to a full range of employment options when they leave secondary school and the broad knowledge that employers are looking for. If you are thinking of going to university, the EBacc is well regarded as a strong set of subjects that can be supplemented further by more creative subjects.
What if you are unsure about a future career of further study?
A good piece of advice is to pick a broad and balanced mix of subjects that will give you the most choices for study, training and employment after the age of 16. If you have a specific career in mind, check with your subject teachers, Miss Bound (Head of Year) or Mr Koltan (Senior Assistant Headteacher) for guidance about what is required at GCSE and beyond. To study some A-level subjects, you need to have studied them at GCSE but this is not always the case.

### Options 2022

 
  
  

  

 

### TCAT Times



### Christmas Fayre 2021

Here is our list of stalls for the 2021 Christmas Fayre: 
Stalls and Prices
Snowman Alley –  20p
Splat the Christmas Pud - 20p
Guess Who? -  20p
Santa's world tour -  20p
Tombola -  20p
Snow Pong -  20p
Second-hand book stall -  20p
Handmade Jewellery - various
Face Painting. Nails and Tattoo's -  20p
Food group Biscuits Stall -  50p
School council – Cakes and cards   -  50p – £1.00
Ethos - Make a Christmas Wish / Eco Council – Eco decorations/Fairtrade 50p – £1.00
Links Stall –    Jars of pet food, hot chocolate mix, reindeer food and sweets - all  50p      
Guess the weight of the cupcakes, and the Christmas Cake raffle – £1.00
PSB - Cake stall - various prices
Bottle game/wine and water stall
PSB – Refreshments Stall      50p – £1.00
Tea/Coffee - 20p
Hot Chocolate -  20p
Hot Choc w/cream and marshmallow - 40p
Hot Dogs -  50p
Sweets
Chocolate - 40p
Candyfloss -  50p
Cans -   50p
Juice Cups -   20p
Cordial - 10p
Bottles of water
Crisps - 20p
Soft toys/Teddy stall - 20p
Second hand toys and gifts- 20p – £1.00
Chocolate Tombola
Wax melts/candle seller
Christmas Jumper Day – 50p
 
Plus:
Huge choc hamper raffle
Santa will be there giving out sweets
Singing from our students
 
 


 
 

### COVID COMMUNICATIONS 2021-22

Warn and Inform Letter - 4th January 2022
Update from the Headteacher - 10th December 2021
COVID-19 LFD Testing and Plan B Update
On Wednesday 8th December, the Prime Minister announced the implementation of Plan B. School attendance remains mandatory and all the usual rules continue to apply. Enabling children and young people to attend their education setting regularly continues to be a national priority. Face coverings should be worn by all students, staff and visitors in communal areas, unless exempt. Staff and students must also wear a face covering when travelling on public transport and should wear it on dedicated transport to and from school. If your child is exempt then we will issue them with a pass so that they are not challenged throughout the school day. You can let us know by contacting the school office on either 01925 636414 or info@boteler.org.uk We currently have 6 positive cases taking us to a total of 76 cases since the beginning of the year. We really want all of our students to enjoy the Christmas break and not have to isolate so please ensure you test twice weekly, we recommend a Sunday and a Wednesday. I will communicate out next week about the return arrangements for January.
Mrs Scott-Herron
 
Update from the Headteacher, 30th November 2021
Dear Parents and Carers
As you are aware and though my correspondence yesterday, the Government announced that, in light of the new “Omicron” variant, staff and students are expected to wear face coverings on public transport and in communal areas again.
We would therefore appreciate your support in making sure all students bring face coverings to school with them and wear them as directed by staff. Unfortunately, despite the email and text that went yesterday there were a huge number of students who turned up to school without a face covering. However, we were prepared so we could give students face coverings on arrival as we want everyone to be as safe as possible. However, we cannot afford to do this every day. Therefore, please ensure that you supply your child with a face covering and if you are struggling to do this then please let us know.
Students will not need to wear face coverings in classrooms or outside, but will otherwise be expected to wear them on buses and inside the school buildings at all times. If your child is exempt from wearing a face covering and you have not already made school aware, then please email info@boteler.org.uk  as we will provide your child with an exemption pass and lanyard so they are not challenged.
The Government has said it will review the situation in three weeks’ time, which means this will be in place until Christmas at least. I’d also like to take this opportunity to remind you of some other key points:


 	Students should still be taking lateral flow (LFD) tests twice weekly (we recommend on Wednesday and Sunday). This is a very important measure in helping to identify asymptomatic cases and keep these out of the school environment where they could spread it to others.
 	Anybody displaying COVID symptoms at any point should self-isolate and book a PCR test. Please do let us know if you have symptoms.
 	If there is a positive case within the household, students should take an LFD test for each day of the isolation period of the household case.

Unfortunately, we will not be running our Senior Citizens Christmas Party this year because of the COVID risk. Therefore, our students will be going to all the Care Homes to sing for the residents outside so they can watch /participate through the windows. I appreciate it is not the same however, we want them to have some enjoyment as safely as possible.
It is also unlikely that the Advent and Carol Services will go ahead. We have such large numbers that attend these events and I feel we have to be sensible in the current climate.  It is my duty of care to protect my school and wider community to the very best of my ability and therefore I have to make these decisions accordingly.  Please don’t worry, as I will ensure that these events take place, just in a different format. I hope you understand my rationale as these decisions are not easy, I just want everyone to be safe and I also want my families to be able to enjoy Christmas together especially as this was not really possible last year.
Everything else in school can continue as normal and if there are any further changes I will ensure I communicate with you as quickly as possible. Many thanks  for your continued support, it is very much appreciated.

### Portfolio



### Portfolio



### xmas videos

2020

2019

2018


 

 

### Open Evening 2021

We held our Open Evening on the 22nd September 2021; and what a night. We had record numbers through the doors of our school, and every department was booming. Our School Hall (including the balcony) was ready to burst at 6pm when Mrs Scott-Herron gave her welcome to attending students, parents and carers. For the first time, it became standing-room-only! 
We absolutely loved meeting everyone who visited us. The corridors and classrooms were full of smiles, and the buzz was felt across the school.
Thank you to everyone who attended. We hope to see you, in your brand new Boteler uniforms, having your name called for your first register in September 2022. 




		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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https://www.boteler.org.uk/wp-content/uploads/2021/09/VID_300540319_205038_5902.mp4

 

### ENTERPRISE ADVISOR

 
Acacio Moreno is the founder and Creative Director of Vision4Dreams a Media & Digital Marketing company based in Warrington. Acacio is a university graduate from the University of Manchester and started Vision4Dreams since 2004 and more recently also opened a football academy in Warrington (Pass & Shoot Football Academy). But Vision4Dreams remains the main business operation.
Vision4Dreams aims to be a progressive and dynamic company that works with a variety of SMEs businesses locally and regionally in the private, public and also the 3rd sectors delivering media, digital and creative projects that ranges from website & graphic design, SEO, promotional videos and managing the businesses social media and online presence. We proud ourselves in the work we do and as a result we gain a lot of recommendations and repeat business.
The internet is constantly evolving and our aim is to keep at the forefront of the changes in technology so we can be a trusted partner to all our clients.
Vision4Dreams can be found online on:
Website: https://vision4dreams.com
Facebook:  https://www.facebook.com/vision4dreams
Instagram: https://www.instagram.com/vision4dreams
Twitter: https://twitter.com/Vision4Dreams
Linkedin: https://www.linkedin.com/company/vision4dreams-productions
 

### Relationships and Sex Education

Our Relationships and Sex Education program is embedded within our Personal Development curriculum and is distinct. All students get timetabled lessons fortnightly and form time discussions in addition to assemblies and other input from outside agencies. Click here for the RSE policy. 
We cover the following key statutory areas:
Families


 	Different types of relationships
 	How relationships contribute to human happiness and their importance for bringing up children
 	What marriage is
 	Why marriage is important choice for many couples and why is must be freely entered into
 	The characteristics and legal status of other types of long-term relationships
 	The roles and responsibilities of parents
 	To determine whether other children, adults or sources of information are trustworthy. (e.g. judging whether a a family, friend, intimate or other relationship is unsafe and how to seek help or advice including reporting concerns about others, if needed.

Respectful relationships (including friendships)


 	Characteristics of positive and healthy relationships
 	Different types of relationships
 	Respectful relationships
 	How stereotypes can cause damage
 	Bullying and how to address it
 	Sexual orientation and prejudice
 	Some behaviours within relationships are criminal including violent behaviour and coercive control
 	Sexual harassment and what constitutes it
 	Legal rights and responsibilities regarding equality

Online and media


 	Rights, responsibilities and opportunities online
 	Online risks, including materials that might be shared and the difficulty of removing potentially compromising material online
 	Image based awareness and safety
 	Online support and guidance
 	Pornography and sexual behaviour
 	Online laws
 	How data is generated, collected, shared and used online

Being safe


 	Laws relating to sexual consent
 	Sexual exploitation
 	Grooming
 	Achieving understanding/giving and withdrawing consent

 
Intimate and sexual relationships including sexual health


 	Positive sexual intimate relationships
 	Healthy choices on sex and relationships
 	Reproductive health
 	Identifying and managing sexual pressure
 	Contraceptive choices and options
 	Safer sex and condom use
 	STI transmission including HIV
 	Importance of and facts about testing
 	STI and treatment
 	Risky behaviours
 	Local services and further advice
 	Pregnancy and miscarriage

### Geography Curriculum

Key stage 3		
			curriculum map		
		In our Geography curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “
The purpose of studying Geography at Sir Thomas Boteler Church of England High School is to inspire in students a curiosity and fascination about the world in which they live, and the people who inhabit this planet, for the rest of their lives. They will develop deep subject knowledge about diverse places, people, resources and natural and physical environments. This will be coupled with a deep understanding of the Earth’s key physical and human processes. As students’ progress, their knowledge about the world will enable them to have a deep understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the schemata that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The Geography curriculum at Sir Thomas Boteler Church of England High School is sequenced as a progression model from Year 7 to Year 11. The curriculum is ordered in a way to build student knowledge (including vocabulary) and skills as students’ progress through. The long-term aims of the curriculum as outlined above provide the foundation upon which curriculum sequencing has been developed. The knowledge and skills that students acquire at Key Stage 3 enable them to have a strong understanding of locations, places, physical and human processes, which are then built upon through further study of the subject at Key Stage 4 and beyond. The long-term aims of knowledge and skills are then broken down into shorter-term units of learning which formulate the lesson-by-lesson teaching and learning experiences in the classroom. Our curriculum overview and assessment map outlines the content taught and how student progress and learning is assessed.
 
Knowledge 
Contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics.
Processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
Locational knowledge and spatial awareness of the world’s countries using maps.
Geographical similarities, differences and links between places through the study of human and physical geography of regions.
Key processes in physical geography relating to geological timescales and plate tectonics; rocks; weathering and soils; weather and climate; climate change from the last Ice Age to present; glaciation; hydrology and coasts
Key processes in human geography relating to population and urbanisation; international development; economic activity in the primary, secondary and tertiary sectors; and the use of natural resources.
How human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
 
Skills
Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen student understanding of processes
Interpret a range of sources of geographical information, including maps, diagrams, globes, photographs and Geographical Information Systems (GIS)
Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and extended writing.
Interpret Ordnance Survey maps including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
 
Cultural capital
We work to give all of our students the opportunity to experience holistic Geography, this is achieved through the cultural capital element of our teaching. We provide opportunities for our students to engage with, and discuss, various Geographical sources from the media such as David Attenborough documentaries, current affairs discussions such as Brexit or the Americanisation of culture through the technological advancements and globalisation of the world economy. We promote students to reflect, challenge and analyse a wide range of current and complex issues.
We consider de-industrialisation and how it has created the inner city decay as privatisation took many of the traditional manufacturing jobs school leavers would have taken. The study of places, ideas, cultures and processes all help to promote cultural awareness. We consider data from agencies such as the Sutton Trust that identify 84% of MPs are university graduates.
The Geography Department further exploits relevant examples from the world of film to highlight urban issues typical of our context. Students also have the opportunity to engage with documentaries by Simon Reeve, Professor Iain Stewart, Michael Palin, Ross Kemp, Andrew Marr and Michael Woods to broaden their horizons in our changing world.
 
We believe that students deserve a broad and ambitious Geography curriculum, rich in skills and knowledge, which immerses students in a range of cultures and engenders an enquiring and critical outlook on the world. Our Geography curriculum will give students the opportunity to:

 	study issues at a local, national and international level in a range of media.
 	understand Britain’s influence on the wider world
 	study the geography and influence of different peoples and places across time
 	assess the impact of events on individual and communities
 	be exposed to a high level of geographical and conceptual vocabulary
 	learn to interpret a broad range of sources including photographs, maps and charts
 	be exposed to different peoples’ perspectives on issues and events
 	develop an understanding of how to apply and write about geographical processes such as the development of landscapes.
 	Become a spokesperson for the natural environment
 	develop confidence in orating and debating contemporary geographical issues.

 
Teaching and Learning
Our pedagogy is underpinned by:
·         cognitive science teaching and learning model which focusses on recall 5, retrieval, identifying misconceptions, reteaching, modelling and interleaving knowledge to ensure it is embedded in long-term memory
·         a focus on developing students’ analytical writing by focussing on description, explanation and evaluation.
·         the regular use of live modelling and exemplar answers to demonstrate processes, standards and expectations
·         a range of strategies to deepen knowledge so that it is committed to long term memory e.g. using COLD/HOT questions on knowledge organisers.
·         the importance of giving students regular opportunities to improve work through rap the gap exercises.
·         Look to tackle social disadvantage by building important cultural capital throughout the curriculum delivery.
·         students understanding what they are doing well and how they need to improve
·         students will develop new skills through a variety of interesting contexts to foster enjoyment
·         students will develop a rich and deep subject knowledge
 
Wider Curriculum
We will enrich our curriculum by:
·         establishing cross-curricular links such as climate change in science, creative writing with English and scatter graphs in Maths.
·         Providing clear CEIAG links within the curriculum to foster high ambitions
·         providing on and off-site subject or topic related experiences
·         offering opportunities for children to learn outdoors where appropriate
·         encouraging students to contribute to the life of the school and the community, including eco-club and Duke of Edinburgh.
·         developing partnerships with external providers that extend children’s opportunities for learning such as the Environment Agency.
·         build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect
·         improve their spiritual, social, moral and cultural understanding while delivering lessons enriched with the Christian Ethos of the school.
 
Sequencing
Students learn within a coherent logical framework because…
·         it allows key concepts and themes such as tectonics, rivers, urban issues to be interwoven and promotes the ability to see the increasing complexity of concepts
·         it provides the opportunity to measure pace, extent and trends in change and continuity over time
·         it means that students are able to make relevant links between topics such as climate change and tropical rainforest deforestation.
·         there is progression between key stages 2, 3 and 4, with students being exposed to themes and content that will allow all students to access KS4
·         there is an increasing level of challenge and complexity to enquiries
·         there is appropriate division of time throughout the geological period with tectonics, rocks and soils, glaciation and climate change as examples.
·         students will develop new knowledge that will build on what went before so in year 7 students are learning about Victoria Falls in Zambia, a LIC, and this is revisited in year 8 when looking at erosional landforms and year 9 when looking at the characteristics of Low-Income Countries.
 
Key Pillars
In Geography, students will develop a strong understanding of the meanings of key processes, in different geographical contexts.
·         Erosion
·         Deposition
·         Glaciation
·         Migration
·         Gentrification
·         Urbanisation
·         Development
·         Ecosystems
·         Culture.
·         Economy.
·         And many more
They will do so by developing skills in the following areas:
·         Literacy – guided reading tasks, WOTW, priming knowledge using Knowledge organisers.
·         Numeracy – Statistical Skills, presenting data, analysing data.
·         Enquiring and information gathering
·         Oracy to express complex ideas fluently
·         Source interpretation – photos, charts, maps
·         Cartography
·         Geographical Information Systems
·         Fieldwork skills – planning and undertaking studies to investigate hypotheses.
The geography curriculum will provide students with the ability to think critically about the world in which they live and to question what they see. The curriculum is sequenced to ensure students develop a deep knowledge of the key concepts of the subject disciplines and can answer key questions about these processes and concepts using real world examples to evidence knowledge and understanding. Concepts such as ‘development’ and ‘urbanisation’ are introduced early to allow students to embed these ideas and define them within different contexts and cultures. For example, urban growth is introduced in year 7 as part of the study of the UK settlements and revisited in the population topic in year 8 when looking at global megacities. This ensures students will see that geographical terms adapt to context and scale and this high-level vocabulary can be applied with increasing fluency over time in the geography classrooms. This is evidenced with opportunities to perform extended writing tasks during assessments to ensure the curriculum is challenging, rigorous and purposeful.
 

### Science Curriculum

curriculum map		
		In our Science curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “Our Science Curriculum is designed to ignite enthusiasm for Science and equip students with knowledge and skills that ensure they can make informed life choices and access opportunity.Our Science Curriculum has been written with the intention of stimulating students’ natural curiosity while developing substansive scientific and disciplinary knowledge at appropriate points in students’ journey through Science. Topics are cycled allowing for the progressive development of students’ knowledge and skills; foundations are laid and built on sequentially with increasing cognitive load. We have used opportunities to interleave to ensure consolidation and retrieval are inherent within our delivery model. In the development of schemes we have explicitly linked cultural capital to address gaps in our students knowledge of their world and develop the aspirations of our students.As part of The Challenge Academy Trust we have used our network to seek guidance from the Institute of Physics, the Royal Society of Chemistry and STEM learning in appropriately sequencing content.Year 7 and 8: Foundation – This has been written to develop students’ awareness of phenomena around them engaging them with the nature of Science as discipline and to provide them with a broad understanding of key scientific ideas.Year 9: Fundamental’s – We have used Year 9 to focus key topics and specific pockets of knowledge that will underpin future learning. It will develop their knowledge and understanding while providing them opportunities to apply understanding to new contexts developing their ability to make links.Year 10 and 11: Deepening understanding- We have selected the content that is the most abstract and difficult to apply. Students will have developed a resilience and a broader knowledge and skill base that equips them to access and apply these more challenging ideas. 

### Maths Curriculum for Key Stage 3

Year 9 Programme of Study
Year 8 Programme of Study
Year 7 Programme of Study

### Spanish Curriculum

Key stage 3		
			key stage 4		
					
		At TCAT, our intention is to provide all students with an accessible, creative & engaging experience of learning a language, equipping them with the knowledge and skills they need to become resilient & competent linguists.Our Curriculum is designed based on evidence based research, imitating authentic “real world” language learning as far as possible in a classroom setting with limited time, consequently all content is carefully selected and the sequence of learning is planned meticulously, with the aim of maximising retention of the phonology, vocabulary and grammar points which are taught. We aim to make language lessons challenging, productive and meaningful in order to develop confident communicators in the Target Language across a variety of contexts and modalities; consequently, lessons are designed to promote pupils’ development of skills in reading, listening, writing and speaking.Our aim is for students to become aware of the advantages that learning a language can have, both in their personal and working lives and ensure that a minimum of half the cohort are equipped with a languages GCSE before going to the next stage of their career journey.Alongside developing linguistic confidence, our objective is to raise awareness of the wider world, developing both linguistic and cultural awareness and understanding, in order to create outward thinking global citizens. 

### Parents'/Carers' Evenings

Click here for our Parents' Evening booking system.
Parents’/carers’ evenings are held for each year; parents/carers are invited into school to discuss their child’s progress in detail. We are looking forward to a return of face to face parents evening for this academic year. Correspondence and reminders are always sent out in proximity to the upcoming event. Parents/carers are welcome to contact the school at any time if they have concerns about work or progress. Heads of Department will be happy to support you with these concerns. 
 

Parents' Evenings 2024-25

Monday 30th September – Year 11

Monday 14th October – Year 7 Tutor catch up

Monday 18th November – Year 8

Monday 2nd December – Year 7

Monday 27th January – Year 9

Monday 24th February – Year 10

 
Feedback:
Y11 Parents Evening Analysis Jan 2023

Y10 Parents Evening Analysis – Feb 2023

Y9 Parents Evening Analysis Jan 2023

Y7 Parents Evening Analysis Dec 2022

### Religious Studies Curriculum

curriculum map				
					Golden Threads				
		Whether you consider yourself Christian, religious or secular, or whether you think religion has played a positive or negative role in history, it is clear that religion and belief have had an impact on almost every aspect of society.Curriculum Intent: Religious Studies is the cornerstone of our educational provision and we are proud that it is taught exclusively by subject specialists. Building on the rich Christian heritage of our school community, we aim to deepen students’ understanding of Christianity as a living and diverse faith and its foundational role in shaping societies. Our intention is to spark students’ curiosity, deepen their spiritual awareness, and inspire all students to lead lives of integrity and purpose, rooted in the values of Hope, Compassion and Endurance. Excellence within Religious Studies would mean that each student develops a deep religious literacy by becoming young theologians, philosophers, human and social scientists, readers and interpreters in order to hold balanced and well-informed conversations about religion and worldviews. We are dedicated to equipping students with the knowledge, skills and resilience to make sense of a multi-religious and multi-secular society and begin to understand the complex world in which they live. We aim to prepare students to participate positively in a pluralistic society by becoming free thinking, critical participants of public discourse, who can make academically informed judgements about matters of religion and belief which shape the global landscape. Grounded in theology, philosophy and human and social science, our ambitious curriculum aims for all students to flourish both spiritually and academically, whatever their situation or starting point, and empowers them to become knowledgeable, articulate, respectful, empathetic and courageous advocates against injustice and discrimination. What will students learn at KS3?The KS3 curriculum follows the Diocesan’s ‘Illuminating Pathways’ syllabus and all students have Religious Studies three hours per fortnight. Students will begin to explore central beliefs, values and practices of Christianity and other religious and non-religious worldviews. Students will not only examine the evolution of beliefs and practices of major world religions, but they are also encouraged to open their hearts and minds to the biggest questions of life, beliefs about God, issues of morality and what it means to be human. Our curriculum is sequenced to identify threshold concepts and skills that enable students to build upon prior learning and integrate new content into their existing schema in order to access subsequent topics at KS4. What will students learn at KS4? The KS4 curriculum follows the AQA Religious Studies (Specification A) syllabus. All students have Religious Studies five hours per fortnight and will sit the full course GCSE examination at the end of Year 11. In Year 10, students will develop a deep knowledge of Christianity and Judaism. They will examine diverse beliefs and key practices within these religions including their contributions in supporting local and world-wide communities. In Year 11 students apply their knowledge of Christianity and Judaism to four contemporary ethical themes: Religion and families - Religion and life - Religion, peace and conflict - Religion, crime and punishment. 

### Personal Development Curriculum

curriculum map				
		“There is neither Jew nor Greek, slave nor free, male nor female. For you are all one in Christ Jesus” – Paul’s letter to the Galatians (Galatians 3:28)“I am a citizen, not of Athens or Greece, but of the world” – Socrates“How wonderful it is that nobody needs to wait a single moment before starting to improve the world.”  – Anne FrankCurriculum Intent:Sir Thomas Boteler Church of England High Schools Personal development (PHSE) curriculum has been developed to enrich students' life experiences. We want to maximise and enhance every student’s potential and to do what we need to prepare our students for their future that will give them direction and moral compass, providing students with the knowledge to be a valuable member of society. We are committed to developing individuals so that they will be self-confident and resilient and be able to make knowledgeable and informed decisions, in our ever-changing world and society. We will encourage our students to make a positive contribution to society whilst exploring different viewpoints, including their own, on different social and moral issues.The RSE and/ PSHE curriculum will be delivered in a non-judgemental, age-appropriate, factual, and inclusive way that allows students to ask questions in a safe environment. The RSE/PSHE spiral and progressive curriculum allows students to revisit topics or themes several times throughout KS3 and 4. Teachers will ensure that student' views are listened to and will encourage them to ask questions and engage in discussion. We follow the PSHE Association: We’ve Got It Covered, Programme of Study and also use EC publishing lessons and schemes. The programme is based on DFE Statuary Relationships and Sex Education (RSE) and Health Education.PHSE is taught during curriculum time, tutor time (INSPIRE programme), trips, collective worship and additional performances and presentations with external agencies. At Sir Thomas Boteler Church of England High School, we pride ourselves on ensuring that our personal development including PHSE offer sets them up for life after school. The Personal Development (PHSE) curriculum consists of RSHE, Health and Wellbeing, Living in the Wider world, Careers and Enterprise and Citizenship. Essential skills are developed throughout the programme with a focus on all the skills over time.Our intent is to:Ensure students have the expertise to make informed choices in life and work outside of the schoolDevelop responsible, respectful, healthy and active citizensPromote spiritual, moral, social, cultural and equality of opportunityDevelop students’ character, giving them qualities, they need to flourish in societyDevelop students’ confidence and resilience so that they can keep themselves mentally healthyEnsure students have the knowledge on how to stay safePrepare students for the next phase of educationStudents will develop their essential skills through the skills builder programmeProvide opportunities that prepare students for modern Britain, promoting British values through the ethos and values of our schoolSupport students in understanding healthy relationships through age appropriate sex educationProvide opportunities and experiences that will allow students to succeed in and out of the classroomFor our full Personal Development offer please visit our PD webpage: www.boteler.org.uk/pd

### PE Curriculum

Key stage 3		
			key stage 4		
					
			curriculum map		
		‘Promote, engage, excel’
We aim to:

 	Promote healthy active lifestyles
 	Challenge thinking building knowledge and skills
 	Develop performance
 	Enrich the lives of our young people through extensive extra-curricular activity

PE
Physical Education at Sir Thomas Boteler Church of England High School provides a challenging and motivating environment for high quality teaching and learning. This leads to enjoyment in participation ensuring our students foster a love of PE and Sport. We inspire our students to be fit for life, work with resilience, and perform with confidence. Our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.
As a knowledge-focused curriculum we believe that knowledge underpins and enables the application of skills. We provide a curriculum model which is both broad and ambitious. Learning opportunities arise every lesson and we use this to inform precision planning and improve student knowledge, performance, and resilience. As a department we define the powerful knowledge our students need and help them to use, apply, and retrieve this knowledge to be used now or in the world of work and further education. We teach students skills that will positively impact on their future. We aim to deliver teaching and learning opportunities that inspire all students to succeed in Sport and performance. The skills taught in physical education improve students’ performance, sharpen their knowledge of strategy and tactics, and help them to transfer knowledge from one context to another, including sport, recreational, and outdoor activities. Cooperation and collaboration with others, as part of a team, understanding fairness, resilience and equity of play are life-long values we embed. Students will also strive to achieve their personal best in fitness activities.
Key Stage 4 (PE)
Students consolidate skills and develop more advanced techniques and tactics in Key Stage 4. Students are given options in Year 10 and Year 11 that encourage them to take responsibility for their own participation by allowing individuals to further develop their understanding and practical abilities in their areas of interest. This is a key moment in a student’s life to encourage lifelong participation, and ensure that students have the skills to access sport and physical activity when they leave our school. The option blocks including ‘competitive pathway’ and ‘healthy minds’ are a very successful feature of our Key Stage 4 provision.
BTEC Level 2 First Award in Sport
Our BTEC Level 2 qualification allow students to gain a more in depth understanding of how the body works, how physical activity affects the body, the psychological aspect of sport and how sport is affected by issues in society. The skills that students develop whilst studying the qualification include the ability to analyse data and evaluate, justify and discuss theories and apply them to sporting life. The course also enables the student to unpick and analyse their own performances and experiences, something that features heavily in our Key Stage 3 curriculum, as well as understanding the world of sport and its role within society. The course deepens the knowledge and understanding that students have from Key stage 3 and 4 Physical Education as well as Science and Citizenship.
DRAMA
Our teaching and learning pedagogy is to encourage the free use of creativity and imagination, through exploration of story and character. Students will explore drama through looking at social themes and issues, key extracts from texts and refining their skills and preparing them for the future. As their skills develop so too does their knowledge of the performing arts industry as we prepare students who are wanting to work in this field. They will also have the opportunity to investigate the technical roles within the industry and approach theatre from this point of view.
The Drama curriculum is rich in skills and knowledge, which immerses students in a range of styles about theatre with schemes based around plays, playwrights, directors and theatrical techniques. The department believes strongly that the vast amount of theatrical literature to be found in the world should not be ignored. Students will be able to create original work and critically analyse professional and non-professional repertoire. Students will have an appreciation of their own work and that of others, always demonstrating respect and empathy. They also perform extracts of professional repertoire that can be a combination of group work, duologues and monologues. In addition, students explore, research and analyse live theatre and the roles and responsibilities of the practitioners involved in creating that theatre.
BTEC Tech Award in Performing Arts
Students in BTEC Acting and BTEC Dance will explore and understand the requirements of being a performer across a range of performances and performance styles. Students develop a broad understanding of different elements such as roles, responsibilities and the application of relevant skills and techniques. Students’ knowledge through observing existing repertoire and by learning about the approaches of practitioners, and how they create and influence performance material.
Students build on transferable skills from Key Stage 3, such as research and communication, which will support their progression to Level 3 vocational or academic qualifications. Students take part in workshops and classes, including our links with external providers, to develop technical, practical and interpretative skills through the rehearsal and performance process. You will work from existing performing arts repertoire, applying relevant skills and techniques to reproduce performance.
Extra Curricular
Our curriculum at Sir Thomas Boteler Church of England High School goes far beyond what is taught in lessons, for whilst we want students to achieve their very best academically, we believe our curriculum goes beyond what is examinable. As a department we offer a varied extra-curricular programme open to all students. For those relishing the challenge of competitive sport, it is achieved through trust-wide competitions, competitions against other schools at local and regional level. We provide opportunities for all students to engage in extra-curricular activities, during and after school, in addition to competitive sporting events. As well as Drama showcases, we are proud to collaborate with all areas of Performing Arts to create an annual school show. This inclusive approach endeavours to encourage not only personal development but also mental and social well-being. Discovering what students like to do, what their aptitudes are at school, and how that they can become involved in physical activity helps them make informed choices about lifelong physical activity and leading a healthy lifestyle.
How do we achieve this?
Our curriculum model focuses on the delivery of explicit knowledge, modelling of this knowledge and providing a learning environment, which promotes high levels of achievement. Building knowledge and facilitating progress over time is delivered through strong retrieval practice, unique student relationships with our staff, a strong assessment model and demonstrating our whole school values of hope, compassion, and endurance.
 
Our pedagogy is underpinned by: 
· Clear modelling of specific skills/concepts and high-quality teacher instruction. 
·Using errors as a learning opportunity and building resilience. 
· The importance of students’ regular opportunities to improve their work.  
·Students to understand what they are doing well and how they need to improve. 
·A range of strategies to deepen knowledge so that it is committed to the long-term memory.   
 
We will enrich our curriculum by: 
·Encourage students to contribute to the life of the school and the community and use these ‘real’ competitions to develop their skills and knowledge.
Providing sporting events/competitive situations both on and off the site.  
·Holding trust wide competitions to celebrate best work and extraordinary talent. 
·Continue to build on cross-curricular links 
Our programs are driven by excellence and we recognise high performing students who represent regional level and above.
 
Our curriculum will enable students to: 
·Students learn within a coherent chronological framework. 
·Develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment. 
·Improve their spiritual social, moral and cultural understanding of the world and be able to form reasoned opinions around sporting competitions/ performing arts events/issues. 
-Progress personally through continuing with further and higher education or be equipped the skills to succeed in the workplace.
 
  		
			Key stage 3		
			key stage 4		
			curriculum map

### Music Curriculum

Key stage 3		
			key stage 4		
			curriculum map		
			Development Plan 		
		In our Music curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “Providing every child with a vibrant, creative, cultural Musical experience is the foundation of the Music department. At the forefront of all our planning is an inclusive music curriculum which impacts on the life of every pupil. We provide a range of opportunities that offer an enjoyable, stimulating, creative learning environment in which students perform, compose, listen and appraise a wide range of music (through time and across cultures). Performance is the cornerstone of being a musician and a key focus within our curriculum; therefore, students perform pieces written by established composers alongside their own composition work. We encourage all students to become involved within the wider life of Music; both within school or the community.Students have a varied musical diet throughout key stage 3 using a range of equipment such as Keyboards for Ostinato or Pentatonic composition work, Djembes and Stomp equipment and Bucket drumming for Rhythm work. Students have opportunities to regularly review their learning in a verbal manner to ensure they are grasping key ideas before moving on. We aim to capitalise on students’ prior knowledge to enable them to link ideas; giving their learning coherence and depth within a practical setting. Feedback from staff is given in the moment and students are expected to act upon it straight away. This is a constant process in practical Music lessons.As students develop their group work skills we expect them to work in break out spaces encouraging ownership over their learning whilst reinforcing key Music skills. Throughout KS3 we encourage students to become creative thinkers who are able to deal with a range of challenges, preparing for their future.Music at KS4 focusses on delivering BTEC Level 2 where students develop their knowledge and experience of Music within a professional context. They develop knowledge that prepares them to improve performance skills further, learn about the Music Industry in a detailed manner, manage/create a Music Product and compose music to a set brief.All students are encouraged to become involved in extracurricular Music activities which take place during or after the school day along with performing in the many concerts and performance opportunities throughout the year.

### History Curriculum

Key stage 3		
			key stage 4		
					
			curriculum map		
		Our aim at Sir Thomas Boteler Church of England High School is to deliver a curriculum that equips our students to learn skills alongside knowledge, ensuring that both are explicitly developed.  Our curriculum allows students to develop detailed knowledge & skills whilst helping to build a comprehensive historical vocabulary to enhance their writing and communication skills & prepare for further study.  We believe that the study of History should form a key part of a balanced curriculum. As well as fostering a love of the subject.  We want our students to learn how to construct arguments and balance evidence alongside knowledge of historical chronology.   Through their educational journey, we believe that students should gain the knowledge and skill so they can communicate their ideas and arguments effectively to others.    Our curriculum is coherent, ambitious, engaging & relevant to the present day.  Our intention is to explain the world around them and to help them to understand the main events that have shaped the way we live today.In our History curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge-based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “Key Stage 3The teaching of Key Stage Three History is based on a series of historical enquiries which allow students to explore and develop the key concepts and skills required to develop a mastery of the discipline and therefore allow any student to study the subject at their chosen level. All enquiries are based on five key assessment criteria that are required for students to progress to a deeper understanding of the subject. In this way all teachers and students can plan for this progression. The enquiries are engaging, rooted in sound historical practise and linked to key historical narratives.  In the history department we follow a curriculum that allows for ‘spacing’ to enable revision throughout the course whilst ‘interleaving’ which helps students to ‘switch’ between ideas /topics whilst students learn.  These techniques help to boost students long term memory and retrieval of key information.  Our History department’s aim is to help students to see the links, similarities & differences between ideas more easily.  Therefore, our KS3 Curriculum interleaves different concepts together which helps students to ‘block’ or ‘chunk’ content and scaffold to help understand new concepts.  In each Year we examine 5 key questions when studying each topic:How do we know about the past?How was it governed?Were people happy?What was important to people at the time?What are the achievements of the past? Assessment OverviewThe five Key Assessment areas that underpin our historical enquiries:Cause and consequenceAnalysisInterpretationEvaluationSignificance.All these skills are underpinned by a knowledge and understanding of key concepts and historical narratives.Key Stage 4At this stage, we focus on enabling our students to develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. It challenges them to engage in historical enquiry to develop as independent learners and as critical and reflective thinkers, develop the ability to ask relevant questions about the past, and to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. Students are encouraged to explore the past from a variety of different perspectives in order to become analytical citizens who can question human motivation and society with skill and confidence.  At KS4 we study key figures such as Rosa Parks, Martin Luther King, Elizabeth I which have played a significant part in which has shaped our History today.  We examine the impact of their actions on society and learn from examples in History and how it has shaped our History and the world we live in today.  By engaging with complex and emotive issues in the past, students are led to draw relevant and contemporary parallels which challenge them to maintain open minds and confront prejudice.   They can test hypotheses, develop opinions, and be challenged on a wide range of topics.  We deliver a sequenced curriculum that aims to immerse the students in the content of all three exams across Years 10 & 11 to ensure that they have a broad and balanced granular knowledge of the content as well as the skills needed to respond to the exam questions.  Students are equipped with a skill set which ranges from the art of writing to the science of source analysis and back again. These are highly valuable skills which do not become outdated. They help students to show that they are well-rounded and employable people. 

### Maths Curriculum

Key stage 3		
			curriculum map		
		Our aim at Sir Thomas Boteler Church of England High School is to offer an ambitious and well-sequenced Mathematics curriculum, which is rich in declarative, procedural and conditional knowledge. It is designed to spark curiosity, build resilience and prepare students well for every-day life and for future employment.The curriculum is accessible for all students through instructional teaching, given in small steps. This allows students to achieve success at each small step and build a positive attitude towards their learning of Mathematics.The curriculum is designed so that as students move through the curriculum, they continually upgrade. Within each unit of work, topics are sequenced logically so that knowledge builds upon prior knowledge: prior knowledge is revisited before then building upon it to avoid cumulative disfluency. The order in which units of work appear within the curriculum are designed to build in forgetting time to allow for retrieval from the long-term memory to support students in knowing and remembering more.The curriculum provides opportunities for students to:become fluent in the fundamentals of mathematics through varied and frequent practice,reason mathematically by explaining their method and process using mathematical vocabulary,solve problems by breaking them down into smaller steps and persevering in seeking a solution.Through the delivery of our curriculum, we follow several mastery principles. This includes spending sufficient time on a topic to deepen understanding, making connections between topics, and the essential belief that all students are capable of understanding, doing and improving at Mathematics. To help students to achieve mastery of topics, the content is delivered explicitly, and regular retrieval activities and revisiting of topics is built into the curriculum.   

### Geography curriculum

 
In our Geography curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “
The purpose of studying Geography at Sir Thomas Boteler Church of England High School is to inspire in students a curiosity and fascination about the world in which they live, and the people who inhabit this planet, for the rest of their lives. They will develop deep subject knowledge about diverse places, people, resources and natural and physical environments. This will be coupled with a deep understanding of the Earth’s key physical and human processes. As students’ progress, their knowledge about the world will enable them to have a deep understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the schemata that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The Geography curriculum at Sir Thomas Boteler Church of England High School is sequenced as a progression model from Year 7 to Year 11. The curriculum is ordered in a way to build student knowledge (including vocabulary) and skills as students’ progress through. The long-term aims of the curriculum as outlined above provide the foundation upon which curriculum sequencing has been developed. The knowledge and skills that students acquire at Key Stage 3 enable them to have a strong understanding of locations, places, physical and human processes, which are then built upon through further study of the subject at Key Stage 4 and beyond. The long-term aims of knowledge and skills are then broken down into shorter-term units of learning which formulate the lesson-by-lesson teaching and learning experiences in the classroom. Our curriculum overview and assessment map outlines the content taught and how student progress and learning is assessed.
 
Knowledge 
Contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics.
Processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
Locational knowledge and spatial awareness of the world’s countries using maps.
Geographical similarities, differences and links between places through the study of human and physical geography of regions.
Key processes in physical geography relating to geological timescales and plate tectonics; rocks; weathering and soils; weather and climate; climate change from the last Ice Age to present; glaciation; hydrology and coasts
Key processes in human geography relating to population and urbanisation; international development; economic activity in the primary, secondary and tertiary sectors; and the use of natural resources.
How human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems
 
Skills
Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen student understanding of processes
Interpret a range of sources of geographical information, including maps, diagrams, globes, photographs and Geographical Information Systems (GIS)
Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and extended writing.
Interpret Ordnance Survey maps including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
 
Cultural capital
We work to give all of our students the opportunity to experience holistic Geography, this is achieved through the cultural capital element of our teaching. We provide opportunities for our students to engage with, and discuss, various Geographical sources from the media such as David Attenborough documentaries, current affairs discussions such as Brexit or the Americanisation of culture through the technological advancements and globalisation of the world economy. We promote students to reflect, challenge and analyse a wide range of current and complex issues.
We consider de-industrialisation and how it has created the inner city decay as privatisation took many of the traditional manufacturing jobs school leavers would have taken. The study of places, ideas, cultures and processes all help to promote cultural awareness. We consider data from agencies such as the Sutton Trust that identify 84% of MPs are university graduates.
The Geography Department further exploits relevant examples from the world of film to highlight urban issues typical of our context. Students also have the opportunity to engage with documentaries by Simon Reeve, Professor Iain Stewart, Michael Palin, Ross Kemp, Andrew Marr and Michael Woods to broaden their horizons in our changing world.
 
We believe that students deserve a broad and ambitious Geography curriculum, rich in skills and knowledge, which immerses students in a range of cultures and engenders an enquiring and critical outlook on the world. Our Geography curriculum will give students the opportunity to:


 	study issues at a local, national and international level in a range of media.
 	understand Britain’s influence on the wider world
 	study the geography and influence of different peoples and places across time
 	assess the impact of events on individual and communities
 	be exposed to a high level of geographical and conceptual vocabulary
 	learn to interpret a broad range of sources including photographs, maps and charts
 	be exposed to different peoples’ perspectives on issues and events
 	develop an understanding of how to apply and write about geographical processes such as the development of landscapes.
 	Become a spokesperson for the natural environment
 	develop confidence in orating and debating contemporary geographical issues.

 
Teaching and Learning
Our pedagogy is underpinned by:
·         cognitive science teaching and learning model which focusses on recall 5, retrieval, identifying misconceptions, reteaching, modelling and interleaving knowledge to ensure it is embedded in long-term memory
·         a focus on developing students’ analytical writing by focussing on description, explanation and evaluation.
·         the regular use of live modelling and exemplar answers to demonstrate processes, standards and expectations
·         a range of strategies to deepen knowledge so that it is committed to long term memory e.g. using COLD/HOT questions on knowledge organisers.
·         the importance of giving students regular opportunities to improve work through rap the gap exercises.
·         Look to tackle social disadvantage by building important cultural capital throughout the curriculum delivery.
·         students understanding what they are doing well and how they need to improve
·         students will develop new skills through a variety of interesting contexts to foster enjoyment
·         students will develop a rich and deep subject knowledge
 
Wider Curriculum
We will enrich our curriculum by:
·         establishing cross-curricular links such as climate change in science, creative writing with English and scatter graphs in Maths.
·         Providing clear CEIAG links within the curriculum to foster high ambitions
·         providing on and off-site subject or topic related experiences
·         offering opportunities for children to learn outdoors where appropriate
·         encouraging students to contribute to the life of the school and the community, including eco-club and Duke of Edinburgh.
·         developing partnerships with external providers that extend children’s opportunities for learning such as the Environment Agency.
·         build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect
·         improve their spiritual, social, moral and cultural understanding while delivering lessons enriched with the Christian Ethos of the school.
 
Sequencing
Students learn within a coherent logical framework because…
·         it allows key concepts and themes such as tectonics, rivers, urban issues to be interwoven and promotes the ability to see the increasing complexity of concepts
·         it provides the opportunity to measure pace, extent and trends in change and continuity over time
·         it means that students are able to make relevant links between topics such as climate change and tropical rainforest deforestation.
·         there is progression between key stages 2, 3 and 4, with students being exposed to themes and content that will allow all students to access KS4
·         there is an increasing level of challenge and complexity to enquiries
·         there is appropriate division of time throughout the geological period with tectonics, rocks and soils, glaciation and climate change as examples.
·         students will develop new knowledge that will build on what went before so in year 7 students are learning about Victoria Falls in Zambia, a LIC, and this is revisited in year 8 when looking at erosional landforms and year 9 when looking at the characteristics of Low-Income Countries.
 
Key Pillars
In Geography, students will develop a strong understanding of the meanings of key processes, in different geographical contexts.
·         Erosion
·         Deposition
·         Glaciation
·         Migration
·         Gentrification
·         Urbanisation
·         Development
·         Ecosystems
·         Culture.
·         Economy.
·         And many more
They will do so by developing skills in the following areas:
·         Literacy – guided reading tasks, WOTW, priming knowledge using Knowledge organisers.
·         Numeracy – Statistical Skills, presenting data, analysing data.
·         Enquiring and information gathering
·         Oracy to express complex ideas fluently
·         Source interpretation – photos, charts, maps
·         Cartography
·         Geographical Information Systems
·         Fieldwork skills – planning and undertaking studies to investigate hypotheses.
The geography curriculum will provide students with the ability to think critically about the world in which they live and to question what they see. The curriculum is sequenced to ensure students develop a deep knowledge of the key concepts of the subject disciplines and can answer key questions about these processes and concepts using real world examples to evidence knowledge and understanding. Concepts such as ‘development’ and ‘urbanisation’ are introduced early to allow students to embed these ideas and define them within different contexts and cultures. For example, urban growth is introduced in year 7 as part of the study of the UK settlements and revisited in the population topic in year 8 when looking at global megacities. This ensures students will see that geographical terms adapt to context and scale and this high-level vocabulary can be applied with increasing fluency over time in the geography classrooms. This is evidenced with opportunities to perform extended writing tasks during assessments to ensure the curriculum is challenging, rigorous and purposeful.
 

 

### French Curriculum

Key stage 3		
			key stage 4		
					
			curriculum map		
		At TCAT, our intention is to provide all students with an accessible, creative & engaging experience of learning a language, equipping them with the knowledge and skills they need to become resilient & competent linguists.Our Curriculum is designed based on evidence based research, imitating authentic “real world” language learning as far as possible in a classroom setting with limited time, consequently all content is carefully selected and the sequence of learning is planned meticulously, with the aim of maximising retention of the phonology, vocabulary and grammar points which are taught. We aim to make language lessons challenging, productive and meaningful in order to develop confident communicators in the Target Language across a variety of contexts and modalities; consequently, lessons are designed to promote pupils’ development of skills in reading, listening, writing and speaking.Our aim is for students to become aware of the advantages that learning a language can have, both in their personal and working lives and ensure that a minimum of half the cohort are equipped with a languages GCSE before going to the next stage of their career journey.Alongside developing linguistic confidence, our objective is to raise awareness of the wider world, developing both linguistic and cultural awareness and understanding, in order to create outward thinking global citizens.

### English Curriculum

curriculum map				
		Our aim at Sir Thomas Boteler Church of England High School is to deliver a curriculum that sets a high standard of language and literacy through equipping our students with a strong command of the spoken and written word and to ignite a love for literature through widespread reading for enjoyment. Through their educational journey, we believe that students should gain the knowledge and skill to speak and write fluently, so they can communicate their ideas and emotions to others through their reading and listening. For each year group, we aim to offer a balance of reading, speaking and listening which creates the building blocks for high-quality writing. Our intention is to use cultural capital to underpin our learner’s development enabling them to be confident and informed individuals.Key Stage 3Our curriculum design invests heavily in the belief that students need to develop the habit of reading widely and often, for both pleasure and information: this includes a rich and varied diet of our literary heritage (both local and national) and exposure to a wide range of non-fiction that deals with current and complex social issues. We expect students to acquire a wide vocabulary to develop the skill to write clearly, accurately and coherently-adapting their language and style in and for a range of contexts. Our curriculum has been sequenced so that assessment focuses on the transfer of knowledge and skills: this allows students to build on successes, supported by a constantly evolving and challenging skillset.  Working closely with our Key Stage 2 peers, we ensure that our text choices are ambitious, varied and give our students an extensive experience of literary genres.  It is our purpose to build our students’ ability to elaborate and explain clearly their understanding and ideas in a competent way whether it is participating in a debate or demonstrating their ideas to others.Key Stage 4At this stage, we focus on the transition from building the foundation of skill and knowledge to the mastery of metacognition in preparation for life post 16. We strive for our students to leave school with a full range of language skills so they will have the ability to participate fully as a member of society. Our diverse range of texts, that introduce unfamiliar and challenging content, offer our students the ability to develop intellectually, socially, emotionally, spiritually and culturally- we place great literature at the heart of our lessons. We build on the ability to refine and secure the skills in writing for a wide range for purposes and contexts and we promote opportunities for students to reflect, challenge and conclude their approaches to analysis and understanding of set texts. Our assessment of reading, writing and oracy is supported by ambitious text choices and our lessons aim to embody subtle and differentiated modelling by placing a substantial value on vocabulary that gives the students lots of writing practice.   

### Resistant Materials curriculum



### DT Curriculum

resistant materials 				
					food & hospitality curriculum map				
		Aims of the departmentTo give students the experience of designing and making quality products with a ‘take home’ value.To provide an active, stimulating and safe environment, in which students can realise their full potential.To build students’ self-esteem, through successful completion of design and make tasks showing clear links into industry in today’s worldTo build students’ awareness of materials, products and systems and how they can effect society, including an understanding of economic, social and moral factorsTo empower students to make decisions and evaluate the outcomeTo deliver the school’s mission statement.Design Technology department objectivesAll students will follow a broad, balanced, Design Technology course in KS3, then opt for their chosen subject in KS4. Quality courses will be offered to meet as closely as possible, the needs of the students.A variety of teaching approaches will be used in order to challenge student’s understanding of Technological concepts and their application.Through inset training and staff development, the department will ensure that staff keep up to date and are competent to deliver the requirements of the courses we are deliveringStaff will create a working environment that is exciting and stimulating in order to motivate students and promote Design & Technology excellence.Staff will produce and use quality resources and worksheets to encourage high standards from students.Students’ work will be displayed to stimulate and encourage high standards.Staff will teach all students the correct, safe procedure for conducting themselves in a practical environment and insist on those safe procedures at all times.Staff will seek to ensure a high standard of work and behaviour from all students.Staff will use student data and statistics to set targets and ensure each student is working to their full potential.Staff will develop schemes of work and resources, which allow students to progress and develop, whilst improving their skills in as wide a sphere of Technology as possible.The school’s SEN, literacy and numeracy policies will be incorporated into the writing of schemes of work.Staff will set homework that will support, enhance and reinforce classroom based activities.To ensure continuity of the curriculum if staff are absent and ensure the work set is structured and relevantExtra-Curricular clubs will be provided for enthusiastic students to develop their skills and knowledge further. 

### CEIAG curriculum

 
CEIAG Curriculum Map Year 7 
CEIAG Curriculum Map Years 8 and 9
CEIAG Curriculum Map Years 10 & 11 
Curriculum overview CEIAG Year 10 & 11 
Curriculum overview CEIAG Years 7, 8 & 9
 

### Drama Curriculum

curriculum map				
		Our teaching and learning pedagogy is to encourage the free use of creativity and imagination, through exploration of story and character. Students will explore drama through looking at social themes and issues, key extracts from texts and refining their skills and preparing them for the future. As their skills develop so too does their knowledge of the performing arts industry as we prepare students who are wanting to work in this field. They will also have the opportunity to investigate the technical roles within the industry and approach theatre from this point of view. The Drama curriculum is rich in skills and knowledge, which immerses students in a range of styles about theatre with schemes based around plays, playwrights, directors and theatrical techniques. The department believes strongly that the vast amount of theatrical literature to be found in the world should not be ignored. Students will be able to create original work and critically analyse professional and non-professional repertoire. Students will have an appreciation of their own work and that of others, always demonstrating respect and empathy. They also perform extracts of professional repertoire that can be a combination of group work, duologues and monologues. In addition, students explore, research and analyse live theatre and the roles and responsibilities of the practitioners involved in creating that theatre.Click here for the Drama programme of study. 

### Art Curriculum

Key stage 3		
			key stage 4		
					
			curriculum map		
		'Every child is an Artist’ – Pablo PicassoIn our Art curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge-based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “Teach me knowledge and good judgement for I trust your commands “At KS3 the scheme for learning are adapted, planned and coherently sequenced to build on the skills within art. The four progress objectives permeate each scheme and are equally balanced to create the building blocks needed for development and independence.Each student works in a sketchbook which shows a personal journey and record throughout each year and builds evidence of the diversity of skills and talents each artist has. The curriculum is designed to ensure that all our students are able to achieve and make progress, we stretch and challenge, adapt and develop, express and experiment.Year 7 scheme focusses primarily on key skills of the colour theory and drawing exercises. As many of our students have a different starting and knowledge base from Primary schools we run a broader arts curriculum, enabling each student to have the same starting points in knowledge and understanding by the end of the second term.  These skills are also developed and nurtured during the transition period. Understanding and applying the formal elements of art across all disciplines: line, shape, form, tone, texture, pattern, colour and composition are vital in underpinning creative work, each Key stage promotes these skills.Research and analysing of various artists, crafts people and designers are linked to each scheme enabling students to form their own opinions of artwork. KS3 assessment links closely to the development and presentation of their sketchbooks. Independence of developing their own styles are encouraged and samples of good practice work is readily available throughout the department.Year 8 and 9 schemes are designed to continue to develop skills through the delivery of project-based schemes. Each project has a wide range of arts and medias which enables all learners to be successful and able to achieve. Various artists are studied, including Frida Kahlo, Poul Beckmann, Bridget Riley and Keith Haring. Students work is regularly on display throughout the school and Year 9 are given the opportunity to add to the Art graffiti corridor.At KS4 the schemes of learning are diverse and are based on themes, currently in Year 10 the microscopic world is investigated which also highlights a cross curricular element.  Students are invited to Priestly College to see the arts facilities and work with the tutors there to broaden student knowledge on CEIAG.Students are encouraged to enter the art competition at the Vale and have won prizes 2 years consecutively.The last two terms of the Year 11 are exam focussed which is worth 40% Students can now independently choose the question that inspires them and should feel confident and fluent in knowing what to cover through each assessment objective. The exam is for two days and  consolidates the skills they have learnt. This is then celebrated in an end of year exhibition where friends and family can see the work they have produced. Artwork is regularly displayed throughout the whole school so students can view it in a different environment and give a sense of pride.  The students are also often involved with producing competition work for display at different times of the year like Christmas, Easter card designs, buntings for concerts, backdrops for plays and work for the Peace Garden which is an arts project in progress.  You can follow the Art YouTube channel by clicking this link: www.youtube.com/BotelerArt

### Curriculum

For more information about our Curriculum, please contact ckinsey@boteler.org.uk.To access our Remote Learning Policy, click here. 		
					intent				
					implementation				
					impact				
					KS4 COURSES				
					year 9 options

### Knowledge is Power - Mr Kinsey



 
Click here to go back to the Transition 2021 schedule 

### Summer Camp information 2021



 
Click here to go back to the Transition Day 2021 schedule 
AMOUNT OF FUNDING RECEIVED AND BREAKDOWN OF HOW IT WAS SPENT:



Item
Expenditure


Teacher Salaries
£4,263.95


Teacher Employer NI Contributions
£588.43


Teacher Employer Pension Contributions
£969.78


Support Staff Salaries
£2,669.46


Support Staff ER NI Contributions
£368.38


Support Staff ER Pension Contributions
£42.00


Administration Staff Salaries
£224.21


Administration Staff ER NI Contributions
£30.94


Administration Staff ER Pension Contributions
£48.43


WBC Cleaning Expenses
£250.00


Books
£363.00


Educational Materials
£7,489.30


Catering
£3,020.00


Reprographics Charges
£6.72


Support/Admin Staff Pay Award
£154.22


TOTAL EXPENDITURE
£20,488.82


TOTAL RECEIVED FROM ESFA
£20,488.82

### Attendance at our school - with Mr Willcock



 
Click here to go back to the Transition Days 2021 schedule 

### Miss Baggaley's introduction to collective worship



 

Click here to go back to the Transition day's schedule 

### Assessment, Progess & Curriculum - Transition 2021



 
Click here to go back to the Transition Days Schedule

### A welcome from our Chaplain Mike Wildsmith

 
Click here to go back to the Transition Days 2021 schedule 

### Transition Days 2021

 
Live lessons will be over Teams. The links to all the live lessons have been sent via email.
 
Monday 5th July
Period 1 - 9:15am – Live welcome form Mrs Scott- Herron – Headteacher
9:25am – Live presentation from Mrs Brown – Head of Year 7
Period 2 – 10:05am – Live English lesson with Mrs Woodcock
Period 3 – 11:20am – Live Science lesson with Mr Iqbal
Period 4 – 12:20pm Live Art lesson with Mrs Guttridge
Period 5 - 1:50pm Virtual Tour of the school and complete activities set by Mrs Brown.
3:30pm – 6.30pm – Parent/carer and child to meet the form tutor in person in school. You will have received your specific time via letter.
 

Tuesday 6th July
Period 1 - 9:15am – Pre-recorded video Collective Worship with Miss J Baggaley
Pre-recorded video from Mike Wildsmith – The School Chaplain
Pre-recorded Summer Camp information with Miss E Dowling and Mr Willcock
Pre-recorded attendance information with Mr Willcock
Period 2 - 10:05am Live Maths lesson Mrs Keme
Period 3 - 11:20am - Live ‘Meet the Form Tutors’ Question and Answer session
Period 4 - 12:20pm – Pre-recorded presentation ‘Knowledge is Power’ with Deputy Headteacher Mr Kinsey, then  ‘Progress and Curriculum’ with Senior Assistant Headteacher Mr Koltan
Period 5 - 1:50pm – 2pm – Live meeting with Assistant Headteacher Mrs Mawby
3:30pm – 6.30pm – Parent/carer and child to meet the form tutor in person in school. You will have received your specific time via letter.

### school info test



### Our staff

Senior Leadership Team		
																														
		Mrs B Scott-HerronBMus (Hons), PGCE, PG (Dip), PGCE, NPQHHeadteacher		
																														
		Mr C Kinsey BA (Hons) with QTS, PG (Cert)  Deputy Headteacher 		
																														
		Mr J Koltan BEng (Hons), PGCE  Associate Deputy Headteacher 		
																														
		Mr J Leonard BA (Hons), PGCE Associate Deputy Headteacher 		
																														
		Mrs A Mawby BEd (Hons)   Assistant Headteacher 

### the boteler observer

This weekly bulletin for parents and carers shares the practices that are shaping our successful journey as a school. Each week will see a different focus covering aspects such as teaching & learning, curriculum, assessment, pastoral care, attendance, careers, wellbeing, personal development and much more.
October 2022

BOTELER OBSERVER JKO 3rd October 2022
September 2022
Boteler Observer - Independent study pack
 

June 2022
BOTELER OBSERVER Routines and preparedness for learning
 

 
Click here for the Boteler Observer archive, for previous years editions. 

### Catering

For Free School Meal information, click here.

### Cronton Sixth Form College

Year 11 update from Cronton -  Feb 2021
 
Click here for the Cronton Sixth Form College website 

### University

University - is it for you?
To find out if university is for you, visit: www.ucas.com/
What to study? Where to go? How to get there? Check out: www.theuniguide.co.uk/
 
Check out the Alumni page and listen to former students talk about university.
 
Some university links: 
University of Chester
The University of Manchester
Manchester Metropolitan University - Homepage (mmu.ac.uk)
Homepage | Liverpool John Moores University (ljmu.ac.uk)
The University of Liverpool
University of Oxford
University of Cambridge
Edge Hill University
 

### Priestley College

Click here for the most recent update from Priestley College - 16th March 2021.
 
Priestley College's Admissions Manager Adam Bird has prepared this message for all those who have applied to study at Priestley. The key message is one of reassurance during the current circumstances and to assure them that the application process is progressing smoothly. The key message to all applicants is to concentrate on their work at high school to get the best results possible in their GCSEs.
 

Click here to visit Priestley College's website.

### Labour Market Information

For young people to make informed decisions, it is important that they know future study options and opportunities in the world of work.
Young people should know that the future cannot be accurately predicted – but they should be aware of possible future employment trends in their locality. This information can be provided by the LEP and local authorities.


Here is some information from Warrington: 



 

Students should know where they can get LMI from.
Career events can give information about:

 	•the company,
 	•roles/jobs,
 	•entry requirements (qualification and skills)

College and University events/materials can give information about:

 	•Course entry requirements
 	•Skills developed on the course
 	•Career routes after the course

Job search websites can students an idea of:

 	•Qualifications needed
 	•Skills employers are looking for
 	•Companies that are employing people in the area
 	•Types of jobs available (for example, post-16. post-18, post degree)




Click here for Key sectors in Cheshire and Warrington

 
There are many career websites available that contain LMI, here are a selection
Cheshire and Warrington LMI
Start http://www.startincheshireandwarrington.com/
Students and parents can explore Cheshire and Warrington’s Start webpages to find out about local employers, careers and study routes.
Cheshire and Warrington LEP Opportunities website https://www.candwopportunities.co.uk/
National LMI
Icould https://icould.com/
A good website for young people and their family to explore. Take the Buzz Quiz, find out about a huge variety of jobs and watch inspirational career story videos.
First Careers https://www.firstcareers.co.uk/
This website is great for younger students to explore how their favourite subjects can lead to a range of careers and discover work experience opportunities with well-known employers.
Prospects https://www.prospects.ac.uk/job-profiles
All students can browse one of the most comprehensive lists of job profiles giving information about the role, qualifications, salary and the skills required. There are also tips for gaining work experience in each career.
UCAS https://www.ucas.com/
This is more than just a universities website. Young people and their families can find out about different careers, apprenticeships, going to college as well as university.
 


 

### Remote Learning

 

 

### a day in lockdown life at boteler

From book drop offs to online classroom learning – we are open, but not as you'd usually know it. Take a look at our ‘Day in Lockdown Life at Boteler’ video, and catch a glimpse of current in-school life.
 
The average day starts with Headteacher Mrs Scott-Herron welcoming the students who are children of critical worker parents and carers through the door, asking each one how they’re doing and offering them a hot bagel straight from the school kitchen. The Boteler Bus still does its rounds collecting students to bring to school, then out again to do drop off books, laptops and care packages for those families in need. In school, there is a buzz (albeit a quieter buzz than usual) of students working within their bubbles, undertaking their online lessons for the school day. Teachers are on a rota to supervise these bubbles, and some teachers also choose to be in their classrooms to teach their live lessons to those students at home.
We're more than a school, we're more than an institution; we are a community. Through God we care about each and every one of you. 
We urge those families who would like extra support to contact us: info@boteler.org.uk.

### Parents & carers

Welcome to our Careers page for parents and carers. 
On the main careers page there are icon buttons that you can open to see what we offer to our students. All students should now be using the START Profile an online Careers platform. This is an amazing tool for them to develop their knowledge about careers but also to build up a profile about themselves and what they are interested in, what skills they have and what they take part in at school to develop their key employability skills.
If you would like to be involved in inspiring our students to go into your career then please do contact us at: amawby@boteler.org.uk
Take a look at the curriculum pathways so you can support your child/children in their knowledge development.
Please find a copy of the latest careers magazine for parents. https://view.joomag.com/sbt2315-careermag-for-parents-issue-6-v2/0431977001614590899?short&
Click here for a parents guide New NCW Homepage - National Careers Week 
Click here for Mrs Mawby's letter regarding National Careers Week  - March 2021
Click here for Mrs Mawby's letter regarding National Apprenticeships - February 2021

 

 

 

 

### Curriculum intent

The fundamental aim of Sir Thomas Boteler Church of England High School is to transform the life-chances of our young people by focussing on removing barriers to learning and raising standards, particularly the basic life skills of literacy and numeracy, as well as employability skills so that all of our students have the best possible start in life. This is achieved through the delivery of a knowledge rich curriculum, which is ambitious for all students. We do this in an environment where students know they are loved and cared for. Our students are developed both academically and spiritually as we adopt a nurturing, supportive and bespoke approach to each individual child. Our school mission statement of “Through God, We Care” underpins every aspect of school life alongside our mantra of “High Expectations, High Aspirations and High Standards, You Will Succeed”
Our curriculum model is the ‘heart’ of our school and it enables each student to receive an integrated, coherent learning experience that contributes towards their personal, academic and professional development. We have an unrelenting desire to ensure our students achieve the results they need to succeed, instilling ambition to see students realise their potential and progress into their chosen career or next stage of education. It is also important that our students are well rounded individuals and sensitive to the needs of others, responding positively in any way they can as good citizens. Our Personal Development Curriculum is designed to support students to become confident, healthy, resilient and respectful citizens, who are fully prepared for life and work. Our Christian values of ‘Hope, Compassion and Endurance’ are fundamental to everything we do and we firmly believe that if these are applied to all aspects of learning our young people will have a strong moral compass which will serve them well in the future.
At KS3 our curriculum intent is to ensure that our students have the opportunity to develop a rich and full knowledge base which will act as a stepping stone, benefitting them in later years. They will be exposed to the events, practices, research and characters that have shaped both their subjects studied and our society and beyond. This foundation of knowledge is the platform for gaining deeper, more fluent knowledge and application of skills in preparation for the challenge of KS4. We want our students to be lifelong learners and we will continually explore how our students learn best, to ensure they retain knowledge through the most effective teaching strategies.
In our curriculum we believe we are able to foster the talents and ambitions of all our young people through a knowledge based curriculum.  We have faith in our actions and trust our judgement as we are safe in the knowledge our curriculum is broad, challenging and will holistically develop our students.  Our curriculum is always rooted in Christian teachings: Psalm 119:66 “teach me knowledge and good judgement for I trust your commands “

### Curriculum Implementation

The focus for curriculum design at Sir Thomas Boteler Church of England High School is based on developing a love for learning and an awareness of the key areas of both subject knowledge and key concepts that our students need to know and understand. Preparation to enter the world of work and further/higher education via a comprehensive CEIAG programme is also a key component of wider curriculum provision.
Inspiring our students to develop a love of the diversity of our KS3 curriculum offer is a key aim of all of our staff. Based on evidence informed practice, this is achieved through the engaging teaching of cumulative knowledge rich topics chosen to inspire. We believe we cannot afford short cuts in knowledge acquisition as the latter forms the bedrock of skill development. We achieve this objective through daily exposure to knowledge via recall and retrieval activities and the explicit use of knowledge organisers as a key learning resource.  Teachers are adept at delivering  strategies to embed learning in the long-term memory enabling students to develop multiple schemas through which knowledge is developed incrementally. Explicit teacher modelling, gradually releasing new knowledge and capturing and reshaping learning enables students to make strong progress.
With the flexibility afforded to us in terms of Key Stage three design, our focus is to capture the inquisitive nature of young learners’ minds and retain this via the delivery of subjects, and the topics within them, to lock in and exploit a learner’s potential. We believe it is important for our students to understand what they are learning and why they are learning it. Context is important and our teachers will present the ‘Big Picture’ of all learning before ‘zooming’ in on the granular curriculum content. Developing ‘cultural capital,’ especially for our disadvantaged pupils, is also crucial. 
Teaching our students to adopt successful learning habits, modelled by the daily practice of our staff, will equip them in developing a progressive and widening knowledge base to meet the increased demands at Key Stage 4. Key to the provision of this successful learning journey is sequential planning to ensure a grapple and grasp of knowledge components, key subject themes and skill application. Each curriculum year building on the knowledge and skills mastered in the previous year. An acute awareness of the void in the knowledge capital of disadvantaged learners is a high priority. A narrowing of these knowledge gaps via personalised knowledge organisers and personal learning checklist response is a key intervention.
In terms of assessment, our focus is simple. Identifying gaps in knowledge and skills and adopting strategies to close the gap. More time is to be spent on the response to knowledge and skill ‘gaps’. Student’s grappling with misconceptions supported by a reshaping of learning by teachers will lead to improved ‘grasp’ for students.  Feedback, as is widely proven, is the most effective way to improve the learning and progress of all students; effective, proven methods of feedback that are informed by precise planning are a key strategy used by staff to enhance the learning of our students.  This, coupled with frequent retrieval activities, will support learning over time and bring about changes in long term memory. More formal testing of acquired knowledge will consider current and previous topics learnt, adopting a more holistic approach to testing as opposed to only testing recently acquired topic knowledge.
At Key Stage 4, the approach to pedagogy remains a constant. We believe that through our curriculum offer students should be able to, where appropriate, combine a range of GCSE subjects with vocational/technical qualifications. Whilst ensuring academic rigor, supported by a belief in enabling increasing student numbers to access the EBacc, we are also passionate about our support of those students who choose a vocational pathway leading to apprenticeships, ‘T’ levels, BTEC L3 etc. Through regular CEIAG sessions the curriculum will ensure multiple pathways for students linked to their future.
Being highly numerate and literate ready to access post-16 education and the world of work is a high priority. Removing barriers in these areas is a key driver to improving outcomes for young people.

### Curriculum Impact

Our curriculum model has resulted in our students achieving significantly improved GCSE outcomes. It has also played a significant role in improving attendance to meet national levels, lowering persistent absence, lowering fixed term exclusions and reported instances of poor behavior. 
We spend a significant amount of time talking with students, their parents/carers as well as any relevant external support to ensure that the curriculum meets their individual needs.  Regular Careers Education, Information and Guidance (CEIAG) meetings take place to aid this process. Students are better informed than they ever have been and so make more thoughtful choices about their future, resulting in fewer students deemed not in education employment or training (NEET).
The impact of our approach is the increase in progress made by all our learners.  Our school has now become a popular school in the local area with numbers on roll increasing rapidly and our Year 7 is the largest year group in the school.  Parents and carers, and the community at large have clearly bought in to the school’s Church school ethos, including the curriculum across all key stages.

### warrington vale college

Click here for the WVC website

### Feel Good Friday Challenge

Fabulous well-being
Getting physically active
Feeling the kindness
Creative and artistic skills
You may be aware that we have a Feel Good Friday initiative for the staff. This is something I introduced in September. The concept is very simple. On a Friday staff have to be ‘kind’ to another colleague in whatever way they feel appropriate to make them feel good about themselves. This can range from complimentary post-it notes left on a computer to a coffee from McDonalds. There is no stipulation what the act of kindness is, however, we do something kind for someone else. This concept has worked far better than I could ever have imagined and I have been encouraging staff to engage with it outside of school too. What I would like to do next is to introduce it for students.
Therefore on Friday 12th February it is time for me to give back to the students and staff for their mental health and wellbeing. The online learning is hard and looking at the screen all day can take its toll on students and staff. Therefore I am introducing the Feel Good Friday Challenge for all staff and students. It will hopefully be a day where they can participate in a range of activities which will help their mental well-being and health.
The school is open to critical worker, vulnerable students and Designated Provision on the 12th February and the Senior Leadership Team (SLT) will cover all the classes that day. The students in school will not miss out and my SLT will makes sure we have something fun planned. For those who are in school on the 12th they will not have to wear uniform.
I would like the students and staff to decide on 3 activities and each one has to link to our Christian Values of Hope, Compassion and Endurance. So for example you may do some meditation, this might come under Hope, as it gives you a clear head and time to think positivity. You might decide to make tea for your family and this would come under Compassion. Or, you might do a fitness challenge and this would come under Endurance
The students and staff will then need to make a quick record of the activities they have completed. They can do this by:


 	Photos
 	Videos
 	Email descriptions
 	Vlog
 	Blog
 	Podcast

The students then need to send the evidence to their Form Tutors by the end of the day and the Staff need to send their evidence to me. There will be prizes available for the best representation of the Christian Value.   

SOME possible ideas to think about for your activities.
This is NOT a ‘to do’ list. You will be able to think of a million things you could do and I do not want to be prescriptive. However, it is often useful to have ideas to get you started.
Instagram baking class
Bread Ahead bakery school and shop in Borough Market are doing free online tutorials via their Instagram page. Whether you fancy learning how to make doughnuts, brownies or bread they have it all.

Go to the zoo without leaving the house 
You can view the live webcams at Edinburgh Zoo on their website. You can see pandas, penguins, tigers and koala bears. There are lots of fun facts about the animals on the website too.
Listen to a podcast
Watched everything on Netflix? Can’t concentrate on a book? Then why not get lost in a podcast. Pop your earphones in and get transported from your house to somewhere more interesting without even getting off the couch.

Check World’s Most Famous Landmarks 
Enjoy a virtual tour from Peru to Paris
 https://www.theguardian.com/travel/2020/mar/30/10-best-virtual-tour-worlds-most-famous-landmarks

Watch some live music
Since it doesn’t look like any of us will be going to a concert anytime soon, why not bring the concerts to your living room? There are loads full length concerts to stream for free online.

Museum tours
Since we can’t get to any museums or art galleries for a while why not explore them from home? Take a tour of the British museum in London for free online

Tour the USA’s greatest national parks
We might not being taking journeys anytime soon but thanks to the internet we can take our online journeys far and wide. Always wanted to visit some of the beautiful national parks in America? Then thanks to google earth we can.

Play Pictionary with a robot
Use the free game ‘quick draw’, which google have created to have fun and draw pictures for their robot to guess

Cooking lesson with a Michelin star chef
Massimo Bottura has taken to his Instagram account with free nightly cooking lessons.

Lunchtime doodle session with a top kids illustrator
Mo Williems invites you into his studio every lunchtime. Learners all over the world can draw, doodle and explore new ways of writing for free.

Audio books or short stories
Audible have made a huge section of their collection free. Check out their website to see if there is any you would like.

P.E with Joe Wicks
Fitness guru Joe Wicks has become the nation’s P.E teacher. Check out his videos every morning at 9am on youtube.

Learn how to make pasta
An 84 year old Italian grandmother who teaches pasta making classes had to stop when the country went into lockdown. Her granddaughter has helped her take her class online.

Check out the rides at Disney
Disney world might be closed but that doesn’t mean you need to miss out on all the fun. Have a fun filled day by checking out the virtual rides on Youtube.

Head to Hogwarts
Always dreamed of being a wizard? Well now’s your chance. Hogwarts is here is a website created by Harry Potter superfans, you can sign up, chose your house and even create magical potions.

Relax on the beach without leaving your house
Fancy hearing the sound of the waves and looking at a beautiful sandy beaches? Then check out this live beach webcam.

Watch some baking classes
The Big London Baking team will be sharing three online baking classes on their social media channels every week. Check out their Facebook page to keep up to date.
Make a memory box
Find a box big enough to hold loads of items. Decorate the box and then fill it with lots of your favourite memories from over the last few years for example pictures and concert tickets

Make paper mache
Fancy making some paper mache at home? The check out these easy steps to do so.

Play a board game
Board game lovers will be pleased to know that there are ways to play your favourite games online, so you don’t have to venture out to end to try out your new Scythe strategy or to finally play Terraforming Mars with a friend. 
Websites like Tabletopia have free accounts for players, but you may need to pay to play some of the more popular or newer games. 

Learn a language
Always wanted to speak Italian? Intrigued by Norwegian? Think that Mandarin will be useful for work, or perhaps German? 
Why not learn a new language? Online tools give you everything you need to help you brush up on vocabulary, and test out pronunciation. 

Go to the aquarium
It’s almost impossible to recreate the strange grace and tranquility of aquariums but not entirely.
Although they’re closed to the public, Monterey Bay Aquarium have added a number of live cams to let you keep an eye on the jellyfish, kelp forest, coral reef, and even the penguins, completely free. 

Stretch out with a yoga class
If you’re trying to de-stress and stay healthy from home, you’ll be pleased to know that plenty of yoga studios are now streaming online classes for you to join in with. 
A lot of studios are still running paid classes, but you can also find plenty of free classes online, like those run by Adrienne on YouTube.

Have a work out
Keeping active will make a big difference to how you feel mentally and physically – physical activity should help you sleep better and lift your mood, even if you’re stuck in the same room for most of the day. 
You don’t need any equipment for a good workout, and there are plenty of free online videos to take you through a routine. Check out Joe Wickes’ 7 Days of Sweat to get started.

Solve a mystery
True crime fans can immerse themselves in mysteries or even start solving them. There are plenty of online communities like Reddit’s Unresolved Mysteries, where mystery fans get together to swap theories and combine information to try to get to the bottom of old cold cases. 

Start a blog
This could be a great time to build your audience, especially if you have relatively cheap, indoor hobbies that you can share. 
Interest in pastimes like cooking and board games has shot up over recent weeks – if your hobbies are trending, why not set up a blog and share your knowledge? You can set up a WordPress account and blog for free, and take it from there

Learn first aid
It’s good to be prepared for an emergency, especially when urgent care centres are overwhelmed or you may not want to leave self-isolation for a relatively minor injury. 
You can learn basic first aid online, for free with FutureLearn. 

Meditate
Meditation and mindfulness doesn’t just help people stay calm – practitioners around the world rely on it to help them focus, remain present, and appreciate what they have. 
It’s a simple concept that can be hard to master, but you can start now, at home, and see if it works for you.

Upcycle old clothes or accessories
Got a wardrobe full of clothes that you hardly ever wear? Or lots of basic staples that lack personality? You can update, reuse, or upcycle everything from old t-shirts to shoes and garden pots. Just figure out what you’d like to use and find a project on Upcycle That to get started. 

Try bird watching 
You might have heard that nature took back the cities during lockdown, from wild boar in Italy to goats in Llandudno. If you want to get a little closer to nature, you can start with your own back garden (or balcony). Resources like eBird can help you get started. 

Learn Origami
Got some paper sitting about doing nothing? Then why not try to learn the ancient art of paper folding
Wash your make up brushes
When was the last time you washed your make up brushes? Give them all a freshen up, your skin will be grateful.
Organise your wardrobe
Why not sort through all your clothes, you could even do a fashion show. Who knows you might discover some outfits you forgot you even had
Make a wish jar
Write some things you would love to do in the future and pop them in a jar and when all of this is over start to complete them
Make a musical instrument
Have a look around the house and see what you have to make your very own musical instrument.
Give yourself a makeover
Been desperate to try out some hair and make-up skills or upcycle some old wardrobe items? Well now’s your perfect time.
Video call your friends and family
Don’t forget to check in on your friends and family, and cheer yourself up by seeing your favourite faces.
Paint your nails
It may be a while before we can all head to the nail bar so why not give yourself a manicure at home.

Write a play or short film
Perhaps your work is better realised by actors rather than staying on the page? You’ll be pleased to know that the BBC is on the hunt for original scripts about self-isolation that they can turn into short films. 
If you’re daunted by that task, you could try out our free screenwriting course to learn the ropes and (hopefully) catapult you into stardom after your first film is made. 

Visit the MoMA
A huge number of art galleries and museums around the world have digitized their collections and are now offering free virtual tours.
New York’s MoMA is just one of the incredible galleries that you can visit from your own sofa, where you can enjoy Pollock and Monet without the crowds

Try a fitness challenge
Don’t fancy the gym (or the hefty membership)? There are plenty of fitness challenges you can try out from home, so you can work on your fitness without having to leave the house. You could try the 100 pushup challenge, or squat challenge, or just doing a 30-day bodyweight workout challenge to stay healthy at home for free. 
Just make sure that you don’t push too hard early on, and warm up thoroughly before you do any exercise.

Next Steps

 	Think about what your activities are going to be under the 3 headings.
 	Think of how you are going to have ‘evidence’.
 	Think ‘outside the box’.
 	Plan ahead if you need any resources.
 	Make sure whatever you decide to do makes you feel good.
 	Parents/Carers please let Mrs Scott-Herron know if you need a place in school on the 12th so she can work out the activities and staffing.

 

### Year 9 Options - Learn Live Event

This event will be available from the 4th February 2021 at 9.05am. 

 

 

 

 

### Year 5 and 6 extra-curricular

Welcome Year 5 and 6. I do hope that you are safe and well during this lockdown. Here at Sir Thomas Boteler Church of England High School we feel that it is extremely important that you start to understand about high school in Year 5, this will help to prepare you for when you start in Year 7. That is why we are inviting you to take part in these Art, Music and Sport extra-curricular sessions. We will keep adding activities to this webpage, but please feel free to use it as and when you would like to. 
As you can see we have a Transition section on our website, so take a look at this too, to help you start preparing for high school. - Mrs Mawby, Assistant Headteacher 

Art
Hello Year 5 and Year 6. 
I am very proud to introduce you to our Art Department at our school, where Mrs Guttridge and I teach. My name is Mrs Joice and I will be your Head of the department. We’re both here to teach you lots of art skills and show you how you can enjoy art, no matter what your skill is. 
We have recently developed our Art Department YouTube channel with demonstrations and introductions to different techniques and topics, that we explore with students at all levels. Below are a few sample videos that you can try. If you would like to see a particular demonstration on how to create something please email sjoice@boteler.org.uk with your request, and we will see what we can do! 
I would love to share this channel with you so you can dip in and out of the videos.

Click here to visit the Boteler Art YouTube channel. 
Please subscribe and enjoy trying out new ideas, and we hope you see you soon. - Mrs Joice, Head of Art

 
Music
I would like to invite you to get involved in a Music Club where you will get the chance to try bucket drumming, sing pop songs, make up your own music and even get involved in virtual performances. Everyone is welcome to try the activities and have some fun with Music. - Mrs Clarke, Head of Music 
 
MUSIC ACTIVITY PICK AND MIX



PE
Be part of TEAM BOTELER.
PE, school sport and physical activity at Sir Thomas Boteler Church of England High School enhances physical health, boosts mental wellbeing, builds resilience, lifts academic achievement and creates active habits for life in our students. It also instils in young people the core values of creativity, aspirations, resilience and empathy which in turn contribute to wellbeing and achievement. Our unique staff and student relationships will ensure every student is supported yet challenged to be their best.
Put simply, it is our view that PE makes a unique contribution to students’ wellbeing and is the most powerful subject in terms of its impact on both physical and emotional health. Come and be part of TEAM PE and have the opportunity to learn new skills, improve your knowledge of everything from sport tactics to fitness training, and even embark on our sport leadership programme.
We promote a love of PE and Sport, provide opportunities to participate and compete, allowing our students to achieve and excel. - Mr Burbidge, Director of Sport and Performance
 

 





 

### Teacher Training

Welcome to our ITT students. Please watch the videos below for a thorough introduction to our school. Here you will find all the information you need before starting your placement. Please contact Anna Mawby - amawby@boteler.org.uk with any questions. 






 



 

 

 





 
Important documents:
ITT Student 2020-21 INDUCTION
Essential form
Video Photograph Consent Form
 

### Robert Icke

After spending 18 years in the education system, I retired from lecturing.  At my previous College/University, I set up the Welfare (Wellbeing) Department and The Careers Department (Careers Development Institute (CDI)).
I was elected onto the Board of Governors at the University in 2016, and I am ardent about all children's education and nurture. I hope to bring a wealth of experience to the Governing Body of this school.  As the Priest at Christ Church, I will enjoy working with the Headteacher and the school to make the connection between the church and the school’s vision of supporting the belief that all children are created in God’s image are therefore unique, special and valued.
I will be a link between Church and School by providing various services and activities both at Church and School.   In 2019 I completed my Post Graduate Studies at Durham University and became the Padre for the Sea Cadet Warrington.

### Options Draft


 

Click here to see the Option PowerPoint as a PDF, or view below as an interactive book. 


Click here to view the 2021 Options Form

### Options Evening 2021



Click here to see the Option PowerPoint as a PDF, or view below as an interactive book. 


 

### govs table

Name                
                                            
                                Governor Category                
                                            
                                Appointed By                
                                            
                                Start of Term                
                                            
                                End of Term                
                                        
                            
                            
                                Mrs Beverley Scott-Herron                
                                            
                                Headteacher                
                                            
                                                
                                            
                                01/09/2014                
                                            
                                Ex-officio By virtue of role                
                                        
                            
                            
                                Mr Geraint Williams                
                                            
                                Foundation                
                                            
                                Chester Diocese                
                                            
                                05/12/2019                
                                            
                                10/05/2026                
                                        
                            
                            
                                Mr Peter Speed                
                                            
                                Foundation                
                                            
                                Warrington Education Trust                
                                            
                                06/06/2023                
                                            
                                05/06/2027                
                                        
                            
                            
                                Vacant                
                                            
                                Foundation                
                                            
                                Liverpool Diocese                
                                            
                                                
                                            
                                                
                                        
                            
                            
                                                
                                            
                                                
                                            
                                                
                                            
                                                
                                            
                                                
                                        
                            
                            
                                Revd Robert Icke                
                                            
                                Foundation Ex-officio                
                                            
                                Chester Diocese                
                                            
                                03/10/2019                
                                            
                                Foundation ex-officio By virtue of role                
                                        
                            
                            
                                Miss Lucretia Fields                
                                            
                                Foundation                
                                            
                                Liverpool Diocese                
                                            
                                31/01/2023                
                                            
                                30/01/2027                
                                        
                            
                            
                                Miss M Alexander                
                                            
                                Community                
                                            
                                Governing Body                
                                            
                                02/09/2024                
                                            
                                01/09/2028                
                                        
                            
                            
                                Miss Hayley Ashorobi                
                                            
                                Parent                
                                            
                                Governing Body                
                                            
                                04/12/2024                
                                            
                                03/12/2028                
                                        
                            
                            
                                Mr Geraint Williams                
                                            
                                Foundation                
                                            
                                Chester Diocese                
                                            
                                01/04/2022                
                                            
                                31/03/2026                
                                        
                            
                            
                                Mr Craig McDonald                
                                            
                                Staff                
                                            
                                Governing Body                
                                            
                                07/11/2024                
                                            
                                06/11/2028                
                                        
                            
                            
                                Mrs Rebecca Dean                
                                            
                                Foundation                
                                            
                                Governing Body                
                                            
                                18/07/2022                
                                            
                                17/07/2026                
                                        
                            
                            
                                Anna Stansfield                
                                            
                                Parent                
                                            
                                Governing Body                
                                            
                                18/07/2022                
                                            
                                17/07/2026                
                                        
                    




 



Edit


	NameGovernor CategoryAppointed ByStart of TermEnd of TermDeclared InterestsResponsibilities




	Mrs Beverley Scott-HerronHeadteacher01/09/2014Ex-officio By virtue of role


	Mr Peter SpeedFoundationWarrington Education Trust06/06/1905/06/2027


	Mr Stuart TMr Stuart TitcharditchardFoundationChester Diocese05/12/201931/08/2024Parent and TCAT TrusteeChair Lead Governor – Finance Head Teacher Performance Management


	Mr Paul KingPaul KingFoundationLiverpool Diocese24/02/201624/02/2020Headteacher Green lane School, WarringtonLead Governor – SEND Headteacher Performance Management


	Miss Jane GriffithsFoundation Ex officioBishop of Liverpool02/07/2015Ex-officio By virtue of roleTCAT Trustee Lead Governor- Safeguarding Lead – Ethos & Community Headteacher Performance Management Admissions Panel


	Revd Robert IckeFoundation Ex-officioChester Diocese03/10/2019Ex-officio By virtue of role


	Miss Lucretia FieldsFoundationLiverpool Diocese31/01/201930/01/2027Lead Governor – Quality of Education


	Mrs Claire FindlaMrs Claire FindlayyParentGoverning Body26/04/201825/04/2022ParentLead Governor – Careers Vice Chair of Governors Pay Award Panel


	Mr Darren WillcockParentGoverning Body26/04/201825/04/2022ParentLead Governor – Attendance


	Mr Geraint WilliamsFoundationChester Diocese01/04/201801/04/2022Lead Governor – Health & Safety


	Mr Jonathan MillerStaffGoverning Body30/09/202029/09/2024Lead Governor – Pastoral


	Mr Thomas GawneCo-optedGoverning Body01/05/201901/05/2023





 

NameCategoryAppointed ByStart of TermEnd of termDeclared InterestsResponsibilitiesMrs Beverley Scott-HerronHeadteacher01/09/2014Ex-officio By virtue of roleMr Peter SpeedFoundationWarrington Education Trust06/06/1905/06/27Full Governing Body CommitteeEthos and Community CommitteeAdmissions PanelLead Governor : EthosMr Stuart TitchardFoundationChester Diocese05/12/201931/08/24Parent and TCAT TrusteesChair of GovernorsLead Governor – Finance Headteacher Performance ManagementFull Governing Body CommitteeFinance, HR and Operations CommitteeChair of Strategy and Leadership CommitteeMr Paul KingFoundationLiverpool Diocese23/02/202022/02/2024Headteacher Green lane School, WarringtonLead Governor – SENDHeadteacher Performance ManagementChair of Quality and Standards CommitteeStrategy and Leadership CommitteeFull Governing BodyMiss Jane GriffithsFoundation Ex officioBishop of Liverpool02/07/2015Ex-officio By virtue of roleTCAT Trustee Lead Governor - Safeguarding Lead – Ethos & CommunityHeadteacher Performance Management Admissions PanelChair of Ethos and Community CommitteeFull Governing Body CommitteeStrategy and Leadership CommitteePay Award PanelRevd Robert IckeEx-officioChester Diocese03/10/2019Ex-officio By virtue of roleEthos and Community CommitteeFull Governing Body CommitteeMiss Lucretia FieldsFoundationLiverpool Diocese31/01/201930/01/27Lead Governor – Quality of EducationQuality and Standards CommitteeFull Governing Body CommitteePay Award PanelLead Governor - Quality of Education KS4Mrs Claire FindlayParentGoverning Body26/04/201825/04/2022ParentPay Award PanelChair of Finance, HR and Operations CommitteeStrategy and Leadership CommitteeFull Governing Body CommitteeParent Governor - VACANCYMr Geraint WilliamsFoundationChester Diocese01/04/201801/04/2022Lead Governor – Vice Chair Health & SafetyFinance, HR and Operations CommitteeFull Governing Body CommitteeAdmissions PanelMr Jonathan MillerStaffGoverning Body 30/09/202029/09/2024Lead Governor – PastoralQuality and Standards CommitteeFull Governing Body CommitteeMr Thomas GawneCo-optedGoverning Body01/05/201901/05/2023Quality and Standards CommitteeFull Governing Body CommitteeAdmissions PanelLead Governor - Quality of Education KS3

### 

11th January 2021 - A message from our TCAT CEO Andrew Moorcroft: 
Hello and happy new year to you all, 
As you may know your child's Academy is part of The Challenge Academy Trust which is made up of 10 academies located across Warrington. We have been incredibly proud of the offer our academies have managed to maintain over the space of this most difficult year. We have also been hugely impressed by how well your sons and daughters have responded and adapted to the challenges thrown at them. We have worked together within the trust to ensure the quality of our educational offer has been as effective as possible and we hope your child has been well supported. 
It is clear that 2021 has not gotten off to an ideal start and we now know that a large proportion of our young people will be educated at home for at least the next few weeks. We feel confident our academies will provide some outstanding delivery of the main school curriculum during this time and we will be working together to ensure this is the case. However, we also want to ensure that our young people have access to a range of opportunities to develop their ‘softer’ skills despite the social limitations in place. To this end we are launching the TCAT Lockdown Challenge next week to encourage your sons and daughters to engage with a range of activities which will support their social, physical and emotional well-being and we will be asking you and your children to celebrate these achievements publicly via social media if you are happy to do so. Your child’s school may already have a similar scheme in place, if so we would ask you to celebrate these achievements too.  
Please visit www.tcat.uk.com/lockdown-challenge for more information. 
We realise that working from home cannot replace the school experience but we hope this initiative will go some way to making the experience more bearable and fun. 
I would like to thank you personally for working so closely with our academies to ensure your children have the best experience possible during this difficult time. 
Wishing you a healthy and happy 2021, hopefully free of restrictions. 
Yours faithfully 
Mr Andrew Moorcroft 
Chief Executive Officer (TCAT) 

### Examinations 2021

Click here to read our press release following our 2021 GCSE results. 
Y11 Leavers letter 2021
JCQ-Guidance-for-Students-and-Parents-on-Summer-2021
TCAT Centre Policy Summer 2021 teacher assessed grades
 
Publication of GCSE/BTEC results - 12 August 2021
 

January 2021
Dear Parents/Carers and BTEC students
Following the Prime Minister’s 4th January announcement of a new lockdown and the news that schools, colleges and training providers will close to the majority of learners, Pearson the BTEC awarding body and other vocational qualification providers have  been working with the Department of Education (DfE) to understand what this means for the BTEC/Vocational exams scheduled for January.
The DfE confirmed on 4th  January that they expected scheduled vocational exams to go ahead . However, last night (5th January) they updated their guidance to give schools, colleges and training providers the choice to offer students vocational exams, should schools and colleges judge it right to do so. Following this announcement and after many meetings this morning we have therefore decided NOT to go ahead with the BTEC/Vocational exams for the Year 10 and Year 11 students in January /February for the following reasons:

 	It is totally unfair to cancel GCSE exams and not BTEC exams as it not a level playing field and I feel that some students would be at a disadvantage.
 	It is unfair to discriminate about the importance of GCSE versus BTEC exams by cancelling one and not the other as this gives the impression that one is more valuable than the other. This is not the case as they are both as important.
 	Our current Year 10 students have only started the BTEC course in September and this year group has been most affected by having to self-isolate and therefore have missed physical face to face teaching.
 	Due to the Government decision of students having to learn online we have not been able to have the Year 10 students in this week and before any exam situation for any child we provide a full face to face exam conditioning programme where we ease worries and anxieties and do some last minute intensive work with them and we have been unable to do this.
 	We do not want to put any student at a disadvantage by making them take an exam they did not feel fully prepared for because of the current circumstances and also the anxiety caused by us not knowing what exactly was happening.
 	Ofqual have agreed if schools take the decision not to run the BTEC examinations then they will not be at a disadvantage.
 	For Year 10 students there will be opportunities to take the examination in Year 11.
 	For Year 11 students there are going to be other evidence sources to generate the grade (including any examinations that they have completed).

You can appreciate that some of the decisions I am having to make at the moment are not easy. I do not want any of my students to be at a disadvantage and I have to think through every possible scenario to ensure the decisions will ensure they get the best possible grade they can. I do feel that my decision is best for the young people and I hope I have your support with this.
Many thanks for your patience and understanding. I know there are a lot of communications, but I have to let you know as soon as something changes because it is so important for our young people.
Please take care and stay safe. If there are any questions about these examinations then please contact Mr Koltan jkoltan@boteler.org.uk
Yours sincerely
Beverley Scott-Herron
Headteacher

### Covid-19 Testing Privacy Statement

Please click here for the COVID Testing Privacy Statement

### january 2021 - reopening and mass testing

UPDATE - 4th January 2021:
As you are aware we are looking to mass test the school population. Therefore your consent is needed if you wish your child to be tested. Please can you complete the consent form below ASAP so we  have an idea of numbers, as you can appreciate it is a complex process logistically.
https://forms.office.com/Pages/ResponsePage.aspx?id=9iuQMzETyE6qHvCKCvXUMTMfGXvm4YNClYF2ZSH8cL5UODdNTTFMVzAzNTlaUTFRNEdWMzk5UVVSTy4u
 

 
UPDATE - 31ST DECEMBER 2020 - Please click here for the 31st December 2020 Parent Update letter sent to parents/carers.
 
Dear Parents/Carers
I hope you are well and keeping safe. I appreciate it is a difficult time with the changing Christmas restrictions, however as long as we all remain fit and well then that is a blessing in itself.
Following on from my letter on Thursday 17th December 2020, I think it is important that you are kept fully briefed and updated.
To summarise what we already know 


 	Primary schools are operating as normal
 	In the week commencing 4th January, only the children of critical workers, vulnerable children, students in Y11 and those students in Year 10 doing BTEC courses who will be sitting January examinations are in school. Mr Koltan has personally phoned all the parents/carers today to ensure they know to come in to school.
 	Critical workers is clearly defined as including teachers and school staff as given on this link Critical workers and vulnerable children who can access schools or educational settings - GOV.UK (www.gov.uk)
 	There will be a full remote package in place and critical worker/vulnerable students who are in school will attend their normal lessons. Those learning remotely will need a workbook to keep all their online learning in as stated in the first correspondence. The online workbook standards (Recall 5 etc.) must be adhered to, as if they were in the classroom. We have high expectations of all our young people, whether they are learning remotely or attending school and therefore their attitude to learning and behaviour must reflect this.
 	The guidance at the moment provides for mass testing of Year 11 students and staff in the first week as well as serial testing of close contacts. We are expecting further information regarding this to come out soon as we will need consent forms to be completed.
 	The guidance is unclear at the moment as to what the expectations are going forward on mass testing, but again we will keep you posted.

The full details around the January return can be found on the link below.
Schools and childcare settings: return in January 2021 - GOV.UK (www.gov.uk)
The rationale behind the staggered start and testing 
Since the start of the academic year, the continuing efforts of leaders, teachers and staff across education and childcare have ensured that settings remain as safe and COVID-secure as possible.
To support public health efforts during the return to school in January 2021, secondary schools in England are being offered access to additional coronavirus (COVID-19) testing from the first week of January. This will help deliver the national priority of keeping as many students and teachers as possible in school beyond the start of term, minimising the spread of the virus and disruption caused by coronavirus (COVID-19) cases arising in education settings.
Secondary-age pupils are being prioritised for testing in response to the recent high rates of coronavirus (COVID-19) infection. Primary schools will return as normal and these measures do not apply to early years providers.
Rapidly identifying and containing any asymptomatic cases through this testing programme will contribute to public health efforts and support the effectiveness of the regular rapid testing programme that schools with secondary-age students are being supported to set up and deliver once this initial testing is concluded. This will enable school staff to be tested weekly, as well as daily testing of both staff and pupils who are close contacts of a positive case, to avoid the need for self-isolation.
Schools delivering this programme (such as Sir Thomas Boteler Church of England High School) will enable as many staff and pupils as possible to get tested from the first week of term, the week commencing the 4th January 2021 (we are trying to set this up as quickly as possible, however the guidance only came out as we finished for the Christmas holiday). This will be done with lateral flow device tests. If the student’s first test is positive, they should immediately self-isolate and have this positive test confirmed with a standard Polymerase Chain Reaction (PCR) test (they take more time because they are usually processed in a laboratory). If the student’s first test is negative, they should be tested again ideally 3 to 5 days later (no fewer than 3 days). If this test is positive, they should self-isolate and confirm this with a PCR test.
As a school we will be encouraging testing but it is optional. We need our young people in school learning and by doing the testing we will ensure that we are as COVID secure as we can be.
Actions


 	Keep up to date by checking for emails and text messages. Also keep an eye on the website. There will be a button called January 2021/Mass testing where all the information we send out and direct you to will be.
 	Talk to your son./daughter about what is happening ion the 4th January 2021 and the relevant expectations.
 	All young people should continue to comply with the rules set out for the tier they are in (Warrington is currently in tier two, but this may change), and please help us to ensure their children are following these rules. That particularly includes those related to mixing with other households when they are not at school and when they are travelling to and from educational settings.
 	All student who are in school must wear full school uniform including the correct school shoes.
 	Please purchase am A4 notepad to do the online learning (Y7-10)
 	All PE kit must be correct when the students return, no alternatives will be permitted (Year 11 please take note).
 	If you are intending to send your child in because you are a critical worker then please email criticalworkers@boteler.org.uk , this is really important and will enable me to get an idea of numbers so I can inform the canteen staff. Even if you have emailed me already, please would it be possible for you to email this mailbox again, so we have all the data in one place.
 	Any worries or concerns please email me directly bscott-herron@boteler.org.uk . I may not answer as promptly as usual over the festive period, but I will always get back to you.

As ever, I am so appreciative of your support and kindness. Please have a wonderful Christmas and I will be in touch in the New Year.
“Rejoicing in hope, patient in tribulation, continuing steadfastly in prayer.”  Romans 12:12
Yours sincerely
Beverley Scott-Herron
Headteacher 
 
Click here for Mrs Scott-Herron's letter dated 17th December regarding January staggered return. 
Schools and childcare settings: return in January 2021 - GOV.UK (www.gov.uk)
Schools_Colleges_Testing-Handbook_version-3.3-Copy.pdf (schoolsweek.co.uk)
Coronavirus (COVID-19) asymptomatic testing in schools and colleges - GOV.UK (www.gov.uk)

### Exam policies and information for candidates

Click here for Mr Kinsey's Exam Preparation Guide 

Word Processing Policy

Use of Artificial Intelligence in Exams and Assessments Policy

Internal-appeals-procedures (Internal Assessment Decisions)

Internal-appeals-procedures (Access Arrangements and Special Consideration)

Internal Appeals Procedure (Post Results Appeals)

TCAT Child Protection Safeguarding Policy STBHS

Ofqual-student-guide-2024

Information-for-candidates-Privacy-Notice_21-22

JCQ-Preparing-to-sit-your-exams-2-v3-RS-A4 

JCQ-AI-poster-for-students-2 

Warning-to-candidates-poster_2024_5 

Preparing-to-sit-your-exams-2024_25 

JCQ-Social-Media-Infographic-v6 

2022-Unauthorised-Items-poster-live-text_September22 

IFC-Written_Examinations_2024_FINAL 

IFC-On-Screen_Examinations_2024_FINAL

IFC-NE_Assessments_2024_FINAL

IFC-Coursework_Assessments_2024_FINAL

Click here for our Keeping Boteler Safe newsletter which shares helpful guidance and advice around managing the pressure and worry they can bring.

### Wellbeing

Wellbeing newsletter summer 2022 
Wellbeing newsletter Winter 2021
School year 2020 - 2021


Our Head Girl Jessica Kelly and Head Boy Jonah Holland discuss wellbeing during Children's Mental Health Week.

 
 
 

 
Click here to view our Wellbeing newsletter as a PDF. 
Click here for Mrs Coleclough's WellBeing Ideas booklet

Well-being information:
 


 
Click here for Wellbeing Information, Advice and Support for students
Click below to view our Support Guide.


Click here for our Support Guide for parents, carers and students as a PDF
If you or someone you know is struggling with this very challenging situation we are all in, please keep reading for ways to feel a bit calmer and ideas to help you cope. http://www.wellbeingandcoping.net
Chipper Birds is a great resource for a bit of sound therapy. Bird music is great for relaxation, stress and anxiety. If you love birds, you’ll be happy to hear that their chirps and tweets can help you relax when you are feeling anxious – and just in general too. https://chipperbirds.com/bird-music-for-anxiety/

### Anti-Bullying

This is an introduction from our Anti-Bullying Ambassadors. It is a timely reminder that they are available to support students on Microsoft Teams if they would prefer to speak with a peer, if they perceive behaviour towards them or others as bullying. Year 8 students can also speak with them directly as they are in the same bubble.
 

### Remembrance 2020

Today marks the 102nd anniversary of Armistice day. Although we cannot hold our Remembrance Service as usual, we are not prevented from remembering, being thankful and sharing the stories of the past. Our Remembrance Service 2020 is a virtual service in the form of this video. Our students give readings, we have a message from our Chaplain, and a musical performance; as we would have done if the service held place in school, like other years.

 
Here is our Teacher of MFL Mrs S Woolley performing The Last Post. This video includes our Roll of Honour, plus a 2 minute silent time. All of our students will stand at their desks, with this video playing, while they observe a 2 minute silence, remembering all the men and women who have served for us.

 

### RUGBY LEAGUE WORLD CUP 2021

We're proud to be part of #RLWC2021.  With one year to go, make sure you don't miss out on the biggest and best ever Rugby League World Cup.  Assemble your squad to go to a game and apply for your tickets in the ballot now! 
We have entered the ticket Ballot to give our students the experience of being there live! Watch this space.  
For more announcements and other opportunities please follow the link to the official RLWC Facebook page https://www.facebook.com/rugbyleagueworldcup 
 

### Awards Evening 2020

It is with great regret that we cannot hold the Awards Evening this year. However, we could not let the night pass without sending a message to our wonderful students and recognising the amazing achievements of the last academic year. Please see below to view our Awards Evening messages and join us in thanking the students and families for all of their efforts in the most challenging of circumstances. Although we had hoped to meet our special guest in person, we are delighted to inform you there is a special message from a Red Arrows Pilot, Mr Nick Critchell. Thank you to all of the parents and carers for your ongoing support.

 

 

### Head's Herald

 

2024-2025

Head's Herald 18th July 2025

Head's Herald 11th July 2025 

Head's Herald 4th July 2025

Head's Herald 27th June 2025

Head's Herald 20th June 2025 

Head's Herald 13th June 2025

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Head's Herald 16th May 2025 

Head's Herald 9th May 2025

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Head's Herald 25th April 2025

Head's Herald 4th April 2025

Head's Herald 21st March 2025

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Head's Herald 28th February 2025

Head's Herald 14th February 2025

Head's Herald 7th February 2025

Head's Herald 31st January 2025

Head's Herald 24th January 2025

Head's Herald 17th January 2025

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Head's Herald 13th December 2024

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Head's Herald 4th October 2024

Head's Herald 27th September 2024

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2023 - 2024
Head's Herald 19th July 2024

Head's Herald 5th July 2024

Head's Herald 28th June 2024

Head's Herald 21st June 2024

Head's Herald 14th June 2024

Head's Herald 7th June 2024

Head's Herald 24th May 2024

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Head's Herald 26th January 2024

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Head's Herald 21st December 2023

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Head's Herald 6th October 2023

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2022 - 2023
Head's Herald 14th July 
Head’s Herald 16th June 
Head’s Herald 9th June 
Head’s Herald 26th May 

Head’s Herald 19th May

Head’s Herald 12th May

Head’s Herald 5th May

Head’s Herald 28th April 2023

Head’s Herald 21st April 23

Head’s Herald 31st March 23

Head’s Herald 3rd March 23

Head’s Herald 17th Feb 23

Head’s Herald 10 2 23

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Head’s Herald 13. 1 23
Head's Herald 6.01.23
Head's Herald 16.12 .22
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Head's Herald 2.12 .22 
Head's Herald 18.11.22 9
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Head's Herald 30.09.2022 4
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Head's Herald 16.09.2022 2
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2021 - 2022
Head's Herald Edition 40
Head's Herald Edition 39
Head's Herald Edition 38
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Head's Herald Edition 36 
Head's Herald Edition 35
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Head's Herald Edition 32
Head's Herald Edition 31
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Head's Herald Edition 27 
Head's Herald Edition 26
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Head's Herald Edition 10
Head's Herald Edition 9
Head's Herald Edition 8
Parent/carer update June 28
Head's Herald Edition 7
Head's Herald Edition 6
Head's Herald Edition 5
Home Testing Letter 31st March 2021
Head's Herald Edition 4
Mrs Scott-Herron's update 4th March 2021
Return to school 8th March 
Registration Information and testing times 8th March
Mrs Scott-Herron's update - 25th February 2021
Mrs Scott-Herron's update - 23rd February 2021
Mrs Scott-Herron's update - 4th February 2021
Mrs Scott-Herron's update - 29th January 2021
Mrs Scott-Herron's update - 29th January 2021
Mrs Scott-Herron's update - 20th January 2021
Mrs Scott-Herron's update - 15th January 2021
Mrs Scott-Herron's update - 7th January 2021
Mrs Scott-Herron's letter regarding January 2021 staggered retrun
Head's Herald 3 - 16th December 2020

Click here for Mrs Scott-Herron's letter regarding reporting covid over christmas
Head's Herald 2 - 7th December 2020
Head's Herald 1 - 25th November 2020
 
 
Please click here for Mrs Scott-Herron's update to parents and carers, 8th October 2020.
Please click here for our letter regarding face coverings, 18th September 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 8th June 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 20th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 16th July 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 7th July 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 30th June 2020.
Click here for the new ground floor map for Year 9 students. 
Please click here for Mrs Scott-Herron's update to parents and carers, 12th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 4th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 29th April 2020.
Please click here for Mrs Scott-Herron's update for parents and carers, 3rd April 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 27th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers - school closure and keyworker information, 20th March 2020. 
Please click here for Mrs Scott-Herron's update to parents and carers, 18th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 17th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 12th March 2020.

### iPayImpact Online Payments

Click here to access the iPayimpact Payment System  

Click here for School Canteen menus  

The iPayimpact online payment system gives parents a more convenient and flexible way to make payments online. By making cashless payments online, you know that your money has reached the school safely. You can view your account statement and payment history and check when payments need to be made. Parents can access the school canteen's menu online and see which meal your child chose at lunchtime. Cashless payments help the school to be more efficient as administration time in the office is reduced.  

How do I Register? 
You will have received a letter from the school which gives you your: 

Pupil ID / Account Ref (for your child/ren).  

This letter will detail how you can access the website www.ipayimpact.co.uk and some simple instructions on how to use the website to make payments and look at purchase history for your child/ren.  

Registration is easy, please do the following:

 	Go to www.ipayimpact.co.uk 
 	Click on 'Register'.
 	Enter the Pupil ID / Account Ref – as provided by your establishment for one of your children.
 	Enter your Username – this is what you will use to login to your account.
 	Enter a VALID email address – this must be valid as it will be used to send you payment receipts and activation details for your account.
 	Confirm the email address by entering it again.
 	Enter a Password that you will remember. Please remember NOT to give your password details to anyone else. Your Password MUST be a minimum of 6 characters, plus include at least one capital letter; one number and one other character that is NOT a number or letter.
 	Confirm your Password.
 	Answer the Maths Test - this is to prevent automated SPAM registrations.
 	Read the terms and conditions by clicking 'Click here to view the terms and conditions'. Once read, close the newly opened tab/window before continuing.
 	An email will be sent to the email address you entered above. Please go to your email and follow the instructions you receive to activate your login.
         When you FIRST log in you will be asked to enter some personal details such as your name and address. This is to ensure that you don't have to keep entering these details when making a payment via the secure site. Please enter these details accurately.   


I have forgotten my Password / How do I reset my Password?   

If you have forgotten your iPayimpact password – follow these steps:

        Go to www.ipayimpact.co.uk 
        Click on 'Log In'.
        Click on 'Reset your password'.
        Enter your Username.
        Enter your valid email address.
        Click on 'Reset Password'. A message will be sent to your email address with instructions on how to reset your password.
        Click on the link in the email.
        You can now enter your new Password and Confirm this by entering it again.
Your new Password MUST be a minimum of 6 characters, plus include at least one capital letter, one number and one other character that is NOT a number or letter.
        Click on 'Change Password'.  
        You can now log in using your new Password. 
  

If you need more help, please visit the iPayimpact 'Frequently Asked Questions' (FAQs) page by clicking here.
 

### Whos' who


 

Click here to return to the Virtual Open School main page. 

### Drama

 
Click here to return to the Virtual Open School main page. 

### Our Community Video

We are more than a school, we are a community; a family. We pride ourselves on not only looking after the academic success of our students, but also their holistic development. Outside of our four walls, we see our role in the community as absolutely crucial. Our Community Video showcases the many ways we reach beyond those walls and collaborate with the place we live, learn and grow - and the people within it.  From delivering breakfasts, to working with the Warrington Wolves: Through God, we really do care.
 

 


 
 

Click here to return to the Virtual Open School main page. 

### Our Chaplain - Mike Wildsmith

 

Click here to return to the Virtual Open School main page. 

### Sport and Performance



 
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### Our Christmas Videos

2022
 
2021
 
2020

2019

2018


### Computer Science

Click here to return to the Virtual Open School main page. 

### Food Technology



 
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### Science



 
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### Headteacher's Welcome


 

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### Design Technology



 
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### Religious Studies & personal development



 
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### Modern Foreign Languages

 
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### Art

 
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### Geography



 
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### History

 
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### Music

 
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### SLT, head of year 7 and our head girl & head boy



 



 



 



 



 


 

Click here to return to the Virtual Open School main page. 
 

### Maths

 
Click here to return to the Virtual Open School main page. 

### English



 
Click here to return to the Virtual Open School main page. 
 

### open temp

Welcome to our Virtual Open School! 
Please click each link below to view welcome messages from our staff and students, and see a showcase of each of our vibrant departments. You are also able to book a socially distanced tour, meet our staff and see our school in action. Tours are available every week day, 9am - 11am up to the 30th October. Please contact us by either calling 01925 636414 or email transition@boteler.org.uk. 


Visit our subject departments
 

School information
    

### Virtual Open School 2020

Welcome to our Virtual Open School! 
Please click each link below to view welcome messages from our staff and students, and see a showcase of each of our vibrant departments. You are also able to book a socially distanced tour, meet our staff and see our school in action. Tours are available every week day, 9am - 11am up to the 30th October. Please contact us by either calling 01925 636414 or email transition@boteler.org.uk. 


Visit our subject departments
 

School information
    
  

 

 

### inauguration temp



### 2020 transition days

 

### Policy and Destinations

Please click here for the Careers Policy 
Please click here for the Provider Access Policy Statement (Baker Clause Statement)
 
Measuring the impact of our careers programme
We were selected to take part in the Pilot CIRS review (Careers impact review) across the TCAT schools, and an action plan is now in place for TCAT and each secondary school and college. The CIRS review was led by The Careers and Enterprise company, Cheshire and Warrington Pledge and the DFE. Our school lead for careers is now a member of the COI (Community of Improvement)

We complete the (CEC) Careers and Enterprise Company’s Compass benchmarking tool which evaluates careers provision against the 8 Gatsby benchmarks. Every 3 years we complete the Internal Leadership Review and a Peer to Peer review across TCAT.

At the end of each academic year the findings from Future Skills questionnaire, student, employers  and parental surveys are used to measure the impact and inform planning for the following academic year

Feedback is gathered form external providers and students following careers and enterprise events that take place throughout the academic year. Examples of this being the annual careers fair, mock employment interviews, enterprise and activity days and 1 to 1 guidance interview.

Destination data is used to inform future planning and to establish whether careers provision is offering the right advice and guidance and to ascertain whether students are making the right choices when moving into education, employment or training.

 
Careers and Enterprise Company - Career impact engagement: 
Careers Impact internal leadership reviews:

Why do you recommend education and careers leaders undertake a Careers Impact internal leadership review?

What has been the value and impact of undertaking a Careers Impact internal leadership review?

How did you approach Careers Impact internal leadership review?

Careers Impact peer-to-peer reviews:

Why participate in a Careers Impact peer to peer review?

What has been the value and impact of participating in a Careers Impact peer to peer review?

  What has been the value and impact of participating in a Careers Impact peer to peer review (Hubs)?

 What did a Careers Impact peer to peer review look and feel like?  

 
NEET Prevention and Destination Data
Data is collected  on the intended destinations of Year 11 students. These are all reported to Warrington Borough Council. Students at risk of becoming NEET are identified very early on, using the RONI report, and these students are given priority appointments with our careers adviser and, where necessary additional interventions, such as CareerConnect’s  programs are implemented.
 
Sir Thomas Boteler Church of England High School Year 11 leavers in Academic Year 2023-2024
Total Cohort of those resident in Warrington (166)

Total Percentage NEET 3.6%

Broken down as follows:

 	NEET 3.6%
 	Education 86.1%
 	Employment With Training 3.0%
 	Employment Without Training 0.6%
 	Training 3.0%
 	Re-engagement Provision 3.6%
 	Not Known 0%

Destination data for 2024-2025 Y11 cohort will be available at the end of January 2026.

 
Please find Destinations and NEET data here.
 
 
 

 

 

### boteler wider curriculum

For the Autumn term 2020/2021 our wider curriculum will include before school, lunchtime and after school activities on site where it can and in line with Covid regulations, keeping our students and staff safe and in their year bubbles.
We will be building activities up over the half term with the aim to engage students back with school life and their peers, as well as supporting working parents/carers.
Students should continue to use Teams to access their Boteler Wider Curriculum after school.

### Ceiag curriculum maps

 
CEIAG Curriculum Map Year 7 
CEIAG Curriculum Map Years 8 and 9
CEIAG Curriculum Map Years 10 & 11 
Curriculum overview CEIAG Year 10 & 11 
Curriculum overview CEIAG Years 7, 8 & 9
 

### Warrington Youth Zone & NCS

We work closely with Warrington Youth Zone to ensure that our students and their families have support and opportunities available to them.
Please take a closer look at what they offer here:    Home - Warrington Youth Zone
In Year 11 students have the chance to apply to take part in the NCS programme
Designed specially for 16 and 17 year olds, the NCS experience will give you a clearer idea of what you want from your future. 
We’ll help you realise that big, exciting things can come from feeling a little bit overwhelmed.
On NCS, you’ll mix with a new crowd, and take on fresh challenges together. Before you know it, you’ll be rooting for each other, as you all tackle your own little hurdles.
Along the way, you’ll also get a taste for independence and pick up skills that’ll help you smash your future goals. 
And if that’s not enough for you, you’ll also be given a platform to have your voice heard and pursue a passion project.
The NCS experience might last just a few weeks, but the impact? That lasts a LOT longer. 
Over 500,000 people have already done NCS – want to join them?

https://wearencs.com/
Find an NCS Programme Near You: Sign Up Today | NCS

 
Students and parents/carers,  please look at the job profiles produced by the National Careers Service. Each profile includes information on expected salary, what qualifications are needed and what the role involves
Click here to read what our former student Molly says about NCS. 

### Post-16 and beyond

Colleges: Key stage 4  into  5 transition
We aim for our students to have had access to a successful careers guidance programme and this will be reflected in the numbers of students progressing to destinations such as apprenticeships, technical routes, sixth form colleges, further education colleges, universities or employment
Priestley College Principal James Gresty has this message of reassurance for any Year 11s thinking about their next steps after high school. If you still have questions, you can email admissions@priestley.ac.uk. 
 

Catch22 College: Warrington | Catch22
University - is it for you?
To find out if university is for you, visit: www.ucas.com/
What to study? Where to go? How to get there? Check out: www.theuniguide.co.uk/
 
Check out the Alumni page and listen to former students talk about university.
 
Some university links: 
University of Chester
The University of Manchester
Manchester Metropolitan University - Homepage (mmu.ac.uk)
Homepage | Liverpool John Moores University (ljmu.ac.uk)
The University of Liverpool
University of Oxford
University of Cambridge
Edge Hill University
 

### the ceiag team

Please click here for our Careers staff structure. 
The CEIAG team:
A Mawby Assistant Headteacher – Strategic Careers Lead (amawby@boteler.org.uk - 01925 636414)
Mrs S Brown – Year 7 Careers lead (sbrown@boteler.org.uk)
Mrs L Butcher- Year 8 Careers lead (lbutcher@boteler.org.uk)
Mrs L Butcher – Year 9 Careers  lead (lbutcher@boteler.org.uk)
Mrs Armstrong – Year 10 Careers  lead (aarmstrong@boteler.org.uk)
Mrs A Armstrong – Year 11 Careers lead (aarmstrong@boteler.org.uk)
 
Our programme includes activities for all students from years 7 – 11 that are delivered through:


 	assemblies
 	enrichment activities
 	tutor time – incorporating STARTprofile
 	Personal Development lessons
 	employer encounters
 	workplace experiences

### Which Career?

Which subject? Click here for details about the jobs you can do, the skills you'll develop and pathways available for all our GCSE subjects. 
Which industry sector? Click here for details about different industry sectors.
Click here for information from Priestley College about which careers your subjects can lead to. 
Learn about your chosen pathway: average salaries, working hours and level of vacancies. 
Our partner college Priestley College uses a system calls Pathways to follow the live information. Click here to go to their website, follow the courses link to select your chosen area. The Pathways information is available for every subject.
Click here for the Careers Directory. 
Where could your favourite subject take you? www.bbc.co.uk/bitesize/articles/zhst2sg
What do you want to be? www.bbc.co.uk/bitesize/articles/zdqnxyc/
Explore careers by job sectors www.bbc.co.uk/bitesize/articles/zmdc382
 


 


 

 
Staff profile - Kim Dickson, Careers Advisor 
Staff profile - Our Finance Officer, Mrs Allen
 

### Useful Information and Links

Click here for Priestley's presentation for Year 11 students.

Click here for WVR College's presentation for Year 11 students. 

 

Higher Horizons is a platform for all students to access if they have any questions about University or College. Staff from across all Universities will be on hand to answer. 

https://higherhorizons.co.uk

Higher Horizons data collection letter
PIE EMWPREP cover letter 2020
Making Choices in Year 8 and 9 (a guide from Priestley College)
RAF recruitment 

Step into the NHS offers careers information and advice on the range of career opportunites, including finding work experience and jobs. www.stepintothenhs.nhs.uk
How to write a CV
https://www.speakersforschools.org/ 
What job is right for you? Skillsometer can help you discover what jobs you might like to do in the future. You will be presented with a series of statements. Select the emoji shows how you feel about each statement. You will then be given suggestions of jobs linked to what you most enjoy doing. Look below to get started...
 


 

https://www.careersandenterprise.co.uk/

Click here to see Barclay’s booklet on Problem Solving Life Skills

Click here for Home Learning activities from Career Pilot.

https://www.stem.org.uk/home-learning

icould.com – Real-life career videos, advice and information to inspire your career.

CareersBox CareersBox offers an online library of careers films, news and information. https://www.careersbox.co.uk/

FutureLearn partners with over 170 world-class universities, institutions and industry leaders to create world-class courses to help you with your career. At FutureLearnCareers, you'll find a career that matches your education and skills.  https://futurelearncareers.com/

NHS Health Careers This website contains information on the massive range of job opportunities in the NHS. https://www.healthcareers.nhs.uk/

 
University 
UCAS The universities central admissions service has details of UK university courses, with information on the application process, finance & support.www.ucas.com
Unistats A website which compares different universities and courses.https://unistats.ac.uk/
Prospects Prospects has information on graduate jobs and careers. https://www.prospects.ac.uk/
The Russell Group The group represents the UK’s 24 leading universities, the website is a good source of higher education careers information & advice, including ‘informed choices’ a downloadable guide to making post 16 choices.https://russellgroup.ac.uk/
Not Going to Uni  - This website highlights the variety of opportunities that exist outside of university. https://www.notgoingtouni.co.uk/

General Information
Buzz Test
Take the Buzz test and in less than 5 minutes discover what your strengths are and get an insight in to your personality. https://icould.com/buzz-quiz/
Target Careers Future Wise Explore options for careers, university or apprenticeships and get help applying successfully. https://targetcareers.co.uk/
 
 

### amazing apprenticeships

Click here for June 2020's parent and carers pack from Amazing Apprenticeships. 

### Career Connect

 


Independent Career Advisor meeting
Personal Guidance meetings are purposeful and supportive conversations between careers advisor and a young person. They will discuss the young person's skills, interests and achievements and reflect on what this means for their career's plans, enabling them to reach an informed careers decision and empower them to move forward. 
Career Connect is a charity with an outstanding reputation for providing high quality Careers, Information, Advice and Guidance for young people in schools and colleges. This is a critical part of the careers programme.
Careers Information, Advice and Guidance, at every stage of a  student's time at Sir Thomas Boteler, is important to help them realise their potential and to make informed decisions about their futures. Young people need to understand where they could be going and how to get there.
Sir Thomas Boteler School will be working with Career Connect during this academic year to deliver an exciting and inspirational programme of career advice and guidance activities.  The Careers Advisers who will be working with Sir Thomas Boteler are Kim Dickson and Erin Johnson-Finnerty. We also have an appropriately trained careers advisor in school full time to support our SEND  and potential NEET students.
Every learner will have the opportunity for at least 1 guidance meeting with our career advisor . These meetings will take place whenever significant study or career choices are being made. These meetings will be scheduled to meet individual needs. Parents and careers will be informed and invited to attend. The careers Action Plan and advice from the meeting will then go to the student's school email.
One to one career guidance interview will give your child the opportunity to discuss future career ideas, subject choice and suitable post 16 provision. Kim will also deliver group sessions with pupils that will introduce the world of work, jobs for the future and a range of other career-related topics. Kim will be available during Parents Evenings if you have any specific questions or wish to discuss post 16 options and career choices.
Kim is available for interviews every Wednesday and Friday and during the lunch time she has a ‘drop-in clinic’ if any students have any questions, they can also apply to college, apprenticeships or even if they wish to use the careers area to research their own ideas.
You can contact Kim using these details:
M: 07790921262
Kim.dickson@careerconnect.org.uk
For general queries, email schoolsinfo@careerconnect.org.uk
 

### Higher Horizons

Higher Horizons is a platform for all students to access if they have any questions about University or College. Staff from across all Universities will be on hand to answer. This is a really great source!
https://higherhorizons.co.uk
Higher Horizons data collection letter
PIE EMWPREP cover letter 2020 
EMWPREP Data Collection Form v8 Parent-Carer
 
 

 

### the pledge

 
Click here for Mrs Mawby's letter regarding The Pledge Partnership/Learn Live. 
We are working closely with The Cheshire and Warrington Pledge Partnership to ensure that our students receive support from employers, universities and training providers. Click here for more information. 
 
We are pleased to announce the schedule for the Speakers for Schools- Virtual Talks programme for the week commencing 27th April. The complete schedule is here. Students will be able to hear from today’s leading figures, such as:



Thursday 30th April, 10am: Penguin Talks in Collaboration with SFS - How to boss your mood
Chloe Brotheridge (Clinical Hypnotherapist and author of The Anxiety Solution) and Sara Milne Rowe (Performance Coach, founder of Coaching Impact and author of The SHED Method)
Chloe and Sara will kick-off the Virtual Penguin Talks series by sharing their expertise and practical tips for managing anxiety and taking control of your mood during these uncertain times. Students will have the opportunity to ask questions and receive a free audiobook download of The Anxiety Solution and The SHED Method.
 

### ceiag messages and blogs

 









### GCSE Results 2020

We are exceptionally proud of all our Year 11 students at Sir Thomas Boteler Church of England High School. They have emerged from this turbulent time with resilience, dignity and the understanding that they have the tool kit to face any challenge that comes their way.
The class of 2020 have worked hard for the past 5 years and were delighted that the Government decided to go with the grades that the professionals submitted rather than an algorithm which had no understanding of individual young people, their strengths, abilities and commitment to hard work.
We are confident that our CAG - Centre Assessment Grade (CAG), which is the school’s professional judgement of the most likely grade a student would have achieved if the examinations had gone ahead, were accurate. The grades we submitted to the exams board were based on a range of evidence including mock exams, non-exam assessment, homework assignments and any other record of student performance over the course of study. As a school within TCAT we had a really robust policy and system in place to ensure there was quality assurance at every level. We had integrity and a moral imperative to do this process correctly.
Our students have performed incredibly well and should be so proud of what they have achieved. Our results have improved and that is what we would have expected as we are an improving school, which is going from strength to strength. Everything that we have put into place over the past few years in terms of improvements in teaching and learning is evident in what the young people are now achieving. The dedication and commitment shown by our Year 11 even in lockdown has been inspirational at times, as they have tried to keep up to date with Careers Education information Advice and Guidance (CEIAG) and completing online courses that will help them have an advantage in the next stage of their learning.
Some of our top performers in terms of Attainment were; Michaela Horvath who achieved all Grade 9’s; Melissa Cowling, Hannah Forster, Molly Jones-Phizacklea, Ellie Daniels and Jaden Tellis who all received a suite of 7-9 grades. In terms of Progress our top performers were: Ifyenia Marinos, Elle Cann, Andina Paladza, Rebecca Fellows, Laura Farnworth and Michaela Horvath. There were many more amazing performances and we will be ensuring that everyone is praised for their efforts and achievements.
Our young people are a real credit to our Boteler Family and they know that they will continue to be supported by us. We know and understand that their GCSE results day was not quite how it should be, but we must not lose sight of what they have achieved both academically and personally as young adults. These amazing young people have been with us for 5 years and have overcome many barriers and challenges along the way to achieve great results in a global pandemic. This is something they should be very proud of.
Our High Expectations High Aspirations and High Standards are stronger than ever and something which we have all drawn on to ensure we had clarity over our vision and values, ensuring everything that we were doing was for our young people. Through God, we do care about all our students and take our role very seriously as we are instrumental in enabling them to progress to the next step.
The students will now be able to progress on to the next chapter knowing that they have worked incredibly hard and that we are very proud of them all.

### BTEC2020

19th August 2020  

Good Evening  



You will have seen the breaking news about BTEC examination results and the fact students will not receive these tomorrow. This is the right decision as the results have to be accurate and reflect the hard work you have put in.  



However, the timing on this is unacceptable and I hope hasn’t caused you too much distress. I am shocked by the incompetence of the system and you will all have my full support. I was already to challenge this anyway so they came to the correct conclusion. It is better that then your child getting the wrong grade and being distressed.  



I just wanted to text you as I didn’t want you to worry. The GCSE results will be issued tomorrow - this just affects BTECs. We are looking forward to seeing you tomorrow. Please email if you are worried and I will do my best to respond.  



Best wishes  



Mrs Scott-Herron

### September 2020 Re-opening

At Sir Thomas Boteler Church of England High School we always want to do our best for our young people and as you can appreciate reopening a school to operate at full capacity with the current restrictions in place has provided us with a challenge. However, it is one we feel we have overcome and we aim to offer as ‘normal’ a school provision as we can. I have a duty of care I take very seriously and that is around the health, safety and wellbeing of your child but also around providing the very best education for them. Throughout this guidance booklet, whilst I understand that it is long and comprehensive, I have tried to ensure I have covered everything with a clear a rationale as possible. It will take time to digest and I know you will have questions – which is absolutely fine and you must ask them.
It is so important to me that you understand the guidance but also that I have your full support and backing. Every decision that has been made is in the best interests of the child. As a school the staff are being as flexible as possible to accommodate all my requests to do everything we can to ensure the young people catch up. They all also want the very best for your child and will be there every step of the way to support this transitional period back into school.
The first section is all around how Sir Thomas Boteler Church of England High School will meet the Government Guidance, so you can see we are doing everything properly. This will hopefully alleviate any worries or concerns you have. The second section will be around how this works in practice and will timings, zones etc. I am always available to answer any queries you might have and please do not hesitate to contact me bscott-herron@boteler.org.uk

Please view the documents below for full details. 
September 2020 Re-opening Guidance
Behaviour Policy Addendum September 2020
Year 7 8 9 Zones 
Year 10 11 Zones
Full Local Authority/TCAT Risk Assessments for reopening in September 2020
 

 

### September 2020 Re-Opening

Re-opening information for each year group:
Year 7 Letter 
Year 8 Letter 
Year 9 Letter 
Year 10 Letter 
Year 11 Letter
 
At Sir Thomas Boteler Church of England High School we always want to do our best for our young people and as you can appreciate reopening a school to operate at full capacity with the current restrictions in place has provided us with a challenge. However, it is one we feel we have overcome and we aim to offer as ‘normal’ a school provision as we can. I have a duty of care I take very seriously and that is around the health, safety and wellbeing of your child but also around providing the very best education for them. Throughout this guidance booklet, whilst I understand that it is long and comprehensive, I have tried to ensure I have covered everything with a clear a rationale as possible. It will take time to digest and I know you will have questions – which is absolutely fine and you must ask them.
It is so important to me that you understand the guidance but also that I have your full support and backing. Every decision that has been made is in the best interests of the child. As a school the staff are being as flexible as possible to accommodate all my requests to do everything we can to ensure the young people catch up. They all also want the very best for your child and will be there every step of the way to support this transitional period back into school.
The first section is all around how Sir Thomas Boteler Church of England High School will meet the Government Guidance, so you can see we are doing everything properly. This will hopefully alleviate any worries or concerns you have. The second section will be around how this works in practice and will timings, zones etc. I am always available to answer any queries you might have and please do not hesitate to contact me bscott-herron@boteler.org.uk

Please view the documents below for full details. 
September 2020 Reopening Guidance 26 August update
Behaviour Policy Addendum September 2020
Year789ZonesUpdated
Year1011ZonesUpdated
Full Local Authority/TCAT Risk Assessments for reopening in September 2020
 

 

### Year 5 taster day and information

Welcome to the Year 5 Sir Thomas Boteler Church of England High School virtual Taster Day, with Information Evening. 
 
We hope that you enjoy your virtual introduction to our school and we are sorry that you are not having your taster week  this year or your Oscars night. Please use this page and the Year 6 page to learn about our school, our ethos and our High Expectations, High Aspirations, High Standards.  Please join us on Thursday 16th July at 6pm for our live Zoom information evening. Please email nhammam@boteler.org.uk to book onto this event. 
Booking a tour
We will be open every day from 9am - 11 am from September for socially distanced tours please email transition@boteler.org.uk or telephone the school on 01925 636414 to book your timeslot. We want you to have every opportunity to have a look around our school so you can make an informed choice about your child's future high school. We are hoping that our Open Evening will take place on Wednesday 30th September from 5pm - 8pm, with the Headteacher Address at 6pm.
 
Click here for Mr Koltan's presentation on Progress and Curriculum
Click here for our booklet containing subject information
Click here for a round-up of our 2019 GCSE results
Click here for our Boteler Wider Curriculum Activity Booklet
For any questions, or to send completed Boteler Wider Curriculum work, please email: nhammam@boteler.org.uk
 












 
 

 



 

### RSE Consultation

As you may already be aware, Relationships and Sex Education (RSE), along with Health Education, will soon be forming part of the National Curriculum. This change begins as of September 2020.
As part of our school’s wider Personal Development, your child will soon receive lessons on relationships, sexual health and personal safety, both within the allocated curriculum time and also during tutor time.
The purpose of the upcoming curriculum is to provide knowledge and understanding of safe and healthy relationships based on respect. This is to encourage the development of safe and healthy relationships throughout life. The subject is designed to help children from all backgrounds build positive and safe relationships, and to thrive in modern Britain.
Schools are required to consult with parents when developing and reviewing their policies for Relationships Education and RSE, which will inform schools’ decisions on when and how certain content is covered.
Any questions should be directed to RSEconsultation@boteler.org.uk
 
Click here for the RSHE Parent Presentation
Click here for the RSE_secondary_schools_guide_for_parents 
 
See below for the DFE statutory guidance and information regarding the changes (Relationships Education Relationships and Sex Education (RSE) and Health Education):

Relationships education, relationships and sex education (RSE) and health education - GOV.UK
The new curriculum will be mandatory from September 2020.
 

     

### Coming soon!

Our Year 5 Taster Day sessions will launch on Thursday 16th July. Please check back to this page then. To sign up to the Information Evening through Zoom and receive the password for the event, please email nhammam@boteler.org.uk.
 

### Year 5

Welcome to the Year 5 Transition webpage.Please contact transition@boteler.org.uk if you would like a Tour of our school, have a query or would like to be added to our database to receive more information and updates.We hold various transition events throughout the school year. Check back for updates.

### Biometrics

Biometric information is information about a person’s physical or behavioural characteristics that can be used to identify them.  The school would like to take and use information from your child’s fingerprint and use this information for the purpose of providing your child with an account for the cashless catering system operated in the school canteen. 
The system will take measurements of your child’s finger and convert these measurements into a template to be stored on the system. An image of your child’s fingerprint is not stored.  The template (i.e. measurements taking from your child’s finger is what will be used to permit your child to access services.
How does cashless catering work?
When an account is set up for your child he/she can put credit on their account using two top up machines.  The money is automatically added to their account and can be used immediately.  If your child is entitled to a free school meal the credit will be added to their account at the start of each school day. 
When the pupil chooses their breakfast, snack or lunch they will use their finger to authorise the payment and the amount will be deducted from the balance.
What are the advantages?


 	Students are served quicker, queues are shorter giving pupils longer to relax and enjoy their lunch
 	Removal of free school meal stigma
 	The system can highlight any allergies the pupil may have and alert catering staff
 	Prevents loss of money as pupils will not be carrying money around school

Click here for the school letter with more details and consent reply slip. 
 

### Inauguration



### Day Two

Welcome to Day Two of your Virtual Induction Day!
This page follows our programme; please work your way through and enjoy!
 
Meet your new team!
 
An introduction from Miss Hayes: Click here for the PowerPoint
A Science lesson: Click here for the PowerPoint
Student Leadership: Click here for the PowerPoint
An English lesson: Click here for the PowerPoint
All about your Knowledge Organiser with Mr Koltan
 
All about Summer Camp with Miss Hayes, Miss Dowling and Mr Willcock
 
Boteler Wider Curriculum - click here to see the booklet, and watch Mr Clarke's music activity below. 
 
And now for a task!
Please email a photo of you doing something you enjoy/represents you. This could be baking/ gymnastics etc. Hold a sign with your name on it. transition@boteler.org.uk
 
We hope you have enjoyed your Virtual Induction days!

### Day one

Welcome to Day One of your Virtual Induction Day!
This page follows our programme; please work your way through and enjoy!
A welcome from your new Headteacher, Mrs Scott-Herron
 
A welcome from your new Head of Year, Miss Hayes

Ethos Assembly by Miss Baggaley
 
A welcome from our Chaplain Mike Wildsmith
 
A virtual tour of your new school
 
Meet your Form Tutors
 
A Maths lesson: Click here for the PowerPoint.
Additional Maths document 1
Additional Maths document 2
School information from Team Leaders:
Pastoral information from Mr Leonard: Click here for the PowerPoint.
Knowledge is Power presentation by Mr Kinsey: Click here for the PowerPoint
Progress and Curriculum by Mr Koltan: Click here for the PowerPoint
A Literacy lesson: Click here for the PowerPoint.
Introduction to Personal Development with  Mrs Coleclough
 
 
Now for a task!
Please email a photo of you doing something you enjoy/represents you. This could be baking/ gymnastics/ football etc. Hold a sign with your name on it. transition@boteler.org.uk
Information Evening. 

This was delivered live through Zoom on the evening of Monday 6th July. Please see the recorded session below. 

 

### virtual induction

 

### Welcome to transition

Welcome to our Transition webpage.
If you would like to contact a member of the transition team or book a tour with us please email: transition@boteler.org.uk
Year 6 into Year 7
Our transition programme is key to who we are as it aims to provide all parties with the necessary experiences to ensure a successful and progressive transition to Sir Thomas Boteler Church Of England High School. We deliver a vast and in depth programme to Year 5 and Year 6 students incorporating, subject taster sessions, open evenings, information evenings, school shows, music events, taster days and services.
Our school video features interviews with past and current parents, and Year 7 students speaking about their transition period. 
When Students in Year 6 select our school they then embark on a summer of information evenings, parent/carer/teacher meetings, tours, subject taster sessions, two full induction days and a week of summer camp. Giving both students and parent/carers many opportunities to have a full awareness of the schools ethos and values before their journey as a Year 7 student and parent/carer.
The Year 7 team will meet with every Year 6 teacher to discuss each Year 7 student’s academic progress and pastoral support throughout primary school.  For our students to continue to make progress this is essential as we will then put additional support in where necessary. Our SEND team will also make additional visits where needed and deliver sessions at the primary schools.
Transition: Year 11 into Year 12    
Selecting your college or 6th form can be a daunting time and it is vital that you are provided with all the information on your options. Are you thinking about college, an apprenticeship or the world of work, which ever one you choose we are here to support you. We work closely with Careers Connect and Kim Dickson is our independent advisor. You will have at least one interview with her to discuss your options during your time here. During your time here you will develop your knowledge on post 16 options and start to understand what subjects you like and the ones you would like to do as you get older. Assemblies and events from colleges take place during Years 10 and 11 as well as Careers Fayres and Career events throughout all your years at STB. Use the 6th form icon to find out more about your options.
Mrs A Mawby
Assistant Headteacher in charge of Transition, CEIAG and Student Leadership
 


 

 
Please see below for our promotional booklet which gives you an insight into each subject area. 


  See below for our Transition booklet.

 
Our school video features interviews with past and current parents, and Year 7 students speaking about their transition period. 


 
Parent/carer comments from past Year 6 Transition events:
"He really enjoyed it, very glad it was over two days, the 2nd day his confidence really grew, thank you."
"They really enjoyed both transition days and the drop off/collect process was very easy for parents. It was a relief to collect a happy daughter who had managed to make friends."
"The taster sessions made it easier for the transition days, I enjoyed the sessions they were fun."

Parent/carer comments from Year 6 Summer Camp 2019:

 	Really enjoyed the afternoon tea! Summer camp is a great idea.
 	Thank you for giving up your summer! My son has had a great time and has been telling me how many friends he has made. Thanks again.
 	What a fab event this is!! I have loved seeing and hearing from my daughter all about the summer camp, what she's done, and her new friends! A fantastic start to a new school, Thank you !!
 	Its been lovely to see how my sons' confidence has grown, walking to and from school and making new friends.
 	Thank you for all your support and taking time out of your holidays to run this event. I think it is amazing and has really helped my daughters' transition.
 	My daughter had a lovely time and stopped her from lying in bed until lunchtime! Thank you for giving up your summer break.
 	Super summer camp. My daughter made some lovely new friends and seemed to grow up so much over the week. Thank you so much Miss Dowling, Miss Hayes, Mr Willcock and all the student Ambassadors.
 	My daughter has loved every minute, even joining in activities she wouldn't normally do!
 	A great way to start Year 7 making new friends, my daughter really enjoyed the week at summer camp.
 	Summer camp is amazing! My daughter has loved it!
 	My grandson has been so happy to tell us what he has been up to each day. I think this will help him loads when starting in September.
 	My daughter has thoroughly enjoyed this week and would love to help out in future summer camps.
 	My son has thoroughly enjoyed his time at summer camp, he has made new friends and he is really looking forward to starting in September.




 

 

### Equipment list

You will need a full stocked pencil case with the following items:
Pen (black or blue)
Pencil
Purple pen
Ruler
Eraser
Pencil sharpener
Compass
Protractor
(these all need to be in a pencil case)
Other required equipment:
Scientific calculator (we recommend a Casio fx-83GTX)
Coloured pencils
Suitable school bag
Reading book
Knowledge organiser (provided by school)
Art equipment list: 
Good quality A4 sketchbook (can be purchased from the art department for £1 during the first 2 weeks )
Selection of graded art pencils: B, 2B, 4B, 6B 
Black fine liners
Felt tips/sharpie pens
White gel pen
Tin water colour paints 
Fine paintbrushes
Plastic zip clear wallet to keep everything in
Optional Art items:
Print stick 
Acrylic paint set
Oil pastels
Paper smudge stick 
 
Your equipment is checked every day by a member of staff.

### Virtual School Tour



### Summer Camp

Why Summer Camp?
Summer Camp is for all Year 6 students who are joining us in September. Get to know your school, make new friends, be able to find your way around. Work with the Year 9 Ambassadors and complete activities in a fun environment. Get high school ready!

Summer Camp helps with:
Improvement in personal and social skills for learning
Increased confidence to attend secondary school
Improved attendance, behaviour and achievement of your students.
Enhanced leadership and employability skills of older students through development of mentoring skills.
Engagement of parents and carers in their child’s learning before secondary school life begins.

What you will achieve:
You will develop your personal and social learning skills that you require to be happy, successful learners who believe that they can achieve. As a result, students will demonstrate improved attendance, behaviour and achievement.

### temp transition

      

### Boteler Educational Trust



### Year 10 Reintegration

Year 10 Summer letter
Year 10 letter - Phase 4 - 14th July 2020
Year 10 letter - September proposal. 13th July 2020
Year 10 letter - Online and live principles
Year 10 phased re-opening Letter 16th June 
COVID Map Ground Floor Phase 3
TCAT Reopening statement for 15th June
Year 10 Phased Reopening Letter from the Headteacher - 08/06/2020
Updated Evacuation Locations for Year 10 (COVID-19 Temporary)
Ground Floor Map with Year 10 Student Entrances (Phase 2)
COVID-19 Local Authority/TCAT Risk Assessment for Sir Thomas Boteler
TCAT Interim Home-School agreement STB
Health and Safety Student Guidance  TCAT Trust STB
 

### COVID-19 Risk Assessments

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School regarding the phased reopening of school in June 2020  

Please click here for the Hamptons Coaches Risk Assessment - Transport provided by the Local Authority  

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School regarding the full reopening of school in September 2020 (Updated 15th September 2020 following feedback from Warrington Borough Council)  

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School regarding the opening of school in during lockdown commencing January 2021 (amended 7th January 2021)  

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School regarding the full reopening of school in during in March 2021  

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School regarding September 2021 reopening  

Please click here for the TCAT/Sir Thomas Boteler Church of England High School Coronavirus Outbreak Management Plan - September 2021  

Please click here for the Local Authority/TCAT Risk Assessment for Sir Thomas Boteler Church of England High School dated January 2022

### Surveys

Dear parent, carer and students:
Please could you complete our short survey regarding home learning. This will help us in continuing to ensure our provision is as effective as possible. Please complete by Thursday 14th May at 1pm. Thank you.
Parent Survey: https://tinyurl.com/yblzpyaa
Student Survey: https://tinyurl.com/y7e2xjd9
 

### Free Microsoft Office for Students

All students can download Microsoft Office for free for up to five devices.  

Go to www.office.com and sign in with a student Boteler email address and password.  

On an Apple device, download the Word, Excel and PowerPoint apps from the App Store.  
 
On an Android device, download the Word, Excel and PowerPoint apps from the Google Play Store.  

All students can use Office apps in the browser by logging on to the Pupil VLE at https://stboteler.sharepoint.com/sites/pupils   

Sign in with a student Boteler email address and password, click the 9 dots in the top left corner and select the Office app required. 

 

### The Cheshire and Warrington Pledge Partnership

We are working closely with The Cheshire and Warrington Pledge Partnership to ensure that our students receive support from employers, universities and training providers and we are delighted to announce that STB COE High School have  teamed up with Cavendish Nuclear. Our Enterprise Advisor is Steven Walsh, Head of Project Management Assurance and Governance at Cavendish Nuclear. In working together we aim to provide our students with knowledge and skills for future training and employment.
The Enterprise Advisor network puts employers at the heart of inspiring, informing and communicating with the next generation of employees in Cheshire and Warrington. The Pledge currently have a team of 43 Enterprise Advisors across the region, all working with senior leadership teams to develop career programmes and experiences that continue to motivate and engage our young people.
Click here to read more: Careers Hub - Cheshire and Warrington
 

 
Pledge Overview - https://vimeo.com/852993554?share=copy
For Employers - https://vimeo.com/852990595?share=copy
For Educators - https://vimeo.com/852989651?share=copy
Teacher Encounters - https://vimeo.com/860228004?share=copy
Annual Conference - https://vimeo.com/852973206?share=copy

### Boteler Transition Support

To contact a member of the Year 7 team please email transition@boteler.org.uk
 
Boteler Transition Support - Final Week
The School Day
Summer Camp Letter
 
 

 
Boteler Transition Support Week 10
Click here for our Virtual Induction programme, starting Monday 6th July. 




 
Boteler Transition Support Week 9

 
Boteler Transition Support Week 8




 
Boteler Transition Support Week 7


Subject information for our September starters


 
 
Boteler Transition Support Week 6
 


 
Boteler Transition Support Week 5

 
Below is a message from one of our Class of 2019 students. Hi, my name is Caitlin Robinson. I am in my second academic year at Priestley College. I will attend Manchester Metropolitan University this year, to read an NHS degree in Cardiac Physiological Sciences. At Sir Thomas Boteler Church of England High School I was a part of the Student Leadership Body. I was a prefect, student ambassador, house captain and head of house. 

Travelling to school - For bus route information, please click here. 
Boteler Transition Support Week 4


 
 
 
Boteler Transition Support Week 3


 
Boteler Transition Support Week 2



 

 
Boteler Transition Support Week 1 



Click here for the transition documents for parents/carers and students to complete - updated 27th April.
Please click here for a welcome from our Head Girl Caitlin Calton. 
The photo below shows our Head Girl Caitlin with Headteacher Mrs Scott-Herron. 

### School Map



### online learning FAQ

Frequently asked questions about Online Learning
You may have a number of questions about the new way of learning for your child, please see below for further information. If there is something that you still would like clarified then please contact us.

What happens to the work my child has completed to date?
Completed work should be either written in an exercise book, typed on the computer or written on paper. If paper based it need to be filed in subject sections in a lever arch folder. If you have completed work on a computer, it can also be saved to a USB or emailed to your subject teacher.

What about what my child has been learning since closure?
All student learning is invaluable. Tasks set to date have been designed to ensure that our students ‘know more and remember more’. Engaging with the learning process is crucial as it embeds learning in the long-term memory. This learning is important and needs to be retained.

What happens to SMHW now we are using Microsoft Teams?
SMHW still plays an important role in both our learning and communication process. We will continue to put work on SMHWK for the new lessons after Easter but only as a support mechanism whilst students, parents, carers and teachers learn how to familiarise themselves with Microsoft Teams.

So, what Is the main learning platform? SMHW or Teams?
Lessons after Easter will be delivered via Teams and SMHW will be the back up so if there are any access issues students, parents and carers still know they are accessing the correct work.
Some work on SMHW is for deadlines after Easter, what happens to work due in the future that we haven’t done yet?
Work was placed on SMHW for the first ‘phase’ of the lockdown. We needed to know we had enough work on there for all students for the near future. As we move into the next phase of our provision after Easter, the new work set will take priority. Work completed to date remains valuable as explained (question 2).

What if I can’t access Microsoft Teams?
As with SMHW, the ICT team will be available to support any queries at all regarding Microsoft Teams. All questions and queries should initially go to Mr. C. Kinsey at ckinsey@boteler.org.uk

What if my child doesn’t understand the work set?
As outlined in the parent/carer letter, one of the reasons we moved to Microsoft Teams was because the ability to be interactive. Every teacher has their ‘classes’ on the system. Within each class there is a ‘chat’ facility where students can ask teachers questions if they don’t understand the work. The teacher will be available in ‘real’ time as much as their home circumstances allows. Any queries not answered immediately will be resolved on the day.

What if my child can’t actually be on Microsoft Teams when their timetable states they should be?
We understand that this will happen due to issues with IT devices, WiFi, other siblings etc. As long as students engage with the work at some point within that specified day then the teacher should be able to support. Ideally, this will be during the actual lesson time but do not panic if this isn’t feasible.

### Microsoft Teams & VLE

The direct link to Microsoft Teams is https://teams.microsoft.com







 
 



 
Microsoft Teams is a learning platform which Sir Thomas Boteler Church of England High School is using as its Remote Learning platform.
The direct link to Microsoft Teams is https://teams.microsoft.com 
Students can download the Microsoft Teams app for Windows PC/Laptop, Mac PC/Laptop, all iOS (Apple) devices including iPads and iPhones, as well as all Android devices, smartphones and tablets.

Click here to download the correct Microsoft Teams App for your device.
Students need to log on in the same way as they would using School Email and the VLE - their full school email address and network password.
Click here to access the school's Remote Learning Policy

LETTERS AND GUIDES
Click here for the parent letter regarding how isolating students are now learning virtually from the Deputy Headteacher 
Click here for the updated Student Guide to Microsoft Teams
NEW - Click here for the Student Guide - How to Submit Work on Microsoft Teams
NEW - Click here for the Student Guide - How to Submit Work on Microsoft Teams (Smartphone)
Please watch the YouTube video below as introduction to Microsoft Teams for Students and Parents/Carers.

Useful online safety links and resources for parents/carers:
Microsoft:


 	Microsoft Guide to Teams for Parents and Guardians

CEOP:


 	www.thinkuknow.co.uk/parents
 	How to support your child at home
 	Home activity packs

Parent Zone:


 	Parent Info
 	Google and Parent Zone have put together a ‘Legendary Learner Pack’

Childnet:


 	www.childnet.com/resources/supporting-young-people-online
 	www.childnet.com/parents-and-carers
 	Keeping children happy and safe online during COVID-19

UK Safer Internet Centre:


 	www.saferinternet.org.uk/advice-centre/parents-and-carers
 	Working Remotely? - Advice for Professionals & Parents from POSH & RHC

NSPCC:


 	www.nspcc.org.uk/onlinesafety

Internet Matters:


 	www.internetmatters.org
 	New parent guide to help kids tackle anxiety-inducing fake news during coronavirus pandemic
 	Supporting children with additional learning needs at home during coronavirus pandemic
 	5 tips for working from home with children during the coronavirus outbreak

### Year 11 Examination Information

Year 11 Congratulations Letter and BTEC Update
Please find information regarding the Year 11 examination grades. 
Year 11 Pre Results Letter
TCAT CAG Letter
Thank you for your continued hard work and dedication.  We will do everything possible to ensure you get the grade you deserve.
Click here for the Year 11 update letter dated 21st April 2020.
Click here for the letter regarding summer 2020 grading
Click here for guidance regarding summer 2020 grades for GCSE
 

 

### NAS message

This is a message from Kevin at the National Apprenticeship Service, regarding apprenticeships for Year 11 students. 
 The funding rules still state the same and have not changed regarding the eligibility of apprenticeships, they would still have to have to be 16 and left full time education.
To be eligible for an apprenticeship in England, Kim, a candidate must meet the following requirements:
- Must currently be living in England.
- Must not be in full time education at the start of your apprenticeship
- Must be past the last Friday in June within the school year when the candidate will turn 16 (e.g. they could be 15 when finishing school and still apply for an apprenticeship if their birthday is before the start of the next academic year)
If a candidate is applying for an apprenticeship and does not hold a level 2 English and Maths qualification it is a requirement for the training provider to give them the opportunity to achieve this as part of an apprenticeship, this is called Functional Skills in Maths and English. Your chosen course may require you to pass this in order for you to receive your certificate, even if you have passed your actual apprenticeship.
 

### Keyworkers Online Form

Please click here to complete the online form for Keyworkers.  

Please click here to go to the Coronavirus Information page.

### A message to Year 11s

To my amazing Year 11 students,
Where and how do I start to help you make sense of the current situation you could have never imagined yourself being in.
I don’t have all the answers to the many questions you have but the staff and I will do our very best to reassure you every step of the way.
You have all worked incredibly hard and absolutely deserve success. You have shown dedication, commitment and resilience to all of the challenges you have faced. This, is by far your biggest challenge and I do not want you to give up, as that is not how the Boteler Family behaves.
You may be angry, upset and uncertain of your future. But what I do know is that your future is still bright because you have your Boteler Family right behind you, fighting your corner and this will always be the case.
We overcome this challenge together and I know some of you are so upset this morning saying “what’s the point?”, well there is every point. Learning lasts a lifetime and all the knowledge and understanding you have will not leave you. However, we must keep going to ensure this is the case. We don’t know how the Government are going reach a GCSE qualification for you, but you will have one and all the pathways and opportunities will be open to you. As a School we will do everything in our power to ensure you achieve the grade you deserve and this is something I feel very passionately about.
All the staff and I are desperately proud of you and we care so much about you all, as you are our Boteler children. It makes us really sad, upset and frustrated that we can’t change or influence the situation at present and if we could I promise you we would. 
Please remember we are at our strongest as a school in times of adversity. We look after each other; look out for each other and stay positive.
I know that you probably won’t be allowed your Prom etc. and all the other activities we usually plan for you and I also understand how much that matters and means to you all. However as a staff we are looking at ways of being as creative as possible, so please do not think we won’t try and do something, even if it is remotely.
Please understand how much we love and care about you, especially now. You are in our thoughts and prayers constantly and as I said we will always be here for you.
“Be strong because things will get better. It may be stormy now, but it never rains forever”
With love and best wishes
Mrs Scott –Herron


### KS3 Personal Development independent learning

Year 7 - Create a reality show based on friendships
Year 8 - Create a board game based on relationships and friendships
Year 9 - Develop the launch of a new leisure centre
Please click here to log in to Show My Homework: https://www.satchelone.com/login
Click here to download the app for Android devices.
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### Drama

Please click here to log in to Show My Homework: https://www.satchelone.com/login
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### Art

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### Spanish

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### Spanish

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### Spanish

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### Spanish

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### Science

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### Science

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### Science

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### Science

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### PE

Joe Wicks is doing PE lesson Mon - Fri at 9am on YouTube 
 
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### PE

Joe Wicks is doing PE lesson Mon - Fri at 9am on YouTube 
 
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### PE

Joe Wicks is doing PE lesson Mon - Fri at 9am on YouTube 
 
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### PE

Joe Wicks is doing PE lesson Mon - Fri at 9am on YouTube 
 
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### Music

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### Music

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### Music

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### Music

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### History

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### History

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### History

Your project will be focusing on the Home Front during WW2. You must complete a project on aspects of the Home Front.
 
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### History

Your project will be focusing on Tudors – ‘Tudor Takeaway project’ 
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### Geography

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### Geography

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### Geography

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### Geography

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### French

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### French

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### French

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### French

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### Food & Hospitality

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### Food & Hospitality

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### Food & Hospitality

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### Food & Hospitality

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### DT

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### DT

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### DT

 

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### DT

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### Drama

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### Drama

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### Drama

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### Drama

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### Drama

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### Art

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### Art

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### Art

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### Art

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### RS

Year 11 have a full revision program via google classroom (all links on SMHW). All students have been provided with a set of flash cards including exam questions and revision guides.
 

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### RS

GCSE Judaism project
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### RS

Jewish beliefs project
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### Rs

Modern wonders of the world project

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### Maths

Year 11 Independent Learning - Maths
 

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### Maths

Year 10 Independent Learning - Maths
Year 10 SOW Overview
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### Maths

Year 9 SOW Overview
Year 9 Independent Learning - Maths
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### Maths

Year 8 SOW Overview
Year 8 Independent Learning - Maths
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### English

Language and Literature revision booklets

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### English

Anthology poetry, Unseen poetry and Narrative writing

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### English

He named me Malala

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### English

Othello

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### Spanish

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### Science

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### RS

Places of worship project
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### PE

Joe Wicks is doing PE lesson Mon - Fri at 9am on YouTube 
 
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### Music

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### History

Your project will be focusing on life during Roman times ‘A Journey through Rome’.
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### Geography

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### Food & Hospitality

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### French

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### English

Romeo and Juliet

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### DT

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### Drama

 
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### Maths

Year 7 Independent Learning - Maths
Year 7 SOW Overview
 
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### Ofsted 2020

School inspections - a guide for parents
16 March 2020
Dear parent or carer
Inspection of Sir Thomas Boteler Church of England High School by Ofsted
We have just told your child's school that we will inspect it on 17 March 2020. The lead inspector will be Stephen Ruddy. We are writing to you because we would like to know what you think about the school. Please take a few minutes to read the leaflet which came with this letter. It explains why we inspect schools, and what happens during an inspection.
Your views about the school are important to us
If you are a registered parent or carer of a pupil at the school (including pupils on sick leave or who are temporarily excluded), you can tell us your views about the school by completing Ofsted's online survey, Ofsted Parent View, at: www.parentview.ofsted.gov.uk.
Ofsted Parent View asks for your opinion on some aspects of your child's school, including the progress made by your child, the quality of teaching, how the school deals with bullying and poor behaviour. It also provides a free-text box for you to make additional comments, if you wish. The inspectors will use the online survey responses when inspecting your child's school. Written comments can also be sent to the school in a sealed envelope, marked confidential and addressed to the inspection team.
To register your views, you will need to provide your email address, which will be held securely. It will not be used for any purpose other than providing access to the online survey. Neither schools nor Ofsted will have access to any email addresses.
Please complete the online survey by 11am on 17 March 2020 as this will give the inspection team more time to consider your views. However, we will consider all online responses that are completed during the inspection, although the free-text box facility will not be available after noon on 18 March 2020.
Speaking to an inspector
If you are unable to complete the online survey, it may be possible to speak to an inspector during the inspection, for instance at the start of the school day, or to pass on messages to the inspectors if you are unable to speak to them in person. Inspection administrators will be happy to make the necessary arrangements. If concerns are raised about child protection, we may have to pass the information we receive to social services or the police. You can contact the administrators on 03000131830. Inspectors will be pleased to receive your comments, but cannot deal with complaints about individual pupils or settle disputes between you and the school.
Privacy notice
During the inspection of your child's school, the inspectors will collect information about children at the school by looking at school records, reviewing responses to the pupil survey where appropriate, and observing the everyday life of the school. In most cases, we do not record names. However, some of the information may make it possible to identify a particular child. Ofsted uses this information to prepare its report and for the purposes set out in its privacy policy. Ofsted will not publish any information that identifies a child in the report.
More information is available in Ofsted's privacy notice:
www.gov.uk/government/publications/ofsted-privacy-notices/schools-ofsted-privacy-notice#parent-school.
The contact details for Ofsted's Data Protection Officer are as follows.
Email:
informationrequest@ofsted.gov.uk
Post:
Information management team
Ofsted
2 Rivergate
Temple Quay
Bristol
BS1 6EH
 
Thank you in advance for taking the time to complete the online survey.
 
Yours faithfully
Kerry Metcalfe
Inspection support administrator
 

Click here to read this letter as a PDF

 

### YEAR 11 INDEPENDENT learning

Be inspired about your future. Which career path are you going to take post 16? College, Apprenticeship, Employment? Take a look on the CEIAG page and use the links to find out more. Remember to use the Priestley College website to find out which jobs are available in our area and where  subjects can take you in the future.
 

 

     
 
 

### YEAR 10 INDEPENDENT learning

     
 
Be inspired about your future. Which career path are you going to take post 16? College, Apprenticeship, Employment? Take a look on the CEIAG page and use the links to find out more. Remember to use the Priestley College website to find out which jobs are available in our area and where  subjects can take you in the future.
 

### YEAR 9 INDEPENDENT learning

     

 
 
Be inspired about your future. Which career path are you going to take post 16? College, Apprenticeship, Employment? Take a look on the CEIAG page and use the links to find out more. Remember to use the Priestley College website to find out which jobs are available in our area and where  subjects can take you in the future.

### YEAR 8 INDEPENDENT learning

     
 
Be inspired about your future. Which career path are you going to take post 16? College, Apprenticeship, Employment? Take a look on the CEIAG page and use the links to find out more. Remember to use the Priestley College website to find out which jobs are available in our area and where  subjects can take you in the future.

### YEAR 7 INDEPENDENT learning

 
Be inspired about your future. Which career path are you going to take post 16? College, Apprenticeship, Employment? Take a look on the CEIAG page and use the links to find out more. Remember to use the Priestley College website to find out which jobs are available in our area and where  subjects can take you in the future.
   

### Independent Learning

Please click here for the curriculum content and assessment information in each subject for your child for this half term.  
Click here for the parent letter regarding how students will be learning after Easter from the Deputy Headteacher
Click here for the Student Guide to Microsoft Teams
Click here for Frequently Asked Questions about online learning
Click here for the KS3 and Year 10 Distance Learning Timetable
Independent learning letter
In the first instance work will be provided by our Show My Homework (SMHW) app which is accessible on all devices including mobile phones and tablets. Teaching staff will be uploading work to this platform on a regular basis for all year groups. Work specific to independent study will appear on Show My Homework as normal but will be preceded by ‘Independent learning’ e.g. Geography may appear as ‘Independent Learning: Coastal Erosion’. Please follow the links below for an overview of set work. 
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Click here for our Support Guide for parents, carers and students as a PDF.



 
Useful links:
Current Affairs Quiz - 20th March 2020 

Click here to see Barclay's booklet on Problem Solving Life Skills
https://amazingapprenticeships.com/learn-at-home/?utm_source=mailchimp&utm_medium=landing%20pg&utm_campaign=learn%20at%20home
https://amazingapprenticeships.com/resource/parents-pack-march-2020/?utm_source=mailchimp&utm_medium=pp&utm_campaign=aaa%20mar%2020
https://literacytrust.org.uk/family-zone/?mc_cid=1a89f05f20&mc_eid=59708411db
Resources for talking to children about coronavirus
https://www.bps.org.uk/news-and-policy/talking-children-about-coronavirus British Psychological Society tips for talking to young people
https://www.bbc.co.uk/newsround/51861089 Newsround video clip for children
https://www.zerotothree.org/resources/3210-tips-for-families-coronavirus Tips for families
https://www.thedadsnet.com/this-free-book-is-great-for-explaining-covid-19-coronavirus-to-your-children Conic book style story about coronavirus
https://carolgraysocialstories.com/wp-content/uploads/2020/03/Pandemics-and-the-Coronavirus.pdf?fbclid=IwAR23zxNlbEumpw4oKlM7Xy3VlKnA25b8Gi53N6YiFIeKB9Vx0LQypSPYzzg Social story
https://krisepsykologi.no/what-can-we-say-to-children-about-coronavirus/ Guide for parents and professionals
https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/ Animation for older children
https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus?t=1584464333506  A comic exploring coronavirus for young people
https://www.adamspsychologyservices.co.uk/coronavirus.html Comprehensive guide for adults to manage a range of situations related to coronavirus
https://www.specialneedsjungle.com/calming-coronavirus-anxiety-children-everyone-else/#Update Advice for parents of children with SEN
https://childmind.org/article/talking-to-kids-about-the-coronavirus/  Advice from The Child Mind Institute
 
https://www.elsa-support.co.uk/coronavirus-story-for-children/   ELSA coronavirus story for children
 
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/health-crisis-resources/talking-to-children-about-covid-19-(coronavirus)-a-parent-resource  Parent resources from National Association of School Psychologists
 
https://www.mencap.org.uk/sites/default/files/2020-03/Information%20about%20Coronavirus%20ER%20UPDATED%20130320%20SD%20editsAH.pdf Easy read information page about coronavirus
 
 
 
Anxiety Resources (generic and targeted)
https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf?sfvrsn=6d3578af_2 World Health Organisation advice for maintaining good mental health at this time
 
https://youngminds.org.uk/blog/what-to-do-if-you-re-anxious-about-coronavirus/  To support young people in managing virus related anxiety
 
https://www.apa.org/news/apa/2020/03/covid-19-research-findings  Advice for managing the volume of anxiety inducing news
 
https://www.apa.org/practice/programs/dmhi/research-information/pandemics?utm_source=linkedin&utm_medium=social&utm_campaign=apa-pandemics&utm_content=pandemics-resources  Range of resources from American Psychiatric Association
 
https://www.annafreud.org/selfcare/ Generic tips from Anna Freud Centre
https://www.bbc.co.uk/news/health-51873799  Generic tips to support good mental health
 
https://www.gozen.com website with activities to support children experiencing anxiety. Their YouTube channel has guided videos with relaxation, deep breathing and meditations
 
https://copingskillsforkids.com/deep-breathing-exercises-for-kids List of creative ways to practice deep breathing
 
 
Online and Home Learning Resources
 
Possible resources for Home Schooling (apologies for any repetitions)
 
Home Education UK – links to resources across a wide range of topics 
https://www.home-education.org.uk/resources-educational.htm
 
BBC Bitesize – large range of subjects/topics covering ages 3 to 16+
https://www.bbc.co.uk/bitesize
 
BBC Teach – advice and content for those home schooling
https://www.bbc.co.uk/teach
 
Ed Place - £1 subscription for 14 days trial. Full range of worksheets and activities for home education in English, Maths and Science from year 1 to year 11
https://www.edplace.com/worksheets
 
IXL – subscription based site with English and Maths activities from Reception up to Year 13
https://uk.ixl.com/
 
Khan Academy – free, based on the US education system, but good interactive ‘lessons’ and quizzes. Doesn’t run in Internet Explorer – it will suggest appropriate browsers
https://www.khanacademy.org
 
Udemy – vast selection of online courses – many of which are free
https://www.udemy.com/
 
Freddies Mummy UK – A home schooling website with recommendations for resources etc for home schoolers. NB This is a privately managed website – Warrington Borough Council accepts no responsibility for any content or opinions published on this website.
https://freddiesmummyuk.com/homeschooling-websites-uk/
 
MyOnlineSchooling.co.uk – individual online classrooms teaching the English National Curriculum – large fees apply
https://myonlineschooling.co.uk/
 
Generic Learning
https://www.bbc.co.uk/bitesize Wide range of engaging activities for all topics and ages
http://www.bbc.co.uk/learning/coursesearch/ Range of activities and topics available
https://ed.ted.com All sorts of engaging educational videos
https://www.2simple.com Variety of online learning programmes
https://www.abcya.com/ American maths and reading games
https://www.carmensandiego.com/resources/ Carmen Sandiego videos, stories, and lessons for all subject areas 
https://www.izzit.org/index.php Entertaining & educational videos for all levels and subjects 
https://www.khanacademy.org Especially good for maths and computing for all ages but other subjects at Secondary level. Note this uses the U.S. grade system but it's mostly common material.
https://www.funbrain.com/ American, but good resources - online books, games etc
https://www.senecalearning.com For those revising at GCSE or A level. Tons of free revision content. Paid access to higher level material.
https://www.open.edu/openlearn/ Free taster courses aimed at those considering Open University but everyone can access it. Adult level, but some e.g. nature and environment courses could well be of interest to young people.
https://www.oxfordowl.co.uk/for-home/ Lots of free resources for Primary age
https://www.kidsactivitiesblog.com/135609/list-of-education-companies-offering-free-subscriptions/ A collection of free resources
https://www.natgeokids.com/uk/ Range of activities
https://www.risingstars-uk.com/subjects/digital range of resources across the age groups
https://uk.ixl.com/  Range of online activities
 
Maths
https://www.dreambox.com/at-home Adaptive online maths activities (American)
www.themathsfactor.com free trial
https://www.hmhco.com/math-at-work Maths videos with lessons, real life uses of math, famous actors
https://www.mangahigh.com/en-gb/ Competitive maths and coding games
https://www.prodigygame.com Is in U.S. grades, but good for UK Primary age.
https://www.myhomeschoolmath.com/visualperception.html 
http://www.amathsdictionaryforkids.com/ 
https://www.10ticks.co.uk/ 
 
Literacy
https://thestorystarter.com/ Randomly generated story starters
https://www.britishcouncil.org/school-resources/find Resources for English language learning
https://www.nessy.com/uk/virtualschool/ Nessy offering free online access to literacy programmes
https://www.freechildrenstories.com/ Free stories online ages 3-12 
https://www.storylineonline.net/ Children’s books read by famous people
https://www.researchify.co.uk/audiobooks.html Free children’s classic books (PDFs and audio)
https://www.seussville.com/ Read, play games, and hang out with Dr. Seuss
http://www.expresseumpoetics.org.uk/wpcontent/uploads/2016/07/04_c_creative_writing_exercises.pdf  Creative writing
 
Science
https://elementalscience.com/blogs/news/80-free-science-activities Science activities to do at home
https://human.biodigital.com/login?returnUrl=/dashboard Interactive models of the body
https://mysteryscience.com American but interesting lessons
https://naturedetectives.woodlandtrust.org.uk/naturedetectives/ A lot of these can be done in a garden!
https://thekidshouldseethis.com American but wide range of engaging educational videos
https://www.biologysimulations.com/ Biology learning activities
https://www.chemicool.com/ Website about periodic table
https://www.nasa.gov/kidsclub/index.html Information about space
https://www.dkfindout.com/uk/?fbclid=IwAR2wJdpSJSeITf4do6aPhff8A3tAktnmpaxqZbkgudD49l71ep8-sjXmrac older style website but covers a range of topics
https://www.crestawards.org Science awards you can complete from home. All ages
https://www.everyday-earth.com/ Video based science content
https://www.playmadagames.com/ Chemistry games
 
History
https://britishmuseum.withgoogle.com/ Virtual tours of the Great Court and discover the ancient Rosetta Stone and Egyptian mummies. 
https://www.bunkhistory.org/ Digital archive of history 
https://www.bighistoryproject.com/home Aimed at Secondary age. Multi disciplinary activities.
 
Geography 
https://earthquake.usgs.gov/learn/kids/ Learning about earthquakes
https://kids.nationalgeographic.com/ Geography and animals
https://world-geography-games.com/world.html Covers a range of geography topics
 
IT and Coding
https://blockly.games Learn computer programming skills - fun and free.
https://scratch.mit.edu/explore/projects/games/ Creative computer programming
https://www.codecademy.com/ Coding resources
https://www.kodable.com/ Coding for primary age
 
Typing
https://www.nitrotype.com/ Improve your typing skills while competing with up to 5 typers from around the world.
https://www.typingclub.com/ Typing programme
https://www.bbc.co.uk/bitesize/topics/zf2f9j6/articles/z3c6tfr BBC Bitesize Dance Mat Typing
 
Music
https://trainer.thetamusic.com/en Music theory
https://www.musictheory.net/ Introductory and intermediate music theory lessons, exercises, ear trainers, and calculators. 
https://www.smartmusic.com/ Access to range of resources for music learners
https://www.thewell.world/mindful-music/mindful-poetry-moments Poetry and music
https://www.quavermusic.com/info/at-home-resources/ Range of music activities
 
Languages 
https://rockalingua.com/ Music based Spanish activities
https://www.duolingo.com Learn languages for free. Web or app.
 
Other
Chatter Pack list of online resources (covers multiple areas) https://chatterpack.net/blogs/blog/resources-list-for-home-learning
https://littletwistersyoga.com/online-store/ Yoga videos for children
https://fluencyandfitness.com/register/school-closures/ Videos linking physical activity (e.g. star jumps) to maths and literacy topics (American)
https://toytheater.com/ Educational online games
https://www.bbc.co.uk/cbeebies/radio Listening activities for the younger ones.
https://www.gonoodle.com/ Movement and mindfulness videos
https://thecrashcourse.com Animated site with YouTube clips. Aimed at American high school age
https://m.youtube.com/user/crashcoursekids As above for a younger audience
https://classroommagazines.scholastic.com/support/learnathome.html Daily projects (American)
 
Chester University have devised a free pre 16 and post 16 pack that are now available.
A resource pack for Pre-16 learners can be downloaded here: tiny.cc/Pre-16
These packs include information about educational journeys such as taking options for younger learners, post-16 study options, and how to apply for university for older learners.
 

 

 

### Senior Leadership Team

SLT Structure		
			slt responsibilities		
					
		Senior Leadership Team
Mrs B Scott-Herron – Headteacher BMus (Hons), PGCE, PG (Dip), PGCE, NPQH
Mr C Kinsey – Deputy Headteacher BA (Hons) with QTS, PG (Cert) 
Mr J Koltan – Senior Assistant Headteacher BEng (Hons), PGCE 
Mr J Leonard – Assistant Headteacher BA (Hons), PGCE  
Mrs A Mawby – Assistant Headteacher BEd (Hons)    

### Absolute inclusivity

Click below to watch the short video presenting our continuous commitment to the absolute inclusivity of our peers and wider community.

### Coronavirus information

We are committed to making provision for our students to ensure that the progress students make during the pandemic is maximized. Facilitating progress will be achieved through continuing to deliver our ambitious curriculum either through teaching in the classroom, remote learning or blended learning. We will continue to ensure our students have full access to the curriculum offer which is delivered adopting teaching and learning strategy to enable our students to know more and remember more. Further details can be found in our Remote Learning Policy.
 
Key Contacts
If there are any general holistic concerns please contact Mrs Muckley, the Headteacher’s PA. She will liaise with the Headteacher Mrs Scott-Herron and your correspondence will be directed accordingly - jmuckley@boteler.org.uk
If you require information on Teaching and Learning including out online platforms please contact Mr Kinsey (Deputy Headteacher) - ckinsey@boteler.org.uk

If it is exam and assessment information your require please contact Mr Koltan (Senior Assistant Headteacher) - jkoltan@boteler.org.uk
If you need to contact the Chair Of Governors for any reason then  please email Miss Morris (Clerk to the Governors) - jmorris@boteler.org.uk
If you have any queries regarding Site Management and Business Support then please contact Mike Frodsham (Business Manager) - mfrodsham@boteler.org.uk
Please click here for Warrington Borough Council's update - 13th November 2020. The survey and each poster is below in a range of languages. 
12.11.2020 School Survey
Chinese WBC
English_ Covid 19 Advice for Parents 
Arabic WBC
Slovak WBC
Swahili_kenya WBC
Urdu WBC
Hindi WBC
Hungarian WBC
Romanian WBC
Gujarati WBC
Bengali WBC

Please click here for Warrington Borough Council's update - 12th October 2020
Please click here for Warrington Borough Council's update on traffic, travel and parking in Warrington 
Please click here for the letter from Warrington Borough Council, 22nd September 2020, and here for the accompanying flow chart. 
Please click here for our letter regarding face coverings, 18th September 2020.
Please click here for an update from the Leader and Chief Executive of Warrington Borough Council.
Please click here for Mrs Scott-Herron's update to parents and carers, 8th June 2020.
Please click here for Warrington Borough Council's plan for schools following the recent Government announcement, 20th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 20th May 2020.
Update 15th May 2020 from TCAT CEO Matthew Grant
TCAT Position on School and College re-opening
TCAT has been fully committed to enabling vulnerable young people and the children of key workers to attend our academies since the formal closure of schools and colleges on Friday 20 March.
As the Government sets out plans for more pupils and students to return to schools and colleges for teaching and/or face to face contact you can be assured that TCAT will:


 	Follow the latest Government advice and guidance (which is being updated daily at the moment)
 	Proceed with caution at every stage of the re-opening process
 	Continue our preparations for the safe return of staff, pupils and learners to ensure we are ready to move when the time is right
 	Only open for more pupils and students when national authorities deem it safe to do so for staff
 	Only open for more pupils and students when national authorities deem it safe to do so for pupils and students
 	Ensure “face to face contact” is meaningful and manageable
 	Ensure that the online offer for those not attending school or college remains meaningful and purposeful
 	Continue to communicate with all stakeholders and other schools and colleges to ensure best practice is shared and resources are put to best use

 Information correct as of  15 May 2020
Matthew Grant
TCAT CEO
Please click here for Mrs Scott-Herron's update to parents and carers, 16th July 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 7th July 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 30th June 2020.
Click here for the new ground floor map for Year 9 students. 
Please click here for Mrs Scott-Herron's update to parents and carers, 12th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 4th May 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 29th April 2020.
Please click here for Mrs Scott-Herron's update for parents and carers, 3rd April 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 27th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers - school closure and keyworker information, 20th March 2020. 
Please click here for Mrs Scott-Herron's update to parents and carers, 18th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 17th March 2020.
Please click here for Mrs Scott-Herron's update to parents and carers, 12th March 2020.
Coronavirus Staff letter - 12th March 2020
Click here for the parent letter regarding how students will be learning after Easter from the Deputy Headteacher
Click here for the Student Guide to Microsoft Teams
Click here for the KS3 and Year 10 Distance Learning Timetable
If you were due to go on a school  trip between April and September  please click here for further information regarding refunds.  

Well-being information:
 


 
Click here for Wellbeing Information, Advice and Support for students
Click below to view our Support Guide.


Click here for our Support Guide for parents, carers and students as a PDF
If you or someone you know is struggling with this very challenging situation we are all in, please keep reading for ways to feel a bit calmer and ideas to help you cope. http://www.wellbeingandcoping.net
Chipper Birds is a great resource for a bit of sound therapy. Bird music is great for relaxation, stress and anxiety. If you love birds, you’ll be happy to hear that their chirps and tweets can help you relax when you are feeling anxious – and just in general too. https://chipperbirds.com/bird-music-for-anxiety/

For students who suffer visual strain or dyslexia and who require a different text background than white: https://www.aurelitec.com/colorveil/windows/
Government Guidance:
Click here to view the Government's plan to rebuild: The UK Government’s COVID-19 recovery strategy.
Collection of guidance for educational settings on GOV.​UK
All of the Department for Education’s coronavirus guidance for educational settings can now be found in one place on GOV.​UK at:





https://www.gov.uk/government/collections/coronavirus-covid-19-guidance-for-schools-and-other-educational-settings




Our main guidance for schools, the ‘school closures guidance’, will be regularly kept up-to-date. Any new advice for schools on specific issues, such as food, exams or safeguarding, will be linked from it:





 https://www.gov.uk/government/publications/covid-19-school-closures




Government guidance – https://www.gov.uk/guidance/wuhan-novel-coronavirus-information-for-the-public
Please click here for the latest communication from the Chief Education Officer at the Church of England - Educating for Wisdom, hope, dignity and living well together
 
 
Home learning and free school meals
Can all parents of students entitled to Free School Meals send their email address to fsm@boteler.org.uk urgently if they haven’t done so already. The school will only issue e-vouchers when an email address has been validated.
Please click here for the Free School Meal Voucher Letter - 24th March 2020.
Please click here to complete the online form for Keyworkers.
 
The TCAT Coronavirus page can be viewed by clicking here. 
Please see links below for our EAL students which may be useful.  


 	Nexus resources https://ealresources.bell-foundation.org.uk/
 	NALDIC have published a curated list of resources for use by EAL learners and their families during school closures on the EALjournal blog here https://ealjournal.org/2020/03/20/resources-for-eal-learners-during-school-closures/




 
How Do I Manage the Coronavirus Scare as a Parent of a Child With Autism? - Autism Parenting Magazine

Many parents are wondering how to talk to their children about the virus in a way that will be reassuring and not make kids more worried than they already are. 

www.autismparentingmagazine.com



Click here for Year 11 messages. 
A message from our Headteacher, 18th March 2020 at 9.30pm:
Good Evening
I know you will have seen the news regarding schools closing and this must be very worrying for you all, especially on top of the concern of Coronavirus.
The Boteler Family has been working hard behind the scenes to keep school running as normal as possible and to help and support parents/carers at this difficult time. We have been proactive with the Independent Learning apps and platforms so students can still be educated at home.
The Government announced that schools will be open for vulnerable students and students of key workers. What we don’t know as yet is what that looks like or how it will work. I am working very hard on this and as soon as I have more clarity I will contact you.
I really do feel for our Year 11 students who have been working tirelessly and for them to have their examinations cancelled is devastating. Again as soon as I have more information regarding if or how they will be awarded an ‘outcome’ I will let you know.
Students in receipt of free schools meals will be receiving vouchers from us for food and we are in the process of setting this up. All students will hopefully be able to access a free breakfast from the Food Bank as part of our Big Breakfast project too. We will continue work hard with our local community to ensure we do all we can to help and support our vulnerable families.
The road ahead will be challenging but we will meet those challenges head on and deal with them to the best of our abilities. We will help and support you as much as we can with your questions and worries. We may not have all the answers but we will try to find them out for you.
Please look out for texts with updates and check the website, as that is where I will post the information.
School is fully open for the next two days and please continue to follow all the guidance regarding self - isolation.
The Boteler Family will get through this because we are strong, resilient and have faith. We must continue to work together and support each other.
You and your children are the priority and please stay safe and take care because that is what matters the most.
You are all in my thoughts and prayers at this difficult time.
Beverley Scott-Herron
Headteacher

### Absolute inclusivity



### Key Stage 4 Exams and Assessments

PROVISIONAL Exam Timetable summer 2026

 

Click here for our Keeping Boteler Safe newsletter which shares helpful guidance and advice around managing the pressure and worry they can bring.

 

### KS3 exam timetables

 

 

 
 
 

### SIAMs Reports

SIAMS Report 2024 

 
KEEPING ON TRACK REPORT 2023 
KEEPING ON TRACK REPORT 2019
SIAMS Report 2017

### Staff wellbeing

Sir Thomas Boteler Church of England High School Staff Well-being and Workload 
TCAT Well-being strategy

### Apprenticeships

Obtaining an apprenticeship is highly competitive and you will need to do as much research and spend as much time on your application as that of your peers who have decided to go to college.

You can also begin to do some independent research; the following websites will help you to research your options and/or help with the crucial application process.

What are the different levels of apprenticeships and what do they mean?

There are a number of different levels of apprenticeship, those which will be of most interest to you are:         

Intermediate Level – employers offering intermediate apprenticeships are looking for candidates offering two or more GCSE grades.
Advanced Level - employers offering advanced level apprenticeships are looking for candidates offering 5 GCSE passes at grade 4 or above. Many large employers will recruit at this level and offer the opportunity to progress to higher/degree apprenticeships.
Higher Level – employers offering higher level apprenticeships are looking for candidates offering A’ level or equivalent. Some employers will support apprentices to continue onto degree level study.
Degree Apprenticeships – A ‘level or equivalent are also sought for this option which combines working with studying for a degree on a part time basis. Currently only available in certain sectors. Although there are local degree apprenticeship vacancies many are not within travelling distance, you will need to consider whether you are prepared to relocate.

Apprenticeships, particularly at higher and degree level are incredibly competitive, you must be prepared to make a significant investment in the application process.

Where can I find apprenticeship and school leaver opportunities?

https://www.findapprenticeship.service.gov.uk/apprenticeshipsearch – this is the official government site for apprenticeship opportunities.  Register for email alerts.  Also offers useful information on writing a winning apprenticeship application.

https://www.ucas.com/ucas/undergraduate/getting-started/apprenticeships-uk/degree-apprenticeships - offers information on degree apprenticeships.

https://careerfinder.ucas.com/jobs/apprenticeship/#browsing – register to receive alerts for higher and degree level apprenticeships.

https://www.ljmu.ac.uk/study/degree-apprenticeships - Liverpool John Moore’s University links with a number of local employers to offer degree apprenticeships. Register for alerts.

https://www2.mmu.ac.uk/apprenticeships/ - Manchester Metropolitan University links with a number of local employers to offer degree apprenticeship. Register for alerts.

www.apprenticeshipguide.co.uk – provides general, useful information on apprenticeships plus employer profiles.

https://www.ratemyapprenticeship.co.uk/ - gives information on apprenticeships plus reviews from current or past apprentices.

www.getmyfirstjob.co.uk – many employers who advertise through the National Apprenticeship Service will direct you to this website to complete your application.

https://be-more.info/  - Local Apprenticeships

www.notgoingtouni.co.uk - useful website for alternatives to university.

http://www.studentladder.co.uk/ - information on gap year programmes, apprenticeships, scholarships, sponsored degree

https://schoolleavers.milkround.com – has information on apprenticeship and school leaver programmes.

www.allaboutschoolleavers.co.uk - useful website for school leaver programmes plus careers information

https://www.beetroot.com/ useful website for information on apprenticeships and school leaver programmes.

https://amazingapprenticeships.com/   useful website on resources and tips on the application /assessments and apprenticeship interviews.

The above sites give information on national opportunities although the first website enables you to search for opportunities in the North West /Merseyside region.

For some opportunities you will be competing against more experienced workers and you are not guaranteed the opportunity to gain additional, relevant qualifications.  Employment opportunities can be found on company websites, recruitment agency websites, through social media sites such as Twitter, Facebook and Linkedin.  It is good advice to follow any organisations to which you may have an interest in securing future employment. Ensure your social media presence is professional and courteous. Many employment opportunities are also found through friends and family; in fact it is estimated that up to 60% of jobs are never advertised but are filled informally.

You may also find it useful to use job search websites such as those below:

http://liverpoolinwork.co.uk

https://www.warrington.gov.uk/jobs

www.indeed.co.uk

www.totaljobs.com

https://www.reed.co.uk/

www.fish4.co.uk

www.careerbuilder.co.uk/

https://www.jobs.nhs.uk/ - information on NHS jobs and apprenticeships.  There will be an increase in the number of NHS apprenticeships.  You should register on the website, and set up job alerts.  It is advisable to apply as soon as possible as once a specific number of applications have been received for a vacancy (around 50) the vacancy is taken off the site.   Applicants should therefore set up a profile which outlines basic information such as qualifications etc. and simply change the ‘free text’ section to suit the vacancy. In this way applications can be completed quickly and to a high standard.  It is important to spend time completing the original application therefore and possibly have a bank of additional information for each specific vacancy.

https://www.civilservicejobs.service.gov.uk/csr/index.cgi - search for Civil Service jobs.

https://www.gov.uk/guidance/civil-service-fast-track-apprenticeship-register-your-interest - Civil Service also offers apprenticeship opportunities each year, they offer a range of local opportunities. Register your interest to be advised of opportunities.

Types of apprenticeship vacancies around Warrington:

NHS - With more than 350 different NHS careers, there are hundreds of different jobs which can be done through an apprenticeship. Here are just a few:

Allied Health Profession Support (Advanced Level)
Apprentice ambulance practitioner (level 4)
Care, Leadership and Management (level 5 Higher Apprenticeship)
Dental Nursing (Advanced Level)
Informatics (Intermediate and Advanced Level)
Health and Social Care (Intermediate and Advanced Level)
Healthcare science assistant (Intermediate - level 2)
Maternity and Paediatric Support (Advanced Level)
Nursing degree apprenticeships
Operating department practice degree apprenticeship
Pharmacy services assistant (level 2)
Paramedic
Podiatry degree apprenticeship
Business Administration

 Choose a Sellafield Ltd apprenticeship and you’ll earn while you learn. More importantly, you’ll be working for an organisation with a proven track record in this field; what you experience here will help define your future. Sellafield’s have apprenticeships available for both GCSE and A-Level /BTEC students:

Apprenticeships on offer: Business Administration, Engineering Design, Pipefitter, Craft Maintenance, Craft Machinist, Health Physics Monitor, Nuclear Welding and many more! https://careers.sellafieldsite.co.uk/graduates-placements/apprentices/apply-now/







 If you are looking for an apprenticeship, you won’t find anywhere quite like the Science and Technology Facilities Council to begin your career. We work with incredibly advanced technologies and equipment on some of the most exciting research, engineering, and computing projects around.

Our 4-year advanced engineering apprenticeship is accredited by the Institution of Engineering and Technology and is a great way to start your engineering career. stfc.ukri.org/apprenticeships

tfc.ukri.org/apprenticeshipstfc.ukri.org/apprenticeships

https://www.unitedutilities.com/corporate/early-career-roles/Advanced-Apprenticeships/case-manager-apprenticeship-lingley-mere/ - see vacancies below:

https://www.findapprenticeship.service.gov.uk/apprenticeship/-705583

https://www.findapprenticeship.service.gov.uk/apprenticeship/-704966

https://www.findapprenticeship.service.gov.uk/apprenticeship/-705005

https://www.findapprenticeship.service.gov.uk/apprenticeship/-704942

https://www.findapprenticeship.service.gov.uk/apprenticeship/-704974

https://jobs.merseyside.police.uk/jobs/#en/sites/CX/requisitions/job/152/

https://careers.haystravel.co.uk/apprenticeships/apply

https://www.amazon.jobs/en/landing_pages/apprentices see vacancy below:

https://www.findapprenticeship.service.gov.uk/apprenticeship/-712743

https://www.alstom.com/careers - see vacancy below:

https://www.findapprenticeship.service.gov.uk/apprenticeship/1000029965

https://new.siemens.com/uk/en/company/jobs/search-careers/apprenticeships.html - see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/-703455

https://careers.konecranes.com/Konecranes/job/Warrington-Apprentice-Crane-Service-Technician-Warrington-WRT/733319001/ - see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/1000028644

https://toniandguy.com/careers/apprenticeships see vacancy: https://www.findapprenticeship.service.gov.uk/apprenticeship/-656147

https://mj-training.co.uk/learners/ - Michael John Hairdressing Apprenticeships - Manchester

### Student notices

 

 

 

### Pastoral - Year 11

Head of Year: Mr R Horne (rhorne@boteler.org.uk)
Attendance Officer: Miss S Mannion (smannion@boteler.org.uk)
Safeguarding Officer: Mrs J Chilton (jchilton@boteler.org.uk)
 
 
Letters and documents: please visit our key communications for parents/carers page.

 
 

### Pastoral - Year 10

Head of Year: Mr M Gwinnett (mgwinnett@boteler.org.uk)
Attendance Officer: Miss S Mannion (smannion@boteler.org.uk)
Safeguarding Officer: Mrs J Chilton (jchilton@boteler.org.uk)
 
 
Letters and documents: please visit our key communications for parents/carers page.
 

### Pastoral - Year 9

Head of Year: Mrs S Brown (sbrown@boteler.org.uk)
Attendance Officer: Miss S Mannion (smannion@boteler.org.uk)
Safeguarding Officer: Mrs J Chilton (jchilton@boteler.org.uk)
 
Letters and documents: please visit our key communications for parents/carers page.
 

### Pastoral - Year 8

Head of Year: Mrs L Ashwin (lashwin@boteler.org.uk)
Attendance Officer: Mrs S Mannion (smannion@boteler.org.uk)
Safeguarding Officer: Mrs J Chilton (jchilton@boteler.org.uk)
 
Letters and documents: please visit our key communications for parents/carers page.
 

### Pastoral - Year 7

Head of Year: Mr D Willcock  (dwillcock@boteler.org.uk)
Attendance Officer: Miss S Mannion (smannion@boteler.org.uk)
Safeguarding Officer: Mrs J Chilton (jchilton@boteler.org.uk)
 
Letters and documents: please visit our key communications for parents/carers page.
 
 
 

### Assessment, recording and reporting

Assessment at our School
Formal assessments will take place three times a year towards the end of each term and will assess the students’ ‘Working at’ (WA) grade.  These will be in-line with curriculum assessment maps and will cumulatively assess students’ knowledge and understanding.
A judgement is made whether or not the student is ‘Exceeding’, ‘Achieving’, ‘Working Towards’ or ‘Below’ in relation to their stage of learning.  This judgement is reflective of the distance.


 	Exceeding Expectations – making more progress than students with the same starting point
 	Achieving Expectations – on track and making progress in-line with students with the same starting point
 	Working Towards the Expected Standard – working slightly below other students with the same starting point
 	Below the Expected Standard with Concern – working much lower than other students with the same starting point. Intervention and further support required.

For Working At (WA) assessments in English, Maths and Science all student at KS3 will sit a Challenge Academy Trust (TCAT) standardised test. All students in TCAT schools will sit these assessments. Each student will be awarded a score as a percentage. This allows us to have an accurate picture of how much knowledge and understanding our students have secured in the what has been taught when compared to other students of the same ability across students both in our own school and 4 other secondary schools. Approximately 900 students will sit these assessments in each year group.
How this information will look in the report that will be posted home:




Subject
End of School target
% Achieved on WA1 Assessment
TCAT Band Average %
Progress Judgement (WA1)
Attitude to Learning (ATL)
Homework


English
5
75%
70%
Achieving
1
1


Maths
5
80%
65%
Exceeding
1
1


Science
5
68%
74%
Achieving
1
1



 
For other subjects, the percentage a student achieves on the assessment will be reported in addition to the class and Year group average for Sir Thomas Boteler Church of England High School.
How this information will look in the report that will be posted home:
(Not all subjects have been included in the report below for illustrative purposes)




Subject
End of School target
% Achieved on WA1 Assessment
Class Average %
 

Year Group Average %
Progress Judgement (WA1)
Attitude to Learning (ATL)
Homework


Geography
5
75%
70%
74%
Achieving
1
1


History
5
80%
65%
67%
Exceeding
1
1


Technology
5
68%
74%
70%
Achieving
1
1



Key Stage 3
The targets that we set for our students at Sir Thomas Boteler Church of England High School are based on individual ability and potential, informed by formal assessments undertaken at primary school.  These targets are not fixed and will be reviewed as appropriate throughout a students’ time with us; in consultation with Teachers, Curriculum Leaders and the Senior Leadership Team.  There is a strong correlation between students’ performance in their formal assessments at primary school and their achievement in GCSE’s.
Students are set end of school targets that they will be working towards from Year 7 to Year 11 with target grades being on the GCSE 9-1/BTEC grading system. The targets set for students to achieve at the end of the Year 11 will result, in most cases, students making strong progress compared to other students across the country with the same Key Stage 2 starting point to the end of Key Stage 4.
If students achieve their target in all of their qualifications they will be in a strong and advantageous position against their peers when securing placement in colleges, apprenticeships and the work place.

Key Stage 4
In Years 10 and 11 students’ complete formal assessments, where students undertake a significant assessment under exam conditions. Year 11 sit Pre-Public Exams (PPE) in January and March which are full GCSE exam papers. This helps our student be fully prepared for the real GCSE exams in the summer which span over four weeks. Year 10 students sit sections of GCSE exam papers building up to students sitting Pre-Public exams at the end of the academic year in June 2020. All assessments and PPEs are graded using mark schemes and published grade boundaries.
It is important that the students themselves know how they are doing in relation to expectations and what steps are needed to progress to the next grade. Three times a year, students are given a Working At (WA) grade in their subjects. These grades are discussed with their class teacher and the report is sent home or given out at Parents’ evening to parents/carers.

GCSE Grading Structure
In 2017 the traditional GCSE A*-G grading structure was replaced by a new nine-point (9-1) grading system for English and Mathematics. This grading structure is now applied to all subjects studied by our current students. This change affected all secondary schools nationally from 2018.
GCSE grades explained:


 	Grade 9:the highest grade to be achieved; about half of the 6.8 per cent of students who previously would have achieved A*s
 	Grade 8:the rest of those students who previously would have achieved A* but did not qualify for a 9
 	Grade 7:equivalent to an A grade
 	Grade 6: equivalent to a top of a B grade
 	Grade 5:international benchmark, showing performance equaling that of students getting top-grade passes in high performing countries in international league tables. Equivalent to the top of a C grade to a low B grade (Strong Pass)
 	Grade 4: equivalent to the bottom of a C grade (Standard Pass)
 	Grade 3:equivalent to a D grade
 	Grade 2: equivalent to an E grade
 	Grade 1:equivalent to grade F/G grade

BTEC Grading Structure
As a school we want to develop self-motivated and mature young people who enjoy learning. We offer a selection of BTEC courses as well as traditional GCSEs. BTECs are work related qualifications providing a more practical, real-world approach to learning alongside a key theoretical background. Students complete units of work which are internally assessed and verified. They also complete an external exam component. Students are graded with a Pass, Merit, Distinction or Distinction*. Each of our BTEC courses are equivalent to one GCSE.
The BTEC grades explained:


 	D2*: equivalent to a GCSE grade 8.5
 	D2: equivalent to a GCSE grade 7
 	M2: equivalent to a GCSE grade 5.5
 	P2: equivalent to a GCSE grade 4
 	D1: equivalent to a GCSE grade 3
 	M1: equivalent to a GCSE grade 2
 	P1: equivalent to a GCSE grade 1.75

 

### The Designated Provision

Sir Thomas Boteler Church of England High School has a Local Authority Key Stage 3 and 4 Designated Provision for children with Cognition and Learning Needs. All of the students within the Designated Provision have an Education and Health Care Plan.

The students are taught in a calm, nurturing and welcoming self-contained environment. The students are incredibly proud of their workspace and would encourage you to visit us.

Within the Designated Provision the students follow a heavily tailored curriculum, personalised to support their specific needs. Key Stage 4 students where possible follow a GCSE/BTEC route (again this is based upon the individual capabilities of each student), whilst also working towards a range of Entry Level Certificates.

The group as a cohort work towards AQA certificates, which celebrate both academic and life skills. We also follow the ASDAN programme where a range of invaluable life skills are worked upon, including teamwork, independent learning, coping with problems, and using maths, English and IT. We aim to challenge the children academically and, where possible, encourage students to access mainstream lessons. Our Year 11 students have all gone on to college and university, studying a variety of courses from sport, cooking horticulture and animal management, and games design.

There is a specific focus within the Designated Provision on speech and language development, social skills development and independence.

 
Staff
Miss F Power – SENDCo

Mrs J Fox – Designated Provision Teacher

Mrs A Graham – Designated Provision Teacher

Mrs R Griffiths – Designated Provision Teaching Assistant

Mrs L Williams – Designated Provision Teaching Assistant

 
DP Placements

 	Places are allocated by the Local Authority.
 	All students within the DP must have an EHCP which suggests that they need a non-mainstream provision.

 
Transition Processes
Sir Thomas Boteler Church of England High School works extensively with our local primary schools from Year 5 (amawby@boteler.org.uk).
Alongside this a bespoke programme is developed with parents/careers, student, SENDCos and the primary school teachers.
Students are also supported at the end of KS4 to assist in the transition to further education. This is through liaison with the next education provider and appropriate independent advice and guidance.
If you need any more information please contact the SENDCo (Miss F Power - fpower@boteler.org.uk)

### GCSE results 2019

They have done it again … best results ever at Sir Thomas Boteler Church of England High School.
High Expectations, High Aspirations and High Standards have again paid off again this year at Sir Thomas Boteler Church of England High School. 2018 was, at the time, their ‘best ever’ year, but they have now beaten those results with 2019 being their ‘best ever’ year, especially in terms of attainment in the majority of subjects. 
Headteacher Mrs Scott-Herron commented: “We are so proud of all our Year 11 students and the grades they have achieved have been through commitment, hard work and dedication to everything we believe in our school. We are a family - The Boteler Family, we know our students so well and have been on every step of their journey with them. Now we can celebrate. 

20% of the cohort have achieved five or more grade 9-7 (old A**- A) which is really significant. With 8 of those students achieving 10 or more grade 9-7. 
8 of our curriculum areas achieved 100% pass rate (grade 4 plus) 
Biology 
Physics 
French 
GCSE PE 
Craft 
Dance 
Drama 
Music 
We have had many outstanding individual performances this year in both attainment and progress, which is just phenomenal. One of our students who has performed exceptionally well was our Head Girl Lois Smith who achieved 10 grade 9’s (A** equivalent). Other students who have outstanding results are: Josh Waldron, Rowan Cooke, Samantha Lawrie, Josh Gosney, Emily Bull, Daniel King, Jordan Leech and these are only to name but a few.
We are also extremely proud of our Designated Provision students who sat their exams this year and they have surpassed all expectations and come away with some great vocational qualifications. 5 out of the 6 vocational areas achieved a 100% pass rate.
I could not be more proud of our Class of 2019, as they really did succeed in their academic achievement, their personal conduct and professional outlook.

We have had to work so hard to improve expectations, aspirations and standards from where we were in September 2014; our driver being improving the life chances of all our students. Sustainable improvement takes time and this is very evident in our results. The immeasurable progress that has been observed by so many external visitors to our school is now there for all to see and importantly is now visible in our GCSE results. 

We are the ‘The Boteler Family’ and everyone in our organisation counts All our students have all embraced our vision and live it through their daily practice.  'High Expectations, High Aspirations and High Standards' are the key to our success and really do matter.  The Class of 2019 and the staff have put this mantra into practice and succeeded and to see so many happy students who will now be able to follow their dreams, is everything you could hope for as a Headteacher.”

### Personal Development

post-16 pathways				
					student voice				
					the day online news				
					relationships & sex education				
					SMSC 
development				
					Skills Builder
essential skills				
					safeguarding & wellbeing				
		As a Church School, Sir Thomas Boteler Church of England High School prides itself on the development of the ‘whole child’. Our Personal Development curriculum is designed to support students to become confident, healthy, resilient and respectful citizens, who are fully prepared for life and work and are ready to tackle the challenges and opportunities of today and tomorrow.“There is neither Jew nor Greek, slave nor free, male nor female. For you are all one in Christ Jesus” – Paul’s letter to the Galatians (Galatians 3:28) “I am a citizen, not of Athens or Greece, but of the world” – Socrates"How wonderful it is that nobody needs to wait a single moment before starting to improve the world."  - Anne FrankOur intent is to:Ensure students have the knowledge and skills to empower students to make informed choices to enhance and enrich their own and other people's lives.Develop a strength of character and resilience that will help students to overcome the challenges they are likely to encounter in adult life.Promote equality of opportunity, understanding that differences are positive and not negative and individual characteristics make people unique.Promote spiritual, moral, social and cultural development, increasing their awareness and self-confidence and create opportunities for students to explore their relationship with God.Help students develop independent skills and a positive attitude toward learning.Ensure that all students understand how to stay safe.Provide an appropriate range of guidance, opportunities and experiences to allow students to succeed in the next stage in their education, training or employment.Deliver an inclusive environment that meets the needs of all students, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation and where no discrimination exists.Prepare children for life in modern Britain. We will ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school.Provide a range of opportunities and experiences which act as a vehicle for furthering understanding.Develop skills in communicating ideas and opinions to influence social change.Develop essential skills so students are work ready when they leave school.Develop student understanding of healthy relationships through age appropriate relationship and sex education.Enable students to recognise online and offline risks to their well-being, recognise the dangers of inappropriate use of mobile technology and social media and make them aware of the support available to them.Develop students understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle.We will achieve this through our whole school Personal Development offer as well as our structured Personal Development (PHSE) curriculum, bespoke tutor (The Inspire Programme,) the Post 16 programme, collective worship programme, enrichment initiatives (including our Wider Curriculum) and the support of specialist external bodies.Protected CharacteristicsThe personal development program ensures that all protected characteristics are represented and covered with respect. Age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation are protected daily in school and students are taught about respect daily through our school rules.As a church school we celebrate diversity and respect those of all backgrounds and identities remembering that 'we're all one in Christ' Within the PD curriculum we cover equality, LGBTQ+, racism, multicultural societies, Islamophobia, prejudice and discrimination. All protected characteristics are represented within the curriculum throughout the school PD curriculum.The Collective Worship program also covers key international focus days and weeks including Black History Month, Pride month and other events. we have our own LGBTQ+ wider curricular club.Year 7Introduction to secondary school (Year 7 transition lesson)Introduction to Personal Development (introduces Personal Development as a subject)Health and WellbeingWhat do we mean by a healthy lifestyle? Health introductionHow can I keep healthy? Food groups, diet and nutrition.Eating responsibly – food labels and health hazardsHealthy living – exercise and keeping activeNot eating healthily – what are the consequences?What’s the big deal about energy drinks?The dangers of cigarettes and alcohol (2 x hours)Puberty – what happens, when and whyPeriods – what happens, when and whyFGM – what is it and why is it so dangerous?Introduction to mental health issues – depression focus.What are drugs? Why are they dangerous? (class A, B, C)How can we manage our anger?Living in the wider worldBeing an aspirational studentThe importance of self esteemHow can we budget our money?How can I create a personal budgeting plan? (2x hours)What are savings, loans and interest?What are the different types of financial transactions?What are the different types of financial products?How can we shop ethically?What are wants and needs and why do we need to know the difference?How can we enjoy social media but keep our accounts safe and private?What is stereotyping and prejudice? Racism focusRelationships (RSE)Keeping good friendships and avoiding toxic onesFamily relationships – the different types and why we don’t always get alongLove and relationships – falling in love and dealing with new feelingsBullying or banter? Why do people bully others and how can we help stop this?What is cyberbullying? Why do people bully on line?How do we keep safe and positive relationships (on and off line)?What is my personal identity and why is diversity important?Extremism – why does radicalisation happen and how does it challenge our values?Year 8Health and WellbeingPersonal development and target setting – how can I improve my skills and behaviour?How can self-confidence boost our achievement?How can I manage my behaviour to achieve targets and goals?Why do teenage parents have it so tough? How can we avoid teenage pregnancy?Stereotyping, discrimination and prejudice. Disability focusHow can we look after ourselves and others in an emergency? Personal safety and first aidWhat is vaping and is this as bad as smoking?What is mindfulness? How can this aid positive mental health?Emotional literacy – why is self-awareness in our actions towards others so important? (2 lessons)Living in the wider worldInternet safety – what is online grooming and why must we be so careful?How can we care for our environment and why is it changing?Careers + development focus – how can we develop our teamwork skills?How can we become entrepreneurs?LGBT+ focus: homophobia (2 hours)Finance – what is income and expenditure?Finance – budgeting and saving personal financesCareers + Finance – what are national insurance and income tax? Reading payslipsWhy do we pay tax and how is this spent?Stereotyping, discrimination and prejudice. Teens and the media focusRelationships (RSE)How do we have safe sex and use different forms of contraception?How do we keep good sexual health and avoid STI’s?What is consent and why is it important we know about it?What is sexting and why is it so risky to send personal images?What is pornography and why can it be dangerous?How can we prevent radicalisation and recognise the signs of extremism?Who are the extremist groups and why are they so dangerous?Where does extremism come from?How do religious extremists attract converts?Islamophobia – do Muslims really want Sharia law in Britain?Stereotyping, discrimination and prejudice. Religion focusHow can British Values teach us tolerance and respect for others?Domestic conflict – why do people run away from home and why is this so dangerous?Body image and the media part 1 with a focus on boys.Year 9Health and WellbeingWhy do we need to keep to rules in order to succeed?How can we foster a Growth mind-set to succeed and achieve?How can I develop interpersonal skills to help me succeed?How can we manage the stress of school and exams?Why do people take illegal drugs and what does the law say about drug use?Why do people become selfie obsessed and what consequences can this have?What are the short and long term consequences of excess alcohol drinking?What is self-harm and why do people do this?Why can’t some people access education?How are we protected from prejudice and discrimination?Mental health – how can I deal with and mange anxiety?Acid attacks – why are these on the increase and what can we do if we witness one?Living in the wider worldHow does knife crime impact on our communities, why do teens get involved and what are the consequences? (2 hours)How does the law deal with young offenders? (2 hours)How can we be self-disciplined to achieve our aims at school and in the wider world?Employability skills – preparing for and applying to the world of work and careersWhat other skills do we need to develop for the work environment?What does it mean to be ‘enterprising’ and what is an ‘enterprising personality’?What is sustainability and why is this essential o our environment?Navigating accounts, savings loans and financial institutions.What rights do we have as shoppers and consumers?How can I stay financially savvy and avoid debt?What can we learn from successful business people and entrepreneurs?Should we send aid to foreign countries – is aid the answer?How can extreme views lead to human rights abuses and atrocities?How do charities like UNICEF help across the world?Relationships (RSE)Who are the LGBT+ community and what would they like us to know?Why are British communities so diverse? Immigration and diversity focusWhat are domestic violence and abusive relationships? Healthy and unhealthy relationshipsCSE – how are children and young people lured into dangerous relationships and what do these look like?Body image and the media 2 -– focus on girlsBody image and the media 3 – does the media contribute to eating disorders?Can we respect and celebrate British Values and the religion and culture of our choice (2 hours)What is peer pressure – why is it so powerful and how can we overcome this?Year 10Health and WellbeingManaging tough times: change, grief and bereavementSuicideManaging social anxietySocial media and self esteemScreen time Living in the wider worldManaging timeLiving sustainablyHomelessnessHate crimeTattoos and piercingsBinge drinkingWhat’s the right career for me?Employability skills: CV’sCareers in STEMPreparing for workRights and responsibilitiesWhy do we need International Women’s Day?The criminal justice systemAnti-social behaviourCounty linesMoney launderingOvert and covert racismFake news and critical thinking Relationships (RSE)Conflict managementForced and arranged marriagesHarassment and stalkingRevenge pornRelationships with role modelsSame sex relationshipsGender and trans identityCommunity cohesionSexismParentingYear 11Health and WellbeingWhy is PD so important?Identity and diversityHow does privilege affect us?Obesity and body positivityFertility and reproductive healthWhat is CPR? How do we perform this and find sources of help?Perseverance and procrastinationImportance of sleepRisk taking and decision makingGambling and online gamblingDigital footprintPersonal safety in the wider world Living in the wider worldAnimal rights and sustainabilityPollution, plastics and the environment GlobalisationMulticulturalism and British ValuesRight wing extremismInternet safety: the dark webCybercrime and online fraudGCSE revision and study skillsApplying to college or universityIndependent livingPreparing for job interviewsHealth and safety at workTrade unions Relationships (RSE)Bullying and body shamingTypes of relationship: Consent, rape and sexual harassment What makes good sex?Safe sex and chem sexRelationships: break upsHappiness and positivity 

### Headteacher's Blog

Click here to see our Headteacher's Blogs.
Thank you to everyone who visited us for our Open Evening on the 25th September 2019. We hope you enjoyed the night as much as we did! Here you can see our Headteacher’s Welcome. If you missed the event: please don’t worry. Just call us to arrange your tour on 01925 636414. Many thanks.  

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### Boteler Bus Routes

Warrington Bus Network Map

### Year 6 Transition Survey - Sport and Performance

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### former student's stories

 
A message from former student Rob Marsh - Class of 2007-2012. February 2019
During my time at Sir Thomas Boteler Church of England High School, I found a love and talent for sport and PE. This led to taking GCSE PE and BTEC Sport in my Year 9 option choices, learning the subject more in depth. I was also granted with the opportunity to complete a JSLA course, gaining a young leaders award through the school.
This gave me an insight to what teaching could be like and getting a firsthand look at being a leader. Boteler has fantastic PE teachers who acted as role models and gave me the motivation to succeed, receiving Distinction* in BTEC Sport and a B grade in GCSE PE. Following on from school I pursued my career path in sport and physical education by taking BTEC Sport at Priestley College. Boteler gave me the confidence for the transition from high school to college, therefore I was able to take my learning of PE and sport further. The positive experience of both practical and theory based lessons in school, gave me the basic skills and understanding to progress. Throughout my time at Priestley College I was able to complete volunteer work at different primary schools, coaching clubs and planning tournaments, such as Road to Goodison tournaments. By having the opportunity to complete the young leaders award at Boteler, I was more confident with my leadership and developing my teaching strategies further. At the end of college I was awarded Triple Distinction* which was equivalent to A/A* in A Levels. Before leaving Priestley College I was assisted and encouraged to continue with further education at University. This gave me the platform to apply for Higher Education within the sporting field. I took it upon myself to apply for Sport Development with Physical Education, focusing mainly on the PE route, on which I successfully gained a place at Liverpool John Moores University (LJMU).
The degree consisted of many new challenges, including written assignments, practical coaching/teaching assignments, peer evaluations and managing work load whilst being out on placements and doing volunteer work in schools. Boteler and Priestley College gave me the skill set and intelligence to be able to work independently, with LJMU guiding me towards my career goal, which is to become a PE Teacher. Overall my experience at LJMU was positive and I had a lot of fun, meeting new friends and although most tasks are independent, there are group tasks which require working together as a team. At the end of my degree I received a 2:1 Bachelor of Honours Degree in Sport Development. Throughout my 3 year course at LJMU I continued to focus my work and assignments on physical education, which led me to go back to Sir Thomas Boteler Church of England High School for a 4 week placement in my second year at LJMU. Enjoying the experience at Boteler as a PE assistant, I decided to continue my placement at Boteler throughout my third year. I took on more responsibility of a PE teacher and put my skills and knowledge into action. The teaching staff at Boteler had changed slightly when I returned as a teacher from when I was a student, however all staff welcomed me back into the school and was eager to support my career in teaching. I worked closely with Mrs Hughes and Mr Burbidge. I also had the opportunity to work with Mrs Mawby and Mr Leonard, and seeing different styles of teaching helped me to find my own effective way of teaching.
I am currently applying for Teacher Training which I am looking forward to, with my goal still set to become a PE Teacher.
Former student Abigail Titchard shares her experience. November 2018, now at Liverpool Hope University
Since arriving at Liverpool Hope University I have been faced with a whirlwind of new experiences, people and different way of living.
I am studying for a combined Physical Education and Special Educational Needs degree, with the intention of becoming a Secondary School Teacher, and already I am thoroughly enjoying the course content. My SEN study group have already selected me to become a Student Course Representative, meaning I have a say in the course structure and provide feedback to the department on what is going well and what needs to be changed, giving me an insight into what it’s like to become a lecturer at university.
Living in University halls is a completely surreal experience. Straight away I met friends that I know I will have forever. Independence is something I have gained so much of in the past five weeks, having to do everything for myself, cooking, cleaning, washing. It has already set me up for the future and I still have three years to go!
At University, there is something for everyone, no matter what course you are studying. The societies that you have access to range from your traditional sports teams (rugby, football, hockey) to new sports such as Ultimate Frisbee. There are Doctor Who societies, gaming groups and also an opportunity to set up your own society.
Five weeks at University has changed my life for the better and I know this was the right choice for me!
Amelia Titchard shares her experience. November 2018, now at Priestley College
I am studying A-Level Sociology, A-Level Photography, and BTEC Production Arts at Priestley College.
On my first day it was overwhelming; the amount of new people, finding the way to my classrooms, not knowing exactly what to do in any situation. On my second day of college, I knew where my classrooms were and could go straight to them. On my third day of college, I was able to talk to the people around me, making new friends.
Moving on from high school seemed daunting and impossible, but it was inevitable. And once it happened, it seemed more comfortable and easy. After my first half term at Priestley, it feels like I have been here for much longer. I have settled in without even realising it, and everything now feels like second nature to me. Of course, I will still have new experiences. I haven’t yet faced mock exams, for example. But I know now that if I face this challenge head on, I will be able to work through it and become more comfortable with it.
If any current Year 11s are thinking about opting for any of the courses I have chosen, I would definitely recommend them. I would certainly recommend visiting one of the Priestley College open days, as this gives a good insight into everything on offer, and highlights the range of subjects which you can look to study.
A message from former student Kelly Lafferty (February 2018):  
I graduated from UCLAN with a BA(Hons) in law with politics. I’m also an associate member of the cipd and achieved assoc cipd status earlier this year.
Now I live in Edinburgh and work as an appointed level HR advisor with the Royal Bank of Scotland.
A message from former student Andrew Mahoney (February 2018):
Name: Andrew Mahoney
Aged: 31
Attended Sir Thomas Boteler: 1995-2000
Graduated from: Sheffield Hallam University in 2005 with a BA Hons degree in History (2:1)
Employed: Wigan Council (since 2009) – current job position - Children’s Services Manager
I went to University in 2002 knowing I wanted to study something I always enjoyed, but not really knowing what I wanted to do as a career. I choose a degree in History, not only because I loved learning about it, but also for the skills it provided me with. In the 3 years at university I was able to improve my skills to research and analyse information, and then provide my own personal opinions and outlooks on particular historical events. Having achieved these skills I found many career opportunities opened up for me.

After I graduated from university (and travelled the world for 2 years) I wanted to get a job that excited me and also had the ability to change people’s lives. I currently work at Wigan Council as a manager in Children’s Services. It is my job to help understand the best way the Council should spend its money, to help support children and families that live in Wigan. This ranges from making sure there are enough leisure activities, health services, education and support services, so that people in Wigan feel safe, care about their health and are happy; therefore lead a better life.
I enjoy my job, as I get to meet lots of children, young people and families, and ask them questions about what they like and dislike about services provided by the council. I then use this information to make a professional judgement and make changes to find better, new and creative ways to help families in Wigan.
A message from former student Conor Stevens (November 2017):
My name is Conor Stevens, I am a former pupil of Sir Thomas Boteler from 2004-2009.My high school days were arguably the most enjoyable years of my life, having met a wealth of fantastic friends and also some fantastically inspiring staff. One of which was my form tutor and maths teacher at the time, Mrs.Howson, she was a fantastic source of information about life and also an amazing teacher who I can say with absolute certainty helped me to achieve the grades I did. Since my school days I have been on to study Business Management at both college and university level, having graduated just over 12 months ago with a 2:1 classification in my degree. Since completion of my degree I have worked in supervisory/managerial roles, however, the ultimate goal is to run my own business one day. I have an interest in design, having recently created my own t-shirt brand which is still in it’s early phase, I also enjoy property/interior design, a subject in which I am looking to gain a formal qualification.
Sir Thomas Boteler is a truly fantastic school with amazing, dedicated staff who give the place a real caring feel to it, hence why I have tried my best to remain a part of the school and keep in touch with as many staff as possible (Although Mr.Vallender’ jokes are enough to drive anybody away). I still try to take part in the annual football match in honour of Temi Abimbola, a friend of mine who passed away whilst we sat our GCSE’s. My thoughts to current pupils would be to say that these are the some of your finest years of education, these years will shape your future and the options that will be open to you. Enjoy it, and make the most of the fantastic resources you have at your disposal.
During my time at school, I achieved the following grades:
English Literature - B
English Language - B
Maths - C
Science - C
IT - C
History - B
Geography - C
PE - B
Citizenship - A
A message from former student Lucy Deakin (September 2017):
After leaving Boteler in 2013, I went on to study at Priestley College. At college I studied Media Studies where I agined a Double Distinction overall and Film Studies where I gained a grade B.
What university did you attend?
I currently attend Edge Hill University.
What did you study at University?
Film and Television Production
What have you achieved at University?
I am on track to graduate in 2018 with a 2:1 (hopefully a first) class honours degree in Film and Television Production
Plans for the future:
My ambition after university is to eventually become a Director of Hollywood/British films and TV shows. I know there’s still a long way to go before reaching my dream job but the ambition is there and there’s nothing that’s going to stand in my way of achieving that goal.
Advice to current students:
It’s not how many times you get knocked down or get knocked back that matters. What matters is how many times you get back up and continue to fight for your dreams that will make you come out on top in the end. Never give up on yourself.
A message from former student Meg Booth (September 2017):
11 years ago, in September 2006 I took my first steps through the doors of Sir Thomas Boteler. 10 years later, in September 2016, I took my first steps through the doors of the Biochemistry Department at the University of Cambridge! Whilst I was a student at Boteler I was an active member of the school council, enjoyed taking part in music clubs, played Willy Wonka in year 8, edited the student pages of the Boteler Bulletin and eventually left in 2011 with 11 A*’s and 3 A’s. In my free time, from the age of 13, I was a test purchaser for Merseyside Police. This would involve attempting to purchase alcohol from shops where the police had intelligence to suggest they were selling alcohol to underage children. As a result of the four years I spent in this role, I won two ‘Volunteer of the Year’ awards at the Merseyside Police total policing event.
I then moved on to Priestley college where I achieved A*AAB in the extended project, biology, history and chemistry. After this, I attended the University of Liverpool to study Molecular Biology and Biotechnology. On the 18th July 2016, I sat in a very hot Philharmonic hall and graduated with a First-Class Honours degree. Later that day, it was also announced that I had received the ‘Kirby Johnson’ prize for the highest grades in my degree course. My undergraduate degree at Liverpool was a fantastic experience and it was at there that I met my partner of nearly four years (who I later found out was the sound engineer at the Boteler Out Loud concerts, yet we never met), worked for Smooth Radio NW doing promotions, played 7-a-side football and discovered my passion for bacteriophages.
On a cold, windy autumnal morning in October 2014, I sat waiting for the 9am virology lecture to start. It was in this lecture that the concept of a bacteriophage (or phage) – a virus that infects bacteria, was introduced and I was hooked immediately! As the most abundant, non-living entity on the planet, phages outnumber their bacterial host by a factor of 10 to 1. They specifically target their host and hijack the cellular machinery to make more phages, before killing the cell and releasing new viruses. This property makes them an attractive candidate in the fight against antibiotic resistance infections, in the form of ‘Phage Therapy’. It was after these lectures that I started to investigate the best place to conduct research in phage biology and in February 2016 I was offered a fully funded PhD position at the University of Cambridge. My research involves building up a bank of new phages isolated from the environment and characterising them to identify the best candidates for a phage therapy product.
Outside of the lab I really enjoy teaching and I have just finished teaching an intensive four-week summer programme for students interested in studying medicine. This was part of an international summer school, called the Cambridge prep experience, which gave students aged 14-16 the chance to come and study at the university. As part of my involvement with the Elite programme I will be promoting similar opportunities for students at Boteler to take part in. A lot of these summer schools offer full scholarships and I will be encouraging students to take advantage of the fantastic experiences Cambridge can offer.
I have recently been chosen as the ‘Early Career Representative’ for the Prokaryotic Division of the Microbiology Society and I am also the student editor for ‘The Biochemist’ magazine, run by the Biochemical Society – two of the largest UK based academic societies. I also had a very fleeting television career when I signed myself and my partner up to appear on the BBC gameshow Pointless! (Our episodes should be aired sometime later this year – so look out for that!)
The biggest piece of advice I can give to students who are sat where I was 11 years ago is to take advantage of every opportunity you are given! I remember being sat in Mrs Scott-Heron’s office and telling her that “failure wasn’t an option”, when I was discussing future career plans and back up options. It was my time as a student at Boteler, where I took part in various clubs and activities, as well as the guidance and love from my mum and the mentorship I received from multiple members of staff at Boteler, that prepared me for higher education. With enthusiasm, dedication and planning, everyone can achieve their goals. I’m looking forward to being part of the Elite programme and will be meeting some of you in the coming months.
Meg Booth
 
Former head boy talks to our Year 8 Students about life in the Royal Air Force. September 2017.
Our Year 8 students were privileged to receive a presentation from former Sir Thomas Boteler C E High School student and Head Boy, Josh Hartson, during their assembly on Thursday 14th September. Josh delivered an interesting and informative insight into life in the RAF and the varied career opportunities available within the service. This was well received by our students and it was pleasing to see some genuine interest from our young people in the questions they asked Josh at the end of the presentation.
Josh has successfully completed a rigorous training programme and has recently taken up a post with an RAF Regiment where he is assigned to 34 Squadron based at RAF Leeming in Yorkshire. Josh has joined the Heavy Armoured Vehicle division with varied duties including driving, maintenance and fleet protection.
In April 2018, Josh will be taking up a post in the Middle East based in Iran and Iraq where he will be actively involved in military protection operations.
On behalf of the Year 8 students and tutors, I would like to thank Josh for taking time out of his busy schedule to come and speak with our young people which has given them a first-hand insight into an aspect of life in the RAF. We wish Josh luck and good fortune as he commences his exciting RAF career. - Mr Antrobus, Progress Leader Year 8 and 9.
A message from former student Liam Gough:
Hello, my name is Liam Gough and I was a pupil at Sir Thomas Boteler CofE High school from 1999-2004. I would like to share my accomplishments since leaving high school and hopefully help you in deciding your career goals.
Where to start…. I wasn’t that confident with learning during my years at Boteler as I was reserved, quiet and didn’t find it easy to make many friends until my form tutor (Mr. Spence) gave me all the help and advice that I needed to push myself. After completing my GCSE exams and obtaining the results that I wanted, I then went on to study NVQ Business and Finance at Priestly College for 2 years (I was nervous when I first started collage because I didn’t know what to expect) and after successfully passing my NVQ I decided to study A-LEVEL Business and Finance all whilst I was starting my first ever job at the Fir Grove Hotel. This gave me the freedom and the confidence to prove that I could handle studying and work at the same time. I worked for the hotel for around 1 year as it was a stepping stone to my true career path.
I obtained my A-Level Business and Finance in 2007 and then proceeded to look for full time work and after a few weeks, I was offered a position at a company called Vaultex UK Ltd. My job role was within the finance department as a Reconciliation Administrator. I was responsible for balancing the accounts and counting cash. Whilst working for Vaultex I was offered a chance to Study AAT Level 1 in accounting. I worked really hard to get to AAT Level 4 and after 6 years of hard studying, assessments and exams. I was a gained my qualification in accounting. I was employed at this company for 9 years and left to progress further in my career.
In 2015, I started working at the Head office for a well-known retailer in Liverpool (let’s just say it is more than a bargain! Can you solve where I work?). My role is now Transportation Accountant and I am responsible for the department’s incoming and outgoing costs and authorizing payments. I am now currently studying the advanced stages of Accounting called CIMA Professional which will again take another 2 years.
On top of this I am a loving husband and a loving father to a 4 year old son named Dexter.
I guess what I am saying is if you work hard and believe in yourself you will go far or you can use my life motto “if at first you don’t succeed, try and try again!”
Warm regards,
Liam Gough
 

### Links

www.warrington.gov.uk
www.gov.uk/government/organisations/department-for-education
www.bbc.co.uk/schools/parents/school_education
www.tes.com/teaching-resources
www.getsafeonline.org/safeguarding-children
parentview.ofsted.gov.uk/
www.bbc.com/bitesize
www.tcat.uk.com
icould.com – Real-life career videos, advice and information to inspire your career.
www.childnet.com/blog/how-much-screen-time-is-okay-for-my-child
 
 
 
 
 
 

### local offer

Sir Thomas Boteler CE High School Local offer 2018 2019
Warrington Local Offer Sir Thomas Boteler CE High School 2018 DP
 

### British Values

FUNDAMENTAL British Values at Sir Thomas Boteler Church of England High School
At Sir Thomas Boteler Church of England High School, we value the diversity of backgrounds of all students, families and wider the school community and ‘Through God, We Care’.
The Department for Education states that there is a need:
“To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.
The Department for Education defines fundamental British values as follows:


 	Democracy
 	The rule of law
 	Individual liberty
 	Mutual respect
 	Tolerance of those of different faiths and beliefs 

Our school reflects British values daily within the broader framework of Christian values.  We encourage our children to be creative, open-minded and independent individuals, respectful of themselves and of others in our school, treating every person as an individual.
We take very seriously our responsibility to prepare children for life in modern Britain. We ensure that the fundamental British values are introduced, discussed and lived out through the ethos and work of the school. Curriculum areas provide a vehicle for furthering understanding of these concepts and provide excellent opportunities to deepen and develop understanding beyond the local community.
Democracy
We believe democracy is an integral part of school life. Students have the opportunity to have their voices heard through, fostering an environment where students can confidently and safely debate their ideas. Students have the opportunity to take an active role within the school, whether this is by playing a key role in the School Council, reinforcing the democratic process, or through the Ambassador system. Students thrive in the responsibility of playing a key role and play a vital role in the decision making of the daily running of our school.
Further examples include:


 	Election of School Council and Head Girl and Head Boy.
 	Student Voice is addressed through student focus groups, questionnaires and suggestion boxes.
 	Informal voting on issues within form times and lessons.
 	Holding mock elections.
 	SEND students involved in their review meetings.
 	Student involvement in the production of the Boteler Bulletin.
 	Improve outdoor play and sports facilities for break and lunchtimes.
 	The daily promotion of an environment where questions are valued and encouraged.
 	The involvement in community issues and engagement with the Youth Parliament.
 	The opportunity to vote for the local Youth council and engage with their wider program for the local community.
 	School council members, Head Boy/Girl also represent the student body at governors’ meetings.
 	We have participated in the Peers in School program and received a high profile visit from Lord Storrey to discuss parliamentary procedures and democracy.
 	The Head of PSHE is a Gold Award Parliamentary Teacher Ambassador so is able to access a wide variety of resources and information to engage students.

The Rule of Law
The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days via our school behaviour policy. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities, such as the Police and Fire Service, are regular parts of our personal development curriculum and help reinforce this message.
Further examples include:


 	The promotion of our school ethos which encourages respect and helps students to distinguish right from wrong.
 	Our Behaviour and Anti-Bullying policies set out our high expectations in relation to rules.
 	Full engagement in awareness days and national initiatives, including National Anti-Bullying Week and Internet Safety Day.
 	Entry into the Magistrates Mock Trial competition for year 8-9 students.
 	Input from local bodies and agencies to support with assemblies and current issues e.g. road safety, PCSO support.
 	Debate club where current issues are discussed and explored in a safe environment.
 	The Magistrates in Schools program is also implemented and serves as a valuable tool in CIAG in addition to discussing and exploring the legal system.

Individual Liberty
Students are actively encouraged to make independent choices knowing that they are in a safe, secure and supportive environment. We encourage them to see themselves as unique individuals able to make a unique contribution to their community, whilst providing boundaries for students to make choices safely. Students receive advice about how to exercise their rights, responsibilities and personal freedoms safely through E-Safety assemblies/sessions and form time activities; they also make personal decisions about their own future during one-to-one meetings with our Careers Advisor (Careers Connect) and when choosing their Key Stage 4 options. Vulnerable students are supported to make appropriate decisions and staff ensure that adults supporting them are doing so with the students' best interests.
Further examples include:


 	A range of visitors to RS lessons and PSHE sessions to enhance the message of making wise choices and support the students in risk minimisation and health promotion.
 	We have support from Mental Health services and School Health who are available to support students and staff in dealing with any issues. We ensure support for the whole school community.

Mutual Respect
Part of our school ethos and behaviour policy has revolved around values such as our ‘Respect’ initiative, with students being part of discussions and collective worship. The school promotes respect for others and this is reiterated through our school rules (READY, RESPECTFUL, SAFE) as well as our behaviour policy. We celebrate individuality and difference within our community. Our RE, PE and Citizenship curriculums teach students about fairness, justice and healthy relationships and encourage them to look out for those who might be marginalised or disadvantaged.
The school takes a very strong stance on social inclusion and anti-bullying and the values of respect and responsibility are reinforced where necessary.
Further examples include:


 	RESPECT is one of our three school rules which is reinforced by staff. Our students know and understand that it is expected that respect is shown to everyone - adults and children.
 	School assemblies address what respect means and how it is shown.
 	Our Respect initiative displayed around the school is prominent and referred to daily (see handbook). 
 	Both in and out of the classroom students are helped to acquire an understanding of, and respect for, their own and other opinions, cultures and ways of life.
 	Staff and students are encouraged to challenge prejudicial or discriminatory behaviours immediately and report any incidents if necessary. All such incidents are recorded and reported to the Local Authority. 

Tolerance of those of Different Faiths and Beliefs
As a Church school, collective worship is fundamentally Christian in character, but recognises that those attending may have a wide range of faiths, or none. Tolerance of those of different faiths and beliefs is achieved through enhancing students’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Collective worship and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in RS and PSHE. Sir Thomas Boteler Church of England High School has many students who have English as their additional language, all uniquely valued and respected. Our Religious Studies, Citizenship lessons, assembly opportunities and specific curriculum activities (including Educational Visits) encourage an understanding of and respect for people of all faiths, cultures and lifestyles.
Further examples include:


 	Discussions about prejudices and prejudice-based bullying in form time, from visitors and bespoke sessions.
 	Recognition and discussion of religious celebrations in lessons, form times and assemblies.
 	Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school e.g. a discussion of fasting during Ramadan.
 	Through the PSHE and RS curriculums students are encouraged to discuss and respect differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations. 
 	We invite visitors from the local faith communities to talk to students about their beliefs. Including a visit from the Warrington Council of Faiths to hold a Multi-Faith day for all year 7 students.
 	We also participate in the Disability Awareness Day with a delegation of students representing the school annually at the school’s event.
 	The Head of RS is chair of Warrington SACRE so is well placed to source visitors and resources to promote tolerance.

Our British Values poster is displayed in our classrooms: 

### Home portfolio



### homeboxes

Headteacher’s Welcome

### homeboxes

[gkit id=1]

### Term Dates

School term dates 2025 - 26				
		AUTUMN TERM 2025OPEN - Thursday 4th September 2025CLOSE - Thursday 23rd October 2025OPEN - Monday 3rd November 2025CLOSE - Friday 19th December 2025 SPRING TERM 2026OPEN - Monday 5th January 2026CLOSE - Friday 13th February 2026OPEN - Tuesday 24th February 2026CLOSE - Thursday 2nd April 2026Easter Weekend – Friday 3rd April and Monday 6th April falls within the 2 week April break     SUMMER TERM 2026OPEN - Monday 20th April 2026CLOSE - Friday 22nd May 2026OPEN - Monday 1st June 2026CLOSE - Wednesday 22nd July 2026INSET DATESTuesday 2nd September 2025Wednesday 3rd September 2025Friday 24th October 2025Monday 23rd February 2026Friday 3rd July 2026 BANK HOLIDAYSThursday 25th December 2025 : Christmas DayFriday 26 December 2025: Boxing DayThursday 1st January 2026: New Years DayFriday 3rd April 2026: Good FridayMonday 6th April 2026: Easter MondayMonday 4th May 2026: Early May Bank HolidayMonday 25th May 2026: Spring Bank HolidayMonday 31st August 2026: Summer Bank Holiday 		
					School term dates 2026 - 27				
		AUTUMN TERM 2026OPEN - Thursday 3rd September 2026CLOSE - Thursday 22nd October 2026OPEN - Monday 2nd November 2026CLOSE - Friday 18th December 2026 SPRING TERM 2026OPEN - Monday 4th January 2027CLOSE - Friday 12th February 2027OPEN - Monday 22nd February 2027CLOSE - Thursday 25th March 2027SUMMER TERM 2026OPEN - Monday 12th April 2027CLOSE - Friday 28th May 2027OPEN - Monday 7th June 2027CLOSE - Wednesday 21st July 2027INSET DATESMonday 1st September 2026Tuesday 2nd September 2026Friday 23rd October 2026Wednesday 20th January 2027Friday 2nd July 2027 (Walking Day)BANK HOLIDAYSFriday 25th December 2026: Christmas DayMonday 28th December 2026: Bank Holiday for Boxing DayFriday 1st January 2027: New Years DayFriday 26th March 2027: Good FridayMonday 29th March 2027: Easter MondayMonday 3rd May 2027: Early May Bank HolidayMonday 31st May 2027: Spring Bank HolidayMonday 30th August 2027: Summer Bank Holiday

### School News

[sp_news grid="3"]

### ks4 performance data

 
The table below shows details of our Key Stage 4 results:
 



 
2018
2019
2020 (Centre Assessed Grades)


Progress 8 Score
-0.24
-0.35
+0.02 (Sisra Collaboration 2020)


Attainment 8 Score
42.2
46.32
48.97


Standard pass (grade 4+) in both English and Maths
54%
65%
70%


Strong pass (grade 5+) in both English and Maths
41%
43%
47%


EBacc average point score (EBacc APS)
3.46
3.64
3.90


EBacc % Entry
15%
11%
15%



 
*Pupil destinations     98.2%
*(Pupils staying in education or employment for at least 2 terms after key stage 4)
The vast majority of our students are now able to successfully embark on the next stage of their education or training and we congratulate them on doing so well, not just academically but in every aspect of their life journey with us as part of the Boteler family.
Link to the school college and performance tables page:
https://www.compare-school-performance.service.gov.uk/school/144799/sir-thomas-boteler-church-of-england-high-school

### RLWC 2021 Legacy Capital Fund

We would like to confirm our support for Warrington Borough Council’s bid to the RLWC 2021 Legacy Capital Fund to develop and improve facilities at the Victoria Park Site. The current facilities for training and playing are at a premium in the town. The current facility has become a great asset for the school sports calendar and the students are inspired to play in competitions.
The vision for a Community Hub for Rugby League Development would markedly support the high standards set by Warrington in supporting our students. Schools are under a lot of pressure due to financial constraints. They are heavily measured upon their academic performance so physical activity often gets overlooked. Although we consider sports and physical activity as a core component to a young person’s development, it is difficult for us to support. Without the extensive support of the Warrington Wolves Foundation under the SKY TRY initiative, rugby in schools would have deteriorated.
However, this support has seen all of our high schools in Warrington receive England Talent Pathway (ETP) accreditation. The Warrington schools also have a very competitive league, which has seen some schools start to achieve great success in the Champion Schools Competition.
A prosperous girls programme has gained a lot of attention and momentum. More girls are now interested in playing rugby and the need for a school and community pathway has never been greater. A community hub facility where competition and development programmes could be run regularly on a high quality surface would seriously benefit schools and our students.
 

### GDPR

We are committed to meeting our obligations under the General Data Protection Regulations.The administrative contact for Sir Thomas Boteler Church of England High School is Michael Frodsham who can be contacted at dataprotection@boteler.org.uk.The Data Protection Officer for TCAT is Adrienne Laing who can be contacted at dataprotection@bridgewaterhigh.com.Policies, Statements and Privacy NoticesGeneral Data Protection Regulation PolicyChild Friendly Privacy Notice for StudentsPrivacy Notice for StudentsPrivacy Notice for StaffPrivacy Notice for Parents/CarersGDPR General Public StatementSuppliers Privacy NoticeVisitors and General Public Privacy NoticeRecruitment Privacy NoticeAlumni Privacy NoticeCustomers Hirers Privacy NoticeTrustees and Governors Privacy Notice 

### stb



### video



### video



### OPEN DAY



### food and hospitality - assessment map

Year 7
WA1
Title of assessment: Restaurants food preparation
Skills assessed: Use of equipment, safe handling of food
Key learning: Omelette

WA2
Title of assessment: Restaurants food preparation 
Skills assessed: Use of equipment, safe handling of food
Key learning: Leek and Potato soup

WA3
Title of assessment: Restaurants food preparation 
Skills assessed: Use of equipment, safe handling of food
Key learning: Apple crumble

 
Year 8
WA1
Title of assessment: Hotel Management
Skills assessed: Use of equipment, safe handling of food, working with the public
Key learning: Sausage Rigatoni Pasta

WA2
Title of assessment: Hotel Management
Skills assessed: Use of equipment, safe handling of food, working with the public
Key learning: Cheesy potatoes

WA3
Title of assessment: Hotel Management
Skills assessed: Use of equipment, safe handling of food, working with the public
Key learning: Savoury rice

Year 9
WA1
Title of assessment: The Hospitality industry
Skills assessed: Use of equipment, safe handling of food, purchasing food items, presentation of meals, understanding how different companies deliver hospitality, legislation on food.
Key learning: Chow Mein

WA2
Title of assessment: The Hospitality industry
Skills assessed: Use of equipment, safe handling of food, purchasing food items, presentation of meals, understanding how different companies deliver hospitality, legislation on food.
Key learning: Chicken Tikka Masala

WA3
Title of assessment: The Hospitality industry
Skills assessed: Use of equipment, safe handling of food, purchasing food items, presentation of meals, understanding how different companies deliver hospitality, legislation on food.
Key learning: Spaghetti Bolognaise

### Design Technology - assessment Map

Year 7
WA1
Title of assessment: Ornamental display  
Skills assessed: Health and safety in the workshop. Use of hand tools
Key learning: Safe working practice

WA2
Title of assessment: Ornamental display  
Skills assessed: Maths in Design Technology
Key learning: Producing accurate templates. Manipulating materials

WA3
Title of assessment: Ornamental display  
Skills assessed: Use of Machinery and electric tools
Key learning: Construction of a product

 
Year 8
WA1
Title of assessment: Candle display
Skills assessed: Understanding properties of materials, selecting appropriate tools and equipment
Key learning: Cutting and finishing of wood and plastic

WA2
Title of assessment: Candle display
Skills assessed: Use of equipment, safe handling of tools. Inlaying materials, finishing plastics
Key learning: Enterprise

WA3
Title of assessment: Candle display 
Skills assessed: Using a flow chart to show a plan of manufacture
Key learning: Evaluation of final product against a specification
 

Year 9
WA1
Title of assessment: Desk Tidy
Skills assessed: Understanding how a carbon footprint is created. Choosing the right material
Key learning: How do we create a sustainable world

WA2
Title of assessment: Desk tidy
Skills assessed: Use of equipment, Use of CAD CAM.
Key learning: Production of an engraved display using computer aided manufacturing

WA3
Title of assessment: Desk tidy
Skills assessed: Assembly of a product using different techniques. Safe working practice, team work.
Key learning: Final Product

### science - assessment map

Year 7
WA1
Title of assessment:
Science KS3 WA1 assessment
Skills assessed:
Safety
Describing methods
Representing matter as models
Mathematical
Scientific vocabulary
Extended writing in science
Using data
Key learning: 
Introduction to Science-Skills
Matter
Organisms

WA2
Title of assessment:
Science KS3 WA2 assessment
Skills assessed:
Mathematical
Scientific
Scientific vocabulary
Using word equations
Key learning: 
Previous learning 50% +
Reactions
Energy
Forces

WA3
Title of assessment:
Science KS3 WA3 assessment
Skills assessed:
Mathematical
Scientific
Scientific vocabulary
Extended writing in science
Key learning: 
Previous learning 50% +
Electricity
Reproduction

 
Year 8
WA1
Title of assessment:
Science KS3 WA4 assessment
Skills assessed:
Mathematical
Using triangles
Key words during investigations
Charts and graphs
Critical thinking with evidence
Key learning: 
Previous learning 50% +
Skills topic
Matter
Organisms

WA2
Title of assessment:
Science KS3 WA2 assessment
Skills assessed:
Mathematical,
Scientific
Word equations
Key learning: 
Previous learning 50% +
Reactions
Waves
Energy

WA3
Title of assessment:
Science KS3 WA6 assessment
Skills assessed:
Mathematical
Scientific
Explaining relationships
Describing changes
Key learning: 
Previous learning 50% +
Genes
Earth
ecosystems
 

Year 9 (GCSE content)
WA1
Title of assessment:
Science KS4 WA1 
Skills assessed:
How Science Works
Critical thinking with evidence
Mathematical
Scientific Literacy
Key learning: 
B1 Cell structure and transport
C1 Atomic Structure
P1 Conservation and Dissipation of Energy
B2 Organisation and the Digestive System
C2 The Periodic Table
P3 Energy Transfer by Heating

WA2
Title of assessment:
Science KS4 WA2
Skills assessed:
How Science Works
Critical thinking with evidence
Mathematical
Scientific Literacy
Key learning: 
Previous learning 50% +
B4 Organising Animals and Plants
C3 Structure and Bonding
P3 Energy resources
P6 Molecules and matter

WA3
Title of assessment:
Science KS4 WA3a
Skills assessed:
How Science Works
Critical thinking with evidence
Mathematical
Scientific Literacy
Key learning: 
Previous learning 50% +
B5/B7 Communicable and Non-communicable disease
C5/C7 Chemical change and energy changes
P7 Molecules and Matter

### RS Assessment MAP

Year 7
WA1
Title of assessment:
Does God exist? – GCSE style 12-mark question with evaluation skills and justified opinions.
Skills assessed:
Basic response to an ultimate question requiring analysis, evaluation and justification skills.
To give for and against arguments focussed on whether God exists or not, students must include evidence and examples to support their points.
Key learning: 
What are the arguments for and against God’s existence?

WA2
Title of assessment:
Did Jesus really rise from the dead? Talmudic debates/presentations and exam style evaluation questions
Skills assessed:
Debate and expression when outlining different viewpoints and beliefs
Analysis of evidence and structure of arguments using evidence and examples to support the points made
Appropriate expression of own view and sensitivity to the views of others.
Key learning: 
what happened to Jesus? Why did he die? what is the Turin shroud? Does it matter if Jesus rose from the dead?

WA3
Title of assessment:
What happens when faith and courage collide?  Presentations and exam style question. My hero website addition.
Skills assessed:
Expression of views and facts.
Interpretation of evidence and application of knowledge
Key learning: 
Are there such people as ‘Heroes of faith’? when do people become agents of change? Who or what can inspire people to take a stand? What initiates people of faith to respond regardless of personal cost?

 
Year 8
WA1
Title of assessment:
How do society and the media portray Islam? Presentation and exam style questions with evaluation and justified opinions.
Skills assessed:
Analysis of evidence and public opinion. Coming to a justified conclusion using examples and evidence to support points made.
To give a balanced opinion on how the media portrays Islam.
Key learning: 
Islam, a diverse community? Where can we find evidence? Are people always what they claim? How does Islam influence your world?

WA2
Title of assessment:
Is death the end? Analysis of different beliefs in the afterlife both religious and secular. Exam style question requiring students to look at different viewpoints and share their own with a justified conclusion.
Skills assessed:
Evaluation skills, knowledge and understanding of the different beliefs in the afterlife as outlined in different world religions and secular opinions. Justification of own view with reasoning.
Key learning: 
What are the key beliefs in heaven and hell?
Does everybody believe in the same thing?
Contemporary expressions of life after death
Attitudes to grief and mourning

WA3
Title of assessment:
What is God? Exam style question and trinity guide showing an understanding of a key Christian concept.
Skills assessed:
Evaluation skills and analysis of key concepts – trinity.
Key learning: 
Do all Christians belief the same thing about God?
What is the trinity?
What do the arts, scripture and the creeds tell us about the Trinity?
Perichoresis: what’s love got to do with it?
Do all religions have the same understanding of God?

 
Year 9
WA1
Title of assessment:
The origins of the world and the nature of God
Exam style question – 12-mark question – ‘For a Jew, the best description of God is ‘God is one’’.
Skills assessed:
Knowledge and understanding of the key concepts in Judaism and Christianity of the nature of God.
Evaluation skills and justification of viewpoints using evidence and religious texts to support points.
Key learning: 
God in Christianity and Judaism
Trinity and the creed
Shekinah
Origins of the universe
Religious and scientific views

WA2
Title of assessment:
Christian beliefs and teachings – Jesus. Exam question – ‘Salvation is Gods greatest gift to humans’
Skills assessed:
Evaluation skills and knowledge of the course components and key concepts of salvation, atonement and incarnation. Students will demonstrate skills of justification and reference religious texts
Key learning: 
Messianic prophecies
Incarnation and the birth of Jesus
Crucifixion and resurrection and atonement
Ascension

WA3
Title of assessment:
Jewish practices exam question – 12 –mark evaluation – ‘the Jews are Gods chosen people’ how might someone agree and disagree with this statement?
Skills assessed:
Knowledge of Jewish practices and covenants and ability to evaluate the statement using justified viewpoints and examples.
Key learning: 
Worship at home and in the synagogue
Rituals and their significance
Rites of passage
Festivals

### PE - assessment Map

Year 7
WA1
Title of assessment: FUNdamentals of Sport & Fitness
Skills assessed:
Warming up and cooling down
Throwing
Catching
Jumping
Running or distance
Running for speed
Footwork
Marking
Defending
Attacking
Travelling
Racket and ball familiarisation
Baseline fitness levels
Key learning: 
Execution of skills/techniques
Demonstration of balanced, active, healthy lifestyle choices

WA2
Title of assessment: Sports Performance in Action
Skills assessed:
Sport specific skills depending on activity. See curriculum map.
Key learning: 
Execution of skills/techniques Decision making
Evaluating & analysing performances. Application of compositional, tactical, & strategic ideas

WA3
Title of assessment: Theory of Sport and Exercise
Skills assessed:
Warming up and cooling down
Muscular System
Short term effects of exercise
Basic components of fitness
Key learning: 
Develop an understand of how exercise and a healthy active lifestyle benefits the body and mind.
Apply knowledge of the body and body systems by completing an end of year written assessment.

 
Year 8
WA1
Title of assessment: Sports Performance in Action (Games/Accurate Replication)
Skills assessed:
Passing and receiving
Outwitting opponents
Dodging and creating space
Defending and intercepting
Introducing tactics and positional play
Playing to compete/perform
Self and peer assessment
Learning a set move/routine
Key learning: 
Execution of skills/techniques Decision making
Application of compositional, tactical, & strategic ideas.
Evaluating & analysing performances

WA2
Title of assessment: Sports Performance in Action (Net & Wall/Performing at Maximum Levels)
Skills assessed:
Developing forehand, backhand and serving
Developing use of spin
Outwitting an opponent
Components of fitness
Methods of training
Short distance running
Middle distance running
Key learning: 
Execution of skills/techniques Application of compositional, tactical, & strategic ideas. Decision making Evaluating & analysing performances
Demonstration of balanced, active, healthy lifestyle choices

WA3
Title of assessment: Theory of Sport and Exercise
Skills assessed:
Review of unit learning and progress
Fitness tracking
Fitness testing
Components of fitness
Key learning: 
Apply knowledge of fitness and fitness testing as well by completing an end of year written assessment.
 

Year 9
WA1
Title of assessment: Sports Performance in Action
Skills assessed:
Tactical development
Set plays and routines
Outwitting an opponent
Playing to compete/perform
Analysis and evaluation of sports performance
Key learning:
Execution of skills/techniques Decision making
Application of compositional, tactical, & strategic ideas.
Evaluating & analysing performances
Demonstration of balanced, active, healthy lifestyle choices

WA2
Title of assessment: Fitness Testing in Sport
Skills assessed:
Protocols for fitness tests
Interpreting data
The benefits of using fitness testing
Components of fitness
Introduce principles of training
Devising a fitness session
Key learning:
This unit of work is delivered practically with theory a key feature of most lessons. The students will acquire new knowledge and understanding and progress will be assessed via a written test and ongoing tracking of fitness data generated in each lesson. The key skills learning covered:
 Evaluating & analysing performances. Demonstration of balanced, active, healthy lifestyle choices

WA3
Title of assessment: Leading Sports Activities
Skills assessed:
Organising and leading a competition
Planning and leading sports activities
Consider health and safety for sport and exercise
Reviewing leadership skills through a self reflection and evaluation
Verbal and non-verbal communication
Organisation skills
Key learning: 
Execution of skills/techniques Decision making
Application of compositional, tactical, & strategic ideas.
Evaluating & analysing performances

### mfl - assessment map

Year 7
WA1
Title of assessment: WRITING
Skills assessed: Ability to write accurately using memorised language.
Key learning: To write a short paragraph about themselves giving their name, age, birthday and three items they have in their bags including colours.

WA2
Title of assessment: TRANSLATION AND WRITING
Skills assessed: Use a range of vocabulary and structures. Accurate use of verbs AVOIR and ETRE in the Je/tu/il/elle form in the present tense. Correct use of adjective agreements. Correct use of possessive adjectives. Formation of questions in French.
Key learning: To enable students to write details about themselves including name, age, birthday, hair and eye colour, height and personality. They must describe a friend or family member. Students will have to show knowledge of being able to use the verbs AVOIR and ETRE accurately.

WA3
Title of assessment: SPEAKING
Skills assessed: Pronunciation and intonation.
Use a range of vocabulary and structures.
Initiating and sustaining a conversation.
Memorising. Adapt previously learned language.
Accurate use of key verbs in the present tense. Fluency.
Key learning: To describe yourself including eye and hair colour plus your height and personality. To talk about your house and say what rooms are on each floor. To say if you have your own bedroom or share a bedroom. Name the furniture in your bedroom.

Year 8
WA1
Title of assessment: TRANSLATION AND WRITING
Skills assessed: GCSE examination type practice at translating from English to French plus an essay question the same as GCSE bullet point format.
Key learning: To write about their evening routine and activities, using connectives, times, places and opinions.

WA2
Title of assessment: TRANSLATION AND WRITING
Skills assessed: To enable students to translate a short passage from English to French which is now part of the new GCSE French examination. Accurate use of reflexive verbs in the present tense in the Je/tu/il/elle subject pronouns. To ensure that students use appropriate connectives to link their sentences. Use extended sentences and justify their opinions with regard to opinions on school subjects.
Key learning: To be able to describe your morning routine and show evidence of being able to accurately use reflexive verbs.
To talk about likes/dislikes of school subjects with appropriate reasons.

WA3
Title of assessment: SPEAKING
Skills assessed: Pronunciation and intonation. Use a range of vocabulary and structures. Initiating and sustaining a conversation. Memorising. Adapt previously learned language. Accurate use of key verbs in the present tense. Fluency.
Key learning: To talk about what sports you play, how often and with whom. To say what your favourite sport is and why. To say what other leisure activities you do in your spare time and what type of activities you do in specific weather conditions.
 

Year 9
WA1
Title of assessment: TRANSLATION AND WRITING
Skills assessed: To enable students to be given GCSE examination type practice at translating from English to French and an essay question the same as the GCSE format.
Key learning: To enable students to write about films/TV programmes they like/dislike with appropriate reasons. To write about what sports they do, how often and why.

WA2
Title of assessment: TRANSLATION AND WRITING
Skills assessed: To enable students to translate a short passage from English to French which is now a requirement of the new GCSE examination. To use expressions of frequency and the formation of negative structures such as NE..PAS/ NE..PLUS/ NE..JAMAIS.
To demonstrate knowledge of using future time frame using verb ALLER plus an infinitive. To use a wide range of vocabulary and structures and give justified opinions.
Key learning: To be able to write about whether you are fit and healthy and what you can do to improve your fitness/health covering topics such as sports, diet and lifestyle.

WA3
Title of assessment: SPEAKING
Skills assessed: Pronunciation and intonation. Use a range of vocabulary and structures. Initiating and sustaining a conversation. Memorising. Adapt previously learned language. Accurate use of key verbs in the present and perfect tense. Justification of opinions and use of extended sentences. Fluency.
Key learning: To be able to talk about your holidays giving details about where you went, who you went with and for how long,  how you travelled, why you decided to go there, where you stayed, the weather, the activities you did and your opinion of the holiday.
 

### Maths - assessment map

Year 7
WA1
Title of assessment: 7WA1
Skills assessed: 
Angles, Linear equations, Percentages,
Types of number / powers & roots
Key learning:
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA2
Title of assessment: 7WA2
Skills assessed: 
Expressions,
Ratio & proportion,
Area & perimeter,
(Pythagoras/Trigonometry)
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA3
Title of assessment: 7WA3
Skills assessed: 
Surface area & volume,
Graphs,
Sequences, formulae & functions,
Rates of change,
Probability,
Statistics
Key learning: To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.
 

Year 8
WA1
Title of assessment: 8WA1
Skills assessed: 
Angles, Linear equations, Percentages,
Types of number / powers & roots
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA2
Title of assessment: 8WA2
Skills assessed: 
Expressions,
Ratio & proportion,
Area & perimeter,
(Pythagoras/Trigonometry),
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA3
Title of assessment: 8WA3
Skills assessed: 
Surface area & volume,
Graphs,
Sequences, formulae & functions,
Rates of change,
Probability,
Statistics
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.
 

Year 9
WA1
Title of assessment: 9WA1
Skills assessed: 
Angles, Linear equations, Percentages,
Types of number / powers & roots
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA2
Title of assessment: 9WA2
Skills assessed:
Expressions,
Ratio & proportion,
Area & perimeter,
(Pythagoras/Trigonometry),
(Quadratic Equations)
Key learning: To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.

WA3
Title of assessment: 9WA3
Skills assessed: 
Surface area & volume,
Graphs,
Sequences, formulae & functions,
Rates of change,
Probability,
Statistics
Key learning: 
To apply and problem solve in the above topic areas to enable students to be successful in accessing exam style questions.
 
 

### History - Assessment Map

Year 7
WA1
Title of assessment:  Norman Conquest
Skills assessed: chronological understanding, significance, cause & consequence 
Identify, describe, explain significance, identify/ infer information in sources
Key learning: 
What is History?
The Romans & What was life like in Roman Britain?
How did William conquer England & keep control?

WA2
Title of assessment: Medieval life
Skills assessed: Chronological understanding, significance, cause & consequence 
Identify, describe, explain significance, identify/ infer information in sources
Key learning: what life was like during Middle Ages, Castles, Black death

WA3
Title of assessment: Native Americans 
Skills assessed: chronological understanding, cause & consequence, significance Identify, describe, explain significance, identify/ infer information in sources
Key learning:  Native American beliefs and customs, impact of European settlers
 

Year 8
WA1
Title of assessment: The Tudors 
Skills assessed: interpretation, diversity, chronological understanding, cause & effect, significance 
Develop interpretations based on evaluation & reflection.  Infer from sources and judge utility/ reliability
Key learning:
How did the Tudors beliefs & Ideas shape modern Britain?
Examine the Tudor monarchs

WA2
Title of assessment: Elizabeth / Empire/ Slavery 
Skills assessed: interpretation, diversity, chronological understanding, cause & effect
Develop interpretations based on evaluation & reflection.  Infer from sources and judge utility/ reliability
Key learning: Elizabeth successes & problems, Elizabethan life, Slavery

WA3
Title of assessment: WW1 
Skills assessed: chronological understanding, significance, cause & consequence 
Develop interpretations based on evaluation & reflection.  Infer from sources and judge utility/ reliability
Key learning: causes of WW1, Treaty of Versailles, trench warfare, conditions, recruitment
 

Year 9
WA1
Title of assessment: Rise of Hitler/ WW2 
Skills assessed: interpretation, diversity, chronological understanding, cause & effect, significance
Reaching balanced evaluations using evidence.  Infer from sources and evaluate their provenance
Key learning: 
Rise of Hitler, Hitler youth, Life in Nazi Germany
Holocaust

WA2
Title of assessment: WW2 – Key events 
Skills assessed: interpretation, diversity, chronological understanding, cause & effect, significance
Develop interpretations based on evaluation & reflection. Cause and consequence
Key learning: 
WW2 – Key events. Home Front & the downfall of Nazi Germany

WA3
Title of assessment: Civil rights/ Vietnam project
Skills assessed: Significance, interpretation, chronological understanding
Reaching balanced evaluations using evidence.  Infer from sources and evaluate their provenance
Key learning: Civil rights movements, JFK, Vietnam

### Geography - Assessment Map

Year 7
WA1
Title of assessment: ‘There’s no place like home’
Skills assessed:
Map skills, annotation, numeracy, literacy, analysis, graphing data, and evaluative skills.
Key learning: 
Ability to map routes.
Ability to identify places.
To Distinguish between Human, Physical and Environmental Geography.
Independent enquiry skills.
Asking Geographical questions.
Ability to present data accurately in a range of ways.
To describe Geographical patterns.
To explain reasons for Geographical patterns.
Awareness of place at a range of scales.

WA2
Title of assessment: Urban Changes and Issues
Skills assessed:
Extended writing, photograph interpretation, geographical models, identifying changes, patterns and map skills, writing a balanced argument.
Key learning: 
Ability to identify housing type.
Knowledge of key terms.
Understanding of geographical changes and the impacts these have on populations.
Reasons for settlement sites.
Megacity growth in LICS and NEES.
Settlement Hierarchy.
Urban Regeneration projects and social deprivation.

WA3
Title of assessment: Tropical Storms
Skills assessed:
Extended Writing case study, making connections, sequencing events, Climate Graphs, map skills, numeracy, describing and explaining impacts at a range of scales, sketching and annotation. Numeracy – range, mode, median, mean with climate data.
Key learning: 
Causes of Tropical Storms.
Areas of formation.
Primary and Secondary Effects.
Factors affecting the severity of storms.
Responses to the disasters – short-term or long-term.
Weather features.
Climatic Zones.
Saffir-Simpson Scale.
Factors affecting climates.
Instruments for forecasting the weather.
 

Year 8
WA1
Title of assessment: Climate Change and Sustainability
Skills assessed:
Map skills, Average temperature deviation graphs, Systems thinking,
Key learning: 
Be able to describe the greenhouse effect
Be able to explain the greenhouse effect
To identify sources of greenhouse gasses
To analyse how global warming is affecting people
Assess strategies to reduce greenhouse gas emissions
To understand the concept of conservation
To assess ways in which conservation benefits the environment
To interpret sources of data effectively
To be able to describe a food chain

WA2
Title of assessment: National Parks and Tourism
Skills assessed:
Comprehension, data interpretation, decision-making, evaluation of sources, empathising with differing viewpoints, communicating opinions, extended writing, presentation skills, describing locations.
Key learning: 
Positive multiplier effect
Tertiary sector
Conflict within National Parks
Sustainability
Environmental Impact Assessment
Management of tourism activities
Eco-tourism

WA3
Title of assessment: Global Economy
Skills assessed: 
Compound Bar charts, Thematic Maps, Numeracy, extended writing, flow charts, infographics, data interpretation, communication of ideas, making judgments.
Key learning: 
The role of TNCs
Industrial processes
Employment types
Trade balance
Fair trade
Informal Economy
Case study of a TNC
Sweatshops

Year 9
WA1
Title of assessment: Global Development
Skills assessed:
Pie charts, Choropleth Maps, Scatter graphs, data interpretation, extended writing, multiple choice questions,
Key learning: 
To interpret sources of information effectively
To explain reasons for global economic disparity
To describe a range of development indicators
To make links effectively between data sets.
To explain why quality and quantity of water is important
To be able to compare and contrast between countries at differing stages of development.
Employment Structures
Informal jobs
Poverty Cycle

WA2
Title of assessment: Tectonic Hazards
Skills assessed:
Cartographic Skills, photographs: use and interpret ground, aerial and satellite photographs, literacy, atlas maps, ordnance survey maps, numerical skills.
Key learning: 
Structure of the earth.
Plate boundaries.
Distribution of tectonic hazards.
Types of volcanic eruption.
Causes of earthquakes.
Case studies of tectonic hazards.
Japanese tsunami.
Super volcanoes.

WA3
Title of assessment: Coasts
Skills assessed:
Mapping coastal management features
Making decisions how best to protect the coast
Communicating findings, graph skills, numeracy – cost calculations,
Key learning: 
Types of wave
Erosional Landforms
Depositional landforms
Coastal Environments – Sand dunes, salt marshes and coral reefs.
Coastal Management – Hard and soft engineering
Threats to coral reefs
Coastal ecosystems
 

### English - Assessment Map

Year 7
WA1
Title of assessment:
Nonfiction Reading & Writing
Skills assessed:
To identify both explicit and implicit inferences
To comment on and begin to analyse specific words used by the writer
To begin to comment on the writer’s viewpoint
To structure a clear and convincing viewpoint
To begin to sue a range of SPAG.
Key learning: 
To enable students to be successful in accessing exam style questions by analysing language and demonstrating their ability to structure viewpoints.

WA2
Title of assessment:
Nonfiction writing & fiction reading. SPAG.
Skills assessed:
To retrieve specific information from a text
To identify inferences
To identify subject terminology and discuss its impact on the reader
To track through a text and discuss its impact on the reader

Write using an appropriate register to suit purpose and audience.

Use a range of punctuation, sentence structures and vocabulary.
Key learning: 
To enable students to access exam style questions by deepening their ability to analyse the language and structure of a text. To allow students to demonstrate their ability to structure a clear viewpoint.

WA3
Title of assessment:
Fiction writing & nonfiction reading. SPAG
Skills assessed:
To identify inferences from across two texts
To identify language and analyse its meaning and purpose
To comment on writers’ purpose and effect
To identify subject terminology and writers’ methods
To structure a clear narrative
To apply correct spelling, grammar, punctuation and sentence structure to narrative writing.
Key learning: 
To enable students to access exam style questions by deepening their ability to analyse language and its effects across more than one text. To allow students to demonstrate their ability to structure a narrative.
 

Year 8
WA1
Title of assessment:
Fiction writing
Skills assessed:
To structure a clear and cohesive plot
To use a range of punctuation, sentence forms and paragraphs
To develop characters
To use dialogue effectively
Key learning: 
To enable students to create a sustained piece of writing demonstrating the skills required at exam level.

WA2
Title of assessment:
Nonfiction writing & fiction reading. SPAG.
Skills assessed:
To skilfully retrieve specific information from a text
To identify both implicit and explicit inferences with some explanation
To identify subject terminology and analyse its impact on the reader
To track through a text and discuss the structural impact on the reader
Demonstrate an ability to write with an appropriate register for purpose and audience.
Deploy a range of skills to demonstrate a clear and convincing viewpoint.
Correctly use a wide range of punctuation, sentence structures and vocabulary.
Key learning: 
To enable students to be successful in accessing exam style questions by continuing to deepening their ability to analyse the language and structure of a text and develop analytical skill. To allow students to successfully demonstrate their ability to structure a clear viewpoint.

WA3
Title of assessment:
Fiction writing & nonfiction reading. SPAG
Skills assessed:
To identify both implicit and explicit inferences from across two texts
To carefully select key language from a text and analyse its impact on the reader
To discuss the writers’ purpose and effect
To identify subject terminology/writers’ methods and begin to discuss its impact on the text
To structure a clear and convincing narrative
To apply correct spelling, grammar, punctuation and sentence structure to narrative writing for effect.
Key learning: 
To enable students to be successful in accessing exam style questions by continuing to deepening their ability to analyse and discuss the impact of language across more than one text. To allow students to successfully demonstrate their ability to structure a compelling narrative.

Year 9
WA1
Title of assessment:
Fiction reading & writing
Skills assessed:
To skilfully retrieve specific information from a text and identify both implicit and explicit inferences with some explanation
To identify subject terminology and analyse its impact on the reader and its purpose
To track through a text and discuss the structural impact on the reader
Structuring a clear and cohesive plot
Using a range of punctuation, sentence forms and paragraphs
Developing characters
Using dialogue effectively
Key learning:

WA2
To enable students to create a sustained piece of writing demonstrating the skills required at exam level and to access exam style questions, deepening analytical skills.
Title of assessment:
Nonfiction Reading & Writing
Skills assessed:
To identify and analyse both implicit and explicit inferences from across two texts
To carefully select key language from a text and analyse its impact on the reader
To analyse the writers’ purpose and effect
To identify subject terminology/writers’ methods and discuss its impact on the text
Demonstrate an ability to write with an appropriate register for purpose and audience.
Deploy a wide range of skills to demonstrate a clear and convincing viewpoint.
Correctly use a wide range of punctuation, sentence structures and vocabulary to create effects.
Key learning: 
To enable students to be successful in accessing exam style questions. To allow students to successfully demonstrate their ability to structure a compelling viewpoint.

WA3
Title of assessment:
Fiction Reading and Writing
Skills assessed:
To confidently and skilfully retrieve specific information from a text and identify both implicit and explicit inferences with clear explanation
To skilfully identify correct subject terminology and analyse its impact on the reader and its purpose
To thoughtfully track through a text and discuss the structural impact on the reader
To structure a clear, cohesive and engaging plot
To use a range of punctuation, sentence forms and paragraphs
To develop characters
To use dialogue effectively
Key learning: 
Students to now be secure at confidently creating a sustained piece of writing and accessing exam style questions at GCSE standard.

### DRAMA - ASSESSMENT MAP

Year 7 
WA1
Title of assessment: Performing on the stage
Skills assessed: The 8 C’s
Confidence
Concentration,
Collaboration,
Communication,
Creativity,
Curiosity,
Craftsmanship
Commitment
How to be part of a positive learning environment.
Key learning: 
Improve understanding of theme by identifying the context in your drama work
Improve your characterisation by focusing on emotion.
Develop your physical skills by using clear mime and gestures.
Develop your vocal skills by projecting your dialogue more clearly and loudly
Reflect more thoughtfully to identify successes and improvements

WA2
Title of assessment: Greek Theatre: Antigone
Skills assessed:
Status
Conflict
Monologue
Dialogue
Tension
Use of space
Expression
Use of Drama terminology
Key learning:

Responding and rehearsing: discussion and response to the dilemmas that the character’s face.

Performing and Characterisation: portray the character of Creon or Antigone with good use of skills above.

Written evaluation: character development and strengths/areas of improvement in performance.
WA3
Title of assessment: ‘I’m stuck in a computer’

Skills assessed:

Devising a performance and script

Cooperation and negotiation

Evaluation skills

Apply theatre and Drama skills learnt over the year

Use of Drama terminology

Developing characters

Improvisation

Key learning: 

Responding and rehearsing

Performing and characterisation

Written Evaluation

 
Year 8
WA1
Title of assessment: Performing: Comedy/Farce
Skills assessed:
Voice (accent, tone, pitch, pace, projection, diction)
Movement
Expression
Posture
Focus
Stagecraft
Energy
Actor-audience relationship
Key learning: 
Demonstrate how comedy can be enhance using different techniques
Devise small scenes and be able to analyse what makes something funny.
Show a character with a clear underlining motive within a scene

WA2
Title of assessment: Expo Led

WA3
Title of assessment: Expo Led
 
Year 9
WA1
Title of assessment: Practitioner One: Brecht
Skills assessed:
Non-naturalism
Verfremdungseffekt (alienation)
Direct address
Placards
Multi-role
Epic Theatre
Montage of scenes
Song
Visible scene changes
Key learning: 
Responding and Rehearsing (contributions to work and discussions about Brechtian Theatre, incorporating techniques to deliver a powerful message)
Performing and Characterisation (creation of themes and issues)
Verbal and written analysis: justifying ideas and proving understanding of the practitioner.

WA2
Title of assessment: Practitioner Two: Stanislavski
Skills assessed:
Naturalism
4th Wall
Psychology
Emotion memory
Units and actions
The magic if
Super-objective
Key learning: Understanding the System
Motivation- what is the reason for the character to be doing what they are doing?
Objective- what a character is trying to achieve at a given moment.
Super Objective- What the character is ultimately trying to achieve for the whole play.
Unit- When an actor's objective changes a new unit begins
Imagination- An actor must imagine details in order to give their character a strong back story
Subtext- The way in which a line or action is delivered and what it hints to
Emotion Memory- An actor finds real emotions in their past and uses these to portray the emotion on stage, presenting 'real' emotions.
Magic If- In order to create a 'real' response the actor imagines how they would react if they were in this situation- 'If this really was the middle of winter what would I do?' 'If my sister really was injured what how would i react?'
Given Circumstances- Everything that has happened to the character up to the moment they are in the room, this is often 'imagined' by the actor and director or given as clues in the text by the playwright. By knowing what a character has done in their life before the scene, an actor can play the role appropriately.
Method of Physical Action- An actor unlocks subconscious emotions by using repetitive physical action to unlock them.
Tempo Rhythm- A person has an inner and an outer rhythm, through subtlety an actor can portray these both at the same time- eg the panicked liar trying to 'play it cool' or 'the soldier slowly sneaking through no mans land'
Circles of Attention- imagine you have several circle around you (like ripples in a pond) hold your focus within these small spaces and see how this effects your characters engagement (eg the first circle will be very insular)

WA3
Title of assessment: Physical Theatre – are you BTEC ready?
Skills assessed:
Tension
Comedy
Climax and Anti-climax
Characterisation
Intention
Direct address
Multi-role
Flashback
Key learning: 
Response and development: focus ideas and techniques that are original, explore issues and ideas in an expressive, personal and reflective way.
Performance: demonstrate movement skills to show a strong character and communicate character’s intentions with clarity.
Evaluation: understand how strategies, drama elements and mediums have been used.

### Computer Science - Assessment Map

Year 7
WA1
Title of assessment:
Becoming a Digital Citizen
Skills assessed:
Folder structure, emails, types of computer hardware and different type of computer software.
Key learning: 
To know the importance of a good folder structure
To investigate how email works and why we use it every day.
To understand what hardware is and be able identify a range of pieces of hardware.
explain the difference between system and application software and explanations to why and in what situation we would use these.

WA2
Title of assessment:

Being an ICT Savvy User

Skills assessed:

Health and safety issues, e safety, online danger, search engine and portable technology.

Key learning: 

Explaining health and safety when using computers

Understand the term e-safety.

Understand the risks online and to know how to keep yourself safe online.

Improve our search engine searches to return appropriate results

List the dangers that you could be faced when using portable technology; particularly mobile phones
WA3
Title of assessment:

Spreadsheet

Skills assessed:

Spreadsheet calculation

Key learning: 

Identify the key parts of a spreadsheet and insert data into your model and apply suitable layout/formatting options to a spreadsheet model

Identify basic spreadsheet formula  

Identify how the =IF function can be applied to spreadsheets and conditional formatting

Creation of graphs and charts with data labels and titles
 
Year 8
WA1
Title of assessment:
Advanced spreadsheet
Skills assessed:
Spreadsheet calculations, data valuation, charts and V look up
Key learning: 
Understand what spreadsheets are and what they are used for in the outside world.
Spreadsheets contains formatted data and multiple formulae used to calculate totals of our holiday items
Spreadsheet contains more advanced functions to work out averages, minimum and maximum numbers of our items total costs
Add advanced functions into your model. Apply data validation independently and create hyperlinked buttons.
To create IF statements on famous faces spreadsheet, to apply conditional formatting to your if statement cells
Create a number of charts using data from our model. We will format our chart with clear labels
Create a V Looks up function in our model Create a summary worksheet on it will contain hyperlinked buttons to print our model in a variety of ways

WA2
Title of assessment:
Computer Science
Skills assessed:
Binary conversion, binary calculation, image manipulation, binary logic gates, IPO system, computer networks,
Key learning: 
Be able to explain binary and Looks at hexadecimal independently
Be able to convert binary numbers to denary numbers
Develop an understanding of how images are represented using binary and how storage space differs depending on your images.
Use our knowledge of computational thinking to develop electronic circuits for a range of binary Logic gates.
Develop and understanding of how computers work: inputting data, processing data and outputting information.
Look at three types of computer network,
Discuss the advantages and the disadvantages of each network

WA3
Title of assessment:

Graphics and Database

Skills assessed:

Graphics - Creating magazine cover using Fireworks skills such as crop, magic wand, polygon, rubber tool, layers and etc.

Database – Creating database, insert, delete and amend data, creating database relationship, queries, forms and report.

Key learning: 

Graphics - Unit introduction/baseline assessment, Looking at the different types of graphic and the advantages and disadvantages of each. Identify the purpose of each graphic and the best use of each file type.

Introduction to Fireworks and create a graphic by using basic drawing tools to manipulate an image.

Learn features of good presentations and design

Self and peer assessment

Database - Introduction to database, record, field, data types and Microsoft Access.

Create a database using specific software.

Learn how to insert, delete and amend records in table, set up new fields in table and set up the data types and restrictions.

Be able to explain Database relationships and create relationship diagram of given database.

Design queries to display relevant information on to the screen

Take queries and create a report.

Change report to make it user friendly and include buttons.

LI6: Create a form for database tables. Include buttons on form to help users navigate around the database form.

 
Year 9
WA1
Title of assessment:
Problem Solving
Skills assessed:
Algorithm, flowchart, pseudocode and computation thinking.   
Key learning: 
Looking at what an algorithm is, Appreciating the importance of algorithms in computer science and writing and interpreting algorithms
Understand the purpose of a flowcharts. Know how to construct a flow chart using the required symbols.
Understand the purpose of pseudocode and write pseudocode for the given scenario
Learning to use condition and iteration in algorithm
Learning to use nested if statement and nested Loop in the algorithm.
Learning what computational thinking is.
Defining decomposition and abstraction. Decomposing problems. Bringing together a range of skills to complete a problem

WA2
Skills assessed:
Python programing, variable, integer and string, if statement, loop and list.
Key learning: 
Looking at the basics of Python and the Python shell.
Student will then go on to Looks at algorithms, variables and inputs
Looking at integers and strings and Looking at how to convert integers to strings
Looking at if statements in Python, what if statements are and why we use them; Nested if statements.
Implement “While Loop” in Python
Looking at what a for Loop is, discuss the difference between for and while Loop. Attempting some for Loop tasks.
Looking at what a list is;
And use different methods to printing a list on the screen.

WA3
Title of assessment:

Photoshop and Web Designing

Skills assessed:

Photoshop - Creating Hybridge animal using Photoshop skills such as layers, clone, magic wand, eraser, eye drop tool, select tool and etc.

Web Designing – HTML, Dream Viewer skills and fireworks skills to create banner, logo and buttons.

Key learning: 

Photoshop - Be able to understand how image manipulation is used in real world and the consequences. Be aware of the some of the basic tools of image manipulation software and how they can be used

Be able to understand how bitmap graphics are representing inside computer and are able to manipulate image using image manipulation software to produce different outcome.

Begin to understand what copyright is and the consequences of breaking copyright law

Be able to critically evaluate your and other work and to suggest improvements.

Are able to refine their work to make it more professional.

Web Designing - Be able to create basic web page adding text, background colour, foreground colours, hyperlink, image using HTML coding

Identify the purpose and intend target audience of websites.

 Use Firework skills to create buttons and animated banner

Use Dreamweaver to create website including home page and at least other 4 pages.

Evaluate website identifying WWW and EBI

 

### Art - Assessment Map

 
Year 7


WA1
Title of assessment: Drawing from life.

Skills assessed: Observational skills. Looking at Assessment Objective 3.

Key learning: Use the key Visual elements learnt. Line, shape, tone, form, shape.


WA2
Title of assessment: Analysing an Artist

Skills assessed: How students annotate their findings about an artist and use of literacy. Looking at Assessment Objective 1.

Key learning: Art key words. Researching, developing skills of how to analyse work in their own words.


WA3
Title of assessment: Experimenting and producing final pieces in and out of sketchbook.

Skills assessed: Presentation, use of all skills and media, marking and evaluation and final conclusions. Assessment Objective 2, 4

Key learning: Cover all Assessment objectives. Final conclusion and summaries of all things looked at throughout the year.






 
Year 8


WA1
Title of assessment: Analysing an art form.

Skills assessed: How students annotate their findings about the film book of life/Mexican food tasting and use of literacy. Looking at Assessment Objective 1.

Key learning: Art key words. Skills of how to analyse work in their own words. Presentation


WA2
Title of assessment: Experimentation in medias

Skills assessed: Water colour painting, drawing in pen, colour pencil, collage, textiles. Mixed media skills. Assessment Objective 1, 2, 3, 4

Key learning: how to use specific art equipment and media. How to put pages together in their sketchbooks.


WA3
Title of assessment: Experimenting and producing final pieces in and out of sketchbook.

Skills assessed: : Presentation, use of all skills and media, marking and evaluation and final conclusions. Assessment Objective 2, 4

Key learning: Cover all Assessment objectives. Final conclusion and summaries of all things looked at throughout the year.






 
Year 9


WA1
Title of assessment: Proportion, detail and drawing from life.

Skills assessed: Assessment Objective 3, 2 drawing in proportion from life and photo using various media.

Key learning: To use various medias to produce studies and a piece based on Portraiture


WA2
Title of assessment: Analysing an Artist

Skills assessed: How students annotate their findings about an artist and use of literacy. Looking at Assessment Objective 1.

Key learning: Art key words. Researching, developing skills of how to analyse work in their own words.


WA3
Title of assessment: Experimenting and producing final pieces in and out of sketchbook.

Skills assessed: : Presentation, use of all skills and media, marking and evaluation and final conclusions. Assessment Objective 2, 4

Key learning: Cover all Assessment objectives. Final conclusion and summaries of all things looked at throughout the year.

### Key Stage 3 Assessment and Progress

     
 

 

### slb

The Student Leadership Body consists of:
Head Boy and Head Girl
Deputy Head Boy and Deputy Head Girl
Lead Prefect
Head of House

Head Boy/ Head Girl
Lead all students in a positive manner and are role models for the school, they participate at school events including open evenings, primary days, and music festivals. They speak to parents/carers and external agencies on students behalf. They lead the School Council.

Deputy Head Boy and Deputy Head Girl 
Supporting all students and the work of the Head Boy and Girl.  They lead the Eco Council.

Lead Prefect
Managing the prefect system

Head of House
Will lead their house throughout the year, they will organize teams for events, lead regular house assemblies, work in partnership with teachers and work towards winning the trophies throughout the year and the overall house trophy at the end of the year.

Student Council
The student council meets twice every half term and is made up of students from each year. It is led by Head boy and Head girl. They lead on fundraising for charities and school as well as bringing about change for our school the community and national events.

Eco Council
The Eco Council meets twice every half term. It is led by Deputy Head Boy and Girl and supports the work of the TCAT Council as well as developing the school as an Eco school.

TCAT Student Council
This student group is led by Mrs A Mawby and they meet twice a term at Sir Thomas Boteler Church of England High School. Four students are selected from each establishment to sit on the Parliament group. They work together to deliver projects across the TCAT Schools and communities.

Form Representatives
Are the link for year groups to bring about change in a positive manner.

House Captains
Are the representatives in each Year group for their House.

Prefects
Help to run the school at lunch and at events. They represent a link between the students and staff at the school.

Student Leaders and Ambassadors
Ambassadors are present and active in all Year groups and are trained in leadership skills. They volunteer at school events, work with the primaries and take an active part in the transition programme. We have developed links with Warrington School Sport Partnership and Live Wire and have ran the Level 3 school games at Sir Thomas Boteler Church of England High School and supported the Road to the Gold Coast Primary Event.
‘The Sir Thomas Boteler Church of England High School young leaders have been tremendous today and we really couldn't have held the day without them. They have got on with things and really led by example. The whole school should be very proud of them and we will not hesitate to invite future groups of Boteler leaders back’. Live Wire Staff

Health Champions
A group of students who have been trained with the skills in supporting others.

Student panels
Students are involved in interviewing new staff where they run their own interview panel. A Year 10 student commented: “It is a fantastic opportunity to get to know the candidates and pass our opinions to the Head before final selection, we felt part of the process and very valued”
Students are randomly selected to talk to Ofsted regarding their teaching and learning at Sir Thomas Boteler Church of England High School. A Year 8 student commented: “It’s a great chance to show off our school and talk about it. It’s fantastic to speak to parents and carers.

Ethos Group
Participates in the spiritual side of school life, contribute to the services and special events around the Christian calendar. Have an active role in the Acts of Random Kindness program (ARK).
As part of the RE curriculum, students have the opportunity to take part in the nationally recognised Archbishop of York award scheme, which was founded here at Sir Thomas Boteler Church of England High School. Students following this course learn about what Jesus taught and will have the opportunity to put faith into practice through practical projects that aim to improve the lives of others.

### ks3 summer assessments

 

 

 

 

 

 

 
Click here for the Progress Reports letter that was  sent home - June 18

### TCAT Parliament

TCAT Parliament had their first meeting at Sir Thomas Boteler Church of England High School on Wednesday 7th March 2018. 4 student representatives from all 7 schools came to be part of TACT Parliament. This meeting was the first official meeting for TCAT Parliament, after the initial Q&A meeting with Mrs Scott-Herron a year ago, plus events at Priestley College in the summer, and a visit to Parliament last October. The aim of this meeting was to establish the set-up of TCAT Parliament and to decide on a project that would develop across all establishments and communities.
The students were delighted to listen to Amelia Titchard, Sir Thomas Boteler Church of England High School’s Head Girl play the ukulele as a welcome. Students then went on to meet each other and get to know one other. Students also received their TCAT parliament badges, presented by Mrs Mawby, Assistant Headteacher at Sir Thomas Boteler Church of England High School.
Mrs Mawby led a session on ‘reducing the amount of plastics that we use’. The students worked in small groups to develop a project for TCAT Parliament, and determine a strap line. The students felt that our schools do not recycle the plastics that we use enough and students in their schools are not using any recycling bins.
Each school has nominated a Chair, Vice Chair, Clerk and Marketing Manager to lead the project back at their school. They are currently putting together an action plan to lead on with their council in their school.
Each school will look at developing the use of recycling bins and ensuing that their students recycle the plastic bottles used in their school. They will be leading assemblies and form times over the next few weeks to raise awareness of their project.
Visit our News section for more TCAT Parliament News!

### RAISING A CONCERN

Child Causing Concern Procedures


 	Staff/Adult has a concern
 	Complete a Concern referral form and send to the Safeguarding Officer
 	If you feel the child is in immediate danger please inform a member of the Safeguarding Team this referral is in progress and complete the referral ASAP.
 	You will get a response to say this has been received and action is being taken
 	This may involve talking to other members of staff/parents/carers etc. This may be sufficient to allay any concerns and a record is kept on pupil profile notes, further monitoring then takes place.
 	If appropriate other agencies may become involved via an Early Help Assessment.
 	If necessary an immediate referral is made to Social Care following Warrington Safeguarding procedures.

Concerns may result in; 


 	School to complete a piece of work and monitor
 	Referral to internal school support i.e. Emotional Health and wellbeing
 	External referral to additional support agencies non child protection
 	Sometimes there will be no further action and school will monitor.
 	Escalation to child protection
 	If appropriate the child is entered onto the school Vulnerable Students Register and we will continue to monitor. If you have any questions about these processes please do not hesitate to contact the Safeguarding Officer at school.

Click here to go back to the Safeguarding page. 

### Safeguarding & Wellbeing

Wellbeing support				
		Keeping Children Safe in EducationClick here for Sir Thomas Boteler's Early Help Statement.Click here for our KSB newsletter for managing mental health during exam season. Click here for our Wellbeing and Safeguarding newsletters - Keeping Boteler Safe. Your Child’s SafetySir Thomas Boteler Church of England High School fully recognises its responsibilities to safeguard and promote the welfare of young people. We are committed to providing a safe and secure environment for students, staff and visitors. We promote a climate where students and adults feel confident about sharing any concerns which they may have about their own safety or the wellbeing of others to protect them from harm.Everyone who comes into contact with children and their families has a role to play in safeguarding children. School staff are in a position to identify concerns early and provide help, support and guidance to prevent concerns from escalating.Schools and their staff form part of the wider safeguarding system for children, this system is described in statutory guidance “Working Together to Safeguard Children 2022” and “Keeping Children Safe in Education” updated September 2022.Reference should also be made to the Warrington Safeguarding Partnership and their safeguarding procedures which take the above into account.Parents should be aware that the school will take any reasonable action to secure the safety of its students. Where there is reason to be concerned that a child may be subject to ill-treatment, neglect or other forms of abuse, staff have no alternative but to follow Child Protection Procedures and inform Social Services of their concern.The Designated Safeguarding Leads are:                                       SAFEGUARDING TEAMDesignated Safeguarding Lead and Strategic Lead – John Leonard, Assistant Headteacher Deputy DSL/Safeguarding Officer - Jemma ​ChiltonMiss V Giebka - Mental Health and Wellbeing Manager Additional;​Deputy DSL - Beverley Scott-Herron, Headteacher Headteacher          ​Deputy DSL - Chris Kinsey, ​Deputy Headteacher Mrs Linda Ashwin and Miss Kate Dowling in the Pastoral TeamKEY FUNCTIONS OF THE SAFEGUARDING TEAMKey Functions of the Safeguarding TeamBelow is a list of the some of the tasks that the DSL will undertake:Contribute to Combined Assessments, Early Help assessments, complete CSE screening tools.Make contact with Children’s Social Care/ Multi Agency Safeguarding Hub (MASH) when there is an identified child protection issue.Support to students and their families, making referrals to appropriate statutory and non-statutory services for support.Attend and deliver Safeguarding Training (whole school training)Challenge practice and decisions in line with the LSCB Escalation PolicyHave a thorough understanding of the thresholds for support from Children’s Social Care e.g. Children in Need of protection and children in need of careSupport each other (De Briefing opportunities and reflective learning opportunities)Champion and know who the vulnerable students are. The Vulnerable students should be reviewed on a regular basis.Safeguarding Officer and Mental Health and Wellbeing LeadOur full-time Safeguarding Officer and Mental Health and Wellbeing Lead adopts a range of strategies to ensure the safeguarding of all students. We know that our vulnerable students are at high risk of suffering from mental health problems and their safety and wellbeing is our number one priority. Examples of the work carried out by our Safeguarding Officer includes:·         Liaising with Social Care·         Completion of Early Help Assessments·         Attendance and contributions at Child Protection Conferences, Core Group meetings, Child in Need meetings·         Supporting staff with the Completion of Early Help Assessments and referrals to partner agencies with the aim of supporting identified families·         Creating in house systems to support and deliver mental health strategies to our young people·         Planning and delivering of a Mental Health Awareness day.Safeguarding and mental Health and Wellbeing LeadOur full-time Safeguarding Officer adopts a range of strategies to ensure the safeguarding of all students. We know that our vulnerable students are at high risk of experiencing poor mental health and their safety and wellbeing is our number one priority. Examples of the work carried out by our Safeguarding Officer includes:·                     Liaising with Social Care·                     Completing and Managing referrals to Social Care and partner agencies·                     Completing Contextual Screening Tools around CSE/CE/Drug and alcohol misuse·                     Supporting families/carers·                     Managing and supporting with the Completion of Early-Help Assessments·                     Attendance and contributions at Child Protection Conferences, Core Group meetings, Child in Need meetings·                     Leading on the care, guidance and the educational plans for our Children in Care·                     Leading on consultation for The MHST – Mental Health Support Team·                     Planning and delivering of a Mental Health Awareness day.Mental Health First AiderThe Mental Health First Aider works with students in 1:1 sessions following referrals from members of the Pastoral Team, parents or other professionals. The work that is done is vast with pandemic related issues, students struggling with a bereavement to students experiencing panic attacks due to exam stress, from phobias to students that are at crisis referring to suicide.Examples of the work include building young people’s resilience, through the CBT sessions, our First Aider will look at negative thought patterns and breaking this cycle so a person can access a full and productive life and are not restricted by their negativity.Close working relationships have been built with external agencies and school, these include:CAMHS Buddy Up SchemeSt Joseph’s Family Support CentreWarrington Youth ClubThe Peace CentreNSPCCSeasons of Change (sexual abuse support)Child Bereavement UK.FreshMHST – Mental Health Support TeamMental health and wellbeing intervention and support sessionsIdentified group and 1:1 session is carried out in house for students needing support or waiting on partner agency support.Extended the in-house offer to include support around the following areas impacting our students:ELSALoss and bereavementEmotional LiteracySelf-esteemSocial skillsFriendship issuesRelationshipsManaging strong feelingsAnxiety and worriesBullyingConflictEmotional regulationGrowth MindsetSocial and therapeutic storiesProblem solvingDV-Domestic ViolenceMental Health Ambassadors in place and meeting every Tuesday.In addition to leading on key events such as mental health week the Mental Health and Wellbeing Ambassadors are also leading on student voice in the school for key updates, information around wellbeing/mental healthMHST consultations are taking place every 6 weeks. Staff are now logging all demographic forms on CPOMS so regular audits on the number of referrals can be easily accessed. JCH is now inviting the key staff who have referred the student to sit on consultation to act as a training need give staff a better understanding so more referral is accepted and the reasonings behind why they are declined.The ‘Mind Works’ drop-in session is back on at the Youth Zone – young people are signposted to remove the barriers for wait times.MHST are supporting CAMHS referrals which is proving more successful in engaging students with support.Parent communication is via our social media pages/text and newsletters regarding the support and The Local Offer in the community.Chat Health Cards promoted so student have a text advice service from school HealthSchool Health ChampionsThe school adopts an Ambassador programme and within this we have trained up students as School Health Champions. They have gained a Level 2 qualification from the Royal Society for Public Health and support a range of health initiatives, including those addressing mental health.SEND and Mental HealthThe SENDCO and SEND team plays a key role in our whole school approach to the promotion of mental health. SEMH (Social, Emotional and Mental Health) is one of the four key primary needs highlighted in the SEND code of Practice (2014). We currently have a significant number of students with an Educational Health and Care Plan (EHCP) or who require some form of additional support. Many of whom have a primary need of ‘Social, Emotional and Mental Health’. For learning to take place and be successful, students must be emotionally ready. The Learning Enrichment provision provides this safe nurturing environment for a large number of our most vulnerable students. The SENCO works closely with parents, students, key workers and outside agencies to create a package of support for each of the individuals. This is placed onto the provision map to ensure accurate tracking of provision. Specific strategies and recommendations are shared with teachers through INSET, Student Passports, key workers, pastoral and bespoke meetings.Relaxation sessionsBespoke relaxation sessions take place and students look at strategies for relaxation and their impact on calmness, worries, anxiety, confidence, creativity, concentration and emotional stability.CAMHS linkThrough our status as a mental health pledge school, we have a CAMHS professional linked to our school. This significantly helps with the referral process for individuals and expert guidance during the process. Our link offers supervision sessions and is part of a half termly consultation regarding mental health and wellbeing. As well as a regular presence in school, our link supports with bespoke sessions to address some key issues that young people face and expert support and guidance for vulnerable/high risk students.At any time, school or parents can contact the CART (CAMHS Assessment and Response Team) for advice and guidance 01925 579405.School NurseThe School Nurse service supports our school’s vision in making mental and emotional wellbeing support as accessible as possible to all students. The role of our allocated School Nurse entails carrying out a weekly drop-in session at school, offering holistic wellbeing advice, support and guidance for students. She is a trained paediatric nurse, with extensive experience of child and adolescent mental health, having worked for several years within CAMHS as a staff nurse, prior to training as a Specialist Community Public Health Nurse (School Nurse). She has also undertaken self-harm awareness, eating disorder training and Dialectical Behaviour Therapy training, which is utilised at the drop-in session. Students are supported in a wide range of health issues; physical, mental and social issues. This includes supporting students with low-level mental health issues, such as anxiety and depression. The School Nurse works closely with the school’s Pastoral Team, the Emotional Wellbeing Worker, the school’s allocated CAMHS Link and the Special Education Needs Coordinator, who are all able to refer students to the service to be seen at the drop-in. Frequent health promotion in relation to mental health awareness takes place and our Nurse participated in the Mental Health Day at the school, covering the issue of Holistic Health, to help students appreciate the importance of holistic wellbeing, promoting healthy lifestyle choices in order to look after both physical and mental health.Advice and guidance can also take place in relation to the following areas:ImmunisationsAnxietySexual HealthDrugs and AlcoholWeight managementSmoking Operation Encompass  In conjunction with Cheshire Police, Sir Thomas Boteler is involved in an initiative called Operation Encompass.  The purpose of Operation Encompass is to safeguard and support children and young people who have been involved in, heard or witnessed a domestic abuse incident. Following such an incident, children will often arrive at school distressed, upset, worried and unprepared. Operation Encompass aims to ensure that appropriate school staff (called Key Adults) are made aware early enough to support children and young people in a way that means they feel safe and included.This is a valuable initiative that means we can continue to support and help children and families within our school community when they need it the most. You can find our more by visiting www.operationencompass.org or by contacting our Key Adult.“Everyone has a responsibility to make sure that children within Sir Thomas Boteler Church of England High School are safe, as ‘Every Child Matters’”If you are worried about the safety of any young person in our school, you MUST report this to the safeguarding team.PLEASE DO NOT:Decide to do nothingLeave the school without telling anyoneSAFE WORKING WITHIN SIR THOMAS BOTELER CHURCH OF ENGLAND HIGH SCHOOLProvide a good example and be a positive role-model by being respectful, fair and considerate to all.Treat all children equally – never build a ‘special relationship’ or favour a particular child above all others.Ensure that when working with individual children, that the door is left open, or that you can be visible to others.Do not photograph children (unless requested by the school staff) exchange emails, text messages, and phone numbers or give out your own personal details.Do not receive or give gifts unless arranged through school.Only touch children for professional reasons and when this is necessary and appropriate for the child’s wellbeing and safety.Have up to date training on all safeguarding law and legislations to ensure robust safeguarding is followed and both staff and students are kept safe.AllegationsAny allegations should be reported to the Safeguarding Team in school. If the concerns are about the Headteacher please inform the Chair of Governors Mr Stuart Titchard.If you are concerned that a child, young person is at risk of or experiencing abuse or neglect, or you yourself are a victim of abuse, you should report it straight away so that the appropriate services can take the appropriate actions to prevent harm.Report any safeguarding concerns about a child or young person to Children's Safeguarding/Social Work Team on 01925 443322Outside of office hours ring on 01925 444400If you believe a crime has been committed contact the police on 101If you believe the adult is at immediate risk of harm dial 999Support around immediate mental health needs of young people -CAMHS (Child and Adolescent Mental Health Service) 01925 575 904 / Out of hours 01744 627 618We all have a responsibility to be alert to possible concerns and act to safeguard others in our families and communities who may be less able to protect themselves.Volunteers / Visitors ResponsibilityAll those who come into contact with children through their everyday work whether paid or voluntary are responsible for their own actions and behaviour. You should avoid any contact which would lead any reasonable person to question your motivation and intention. At Sir Thomas Boteler Church of England High School, we all have a duty to safeguard and promote the welfare of our children. Always have identification documents available for staff to check.Identity badgesAll visitors within Sir Thomas Boteler Church of England High School must wear their visitors badge received from Reception. Any adults without a badge will be challenged.DBS certificatesAll staff, including supply staff, regular visitors and volunteers are subject to Disclosure and Barring Service (DBS) certificates. This is to help ensure that unsuitable people are prevented from working with children. Advice about DBS certificates is available from the school office.Screening documentVisitors will be asked to sign our Screening Document available at the Reception Desk. By signing the document, you agree to comply with Child Protection Procedures within Sir Thomas Boteler Church of England High School, follow the Code of Behaviour and agree to disclose all criminal convictions spent or not. The Screening Document is updated annually.Support with online safetyThe school continues its work in educating students around online safety; however, we must work in partnership with parents and carers.Below are some useful websites and links through NSPCC and ChildLine to support parents/carers in helping their children to stay safe online. More information is available at www.boteler.org.uk/teamsChild ProtectionParents should be aware that the school will take any reasonable action to secure the safety of its students. Where there is reason to be concerned that a child may be subject to ill-treatment, neglect or other forms of abuse, staff have no alternative but to follow Child Protection Procedures and inform Social Services of their concern. Click here for our Safeguarding Policy. Parent’s Protect is an information and resources website which aims to give adults the information, advice, support and facts, they need to help protect children.WHAT TO DO IF YOU HAVE A CONCERNIf you have a concern about your child, a relative or another pupil who attends this school please contact us on the following:Designated Safeguarding Lead and Strategic Lead – John Leonard, Assistant Headteacher​: jleonard@boteler.org.ukDeputy DSL/Safeguarding Officer - Jemma Chilton: jchilton@boteler.org.ukDeputy DSL - Beverley Scott-Herron, Headteacher Headteacher: bscott-herron@boteler.org.uk          ​Deputy DSL - Chris Kinsey, ​Deputy Headteacher: ckinsey@boteler.org.ukYou can also speak to any other member of the safeguarding team and contact them on the school number. Please leave a message and we will get back to you at the earliest opportunity.Click here to view our concern form. Click here to view a flowchart of the process we go through regarding concerns raised to us. CEOP - Child Exploitation and Online Protection command. Are you worried about online sexual abuse or the way someone has been communicating with you online? Follow the link here to make a report.County lines is the name given to drug running. Fearless is a service that allows you to pass on information about crime 100% anonymously. This means you don't have to give any personal details. Follow the link here to make a report.The below link may assist officers if dealing with any concerned parents/carer’s/guardians in relation to any nude images of their children or children in their care that may have somehow been shared online. A number of parents/carers do not want to pursue complaints and are keen just to get the image taken down - so by following this link, those concerned can then progress getting the image removed.https://www.childline.org.uk/info-advice/bullying-abuse-safety/online-mobile-safety/sexting/report-a-nude-image-online/ Click here for the letter regarding Operation Encompass Childnet NewsletterChildnet has lots of useful articles and advice such as screen time and we would encourage you to sign up to their newsletter and visit their pages occasionally for hot topic discussion which responds to new trends.Screen Time Advice:  https://www.childnet.com/blog/how-much-screen-time-is-okay-for-my-childIs screen time in your household controlled?            Does screen use interfere with what your family want to do?Does screen use interfere with sleep?Are you able to control snacking during screen time?“One size doesn't fit all, parents need to think about what's useful and helpful for their child.""Parents should consider their own use of screens, if screen time is controlled in their family, and if excessive use is affecting their child's development and everyday life."   Trying to actively count or keep track of screen time hours can be problematic and raise anxiety levels unnecessarily.Instead, forming a family media plan that takes into account screen time, when and where devices are accessible and what content can be accessed will be beneficial for the whole family.Sign up to their newsletter at the bottom of this page- https://www.childnet.com/login?ReturnURL=/shop/my-account  

### Governor Vacancies

TCAT are looking to strengthen and sustain their collective governing body. Please see the below candidate pack and contact tsteele@boteler.org.uk for more information.  TCAT GOVERNOR RECRUITMENT PACK  Foundation Governor Vacancy at Sir Thomas Boteler Church of England High School We are looking to appoint a Foundation Governor at the school and would like you to consider whether you could serve God in this way. The role of a foundation governor provides many opportunities to support the amazing work of our schools, from supporting the headteacher to having a say in the strategic direction of the school.  A Foundation Governor has a unique role of securing the Christian Distinctiveness  of a school.  Governors play a key role in ensuring that the children of our community develop both academically and spiritually within a distinctive Christian ethos. We are looking for people who are able to support the school in its understanding and development of the Christian aspects of its work and are willing to commit time and effort to supporting the educational development of the children in the school. You do not have to be an educational expert as you will be given help in developing such skills, and training is available on all aspects of school governance. What is important is a willingness to commit to the role and an ability to ask questions whilst working with others to ensure the best outcomes for the children by challenging and supporting school leaders in equal measure. School governance uses the experience of people from many walks of life and if you work in business, have an interest in finance or have experience of working in a variety of situations then you could make a valuable contribution to the work of the school governing body. Full Governing Body meetings take place once a term from 4pm – 6pm. Smaller subcommittees are held more frequently, usually once each half term and are from 8am until 9am. Membership of any committee will be based on your experience and skills. Christian ministry can take many forms and we strongly feel that church school governance is an important part of the church’s mission. Currently there are 792 children in the school and thus provides an opportunity to share the Christian message with many who may not have any experience of the Christian faith.  If you feel that you could take on this very important role then please complete the attached application form and return it to Miss Morris, Clerk to the Governing Body.  For more information, please see the links below. Appointing Foundation Governors - Diocese of Chester (anglican.org)https://liverpool.anglican.org/for-schools/guidance-for-schools/governors/Application-formQualifications and Disqualifications to serve as a school GovernorIf you have any questions about being a governor or the nomination process, please contact the Clerk to the Governing Body via email at jmorris@boteler.org.uk

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### Vacancies

We have provision for 2 parent local governing committee members and there are currently 2 vacancies.
The Governing Body, with the Headteacher, has overall responsibility for the running of the school.  Governing Bodies have 3 core strategic functions:


 	Ensuring clarity of vision, ethos and strategic direction;
 	Holding the Headteacher to account for the educational performance of the school and its students; and
 	Overseeing the financial performance of the school and making sure its money is well spent

We currently have 1 vacancy on the Finance, HR & Operations Committee and 1 vacancy on the Ethos & Community Committee. 
Finance, HR & Operations Committee


 	Financial management/ accountancy
 	Procurement/ purchasing
 	Premises and facilities management
 	Health and Safety

Ethos and Community Committee


 	Religious Education and Collective Worship
 	Christian Values and Ethos
 	Community Links (school, church, community, parents)
 	Transition and stakeholders (primary schools)
 	Marketing and PR

Whilst no specific qualifications are required, we would particularly welcome nominations from parents with key skills and experience within the above areas.  You are not required to have skills and experience in all of the aspects, the most important thing is to have a keen and committed interest in the school and be prepared to play an active part in the Governing Body’s work.
Training is available for all local governors and there is an expectation that those new to being a Local Governing Committee Member, attend free induction training.
The Qualifications and Disqualifications guidance summarises the circumstances under which someone cannot serve as a local governor. Nominations must be from parents, or individuals exercising parental responsibility, of a child at the academy.
If you would like to stand for election, please complete the nomination form and return it to the Returning Officer at school no later than Friday 26 January 2018. You may also include a short personal statement to support your nomination, which should be no longer than 250 words. Self-nominations will be accepted but if you are nominating another parent, please seek their prior consent.
If there are more nominations than vacancies the election will be by secret ballot. If that is necessary, voting papers will be sent to all parents together with details of the ballot procedure.
Nomination form parent local governing committee member
Qualifications and Disqualifications to serve as a school governor
Code of Conduct for the Governing Board 
 

### being a governor

We are currently recruiting a Parent and Foundation a Governor. Please find the details and forms below. 
 
Parent Governor: 
Parent Governor Vacancies Letter June 2022 
Disqualification from serving as parent governor 
APPLICATION FORM FOR PARENT GOVERNOR
 
Foundation Governor: 
Foundation-Governor-Application-Form-2022
Governors Declaration Form
Nomination_Election form
 
 
 
Could you be a school governor at Sir Thomas Boteler Church of England High School?


 	Do you want all our children to get the best from school?
 	Do you have the time and commitment to get to know a school, go to meetings and read papers?
 	Do you want to put something back into your local community?
 	Do you want to support the ethos and Christian values of the school ?
 	Are you interested in people?
 	Are you prepared to work as part of a team?
 	Are you comfortable asking challenging questions?
 	Are you open to new ideas and ready to learn?

Making a difference
Governors are people like you.  You don’t need specific qualifications, just the desire to make a difference, approximately 2-6 hours spare time a month including some time to visit the school occasionally during the school day.  All governors must be 18 or over.
New governors are often surprised at how their experiences can be used to help solve problems at their school.  You don’t have to be a specialist; just think about the skills you use in everyday life.  Being a school governor is a big responsibility, but can be one of the most rewarding ways of contributing to your local community.  As a school governor, you have real opportunities to:


 	Raise educational standards in your local school
 	Help children achieve their full potential
 	Identify and develop the school’s management team
 	Identify where the school can improve and help make it happen
 	Improve the school’s financial efficiency and effectiveness
 	Engage parents, pupils and the local community to benefit the school
 	Develop an environment which promotes learning
 	Work as part of a team, towards a common goal
 	Acquire new skills, new friends and a real sense of achievement
 	Share in and celebrate the success of children, staff, teachers and the school as a whole

How much time will it take?
Being a governor means making yourself available for some evenings each term and occasionally during the day to support school events and Ofsted inspections. 
Governing bodies meet once or twice a term usually in the morning and on average meetings last about 1 hour.  Governors are expected to become a member of a committee responsible for a specific aspect such as Finance, HR & Operations, Quality & Standards or Ethos & Community.
You will also need some time to read papers, prepare for meetings and to attend training.  The amount of time varies widely, depending on how involved you become and what needs doing, but schools do need governors who are fully committed.
You have a legal right to ask your employer for “reasonable” unpaid leave or flexible working, and some employers offer limited paid leave for this as it constitutes a public duty.  What is considered reasonable will vary according to the nature of your job and your employer.
 Restrictions


 	Almost anyone over 18 can serve as a governor but there are some understandable restrictions. No one can serve if they:
 	Are barred from working with children or vulnerable adults
 	Are subject of a bankruptcy restriction order or similar
 	Have certain criminal convictions, depending on the nature of the offence and sentence and how long ago it was

How can I become a governor?
You can become a school governor by:


 	Being appointed by the other governors as a Foundation Governor for either Liverpool or Chester Diocese
 	Being elected by parents as a parent governor, if your child attends the school.
 	Being elected by the staff, if you are a member of the teaching or non-teaching staff.
 	Being appointed as a co-opted member, based on the specific skills and experience you can bring to the school

If you are interested in joining the governing body, please check our “Vacancies” page and email our Clerk jmorris@boteler.org.uk with an expression of interest.
Code of Conduct for the Governing Board
 
 

### Christmas Jumper Day 2017

On Wednesday 20th December Sir Thomas Boteler Church of England High School will be supporting ‘Christmas Jumper Day’.  We will be asking the whole school community, staff and students to ‘do their bit in a Christmas knit’ to support ‘Save the Children’.
From helping those affected by crises, to granting wishes to children fighting life-threatening conditions, to funding educational support for disadvantaged children all across the world, the effects of Christmas Jumper Day will give hope to families in the UK and overseas.
I will again be coordinating a Christmas Jumper Day on behalf of the school this year and I would inform you of our plans. On Wednesday 20th December 2017 we would like all students to donate 50p in order to wear their Christmas jumpers. Full school uniform will still be expected and the added extra is the Christmas jumper.  We would ask that students still wear a school shirt and tie underneath their jumpers. Blazers can be worn but will not be compulsory on the day. Donations will be collected during form time. 
By participating in ‘Christmas Jumper Day’ we can take some comfort in the fact that we have been able to help others and make a difference at this time of year. This is a truly fantastic cause but we must stress the importance to students of our High Expectations, Aspirations and Standards and that they continue to be adhered to on this day.

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### Remembrance 2017

10th November 2017
Today there was an extremely moving service of remembrance at Sir Thomas Boteler Church of England High School, were they remembered many of the ‘Old Boys’ form the Boteler Grammar school as well as former students and teachers.
The Service began in the school’s Peace Garden, where members of the uniformed service attended a short tribute in front of our school cross which was decorated with clay poppies, which had been made by the students. This then went into a full Service attended by the whole of Year 7 and Year 9.
The students this year have played a major role in the Remembrance preparation. The poppy dress, worn by Sophie Barber, is made from over 500 individual fabric poppies. During the last month, each student in every art class across the school has made the poppies, and staff and their families have also donated poppies they have made. Head of Art Mrs Joice  then put them together to create this dress, in memory of those fallen.  The dress was initially inspired by a display Mrs Joice saw in a Salvation Army charity shop in Lowestoft last year.  

Before each poppy was made, the students were shown the Royal British Legion website and were read ‘In Flander’s Field’, to remind them of the significance of the poppy. The school’s visitors commented on how impressed they were with the dress. Mrs Scott-Herron says “This was a very powerful statement and was a very moving tribute to remember all those on our roll of honour”.
Inspired by Paul Cummin’s poppy display of 2016 in London, each Year 7 student made from clay an individual poppy which they then decorated with papier mache and acrylic paint. These clay poppies then adorned the school cross, made by Shropshire based artist Jas Davidson, which is mounted in our Peace Garden. The poppies were placed in such a way to create a waterfall effect down the cross, flowing into the flower bed below, creating a poppy garden. Mrs Joice’s intention is for all future Year 7’s to create a clay poppy in the same style which will be added to our poppy garden.
The English department encouraged students to write poems about war and remembrance. These poems are now displayed on the windows of the corridors looking out to the School’s Peace Garden.
Mrs Joice says ‘the students worked so hard and I was very impressed with the enthusiasm and respect they showed in the creations they were making. I was overwhelmed to see Sophie modelling the dress, she wore it with modesty and pride. Seeing all of the poppies together that the students had made showed a powerful mark of respect and remembrance”.
Here is our Order of Service for our Remembrance Service on Friday 10th November 2017.

### Sampling Day at Cronton College

We received this letter in July 2017 from Mary Murphy, the Principal at Cronton College:

As you know, your Year 10 pupils recently visited the college on a sampling day. I am writing to let you know what a worthwhile and enjoyable experience it was for all concerned. 
During the course of the day, your pupils sampled four subjects which they had selected, looked at our facilities, sampled enrichment activities and met our teaching and support staff. 
Our staff who were involved with sampling were impressed by the mature attitude 

and good behaviour of your pupils. They were a credit to the school and it was a pleasure to have them in college. We hope they enjoyed the day as much as we enjoyed having them - from the comments they made on their evaluation forms it seems they did:   'This was a great new experience' 
'The Teachers were engaging and encouraging'  'The lessons managed to inform us about the whole subject in a very short frame of time.' 
Please pass on my thanks to your staff for their invaluable help and support throughout the year.
 

### GCSE Results Day 2017

 
Another successful year at Sir Thomas Boteler Church of England High School 
At Sir Thomas Boteler Church of England High School, we are celebrating an excellent set of GCSE examination results. Even though there have been significant changes to the GCSE grading system and curriculum our students have managed to perform at a high level. This achievement is through commitment, hard work and dedication from all our students and staff. We are very proud of all our Year 11 students.
We have had particular success in English and Maths, especially at a time of considerable change with the new 

9-1 grading system and major successes in Biology at 96% A*-C, Chemistry 86% A*-C and Music 75%.
We always pride ourselves on providing students with a broad and inclusive curriculum to ensure it gives them the best options for future pathways and careers.  It was great to hear of the successes of some our past students last week who are now moving onto University or Apprenticeships.
We have had many outstanding individual performances, but one in particular stands out and that is our Head Girl – Alice Davies who  achieved a phenomenal set of results, achieving a Grade 9 in English, a Grade 9 in Maths and 7 A* grades. This set of results is as high as you could possibly achieve. Other successes are: Mollie Bennett who achieved a Grade 8 in English, Grade 9 in Maths and 7 A*-B grades; Madelane Foxall who achieved a Grade 8 in English, a Grade 8 in Maths and 7 A*-B grades. I could not be more proud of our Class of 2017, as they have exceeded all expectations in both their academic achievement and in their personal conduct and professional outlook. We wish them every success in the future and look forward to celebrating with them at their presentation evening on Thursday 9th November at 7pm.
We have had to work so hard to improve expectations, aspirations and standards from where we were in September 2014; our driver being improving the life chances of all our students. Sustainable improvement takes time and this is very evident in our results. The immeasurable progress that has been observed by so many external visitors to our school is now there for all to see.
This year has not been without its challenges, with all the changes in education and cuts in funding. However, in the face of adversity we always find solutions to these problems and overcome any barriers in our way because we are a team. Everyone in our organisation counts and the students are and will always be our priority. They have all embraced the vision and live it through their daily practice.  'High Expectations, High Aspirations and High Standards' are the key to our success and really do matter.  The Class of 2017 and the staff have put this mantra into practice and succeeded.  We are confident that both them and us as a School will continue to go from strength to strength. 
 
Well done!
Beverley Scott-Herron
Headteacher

### The Boteler Elite

Oxford University working with TCAT schools
Some of our students have been selected to Pembroke Youth Scholars programme. Please see the links below for further information. 
Letter to Parents and Carers
INVITATION TO YOUTH SCHOLARS

What is the Boteler Elite Programme?
The Boteler Elite Programme is a series of activities aimed at the top 10% of academically able students in each year group designed to enable them to: experience new opportunities; embrace challenges and feel inspired. Instead of replacing the usual school curriculum, the Boteler Elite Programme aims to further enrich students through opportunities outside of the classroom.

What is the purpose of the Boteler Elite Programme?
The purpose of our programme is to nurture potential in our academically gifted students. We want to encourage students to develop and embrace their gifts in the company of teachers, students and other adults who share their passion and ambition.
We also seek to fully prepare students for university, including Russell Group and Oxbridge universities.
Through the Boteler Elite Programme we aim to:


 	Nurture and challenge students with exceptional academic gifts;
 	Add further breadth and enrichment to our curriculum;
 	Foster extremely high expectations for our gifted students;
 	Promote independence in thinking and learning;
 	Ensure that students are confident and fully prepared for college applications and interviews towards the end of their time with us;
 	Understand and be confident in their knowledge of University and the courses available to them.

What will be the characteristics of students on the Boteler Elite Programme?
Selection for the programme will be based entirely on academic ability and potential. In addition to this, we expect our Elite Students to:


 	Enjoy learning;
 	Be intensely curious about the world around them and, in particular, about those subjects where their strengths lie;
 	Have the ability to process new information with great speed, whilst having the thirst to continually develop their knowledge and understanding;
 	Readily grasp underlying principles and make intelligent connections within and between different topics;
 	Engage in deep questioning and thought-provoking discussion;
 	Relate well to their peers and adults and work well in groups;
 	Work with increasing levels of independence.

What does the Boteler Elite Programme entail?
The Boteler Elite Programme is constantly evolving as we respond to opportunities that are made available through our external connections. Below is a sample of some of the things that will be on offer:


 	Lectures and short courses on topics not covered in the mainstream curriculum, including involvement from outside experts E.g. Cambridge University;
 	Trips to sites of scientific, historical and cultural interest. E.g. Jodrell Bank;
 	A chance to read and reflect upon a wide range of classic novels from Literature. E.g. Year 7-9 Book Clubs;
 	Mentoring from older, gifted students;
 	Exposure to new experiences; eg. A masterclass with a Nuclear Physicist;
 	The chance to tackle complex mathematical and scientific problems and issues;
 	Links to further education/ colleges. E.g. Student Conference Visits to 6th form colleges, engaging in workshops;
 	University visits.

7 top tips for parents/carers to support more able students at home.

 	 Check their resources – What extras do gifted students need? Whether it’s a library card, internet access, pens, books or somewhere to work away from other siblings. You don’t have to spend a fortune; second-hand books and equipment are perfectly fine. Homework clubs and extra sessions with teachers at school are free. You can also support their learning at home to expand their knowledge of subjects taught in school by discussing topics together.
 	 Give emotional support - What emotional support do gifted children need? The same as any other child. “Love without strings, praise for effort and a family structure so that they know what is expected of them and how to treat others with respect,” says psychologist Professor Joan Freeman, who specialises in gifted children. “Gifted children tend to be very hard on themselves so you may need to provide an extra morale boost and offer your support if they are trying very difficult things.”
 	 Be understanding - “Gifted children can be misunderstood – they often learn differently, interact differently and don’t quite conform to normal behaviour,” says Julie Taplin, Deputy Chief Executive of the National Association for Gifted Children.
 	 Allow social time - let your child to have some unstructured time each day just to think, reflect or daydream. It is important for creativity and having some downtime could prevent your child becoming stressed.
 	 Create some opportunities for failure - “Gifted children need to be allowed to fail at things,” says Julie Taplin. “If they succeed all the time it can lead to them placing too much pressure on themselves.” Encourage them to take risks and attempt things that will be difficult both intellectually and physically (as long as they are in a safe environment), but help them to understand that failure helps them learn and develop their skills.
 	 Get help - Your child’s abilities may quickly outstrip your own, which can be upsetting if you feel you aren’t able to help them. Reading up and researching subjects can help – but most parents only have so much time. Extra tuition can help, as can making the most of the experts on hand at places you visit such as museums, galleries, exhibitions.
 	Support a range of friendships - Gifted children can sometimes struggle to identify with children of their own age who don’t have their abilities– but don’t assume that this will be the case with your child. Allow them time to play with all sorts of children, and give them the opportunity to meet like-minded peers.

 
Oxplore information:
Outreach calendar which shows most of the events and activities.
History Skills Workshop – for Years 10-13
Free one hour online History Skills Workshop for state secondary school, sixth form and FE college pupils in years 10-13.
Each workshop aims to inspire your curiosity about the past and enthusiasm for studying history. We will develop your abilities to analyse primary sources in depth and help you to develop the analytical, critical, and imaginative skills that Russell Group universities look for in applicants for humanities degrees.  Register here
International Book Club on 24th March -  for Year 11s, 12s and 13s.
No knowledge of the original language is required to participate.  Participants just need to read the book ('A Whole Life' by Robert Seethaler) in its English translation. A 20% discount on the book if they order from Blackwells and use the discount code provided.
The deadline to sign up is 24th February - all information about the Book Club, the discount code and sign up form can be found here: https://www.queens.ox.ac.uk/international-book-club-sixth-formers
 

 

### Activities Week 2017

Please note: The last day of term (21st July) in a non-uniform day and 12.20pm finish.
Monday 17th July
Year 8 and 9: Keeping Safe Day - All day
Year 10 selected students: Public Services and Be Your Own Boss activities - P1-P3
Tuesday 18th July
Year 7, 8 and 9 selected students: Chester Zoo - All day
French trip – The attendees are only from Year 7 and 8 - All day
Wednesday 19th July
Imperial History Museum visit for students across all years - All day
Year 9 - GCSE and BTEC students 2017/18: Warrington Wolves ‘Professional’ experience  - All day
Thursday 20th July
All students: Sports’ assembly - 8.45am - 9.15am
Selected Year 8 and 9 students: American Football workshop  - 9.15am-2.50pm
Friday 21st July
Year 7 and 8: Music event in the Hall /staying safe online message - 9.05am – 10.05am
Year 9 and 10: Extended form session - 9.05am – 10.05am
Year 9 and 10: Music event in the Hall / staying safe online message - 10.05am – 11.05am
Year 7 and 8: Extended form session - 10.05am – 11.05am
All students: Personal choice from a range of activities - 11.20am – 12.20pm
 
 
 
 
 
 

### Boteler Christian Values

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### We will always remember them

Sir Thomas Boteler Church of England High School will permanently remember the 22 people who lost their lives in the tragic event on Monday, by having 22 bees stencilled on the walls of the school. The symbol represents togetherness, hard work and sacrifice and the symbol has been a part of Manchester's identity since 1842. It is important that in such difficult times that we can show support to everyone affected and ensure that the support will always be there and that we will always remember them.

'This Is The Place': Watch poet Tony Walsh's inspirational ode to Manchester at terror attack vigil.
 

### sport words

CONTROL
SPEED
CONSISTENCY
ACCURACY
AEROBIC
ANAEROBIC
EXERCISE
THRESHOLD
RESPECT

Fitness
Heart Rate
Health
Sportsmanship
Teamwork
Leadership
Communication
Outwitting opponents
Strategies
Control
Accuracy
Consistency
Resilience
Fluency
Performance
Assessment
Progress
Challenge
Decision making
Gameplay
Outwit
Tactic

POWER/EXPLOSIVE STRENGTH

AGILITY

BALANCE

CARDIOVASCULAR ENDURANCE

CO-ORDINATION

FLEXIBILITY

MUSCULAR ENDURANCE

REACTION TIME

STRENGTH

### Revision

Click on the links below to download the documents. 
Year 10 Mock Timetable June 2017
Year 7-9 Internal Assessments
 

### Headteacher's response to the National Funding Formula

7th March 2017
Dear parents and carers
I know that many of you have already signed the petition urging the government to reconsider their proposals for a national funding formula (if you haven’t, then please do spare a minute to do so by clicking here). If so, then like me you will have a received an email in response from the government.
I have cut and pasted the email I received below and have provided a response of my own in bold, italic text. This is a complicated issue and is only really beginning to be understood by most people – partly because schools have worked so hard to maintain the quality of their provision in the face of cuts to funding, but also because the government has done a good job of suggesting the cuts are somehow not real, or are not significant. I hope my responses help to provide at least some clarity.
I would like to reassure you that Sir Thomas Boteler Church of England High School is continuing to work extremely hard to make efficiency savings wherever we can without affecting the education our fabulous students have. I also remain optimistic that the government will see sense on this issue; however, it will require sustained pressure from the public (and parents in particular) and I would be very grateful for your continued support.
As a reminder, the most useful things you can do would be to:


 	Write to your local MP to express your dissatisfaction with the fact that Warrington will become one of the ten worst funded areas in the whole country (out of 150 local authorities)
 	Sign the petition this letter refers to
 	Complete the formal government consultation before it closes on 22nd March (see below)
 	More information is available on Warrington Borough Council’s website here: warrington.gov.uk/schoolcuts
 	Thank you very much in anticipation of your continued support.

Yours sincerely
Mrs B Scott–Herron
Headteacher
 
Government Response to Petition on School Funding Formula
The Government has responded to the petition you signed – “Reconsider The National Funding Formula so that NO child at school will LOSE out”.
Government responded:
School funding is at its highest ever level - more than £40 billion in 2016-17. We are consulting on our proposed national funding formula, and we are keen to hear from as many people as possible.
Please respond online here:
https://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formula2/
My response: Please do complete the consultation document if you have time, even if just the first 5 questions and you skip the rest. It is very complex and so Warrington Borough Council have prepared some notes with suggested responses that you can read by clicking here.
The Government has protected the core schools budget in real terms for the duration of this Parliament. School funding is at its highest level on record, and will be over £40bn in 2017-18. Additionally, as school funding is driven by pupil numbers, where pupil numbers rise, the amount of money schools receive will also increase.
My response: This may be true, but the government knows very well that this doesn’t tell anything like the full story and there isn’t a headteacher in the country who believes school budgets have been protected. The reality is that the amount schools receive per pupil has not changed over the last few years, whilst at the same time there have been substantial rises to the costs schools have to bear. For example, employer’s pension and national insurance contributions have risen significantly and the government has recently announced that schools will have to pay tens of thousands of pounds as an apprenticeship levy. The Minister for Schools himself admitted recently at a parliamentary committee meeting that most schools are having to make savings of around 8-10% during this parliament.
This does not even take account of the massive cuts to post-16 funding over the past few years (something that even the government does not deny have taken place).
But the system for distributing that record amount of funding is unfair, opaque and outdated. Similar schools, educating similar pupils, receive very different levels of funding with little or no justification, because the system is based on historic data and has not kept up with changes since it was established more than a decade ago. We are determined to end this postcode lottery and make sure that funding is consistent across the country, rather than depending on where children happen to live. That is why we are introducing a national funding formula for schools.
My response: We absolutely agree with this – the system has historically been extremely unfair to certain areas, with Warrington always having been a loser. This is why we were so pleased when the government announced they were going to introduce a new funding formula. Interesting, the early talk from government was about a ‘Fair Funding Formula’ rather than the language of a ‘National Funding Formula’ that they are now using.
The national funding formula does not affect how much money is available for schools overall – it is purely about ensuring that that money is distributed more fairly across the country. The national funding formula will mean that, for the first time, we will have a clear, simple and transparent system that matches funding to children’s needs and the school they attend. More than half of England’s schools, many of which have been under funded for years, will see their funding increase as a result of our reforms
My response: Unfortunately, this doesn’t tell the full story either. For example, in theory, the government says that Warrington schools will see their budgets increase by an average of 0.6%. However, the average Warrington school will still receive levels of funding that are a massive 67% less than the best funded areas and 10% less than the average Quite simply, the new proposals are just as unfair as the existing system. 
In addition, and without wanting to get too technical, the latest figures show Warrington schools will be net losers – the 0.6% figure the government is quoting uses data from last financial year. In any case, it’s also worth bearing in mind that school costs typically rise by around 2% each year anyway, so a 0.6% rise really isn’t much help.
The biggest element of our formula will be basic per-pupil funding. This will make up about three-quarters of the total funding and means that every child, regardless of circumstances, will attract a consistent amount of money to their school.
We also want to support schools as they continue to work to break the link between disadvantage and attainment. So we think it is right that schools serving children with additional needs, who face entrenched barriers to their success, benefit from extra resources to help support these children. That is why we are also proposing to target money towards pupils who have additional needs through the formula.
My response: On the face of it, this is not unreasonable; schools serving more disadvantaged communities do need more money. And if the government was in a position to put more money into the schools budget overall, this element of the proposals might just work. However, they have made a huge mistake in their calculations here because they have drastically under-estimated the amount it costs to run any school, regardless of its circumstances. It would make far more sense for them to have worked this out first and then to have allocated money for additional needs on top of this. As it stands, the proposed formula is weighted too heavily in favour of additional needs whereas, in practice, most of this money won’t be used for anything ‘additional’ compared to the basic services all schools have to offer.
We have thought very carefully about how to help schools that are losing funding manage the transition to the new system. We have built significant protections into the formula, so that no school will face a reduction of more than more than 1.5% per pupil per year, or 3% per pupil overall. This limits the otherwise very large reductions that some schools would have seen, which we know would have been unmanageable.
My response: This is perhaps the most nonsensical element of all. Protecting the amount schools lose in any one year is reasonable – and phasing in a new forumula is also sensible. But capping the total amount of losses at 3% when some schools are receiving over 60% more than others to start with is ludicrous. It also completely undermines the government’s case in other areas – if they believe the formula is fair, why on earth would they not apply it in full? 
We are also continuing to work with schools to help them use their funding in the most efficient way.
To support schools to improve their financial health and efficiency we have produced a collection of tools, information and guidance, including benchmarking tools and case studies of best practice, to help schools make savings. https://www.gov.uk/government/collections/schools-financial-health-and-efficiency
My response: There are some helpful tools here - but many of us already had our own versions of such things and they aren’t a great deal of help in addressing the central issue of insufficient funding. In addition, most of the benchmarking data provided is 2-3 years out of date and the financial situation in most schools has shifted so considerably since then as to make such comparisons almost meaningless.
Most recently, we published the Schools’ Buying Strategy, to support schools to make significant savings, over £1bn a year by 2019-20, in non-pay and procurement costs. https://www.gov.uk/government/publications/schools-buying-strategy
We also launched Workforce Planning Guidance, which contains links to advice and case studies, as well as lists of options and questions for school leaders to consider when reviewing their staff structures. https://www.gov.uk/government/publications/school-workforce-planning
My response: We’ve read these documents and they contain absolutely nothing that any reasonably well-run school doesn’t know already – and certainly nothing those of us who have been working in poorly funded areas hadn’t worked out long ago. Frankly, the advice is patronising.
Despite repeated requests from Headteachers’ organisations, absolutely no evidence whatsoever has been provided to support the claim that there are £1 billion worth of savings to be made. Even in the (extremely unlikely) event that there are, it seems impossible to believe that these can be in areas such as Warrington where we have had to be especially pro-active in making efficiency savings because of the low levels of funding we receive.
In addition, it needs to be borne in mind that 75-80% of school budgets are typically spent on staffing (with the majority of this being on teaching staff) – so the notion that we can endlessly cut back in other areas without impacting on provision for students is, to put it mildly, wishful thinking.
Creating any national funding formula involves balancing the core funding that every child attracts, and the extra funding targeted to those with additional needs; and balancing increases for those that are due to see gains with stability for those schools that are due to see losses. We are consulting for a full 3 months on our proposals to ensure we get them right. We are keen to hear views from as many schools, governors, local authorities and parents as possible. Please respond to the consultation online here by 22 March 2017: https://consult.education.gov.uk/funding-policy-unit/schools-national-funding-formula2/
My response: As stated earlier, please do complete the consultation document if you have time. It is very complex and so Warrington Borough Council have prepared some notes with suggested responses that you can read by clicking here. Even if you could just answer the first 5 questions and skip the rest, that would be very helpful.
Department for Education
Click this link to view the response online:
https://petition.parliament.uk/petitions/182705?reveal_response=yes
The Petitions Committee will take a look at this petition and its response. They can press the government for action and gather evidence. If this petition reaches 100,000 signatures, the Committee will consider it for a debate.
My response: Please do continue to share the petition and encourage others to sign. There is clear evidence that a growing number of Conservative MPs recognise the unfairness of what is being proposed and are beginning to press their government to make changes. Anything you can do as parents/carers and constituents to keep the pressure up will help.
The Committee is made up of 11 MPs, from political parties in government and in opposition. It is entirely independent of the Government. Find out more about the Committee: https://petition.parliament.uk/help#petitions-committee
Thanks,
The Petitions team
UK Government and Parliament

### VLE Help

Welcome to Sir Thomas Boteler's VLE Help Page

 	If you are a pupil, click the large red 'Pupils' button to access the VLE. You'll be asked to log in.
 	To access the STB Cloud, click the logo. You will need your @stbcloud.net username and password which has been provided to you by your teacher.
 	You must use your username followed by @boteler.org.uk to log in.
 	For example, if your name is John Appleseed and you are in Year 7, your login account is 16jappleseed@boteler.org.uk. This is also your Sir Thomas Boteler email address.
 	If you are asked to log in again, make sure you use the same username@boteler.org.uk login details every time.
 	If you are having problems logging in, please click here to download a PDF guide to help you.
 	All users, including staff and Governors, must log in with username@boteler.org.uk and their normal password.

### VLE

Welcome to Sir Thomas Boteler's VLE. 


 

### Year 11 Reading List

English


Macbeth – Shakespeare

Selection of sonnets – Shakespeare

To Kill a Mockingbird – Harper Lee

1984 – George Orwell


Science
Why Big Fierce Animals are Rare? by Paul A Colinvaux
How to Fossilise Your Hamster by Mick O’Hare
Art
Savage Messiah By HS Ede
Music


The Story of Music -Howard Goodall

The AB Guide to Music Theory - by Eric Taylor

How Music Works - David Byrne

How Music got Free - The Inventor, the music man and the Thief - by Stephen Witt.


PE
Fever Pitch by Nick Hornby
Technology


It's disgusting & we ate it.  By James Solheim.
Nelly Nit pick . Kid food critic.   By Jamie Michalak.

Upside down greats. By Jo franks


History
Birdsong by Sebastian Faulks
The Book Thief by Markus Zusak
The Help by Kathryn Stockett
Geography
Natural Disasters and How We Cope by Robert Coenraads
Around the World in Eighty Days by Michael Palin
Read a quality newspaper once a week
 
RS, PSHE and Citizenship




 	Belief in God:



The life of Pi - Yann Marshall


The Alchemist - Paulo Coehlo


Sophies world - Jostein Gaarder


Go tell it on the mountain - James Baldwin


Crime and Punishment:


Junk - Melvin Burgess


Monster - Walter Dean Myers


Les Miserables - Victor Hugo


One day in the life of Ivan Denisovich - Alexander Solzhenitsyn


 	Community Cohesion:



Does my head look big in this? - Randa Abdel-Fattah


Gangsta Rap - Benjamin Zephaniah


Anita and me - Meera Syal


The Arrival- Shaun Tan


To Kill a Mockingbird - Harper Lee


 	Marriage and the Family:



The Member of the Wedding - Carson McCullers


Breathing Underwater - Alex Finn


Anna of the Five Towns - Arnold Bennett


The Scarlett Letter - Nathaniel Hawthorne


Matters of Life and Death:


Veronika Decides to Die - Paulo Coelho


The Fault in our Stars - John Green


Death Note - Tsugumi Ohba and Takeshi Obata


Me Before You - Jojo Moyes


Big Fish - Daniel Wallace


Wuthering Heights - Emily Bronte


Where There's Smoke - Jodi Picoult 


 	Environmental and Medical:





My Sisters Keeper - Jodi Picoult


Pig Heart Boy - Malorie Blackman


Never Let Me Go - Kazuo Ishiguro


Brave New World - Aldous Huxley


The Boy from Reactor 4 - Orest Stelmach


Blood Ties - Sophie McKenzie


The Handmaids Tale - Margeret Attwood


Flowers for Algernon- Daniel Keyes


 	Rights and Responsibilities:



The Wind Singer - William Nicholson


Survivors - Terry Nation


The Other Side of Truth - Beverly Naidoo


The Garbage King - Elizabeth Laird


Talking in Whispers - James Watson


The Wave - Rhue Morton


V is for Vendetta - Alan Moore


 	Peace and conflict:



Refugee Boy - Benjamin Zephaniah


Men in the Sun - Ghassan Kanafani


The Book Theif - Markus Zusak


Number the Stars - Lois Lowry


The Return of the Soldier - Rebecca West


Maus - Art Spiegelman


Artist in a Floating World - Kazuo Ishiguro

French
Sarah’s Key byTatiana De Rosnay
Spanish
Incantation by Alice Hoffman
 

ICT


Rebel Code by Glyn Moody.

Alan Turing: The Enigma by Andrew Hodges 

Godel, Escher, Bach by Douglas Hoftstadter 

What the Dormouse Said by John Markoff 

Algorithms Unplugged, ed Vocking, 2011.

The Pattern on the Stone, Danny Hillis, 1999

Algorithmic Puzzles, Levitin & Levitin, 2011.

The Singularity is Near, Ray Kurzweil, 2006.

Code: The Hidden Language of Computer Hardware and Software, Charles Petzold, 2000.

Bebop To The Boolean Boogie , Clive ‘Max’ Maxfield,

Bit by Bit: Illustrated History of Computers, Stan Augarten

Hey, T (2014) The computing universe: a journey through a revolution.

Algorithms to live by: the computer science of human decisions. Christian and Griffiths


Maths
The Curious Incident of the Dog in the Night-Time by Mark Haddon
The Babylon Game by Katherine Roberts
100 Cupboards by ND Wilson

### Year 10 Reading List

English




A Christmas Carol – Charles Dickens


Great Expectations – Charles Dickens


The war of the Worlds – HG Wells


Science

Does Anything Eat Wasps? by New Scientist
Why Don’t Penguins’ Feet Freeze? by New Scientist
Do Polar Bears Get Lonely? by New Scientist
Art

Ways of Seeing by John Berger
The Pre-Raphaelites by Christopher Wood
Music




The Story of Music -Howard Goodall


The AB Guide to Music Theory - by Eric Taylor


How Music Works - David Byrne


How Music got Free - The Inventor, the music man and the Thief - by Stephen Witt.


PE

Moneyball by Michael Lewis
Technology



The stinky cheesemonger & other fairy stupid tales.    By Jon Scieska


Blueberries for Sal.     By Robert McClosky.
Saturday cooking club.  By Deborah Alevine.
History

The Book Thief by Markus Zusak
Fatherland by Robert Harris
Once by Morris Gleitzman
Geography

Wild Weather by John Lynch
Travel guide books for countries covered in tourism section
Read a quality newspaper once a week
 
RS, PSHE and Citizenship




 	Belief in God:



The life of Pi - Yann Marshall


The Alchemist - Paulo Coehlo


Sophies world - Jostein Gaarder


Go tell it on the mountain - James Baldwin


Crime and Punishment:


Junk - Melvin Burgess


Monster - Walter Dean Myers


Les Miserables - Victor Hugo


One day in the life of Ivan Denisovich - Alexander Solzhenitsyn


 	Community Cohesion:



Does my head look big in this? - Randa Abdel-Fattah


Gangsta Rap - Benjamin Zephaniah


Anita and me - Meera Syal


The Arrival- Shaun Tan


To Kill a Mockingbird - Harper Lee


 	Marriage and the Family:



The Member of the Wedding - Carson McCullers


Breathing Underwater - Alex Finn


Anna of the Five Towns - Arnold Bennett


The Scarlett Letter - Nathaniel Hawthorne


Matters of Life and Death:


Veronika Decides to Die - Paulo Coelho


The Fault in our Stars - John Green


Death Note - Tsugumi Ohba and Takeshi Obata


Me Before You - Jojo Moyes


Big Fish - Daniel Wallace


Wuthering Heights - Emily Bronte


Where There's Smoke - Jodi Picoult 

 


 	Environmental and Medical:





My Sisters Keeper - Jodi Picoult


Pig Heart Boy - Malorie Blackman


Never Let Me Go - Kazuo Ishiguro


Brave New World - Aldous Huxley


The Boy from Reactor 4 - Orest Stelmach


Blood Ties - Sophie McKenzie


The Handmaids Tale - Margeret Attwood


Flowers for Algernon- Daniel Keyes

 


 	Rights and Responsibilities:



The Wind Singer - William Nicholson


Survivors - Terry Nation


The Other Side of Truth - Beverly Naidoo


The Garbage King - Elizabeth Laird


Talking in Whispers - James Watson


The Wave - Rhue Morton


V is for Vendetta - Alan Moore

 


 	Peace and conflict:



Refugee Boy - Benjamin Zephaniah


Men in the Sun - Ghassan Kanafani


The Book Theif - Markus Zusak


Number the Stars - Lois Lowry


The Return of the Soldier - Rebecca West


Maus - Art Spiegelman


Artist in a Floating World - Kazuo Ishiguro

 


French

Chocolat by Joanna Harris
A Year in Provence by Peter Mayle
Spanish

For Whom the Bell Tolls by Ernest Hemingway
 
ICT




The Most Complex Machine, David Eck.


Tools For Thought, Howard Rheingold.


Lauren Ipsum,Carlos Bueno, 2011.


The new Turing omnibus: 66 excursions in computer science, by AK Dewdney


Computational fairy tales, by Jeremy Kubica,


Best Practices of Spell Design, by Jeremy Kubica.


Nine algorithms that changed the world 


Logic, an introduction to elementary logic by Wilfred Hodges.


Hackers by Stephen Levy 


Mindstorms by Seymour Papert 


In Pursuit of the Traveling Salesman by William Cook.


Maths


Fermat's last theorem - Simon Singh
The man who only loved numbers - Paul Hoffman
God created the integers - Stephen Hawking
Lewis Carrol in Numberland - Robin Wilson 

### Year 9 Reading List

English


Manga Shakespeare
Selection of poetry by:
Phillip Larkin, Elizabeth Barrett Browning, Lord Byron and Ted Hughes


Science
Evolution, Nature and Stuff by Glenn Murphy
Do Sheep shrink in the Rain? by 82ASK
Why Can’t Elephants Jump? by New Scientist
Art
Tell Me a Picture by Quentin Blake
Music
A History of Music -A Graphic Novel by James Boyle and Jennifer Jenkins
PE
Sports Illustrated Kids Big Book of Who: Football by Various
Technology
In the night kitchen.   By Maurice Sedak.
Stone Soup.    By Ann McGovern.
Gregory the terrible eater.   By Mitchell Sharnat.
History


War Horse, Michael Morpurgo
Birdsong, Sebastian Faulks 
The Railway Children, Edith nesbitt
Anne Frank Diary 
The Boy in the Striped Pyjamas, John Boyne


Geography
Wild Weather by John Lynch
Our Living Earth by Yann Arthus-Bertrand
Read a quality newspaper once a week
 

RS, PSHE and Citizenship


The Diary of Anne Frank
Boys Don't Cry - Malorie Blackman
Noughts and Crosses - Malorie Blackman
Knife Edge - Malorie Blackman
Check Mate -Malorie Blackman
Double Cross - Malorie Blackman


French
War Horse by Michael Morpurgo
Spanish
Soccer World: Spain by David Rosenberg
 

ICT


Genius: Great inventors and their creations- Jack Challoner
Where Wizards stay up late: The origins of the Internet - Katie Hafner
The Black Chamber - Simon Singh
I Robot - Isaac Asimov
Do Androids dream of Electric Sheep - Philip K. Dick
Tubes: A journey to the centre of the internet by Andrew Blum
The Information: A History, a Theory, a Flood by James Gleick
Nine Algorithms That Changed the Future: The Ingenious Ideas That Drive Today's Computers by John MacCormick 
Ghost in the Wires: My Adventures as the World's Most Wanted Hacker by Kevin Mitnik


Maths


Fermat's last theorem - Simon Singh
The man who only loved numbers - Paul Hoffman
God created the integers - Stephen Hawking
Lewis Carrol in Numberland - Robin Wilson 

### Year 8 Reading List

English


Harry Potter series – JK Rowling
Educating Rita – Willy Russell


Science
Why is Snot Green? by Glenn Muphy
Robots, Chips and Techno Stuff by Glenn Murphy
Will We Ever Speak Dolphin? by New Scientist
Art
Van Gogh (Getting to Know the World’s Greatest Artists) by Mike Venezia
Music
Abracadabra Flute by Various
PE
Guiness Book of Records by Various
Technology


Mary Poppins in the kitchen.  By P.L.Travers.
James & the giant peach.  By Roald Dahl.
Willy Wonka & the chocolate factory. By  Roald Dahl.
Cloudy with a chance of meatballs.   By Judi Barrett.


History


12 Years a Slave, Solomon Northup
Roots, Alex Haley
Unity: Assassin's Creed Book 7   (French Rev)   by Anton Gill 


Geography
Wild Weather by John Lynch
Our Living Earth by Yann Arthus-Bertrand
Read a quality newspaper once a week
RS, PSHE and Citizenship


Boxen - CS Lewis
Peace Maker - Malorie Blackman
The boy in the Striped Pyjamas 
The Clour War - Jodi Picoult


French
Madame Pamplemousse and her Incredible Edibles by Rupert Kingfisher
Spanish
Christopher Columbus: The Voyage that Changed the World by Emma Carlson Berne
 

ICT


Asimov – All the troubles of the world
Computational Fairy Tales Paperback – by Jeremy Kubica 
Bill Gates – the road ahead
Steve Jobs – The biography
Hackers: Hero’s of the Computer Revolution
The Facebook Effect – David Kirkpatrick


Maths


The number devil - Hans Enzensberger
Maths girls - Hiroshi Yuki
Murderous Maths - Kjartan Poskitt

### Reading List

 
Click here to go back to the main Literacy page. 

### Year 7 reading list

English
Private Peaceful by Michael Morpurgo Boy by Roald Dahl
A Monster Calls by Patrick Ness


Science
Brains, Bodies, Guts and Stuff by Glenn Murphy
Space, Black Holes and Stuff by Glenn Murphy
Why are Orangutans Orange? by New Scientist
Art
Andy Warhol’s Colors by Susan Goldman Rubin
Music
The Story of the Orchestra : Listen while you learn about the instruments  - Meredith Hamilton.
PE
Making it Real: My Soccer Skills Book by David Beckham
Technology
Green eggs and ham.    By Dr Seuss.
How did they get in my lunch box.  By Chris Butterworth.
Each, peach,pear, plum.   By Janet Albert.
Mr. Wolf's pancakes.     By Jan Farnley.
History



The Witches, Roald Dahl  


The Indian in the Cupboard, Lynne Reid Banks 


The Sword in the Stone, T.H.Wright


Mark of the Plague  by Kevin Sands


Geography
Wild Weather by John Lynch
Our Living Earth by Yann Arthus-Bertrand
Read a quality newspaper once a week
RS, PSHE and Citizenship


The Chronicles of Narnia - CS Lewis


- The Horse and his boy


- Lion the Witch and the Wardrobe 


- The voyage of the Dawn Treader


- Prince Caspian


- The silver chair


- The magicians nephew


- the Last Battle

Thief - Malorie Blackman

French
The Invention of Hugo Cabret by Brian Selznick
Spanish
Toro Toro! By Michael Morpurgo
ICT



Asimov – All the troubles of the world


Computational Fairy Tales Paperback – by Jeremy Kubica 


Bill Gates – the road ahead


Steve Jobs – The biography


Hackers: Hero’s of the Computer Revolution


The Facebook Effect – David Kirkpatrick


Maths



The number devil - Hans Enzensberger


Maths girls - Hiroshi Yuki


Murderous Maths - Kjartan Poskitt

### Blogging Club

January 2017: Blogging club is a club for people to write blogs, which are articles about anything you are interested in. It is for any year group and is in the library at lunchtime with Miss Farrar. At the moment we’re blogging about animal testing and animal cruelty. We have researched things such as scientists testing makeup on monkeys, rabbits, dogs and cats!
Come on down to the library at lunchtime and join in the fun!
Neve Jameson, 7EH
Click here to go back to the main Literacy page

### Literacy

Literacy is a set of reading, writing, speaking and listening skills that form the key to academic success.
Disciplinary literacy – or subject-specific literacy – recognises that literacy skills are both general and subject specific. Across all disciplines in our school, teachers model for students how to read, write and communicate effectively in their subjects to equip them with the literacy skills required for further education, employment and adult life.
Our school is passionate about literacy and leads on the trust-wide ‘TCAT Reads’ project: “every teacher, an expert teacher of reading.”
Our literacy values:


 	Learning is taught through language, making all literacy skills essential for academic and holistic success.
 	Every teacher teaches and models excellent literacy.
 	Disciplinary literacy makes clear that every teacher accurately communicates their subject through the reading, writing, speaking and listening that are at the heart of knowing and doing every subject.
 	Confident and accurate reading, writing, speaking and listening is vital for students to access the curriculum and achieve their potential.

What we deliver to support students’ literacy in school:
As well as a clear focus on accurate use of SPaG in students’ written work, we provide the following evidence-based literacy strategies:


 	Access vocabulary, delivered by teachers each lesson, to improve students’ knowledge about word morphology, etymology and build cultural capital. 
 	RfP (Reading for Pleasure), in tutor time and across curriculums, to broaden students’ literary horizons and promote wellbeing.
 	Library lesson once per fortnight during Key Stage 3 English lessons to promote library usage, increase cultural capital and reading for pleasure.
 	Reciprocal Reading or ‘the Fab Four’ skills (predict, question, clarify, summarise), led by form tutors once per week, to develop reading and oracy expertise so students can confidently read challenging texts in any subject.
 	Bespoke interventions: we follow the latest research into literacy and deliver interventions e.g. Lexonik Leap and Lexonic Advance for students who struggle with areas of literacy.
 	Bookbuzz: from September 2021, we are involved in Bookbuzz- a reading programme from BookTrust that aims to inspire a love of reading in our Year 6 into 7 students. Students choose their own book to take home and keep from a list of 17 titles – all of which are selected by a panel of experts to ensure quality, suitability and to encourage reading for pleasure.
 	The National Literacy Trust: we are members of this independent charity working with schools and communities to give disadvantaged children the literacy skills to succeed in life.

The Library
To promote our students’ enjoyment of reading, we facilitate access to variety of texts via our school library.
What does the library provide?


 	Access during lunch time and during fortnightly Key Stage 3 English lesson.
 	A range of exciting books, magazines and newspapers are on offer to read and enjoy.
 	Opportunities for staff to take students to the library to search for books and even teach their lessons.
 	Book requests each half term to ensure students always have something to read that is interesting and challenging for them.

In addition to our library, from September 2025, Year 10 English & library ambassadors will support and mentor younger learners in the school community to increase their library engagement and confident in reading for pleasure. Our staffroom too has a community book share so you can see that our school’s love of reading runs throughout the entire staff!
 
Rewards


 	5 house points added for all students engaging in reading aloud across all curriculum areas.
 	5 house points added for all students demonstrating excellent oracy skills across all curriculum areas.
 	5 house points added for all students demonstrating excellent literacy skills across all curriculum areas.
 	Termly Head of Year recognition for Key Stage 3 students modelling engagement during their library lesson.
 	End of year reward trip for Year 10 English & library ambassadors and expert readers in Key Stage 3.

We also run a wide range of exciting competitions over the academic year to encourage our young people to get involved with reading, writing, speaking and listening. We have both school and national competitions. Some of our favourites are the BBC’s ‘500 Words’ writing competition and the National Literacy Trust’s team competition to find the nation’s ‘Reading Champions’. 
Year 7 reading list
Year 8 and 9 reading list
Key Stage 4 reading list
TCAT Reads
Please view our TCAT presentation that provides a greater knowledge and understanding around the reading process, and the research behind it. Click here to view. 
Did you know?


 	Children who read books often at age 10 and more than once a week at age 16 gain higher results in maths, vocabulary and spelling tests at age 16 than those who read less regularly.
 	Less than half of 8 to 16 year olds have read a book in the last month.
 	Reading for pleasure is more important for children’s development than their parents’ level of education and is a more powerful factor in life achievement than socio-economic background.
 	16-year-olds who choose to read books for pleasure outside of school are more likely to secure managerial or professional jobs in later life.
 	1 in 3 children do not own a book. Having books in the home is associated with both reading enjoyment and confidence. Of children who report having fewer than 10 books in their homes, 42% say they do not like reading and only 32% say they are ‘very confident’ readers. For children who report having over 200 books at home, only 12% say they do not like reading and 73% consider themselves ‘very confident’ readers.
 	22% of children report that no one at home encourages them to read.
 	Teachers and parents together owe it to children to help them acquire the very best literacy skills, in order to improve their chances in life and to enable them to succeed in whatever path they choose! Together we can succeed.

How to support your child at home with literacy:
Useful websites:
BBC Skillswise is a fabulous resource for parents and has a wealth of ideas to support all areas of literacy.
The Teachers as Readers study (The Open University and UK Literacy Association) and other OU studies have established effective ways to support children’s Reading for Pleasure (RfP). Based on the research, this website aims to support a vibrant professional community of teachers, student teachers, librarians and English leaders in order to nurture lifelong readers. https://ourfp.org/
 
Reading
https://wordsforlife.org.uk/activities/filter/?age=9-12
https://www.booktrust.org.uk/books-and-reading/have-some-fun/
http://www.huffingtonpost.co.uk/2014/08/14/ways-to-encourage-reluctant-readers-to-enjoy-reading_n_7335240.html
http://www.bbc.co.uk/bitesize/ks3/english/reading/
http://www.k12reader.com/strategies-to-help-engage-reluctant-readers-in-reading/
 
Writing
http://www.greatschools.org/gk/articles/seven-ways-to-encourage-kids-writing/
http://www.wordsforlife.org.uk/getting-boys-write
http://www.scholastic.com/teachers/article/25-ways-get-kids-writing
 
Speaking and Listening
https://literacytrust.org.uk/resources/?keyword=&talking=home-learning-environment
https://www.skillsbuilder.org/about-launchpad

https://www.skillsbuilder.org/homezone
 
SPaG
https://www.bbc.co.uk/teach/skillswise
http://www.howtospell.co.uk/ESL-spelling-strategies
http://www.allaboutlearningpress.com/effective-spelling-strategies
http://thegrid.org.uk/learning/english/ks3-4-5/ks3/useful/index.shtml

### Reboo

Reboo is a website providing digital, 'ready to use' material each week, perfect for form times or small groups. Through RETHINKING and REBOOTING the ‘assembly space’ in schools,  a new platform has been created where young people can be inspired, stay engaged and most importantly where they can respond to and discuss life's deep questions.
http://rebooworld.com

What students and staff think...
Some testimonials of how students and staff think REBOO has enhanced the ‘assembly space’ in their schools.

Jacqui O’Connor Assistant Head:
Reboo is a colourful and dynamic website that I can confidently pick up and instantly project on the IWB if I am covering a tutor group at short notice; with minimal planning needed the resource is unbeatable for delivering small-group assemblies to a ‘vertical tutor group’ where the materials need to engage students aged 11 to 16.

Also I find Reboo invaluable in planning for whole school assemblies. The range of activities and thought provoking images, words and reflections mean that I can have plenty of materials linked to the theme but can still leave loads for tutors to use for follow up discussions and in-depth reflection on non-assembly days.
 Leanne, Year 9 student:
Being a fairly new student to the school I thought Reboo was a really warm welcome to the school it helped me get to know people.

I would definitely say Reboo assemblies are much better than the assemblies I had at my old school because we have class discussions about really influential topics and we can all get involved through the class discussions. I got to know people through the assemblies which are very interactive we also watch videos, read stories and we finish the assembly with a prayer.

The videos we watch and the stories we've read have really made a change in my life, They have also changed my attitude towards people. I now think twice before opening my mouth and saying something unkind.

Reboo are really unique, I like the fact that the teacher does not have to be doing all the assembly. I recommend Reboo for all ages.
Paul, Chaplain:
Reboo has helped us with our form time worship in a number of ways. For the students It has really given them loads of opportunities to think about how the Bible and its teachings is relevant to them. The students talk of its relevance to them and the ‘right now’ nature of the content. It has provided excellent engagement for the students during form time worship.

For staff it provides a ready made easy to use set of worship resources. As the material is so well prepared staff can deliver it without a great deal of preparation time which is an obvious benefit. As a result of its easy access we have found that the worship content of our form times has increased and is almost double with the introduction of Reboo.

For me as a chaplain I am delighted that the worship content of form time has increased. I am also very happy with the way conversations inspired by Reboo continue through out the day and week. The Biblical content linked with relevant presentation means that staff and students are engaging with the Bible in a thought provoking way. The value for money that we get is just fantastic as there is no way I could produce that many resources, of that quality, in the time I have available. It is a wonderful resource that I would heartily recommend to anyone.
Maria, Year 7 student:
I think Reboo is good because it makes you think about other people.  It is never, ever boring, it always gives you a positive feeling when you go to your first lesson.
Student comments aged between Year 7 and Year 11:

The Reboo assemblies are well written, understanding how to relate to the students and also the teachers. The topics have a lasting effect on us. The presentation of the assembly is well planned and the pictures and videos flow perfectly together.
I enjoy Reboo, the topics are interesting and it makes you think about things in your life.
Reboo is excellent, a good way to start the day that’s what I say (oh my gosh that rhymes)
I think Reboo is a good way for people to think together as a group and helps people be more confident to speak. It also helps by giving advice on what to do in life.
I think Reboo is very effective because it helps tutor groups get closer together.
Reboo is  a great way to start the week. The assemblies always give good life lessons and they always relate to my everyday life. I don’t think there is anyone who doesn't enjoy the assemblies. They are a great part of the week.

### Through God, we Care

siams reports		
			smsc policy		
			Ethos Celebrations		
			good news newsletter		
		Mission Statement – ‘Through God, we care’Our three Christian values are Hope, Endurance and Compassion.Our Christian Vision:As ‘The Boteler Family’, we cast all our care on God because He cares for us (1Peter 5:7). Inspired by the God of Hope, guided by the Compassion of Christ and empowered by the Endurance of the Holy Spirit, we aim to provide all our community with an outstanding educational provision in a supportive and inclusive Christian environment.At Sir Thomas Boteler Church of England High School, we aim to provide all our students with outstanding educational provision, in a supportive and inclusive environment which is underpinned by Christian Values. Students are at the heart of everything we do and no child will ever be left behind. All our students will receive an inspiring and balanced learning experience which is delivered by dedicated and committed staff, who go above and beyond to secure the best outcomes for each student.The commitment from the teaching staff comes from the 5 K’s1.    Knowing the context2.    Knowing their class3.    Knowing the individuals in their class4.    Knowing the school and wider community5.    Knowing that they will have an impact on the lives of every individual in their care.Hope, Compassion and Endurance are the values which the whole community live for and are the firm foundations on which our Boteler Family stands. Our whole school community is relentless in the pursuit for excellence and are committed to raising standards so that every student reaches their full potential.“High Expectations, High Aspirations and High Standards - You will succeed”, is a non-negotiable for every member of staff and student in our school community.We are determined to diminish the difference in school variation, so that all students make the progress they are capable of regardless of their starting point. Every young person in our care is equally important and deserves the best education possible.At Sir Thomas Boteler Church of England High School, we have a strong moral purpose to develop the whole child both academically and pastorally because ‘Through God We Care’. We equip them with the skills, knowledge and understanding for lifelong learning in an ever-changing society. We will inspire, support and challenge the students, making sure they seek to attain the highest grades, make as much progress as possible and fulfil their potential.All our students have a right to learn and our teachers have a right to teach. We are tolerant of one another and build strong relationships. We learn from each other and from our mistakes. We find only solutions to problems and not barriers. We overcome adversity as a team and focus on the ways forward. As a staff we are resilient and ensure that no matter what, the students come first.Each member of staff is a role model for our students and models the ‘High Expectations, High Aspirations and High Standards’ throughout all they do. They are clear on their roles and responsibilities and the impact needed. They all instil the belief in the students that they will succeed.Everyone in our school community has the passion and drive to ensure all our learners succeed and that they are happy and safe. At Sir Thomas Boteler Church of England High School, we will support all our students to the best of our abilities to help them succeed in becoming lifelong learners, equipped with the knowledge and skills to achieve their goals.RE Statement of EntitlementClick here for our Collective Worship PolicyClick here for the Chester Diocese Education NewsletterCollective WorshipWe are proud to be a Church of England school. “Our school’s Christian ethos and distinctiveness creates an environment in which students are challenged and supported to be the best they can be.” (SIAMS)The Sir Thomas Boteler Church of England High School Collective Worship Programme is rooted in our chosen Christian values of Hope, Thankfulness, Endurance, Humility, Compassion and Friendship. All of which are firm foundations on which our Boteler Family stands. Worship is a key theme within the life of the school, and provides both our students and staff with regular opportunities to celebrate their faith, reflect on moral values and develop virtues such as determination and creativity that contribute to academic progress.We believe that Collective Worship should be inclusive, invitational and inspiring. Each morning, all students are invited to undertake an act of Collective Worship by way of prayer, scripture, song, and reflection in order to further promote the holistic development of our students. Daily tutor time worship, weekly assemblies and whole school services follow the theme for the week and are teacher and student led where appropriate. Our Collective Worship Programme provides time outside the curriculum to worship God, explore life’s big questions, understand the deeper meaning of our termly Christian values, celebrate Christian festivals, promote national awareness days and inspire students to become courageous advocates.Our Collective Worship Programme provides a relevant pathway that is distinctive in the life of our school, compliments our Christian values, and reinforces positive attitudes among our students.Christian Values for each half termHalf Term 1 – HopeHalf Term 2 – ThankfulnessHalf Term 3 – EnduranceHalf Term 4 – HumilityHalf Term 5 – CompassionHalf Term 6 – Friendship		
			collective worship programme

### The Challenge Academy Trust

The Challenge Academy Trust has the vision to provide exciting and inclusive opportunities for every single learner entrusted into our care, from early years through to adulthood.  They will receive an outstanding modern education, from motivated and talented staff, supported by innovative and collaborative partnerships. TCAT will provide an environment where every learner is nurtured, challenged, and inspired to achieve the very best for themselves and their communities.
Click here to visit the TCAT website - www.tcat.uk.com
Click here to view TCAT news across the Trust and all Academies.

Academy Funding Agreement

Academy Funding Agreement - Supplemental Funding Agreement 

Academy Funding Agreement - Church Supplemental Agreement
 
 

 

### PSB Christmas Fayre

Sir Thomas Boteler Church of England High School’s first annual Christmas Fayre took place on the 9th December. There were stall holders selling fantastic Christmas gifts, entertainment from the students, fun and games, candy floss and even the big man in red (aka Father Christmas – played by Head of English Neil Vallender) made an appearance. 
The school received some lovely comments from the stall holders. Rebecca from Usborne books commented ‘I really enjoyed it.  There was a lovely atmosphere and everyone was very welcoming’.   Sharon Grindley commented  ‘I had a lovely evening, met some lovely teachers and parents, they were all very supportive and friendly’
Alisha Bate from Year 7 commented that ‘the Christmas Fayre was a great success and I really enjoyed helping to raise money for our school’
The event raised an amazing £706.51, and this money will be put together with previous fundraising that now totals an amazing £1624.71.  The school council will be meeting in the New Year to discuss the ways in which this money can be spent to further improve Boteler and its educational facilities. 

### Alumni

We invite all members to write about themselves since leaving school, what they have achieved and where they are now. We also have a Wall of Fame in our Careers, Education, Information and Advice study room. These articles inspire our present students to achieve their true potential and set their goals high. Alumni members are also invited to all school events as a VIP guests. If you feel you could help in school as a inspirational speaker, at our Careers Fare or with work placement visits please get in touch. We look forward to working with you.

	

		Eliza Fox

		
		
			
		

		
		

			
				
					
				
			

			
				
					
				
			

			
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Alumni - Kian Finn
Alumni  - Sarah Banbury 
Alumni - F Wheeler
Alumni  - Phil Holker








 
A message from former student Rob Marsh - Class of 2007-2012. February 2019
During my time at Sir Thomas Boteler Church of England High School, I found a love and talent for sport and PE. This led to taking GCSE PE and BTEC Sport in my Year 9 option choices, learning the subject more in depth. I was also granted with the opportunity to complete a JSLA course, gaining a young leaders award through the school.
This gave me an insight to what teaching could be like and getting a firsthand look at being a leader. Boteler has fantastic PE teachers who acted as role models and gave me the motivation to succeed, receiving Distinction* in BTEC Sport and a B grade in GCSE PE. Following on from school I pursued my career path in sport and physical education by taking BTEC Sport at Priestley College. Boteler gave me the confidence for the transition from high school to college, therefore I was able to take my learning of PE and sport further. The positive experience of both practical and theory based lessons in school, gave me the basic skills and understanding to progress. Throughout my time at Priestley College I was able to complete volunteer work at different primary schools, coaching clubs and planning tournaments, such as Road to Goodison tournaments. By having the opportunity to complete the young leaders award at Boteler, I was more confident with my leadership and developing my teaching strategies further. At the end of college I was awarded Triple Distinction* which was equivalent to A/A* in A Levels. Before leaving Priestley College I was assisted and encouraged to continue with further education at University. This gave me the platform to apply for Higher Education within the sporting field. I took it upon myself to apply for Sport Development with Physical Education, focusing mainly on the PE route, on which I successfully gained a place at Liverpool John Moores University (LJMU).
The degree consisted of many new challenges, including written assignments, practical coaching/teaching assignments, peer evaluations and managing work load whilst being out on placements and doing volunteer work in schools. Boteler and Priestley College gave me the skill set and intelligence to be able to work independently, with LJMU guiding me towards my career goal, which is to become a PE Teacher. Overall my experience at LJMU was positive and I had a lot of fun, meeting new friends and although most tasks are independent, there are group tasks which require working together as a team. At the end of my degree I received a 2:1 Bachelor of Honours Degree in Sport Development. Throughout my 3 year course at LJMU I continued to focus my work and assignments on physical education, which led me to go back to Sir Thomas Boteler Church of England High School for a 4 week placement in my second year at LJMU. Enjoying the experience at Boteler as a PE assistant, I decided to continue my placement at Boteler throughout my third year. I took on more responsibility of a PE teacher and put my skills and knowledge into action. The teaching staff at Boteler had changed slightly when I returned as a teacher from when I was a student, however all staff welcomed me back into the school and was eager to support my career in teaching. I worked closely with Mrs Hughes and Mr Burbidge. I also had the opportunity to work with Mrs Mawby and Mr Leonard, and seeing different styles of teaching helped me to find my own effective way of teaching.
I am currently applying for Teacher Training which I am looking forward to, with my goal still set to become a PE Teacher.
Former student Abigail Titchard shares her experience. November 2018, now at Liverpool Hope University
Since arriving at Liverpool Hope University I have been faced with a whirlwind of new experiences, people and different way of living.
I am studying for a combined Physical Education and Special Educational Needs degree, with the intention of becoming a Secondary School Teacher, and already I am thoroughly enjoying the course content. My SEN study group have already selected me to become a Student Course Representative, meaning I have a say in the course structure and provide feedback to the department on what is going well and what needs to be changed, giving me an insight into what it’s like to become a lecturer at university.
Living in University halls is a completely surreal experience. Straight away I met friends that I know I will have forever. Independence is something I have gained so much of in the past five weeks, having to do everything for myself, cooking, cleaning, washing. It has already set me up for the future and I still have three years to go!
At University, there is something for everyone, no matter what course you are studying. The societies that you have access to range from your traditional sports teams (rugby, football, hockey) to new sports such as Ultimate Frisbee. There are Doctor Who societies, gaming groups and also an opportunity to set up your own society.
Five weeks at University has changed my life for the better and I know this was the right choice for me!
Amelia Titchard shares her experience. November 2018, now at Priestley College
I am studying A-Level Sociology, A-Level Photography, and BTEC Production Arts at Priestley College.
On my first day it was overwhelming; the amount of new people, finding the way to my classrooms, not knowing exactly what to do in any situation. On my second day of college, I knew where my classrooms were and could go straight to them. On my third day of college, I was able to talk to the people around me, making new friends.
Moving on from high school seemed daunting and impossible, but it was inevitable. And once it happened, it seemed more comfortable and easy. After my first half term at Priestley, it feels like I have been here for much longer. I have settled in without even realising it, and everything now feels like second nature to me. Of course, I will still have new experiences. I haven’t yet faced mock exams, for example. But I know now that if I face this challenge head on, I will be able to work through it and become more comfortable with it.
If any current Year 11s are thinking about opting for any of the courses I have chosen, I would definitely recommend them. I would certainly recommend visiting one of the Priestley College open days, as this gives a good insight into everything on offer, and highlights the range of subjects which you can look to study.
A message from former student Kelly Lafferty (February 2018):  
I graduated from UCLAN with a BA(Hons) in law with politics. I’m also an associate member of the cipd and achieved assoc cipd status earlier this year.
Now I live in Edinburgh and work as an appointed level HR advisor with the Royal Bank of Scotland.
A message from former student Andrew Mahoney (February 2018):
Name: Andrew Mahoney
Aged: 31
Attended Sir Thomas Boteler: 1995-2000
Graduated from: Sheffield Hallam University in 2005 with a BA Hons degree in History (2:1)
Employed: Wigan Council (since 2009) – current job position - Children’s Services Manager
I went to University in 2002 knowing I wanted to study something I always enjoyed, but not really knowing what I wanted to do as a career. I choose a degree in History, not only because I loved learning about it, but also for the skills it provided me with. In the 3 years at university I was able to improve my skills to research and analyse information, and then provide my own personal opinions and outlooks on particular historical events. Having achieved these skills I found many career opportunities opened up for me.

After I graduated from university (and travelled the world for 2 years) I wanted to get a job that excited me and also had the ability to change people’s lives. I currently work at Wigan Council as a manager in Children’s Services. It is my job to help understand the best way the Council should spend its money, to help support children and families that live in Wigan. This ranges from making sure there are enough leisure activities, health services, education and support services, so that people in Wigan feel safe, care about their health and are happy; therefore lead a better life.
I enjoy my job, as I get to meet lots of children, young people and families, and ask them questions about what they like and dislike about services provided by the council. I then use this information to make a professional judgement and make changes to find better, new and creative ways to help families in Wigan.
A message from former student Conor Stevens (November 2017):
My name is Conor Stevens, I am a former pupil of Sir Thomas Boteler from 2004-2009.My high school days were arguably the most enjoyable years of my life, having met a wealth of fantastic friends and also some fantastically inspiring staff. One of which was my form tutor and maths teacher at the time, Mrs.Howson, she was a fantastic source of information about life and also an amazing teacher who I can say with absolute certainty helped me to achieve the grades I did. Since my school days I have been on to study Business Management at both college and university level, having graduated just over 12 months ago with a 2:1 classification in my degree. Since completion of my degree I have worked in supervisory/managerial roles, however, the ultimate goal is to run my own business one day. I have an interest in design, having recently created my own t-shirt brand which is still in it’s early phase, I also enjoy property/interior design, a subject in which I am looking to gain a formal qualification.
Sir Thomas Boteler is a truly fantastic school with amazing, dedicated staff who give the place a real caring feel to it, hence why I have tried my best to remain a part of the school and keep in touch with as many staff as possible (Although Mr.Vallender’ jokes are enough to drive anybody away). I still try to take part in the annual football match in honour of Temi Abimbola, a friend of mine who passed away whilst we sat our GCSE’s. My thoughts to current pupils would be to say that these are the some of your finest years of education, these years will shape your future and the options that will be open to you. Enjoy it, and make the most of the fantastic resources you have at your disposal.
During my time at school, I achieved the following grades:
English Literature - B
English Language - B
Maths - C
Science - C
IT - C
History - B
Geography - C
PE - B
Citizenship - A
A message from former student Lucy Deakin (September 2017):
After leaving Boteler in 2013, I went on to study at Priestley College. At college I studied Media Studies where I agined a Double Distinction overall and Film Studies where I gained a grade B.
What university did you attend?
I currently attend Edge Hill University.
What did you study at University?
Film and Television Production
What have you achieved at University?
I am on track to graduate in 2018 with a 2:1 (hopefully a first) class honours degree in Film and Television Production
Plans for the future:
My ambition after university is to eventually become a Director of Hollywood/British films and TV shows. I know there’s still a long way to go before reaching my dream job but the ambition is there and there’s nothing that’s going to stand in my way of achieving that goal.
Advice to current students:
It’s not how many times you get knocked down or get knocked back that matters. What matters is how many times you get back up and continue to fight for your dreams that will make you come out on top in the end. Never give up on yourself.
A message from former student Meg Booth (September 2017):
11 years ago, in September 2006 I took my first steps through the doors of Sir Thomas Boteler. 10 years later, in September 2016, I took my first steps through the doors of the Biochemistry Department at the University of Cambridge! Whilst I was a student at Boteler I was an active member of the school council, enjoyed taking part in music clubs, played Willy Wonka in year 8, edited the student pages of the Boteler Bulletin and eventually left in 2011 with 11 A*’s and 3 A’s. In my free time, from the age of 13, I was a test purchaser for Merseyside Police. This would involve attempting to purchase alcohol from shops where the police had intelligence to suggest they were selling alcohol to underage children. As a result of the four years I spent in this role, I won two ‘Volunteer of the Year’ awards at the Merseyside Police total policing event.
I then moved on to Priestley college where I achieved A*AAB in the extended project, biology, history and chemistry. After this, I attended the University of Liverpool to study Molecular Biology and Biotechnology. On the 18th July 2016, I sat in a very hot Philharmonic hall and graduated with a First-Class Honours degree. Later that day, it was also announced that I had received the ‘Kirby Johnson’ prize for the highest grades in my degree course. My undergraduate degree at Liverpool was a fantastic experience and it was at there that I met my partner of nearly four years (who I later found out was the sound engineer at the Boteler Out Loud concerts, yet we never met), worked for Smooth Radio NW doing promotions, played 7-a-side football and discovered my passion for bacteriophages.
On a cold, windy autumnal morning in October 2014, I sat waiting for the 9am virology lecture to start. It was in this lecture that the concept of a bacteriophage (or phage) – a virus that infects bacteria, was introduced and I was hooked immediately! As the most abundant, non-living entity on the planet, phages outnumber their bacterial host by a factor of 10 to 1. They specifically target their host and hijack the cellular machinery to make more phages, before killing the cell and releasing new viruses. This property makes them an attractive candidate in the fight against antibiotic resistance infections, in the form of ‘Phage Therapy’. It was after these lectures that I started to investigate the best place to conduct research in phage biology and in February 2016 I was offered a fully funded PhD position at the University of Cambridge. My research involves building up a bank of new phages isolated from the environment and characterising them to identify the best candidates for a phage therapy product.
Outside of the lab I really enjoy teaching and I have just finished teaching an intensive four-week summer programme for students interested in studying medicine. This was part of an international summer school, called the Cambridge prep experience, which gave students aged 14-16 the chance to come and study at the university. As part of my involvement with the Elite programme I will be promoting similar opportunities for students at Boteler to take part in. A lot of these summer schools offer full scholarships and I will be encouraging students to take advantage of the fantastic experiences Cambridge can offer.
I have recently been chosen as the ‘Early Career Representative’ for the Prokaryotic Division of the Microbiology Society and I am also the student editor for ‘The Biochemist’ magazine, run by the Biochemical Society – two of the largest UK based academic societies. I also had a very fleeting television career when I signed myself and my partner up to appear on the BBC gameshow Pointless! (Our episodes should be aired sometime later this year – so look out for that!)
The biggest piece of advice I can give to students who are sat where I was 11 years ago is to take advantage of every opportunity you are given! I remember being sat in Mrs Scott-Heron’s office and telling her that “failure wasn’t an option”, when I was discussing future career plans and back up options. It was my time as a student at Boteler, where I took part in various clubs and activities, as well as the guidance and love from my mum and the mentorship I received from multiple members of staff at Boteler, that prepared me for higher education. With enthusiasm, dedication and planning, everyone can achieve their goals. I’m looking forward to being part of the Elite programme and will be meeting some of you in the coming months.
Meg Booth
 
Former head boy talks to our Year 8 Students about life in the Royal Air Force. September 2017.
Our Year 8 students were privileged to receive a presentation from former Sir Thomas Boteler C E High School student and Head Boy, Josh Hartson, during their assembly on Thursday 14th September. Josh delivered an interesting and informative insight into life in the RAF and the varied career opportunities available within the service. This was well received by our students and it was pleasing to see some genuine interest from our young people in the questions they asked Josh at the end of the presentation.
Josh has successfully completed a rigorous training programme and has recently taken up a post with an RAF Regiment where he is assigned to 34 Squadron based at RAF Leeming in Yorkshire. Josh has joined the Heavy Armoured Vehicle division with varied duties including driving, maintenance and fleet protection.
In April 2018, Josh will be taking up a post in the Middle East based in Iran and Iraq where he will be actively involved in military protection operations.
On behalf of the Year 8 students and tutors, I would like to thank Josh for taking time out of his busy schedule to come and speak with our young people which has given them a first-hand insight into an aspect of life in the RAF. We wish Josh luck and good fortune as he commences his exciting RAF career. - Mr Antrobus, Progress Leader Year 8 and 9.
A message from former student Liam Gough:
Hello, my name is Liam Gough and I was a pupil at Sir Thomas Boteler CofE High school from 1999-2004. I would like to share my accomplishments since leaving high school and hopefully help you in deciding your career goals.
Where to start…. I wasn’t that confident with learning during my years at Boteler as I was reserved, quiet and didn’t find it easy to make many friends until my form tutor (Mr. Spence) gave me all the help and advice that I needed to push myself. After completing my GCSE exams and obtaining the results that I wanted, I then went on to study NVQ Business and Finance at Priestly College for 2 years (I was nervous when I first started collage because I didn’t know what to expect) and after successfully passing my NVQ I decided to study A-LEVEL Business and Finance all whilst I was starting my first ever job at the Fir Grove Hotel. This gave me the freedom and the confidence to prove that I could handle studying and work at the same time. I worked for the hotel for around 1 year as it was a stepping stone to my true career path.
I obtained my A-Level Business and Finance in 2007 and then proceeded to look for full time work and after a few weeks, I was offered a position at a company called Vaultex UK Ltd. My job role was within the finance department as a Reconciliation Administrator. I was responsible for balancing the accounts and counting cash. Whilst working for Vaultex I was offered a chance to Study AAT Level 1 in accounting. I worked really hard to get to AAT Level 4 and after 6 years of hard studying, assessments and exams. I was a gained my qualification in accounting. I was employed at this company for 9 years and left to progress further in my career.
In 2015, I started working at the Head office for a well-known retailer in Liverpool (let’s just say it is more than a bargain! Can you solve where I work?). My role is now Transportation Accountant and I am responsible for the department’s incoming and outgoing costs and authorizing payments. I am now currently studying the advanced stages of Accounting called CIMA Professional which will again take another 2 years.
On top of this I am a loving husband and a loving father to a 4 year old son named Dexter.
I guess what I am saying is if you work hard and believe in yourself you will go far or you can use my life motto “if at first you don’t succeed, try and try again!”
Warm regards,
Liam Gough
 

 

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### Thought for the Day

Thoughts for the Day come to you from our RE Teacher Mrs Rostron.
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18th January 2017
Thought I’d go with something a little more light hearted today.
“Strength is the capacity to break a chocolate bar
into four pieces with your bare hands
and then eat just one of the pieces.”
Judith Viorst
This does indeed take real strength.  I come from a long line of chocolate lovers with a Grandad that would bring BTC ( bed time chocolate) home in the evening for my mum and her brothers and as the years went by  myself.  I remember BTC was always better at my Grandparents as Grandad would bring back Turkish delight or a Frys crème thingy bar, back home it was a KitKat or Penguin!  I am proud to say that I do have the will power to eat just one piece but unfortunately lack the strength to break chocolate and have to delegate this task out.
Have a lovely day
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17th January 2017
Good Morning,
“Whether one believes in a religion or not, 
and whether one believes in rebirth or not, 
there isn’t anyone who doesn’t appreciate
kindness and compassion.”
~ Dalai Lama
I think the Dalai Lama is fascinating.  I like to think he'd be one of those people that if you were to meet in 'real life' he would not disappoint but exceed expectation.  He'd be top of my fantasy dinner guest list.  Anyway I digress…kindness and compassion.  Some people are just naturally kinder than others I think.  I have a friend that is so kind that it actually worries me – I am sure people take advantage.  Can you be too kind?  Sometimes kindness does not look too good, for example, telling someone a difficult truth.  Either way the Dalai Lama is not wrong I’d like to find someone who does not appreciate compassion and kindness.
Have a lovely day
PS who would be on your fantasy dinner guest list?
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16th January 2017
Good Morning,
Another Monday already.  It feels like a long time since Friday.
Since it would have been MLKs birthday yesterday it is a wonderful opportunity to share some of his words of wisdom.  
“Let no man pull you low enough to hate him.”
~ Martin Luther King, Jr
(1929-1968)
Hate is like the word ‘love’ in that we use it so frequently that its meaning can be lost and varied.   I love cats and I hate traffic cones – seriously I could probably write a book on my hatred of cones.  Do we use love and hate differently with people?   We say the words.  I am quite sure whilst watching The Voice this weekend I expressed a love for Will.i am  and dislike (I just can’t say hate) for Jennifer Hudson – she’s chapter two after ‘cones.’  I really don’t think that I can hate a person.  Does it really mean like MLK said that it brings you too low?  Even if I was to say the words I don’t think the feeling would really be there. There have definitely been people that I have seriously disliked but I would still never want to see them hurt and I would probably still help if they needed it. Hatred is just too much of a dark place to be.  MLK would have had reason to hate people I’m sure, the same with Gandhi yet they did not embrace it.  Even Malcom X let go of his hatred eventually.  Wise, wise words MLK…
Have a lovely day
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13th January 2017
Happy Friday,
I have always found Fridays to be magical, there is just something about the day that I can’t quite put my finger on. It is not because it is the beginning of the weekend because I have always felt this way about Friday even in my pre teaching days when I worked most weekends.  This Friday has extra magic because it is also Friday 13th.  I don’t think I am especially superstitious but it definitely adds something.  There is also the fact there is snow (well there was in Chorley).  Anyway todays thought….
“Blessed are they,
That can laugh at themselves,
For they will never cease to be amused.”
~ Author Unknown
Good old laughter, can diffuse many a situation.
Hope you have a magical Friday and lovely weekend.
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12th January 2017
Morning All,
No snow yet.  My daughter will be disappointed, she was expecting to wake up to a white wonderland this morning. 
“God, grant me the serenity
to accept the things I cannot change,
the courage to change the things I can,
and the wisdom to know the difference.”
~ Reinhold Niebuhr
I should probably dedicate this one to my daughter – Veda love, you can’t change the weather!
On a more serious note is there really anything that we cannot change, except of course natural occurrences like the weather?  Some things are harder to change than others and some may take time and come at a cost. Then am I only thinking about attitudes and rules and not necessary the physical aspects of life too? Would love to hear any thoughts about this one.
Have a beautiful day.
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11th January 2017
 
Good Morning All,
Hope all is well, 
Today’s thought is all about perspective, one man’s rubbish is another man’s treasure and all that. I try to find the positive in most situations but I admit this has varied success. 
 
“It’s not what you look at that matters, it’s what you see.” ~ Henry David Thoreau  
Yes I totally agree.  I love how people can all look at the same thing but see something totally different, like those weird 3D posters from the 90s.  The ones that looked like tie dye gone wrong but a dolphin would suddenly pop out of the image.  Honestly,  I never did see anything other than crazy tie dye.  Clouds … looking at clouds.. so much to see there.  Tangled Christmas lights to some are a headache to others a puzzle waiting to be solved.  A long commute to work for some will be tiresome, for others the chance to read more or listen to music or just take 5 minutes to yourself.  In the Rostron house recently damaged flooring to one of us was a nightmare problem with potential problems but to another the opportunity for lovely new flooring.    We all see things differently and is not one of the most amazing things about people and life? How dull would it be if we all saw the same. 
 
What will you see today?
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10th January 2017
Good Morning,
Straight in to it today..
“What can you do to promote world peace?
Go home and love your family.”
~ Mother Teresa
(1910-1997)
Despite studying Mother Theresa at school and teaching RE this is not a quote I have not come across before.   There is so much to say or discuss I can feel a future lesson brewing. Do the answers to global problems start within ourselves? Is it that simple? There is a smattering of practice what you preach here too.  I suppose we cannot hope to unite others if we are not at peace ourselves.  
But then are family quarrels on the same scale as world conflict?  You might argue that some family conflicts are as complex and feuds last so long nobody can remember why nobody talks to Aunty Ethel.   Mother Teresa you have started something now... 
I'd love to hear your thoughts on this, 
Have a wonderful day. 
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9th January 2017
Morning All,
Hope you have had a lovely weekend despite the continuous greyness nature seems to be throwing at us. 
“Be a rainbow in someone else’s cloud.” 
~ Maya Angelou 
Despite conjuring images of care bears and another child’s TV programme I can’t quite put my finger on, I do quite like this.  I hope  your day is not as grey as the weather.
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6th January 2017
Good Morning,
Today is the 12th Day of Christmas, the official end to festivities and the day that many will clear away their decorations. Some people have told me that it is bad luck to leave them up past this day.  In the Christian Calendar today is also Epiphany, a marking of Jesus being revealed to the world so it only seems right that today's thought is centred on this.
“The Wise Men deeply saw the true reality before them. It is in that shift in perceiving and thinking which allowed them to see what was really present, and to be changed by the experience, not changed by their expectations.”   
Christopher Shea
I'm not too sure what Christopher Shea believes the true reality revealed to the wise man to be, this is down to personal interpretation.  What I do find interesting is the idea of being changed by experience rather than expectation.   So often we will have expectations of something or someone only to find that when experienced the reality is far from the expected. This is great if the experience reveals a truth or is so much more than anticipated but can be disappointing if the experience does not meet up to expectations.  Sometimes we can focus way too much on the expectation and indeed not see what is before us or happening right at this very moment. Furthermore, if we are to look back at things that have changed us are they experiences or expectations?  What about the unprompted experiences that have no time for expectation are these more powerful?  
I shall leave you to ponder on this.
Hoping your weekend lives up to expectations.
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5th January 2017
Morning All,
What a beautiful crisp day, I can forgive my car being frozen shut when you are able to look up at a clear sky and see the stars.
To wish you were someone else is to waste the person you are. ~ Sven Goran Eriksson
I wish I'd happened across this in my teenage years. So much wasted energy wishing I was ….well a variety of people,  depending on the situation.  I suppose that it is just part of growing and it takes experience to be comfortable and confident with yourself.   
If I'm not mistaken Eriksson is a football coach and I can imagine this as a response to  aspiring players trying to copy players like Beckham rather than make the most of their own talents.   But doesn’t everyone at some point wish they were like someone else, is it not part of being human?   Is it all part of the learning process?  On the other hand it almost seems sad ‘to waste the person you are’  and should we not be embracing our differences and unique talents?
Thanks Mr Eriksson, the advice may be a bit late to save my teenage self but I'm going to keep this one in my pocket for future use.
Have you ever wished you were someone else?
Have a beautiful day.
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4th January 2017
Good Morning,
How was the first day back? Good I hope.  After referring to Tolkien in yesterday's thought It inspired me for the one today.
If more of us valued food and cheer and song above hoarded gold, it would be a merrier world.


 	 R. R. Tolkien

A middle earth version of the verse in Matthew about not storing treasures on earth perhaps? It certainly reminds me of this idea.  Does materialism really make you miserable? Certainly there are many teachings /sayings religious and secular warning of greed and possessions as well as story's where the riches of family, friendship and kindness triumph over wealth. Charlie and the Chocolate factory springs to mind here.  Who doesn't want a bit of food, cheer and song in their lives I wonder? But then there is the question of, is it not a easier to sing when we have a little gold? Maybe treasures are not the party pooper, it is those too distracted by the treasures that are the ones that forget to sing. 
Is there a song that never fails to make your world that little bit merrier?
Here's to a day filled with cheer and song.
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3rd January 2017
Good Morning,
I hope that you have had a lovely break over the festive period.
I am writing to introduce something that may be new to you but is something that I have done before in other roles; A thought of the day.  Why am I doing this?  Apart from the fact that it is a task that I have always enjoyed, it is a simple way to share positive and in some cases, spiritual well-being.  I hope this is something that you will give a try.  I can hear the ‘What do I have to do’s?  Simply read the thought, reflect on it if you wish; but that is all.
So without further ado…..
The journey of a thousand miles
must begin with a single step.
-Chinese Proverbs
I wonder how you feel about New Year?  Is it just another day or is it a seized opportunity for new ideas and changes?  I have recently read conflicting ideas and advice about new year resolutions and I have mixed feelings about it.  Is it a golden opportunity to make changes or are we setting ourselves up to fail?  Surely if we want to change why wait?  I have a friend who has been restarting their diet on Monday for the last 5 years!    Why wait for Monday?  Start now. I don't remember Frodo Baggins asking Gandalf if they could wait until Monday!
Where will your journey be?
Have a beautiful day.

### Dan's Swiss Trip

The following is an article by Boteler student Dan King, who went to a Swiss camp with the 12th Warrington East & 16th Warrington West Scouts.
Dan is also an altar-server at St Barnabas’ Church, and this article will appear in the October 2016 Parish Newsletter. Bob Timmis, Editor of the Newsletter and Secretary of the Boteler Grammar School Old Boys' Union says "when people say that “young ’uns” now don’t appreciate things like we did, Dan shows us otherwise. Well done, Dan!" Bob and his wife (who is the Vicar of St Barnabas) thought it was "a very mature and interesting piece of writing".







“And there it was, over so quickly . . . ! ” by Dan King
I woke on Friday, 19 August, at 6:00am ; my clothes lay pristine on my desk, ready to slip on. I’d a bounce in my step as I was filled with excitement at what lay ahead of me. My bags were packed, so we got in the car and went to McDonald’s for breakfast. I arrived at the Scout Centre and went round the various stations . . . including things being handed in and bags being labelled. I just sat, while everyone ran around, as I’d got there early. I had to wait till the coach came at 10.00am (it was now only 9.00). Finally it arrived and the process of loading began, in the rain. There was lots of hustle and bustle on the bus as everyone settled in.  When we reached Dover, we just caught the ferry (it left right after we got on). We had tea and chilled. At Calais we boarded the coach and got some shut-eye, or tried to ! The air-conditioning wasn't working, so it was very hot until we stopped at a service station somewhere in France and propped open the skylight. I got about four hours sleep until we reached the France-Swiss-German tri-border area  at Basel. Finally we were in Switzerland, though in a very industrialised part.  Another couple of hours’ travel and there it was. The Alps covering the horizon all around finely blanketed in snow. Here, we were still many miles away from them, about a ninety-minute journey. (This proved their sheer size and magnificence).
We had breakfast at a nice little service station; it was tranquil  but with excitement still full in the air. I hoped to get a picture of the Alps here, but I couldn't as trees blocked the way. All back on the coach now for the last  leg of the journey. Soon the mountains (which seemed so far away just 45 minutes ago) started to rise up all around us. The air was crisp, and everywhere a lush shade of green I’d never seen anywhere else. Winding roads led us up the Kander Valley. Then I saw the Altels peak (3,629m), again, covered in snow. We neared our destination, all of us still taking in the awe-striking scenery. The Kander river, blue and creamy, filled with natural minerals and water from the glacier, wandered through the valley. Kandersteg lay before us : it seemed unreal. Unloading the coach, we chilled in fine weather, among the beauty which lay, or should I say towered, around us.
I wish I could go back to this tranquillity and peace, a soft breeze in my face and gentle sunlight adding to the experience. I didn't think places like this existed on our planet, but they sure do ! After we’d relaxed from a long trip, we went on our first activity, the Schwimbad (swimming-pool). A short walk from the Scout Centre to Kandersteg Village was relaxing after so long on a coach. At the pool, we messed about, jumped from the diving boards and had fun.  The landscape around was so beautiful. We took it for granted, but I now realise it added so much to that moment. After an hour or two in the pool we strolled back to the chalet to prepare for tea, chilling inside one of the many common-rooms, meeting scouts from other lands. Now we went to bed excited for the day that lay ahead. A gentle walk to the cable car leading to the Rodelbahn (alpine toboggan). After much fun on this, we walked down to Oeschinensee Glacial Lake for a swim, in surprisingly warm water. Then we began a 9.2mile walk down to Kandersteg in glorious sunshine. After being briefed on what our activities would be next day, we went to bed. Up early, I had an espresso to wake me ! We were sorted into groups for our activities, then took a cable car to the Winteregg. We climbed all day : it was calm and relaxing.
I even saw a marmot, a sort of big ground-squirrel.
Then, back to the chalet for the International Night. There were many nationalities, religions and races, socialising and sharing food or drink from various parts of the world. The day after this, we went by train to Brig, then caught a bus to Brigerbad (thermal pools in Brig) for a fun day. First came the water slide; it was fast and winding and an adrenalin rush : there were many various pools and a diving rock. After a fun day, we went back to the Centre to relax. The next day, some did crate stacking, some did zip wiring, and I did Jacob’s ladder. I got 34 seconds on this, just 10 seconds off the international record. Back at the chalet, we got ready for the next day’s trip up to the Jungfraujoch, a col (the lowest point on a ridge or saddle between two peaks, typically providing a pass from one side of a mountain range to another), beween Mönch and the Jungfrau, two of the three giants, in Lauterbrunnen. At 3,471metres, it’s the highest accessible public point in Europe. Up early, we caught the coach to Lauterbrunnen and then a train through Wengan to the Jungfraujoch. The views were beautiful : I could see for miles, mountains and glaciers everywhere.
I told myself that one day, I’d need to climb these mountains. We explored the ice museum (with lots of sculptures carved from ice). Then, we went down on the train to halfway and hiked the last kilometre along the Eiger trail into Grindewald. Already, it seemed the trip had gone so fast, it was our last full day in Kandersteg. We went and wandered round the village, relaxing with ice-cream, taking-in the views while we could, then headed back to the chalet and changed quickly to go for tea in a restaurant. Back to the Scout Centre for the International Camp-Fire ; a fun-filled night of laugher, different nationalities united round a fire, through Scouting and 'Living the Dream' as Robert Baden-Powell said when he visited the scout centre in 1930. The last day came and (like how our first day started) we went swimming, having fun in our last hours at Kandersteg. We boarded the coach after our morning’s swim. This was it, we were leaving. We left in a deathly silence, everyone's morale low. But, despite the sadness at leaving so beautiful a place, a part of Kandersteg will live forever in our hearts. And there it was over, . . . !
Thank you for all the sponsorship money that helped towards my trip.
By Dan King

### Terms of Reference

Click here for the Terms of Reference - Executive Committee

### Structure and Responsibilities of the Governing Body and Committees

GOVERNING BODY AND EXECUTIVE COMMITTEE ARRANGEMENTS
Please click on the image to enlarge.


 

### The Governors

Name                
                                            
                                Governor Category                
                                            
                                Appointed By                
                                            
                                Start of Term                
                                            
                                End of Term                
                                        
                            
                            
                                Mrs Beverley Scott-Herron                
                                            
                                Headteacher                
                                            
                                                
                                            
                                01/09/2014                
                                            
                                Ex-officio By virtue of role                
                                        
                            
                            
                                Mr Geraint Williams                
                                            
                                Foundation                
                                            
                                Chester Diocese                
                                            
                                05/12/2019                
                                            
                                10/05/2026                
                                        
                            
                            
                                Mr Peter Speed                
                                            
                                Foundation                
                                            
                                Warrington Education Trust                
                                            
                                06/06/2023                
                                            
                                05/06/2027                
                                        
                            
                            
                                Vacant                
                                            
                                Foundation                
                                            
                                Liverpool Diocese                
                                            
                                                
                                            
                                                
                                        
                            
                            
                                                
                                            
                                                
                                            
                                                
                                            
                                                
                                            
                                                
                                        
                            
                            
                                Revd Robert Icke                
                                            
                                Foundation Ex-officio                
                                            
                                Chester Diocese                
                                            
                                03/10/2019                
                                            
                                Foundation ex-officio By virtue of role                
                                        
                            
                            
                                Miss Lucretia Fields                
                                            
                                Foundation                
                                            
                                Liverpool Diocese                
                                            
                                31/01/2023                
                                            
                                30/01/2027                
                                        
                            
                            
                                Miss M Alexander                
                                            
                                Community                
                                            
                                Governing Body                
                                            
                                02/09/2024                
                                            
                                01/09/2028                
                                        
                            
                            
                                Miss Hayley Ashorobi                
                                            
                                Parent                
                                            
                                Governing Body                
                                            
                                04/12/2024                
                                            
                                03/12/2028                
                                        
                            
                            
                                Mr Geraint Williams                
                                            
                                Foundation                
                                            
                                Chester Diocese                
                                            
                                01/04/2022                
                                            
                                31/03/2026                
                                        
                            
                            
                                Mr Craig McDonald                
                                            
                                Staff                
                                            
                                Governing Body                
                                            
                                07/11/2024                
                                            
                                06/11/2028                
                                        
                            
                            
                                Mrs Rebecca Dean                
                                            
                                Foundation                
                                            
                                Governing Body                
                                            
                                18/07/2022                
                                            
                                17/07/2026                
                                        
                            
                            
                                Anna Stansfield                
                                            
                                Parent                
                                            
                                Governing Body                
                                            
                                18/07/2022                
                                            
                                17/07/2026                
                                        
                    


Committee MembershipStrategy & LeadershipGeraint Williams (Chair)Rebecca DeanBeverley Scott-HerronQuality & StandardsRebecca Dean (Chair) SLT:James Koltan, Chris Kinsey, John Leonard, Anna Mawby, Scott MasonPeter SpeedBeverley Scott-HerronMr Craig McDonaldLucretia FieldsFinance, HR & OpsGeraint Williams (Chair) Finance Representation: Mike Frodsham, Damian McGuire, Alison DaviesMelissa AlexanderBeverley Scott-HerronEthosAnna Mawby Lisa Butcher, Beth Hoey, Jade BaggaleyPeter SpeedRev Robert IckeBeverley Scott-HerronHeadteacher or their representative from the Senior Leadership Team are Ex-Officio Members of the above Committees.Committee meetings are open to all Governors. Please notify the clerk to the Governors if you wish to attend.PanelsHeadteacher PerformanceGeraint WilliamsRebecca DeanAndy Moorcroft (TCAT CEO)Pay Award PanelLead to be confirmed Lucretia FieldsVACANCYAdmissions PanelGeraint Williams (Lead)Rebecca DeanPeter SpeedDiscipline & Admissions Panel3 Governors due to availability (Staff or Parent Governors not permitted.Areas of Specific ResponsibilityFinancial Management: Geraint WilliamsHealth/Safety and Premises:  Rebecca DeanHR- Staff Development: Melissa AlexanderQuality of Education (KS3): Rebecca DeanQuality of Education (KS4): Staff GovernorStudent Development (Careers): VACANCYSafeguarding:  VACANCYSEND/Vulnerable Groups: Rebecca Dean        Christian Distinctiveness: Rev Robert IckePastoral: Peter SpeedBehaviour and Attendance: Lucretia FieldsGovernors leaving in last 12 months:
Mr Stuart Titchard (5/12/2019-31/08/24)Mrs Joanna Jones (01/07/2022 - 03/10/2024)
Mrs Claire Findlay (01/09/2022 - 31/08/2024)
Mrs Joanna Jones (12/07/2022 - 04/10/2024)

### Careers Learning Journey

"Trail Blazing - The Challenge Academy Trust in Warrington is helping to shape the national approach to quality assurance and thus impacting on the attainment of their students." - The Careers and Enterprise Company Our Post-16 Careers Leader is Mrs A Mawby (SLT), who can be contacted at amawby@boteler.org.uk or by telephone on 01925 636414.Our Careers Governor is Hayley Ashprobi. Telephone 01925 636414.		
					CAREERS PROGRAMME				
					which career?				
					career guidance meeting				
					XELLO				
					the pledge				
					alumni				
					essential skills				
					wyz/ncs				
					apprenticeships				
					awards 				
					useful info and links				
					labour market information				
					policy and  destinations data				
					Post-16 and beyond 				
		Careers letters for Year groupsYear 7 - CareersYear 8 - CareersYear 9 - CareersYear 10 - CareersYear 11 - CareersThe Parent Perspective Podcast - all about 'help' and how to move forward if your child has no idea what they want to do next.Work Experience 2025See below for letters and forms regarding work experience. Form 1 Work Experience Form StudentForm 2 Work Experience Form ParentForm 3 Work Experience Form EmployerLetter Of Understanding For EmployerParents Letter Work Experience FinalPlease click here for a Careers Newsletter on post 16 next steps.Careers Education, Information Advice and GuidanceOur careers programme provides inspirational advice and guidance that is stable and delivered by individuals with the right skills and experiences. We create opportunities for our young people that they have not experienced before and therefore develop their aspirations and horizons. Their learning will be connected to their future and will provide them with the knowledge and skills necessary to make a successful transition to the next stage of their life.Our programme includes activities for all students from Years 7 – 11 that are delivered through:AssembliesEnrichment activitiesCareers fayreGuest SpeakersWorkshopsTutor timePersonal, Social, and Health Education programme (PSHE)Employer encountersWorkplace experiencesOur young people receive advice and guidance that is stable and delivered by individuals with the right skills and experiences. They will learn about the different educational routes available and the range of occupations and sectors that make up the labour market. All students have access to Xello to help them to make the correct educational and career choices.  We work closely with Careers Connect who provide us with an independent Career advisor once a week. They are present at all parent evenings, option nights and career events.TCAT are part of the Uxbridge programme. This programme is designed to enrich our students about their post 18 education at Cambridge and Oxford universities as well as giving them an inspiring insight into Higher Education.Our Post-16 Pathways leader is Mrs A Mawby, who can be contacted at amawby@boteler.org.uk or by telephone on 01925 636414.Parents and carers: Encourage  your child to talk to friends and family about their career/jobs. Hearing the story from ‘when they left school – present day’ is important in helping young people know how/why people made the choices they did (or didn’t – some of their friends and family may feel they didn’t have many choices when they left school.) This can help your child to see the importance of knowing what is available, what you will have to work hard for in order to achieve and what can happen if you just ‘let life happen to you’.At Sir Thomas Boteler Church of England High School every teacher is a teacher of careers. It is everyone’s responsibility. Every conversation and interaction prepares our students for a successful future. Careers education is an integral part of our Personal Development curriculum. It is embedded across school and delivered as Post 16 sessions and within each subjects curriculum.  Students receive an all-encompassing, inspiring careers programme which fully prepares them for a successful post 16 transition and future in their chosen career. Study routes, skills and careers knowledge are developed and deepened through a careers programme throughout their time in school to give our students the best possible outcomes when they leave us at 16.Our Careers programme is structured around the eight Gatsby Benchmarks and underpinned by progressive learning outcomes:A stable careers programmeLearning from career and labour market informationAddressing the needs of each young personLinking curriculum learning to careersEncounters with employers and employeesExperiences of workplacesEncounters with further and higher educationPersonal GuidanceAll students have access to Xello, an online careers platform which enables students to gain a personalised career programme during their time here. Careers is delivered through form time and the Inspire programme, personal development lessons, subjects, events and collective worship. Careers is fully embedded into the curriculum and supports our schools aims of High Expectations, High Aspirations and High Standards you will succeed.Sir Thomas Boteler Church of England High School continually assesses and measures the impact of our Careers Programme.  All leaders are fully engaged, we celebrate success, we embedd good practice and align priorities Sessions/workshops are evaluated by visitors, teacher and students and adaptations are made if needed to. We use the Future Skills Questionnaire with all students to evaluate the impact of the programme along with Compass plus. This will ensure a high quality CEIAG programme for all our students. Student voice is listened to on a regular basis to ensure students are inspired and prepared for a successful future by our programme. The assistant Headteacher leads the hub aspirations group and is a member of the National Trust Community of Improvement.Employers who are interested in working with us please look at the information on this page. As you can see we work closely with The Pledge, if you are not part of this programme and you would like to be please contact them. We are working hard with employers to ensure that we provide Gatsby benchmark 5 and 6. If you would like to be involved with our programme, please contact amawby@boteler.org.ukSir Thomas Boteler Church of England High School continually assesses and measures the impact of our Careers Programme on our students. Sessions/workshops are evaluated by visitors, teacher and students and adaptations are made if needed to. This will  ensure a high quality CEIAG programme for all our students. Student voice is listened to on a regular basis to ensure students are inspired and prepared for their futures by our programme.SEND careers informationPupils with SEND will receive support in their choices for education and employment through our CEIAG strategy ensuring they are well informed and are able to achieve their aspirations.The links on this page will direct you to Careers, Information and Guidance on post 16 pathways for pupils with SEND.Further support and guidance can be given by making contact with our Careers coordinatorFurther useful links for exploring post 16 options for SEND students:Guide to apprenticeships (SEND) https://www.disabilityrightsuk.org/intoapprenticeships BASE offer support to those with disabilities find employment. https://www.base-uk.org/about-british-association-supported-employment      United Response provides a range of support services for adults and young people with learning disabilities, autism, mental health needs or physical disabilities.     https://www.unitedresponse.org.uk/what-we-doClick here for details about our Enterprise Advisor,  Lisa Scargill.In Year 9 students take part in the iDEA programme.https://idea.org.uk/iDEA is a programme that helps you develop digital, enterprise and employability skills. Through a series of online challenges and events, you can win career and life enhancing badges, unlock new opportunities and, ultimately, gain industry recognised awards that help you stand out from the crowd. iDEA is about lifelong learning, for anyone who wants to develop their skills. Our learners include school pupils, apprentices, business leaders, pensioners, students and community groups.When you’ve taken enough badges in each of the categories, you will be able to earn an Award – a recognised symbol of your hard work, determination and skill. At beginner level, you can achieve the Bronze Award; and when you have mastered the basics, you can work towards the Silver Award, which is set at intermediate level. iDEA aspires to be the digital and enterprise equivalent of The Duke of Edinburgh Award.Further information: https://drive.google.com/file/d/1Mxf9js2Uip0matl9NRz_jfEpZJI0RJ8L/viewStudents also complete a Leadership programme  through their PE lessons in Year 9 to develop their key skills needed for a successful future. Students develop key leadership and organisational skills through the medium of sport.For further details about our programme, please contact amawby@boteler.org.uk.Date of next review: June 2025. Skills Builder - 8 Essential Skills 

### SEND

Please contact our SENDCo Faye Power with any queries on fpower@boteler.org.uk
Please click here for our Designated Provision information.
Click here for the SEND Policy and other school policies. 
 
At Sir Thomas Boteler Church of England High School, we believe that every child is entitled to a broad, balanced, relevant curriculum, and fully understand that at times all students may need some additional support.  As a Christian school we strongly believe that this equality of education is vital and is underpinned by High Expectations, High Aspirations and High Standards for all. It should not be constrained by age, gender, creed, race, physical disability, special educational need or vulnerability. High Quality First Teaching delivered by highly qualified teaching staff is available for all students. Where appropriate, students will have support form a teaching assistant in class to support their learning, and encourage them to be as independent as possible.
In addition to our subject specialist teaching staff, we have a committed Inclusion Team to offer additional support, strategically led by our SENDCO.  At Sir Thomas Boteler Church of England High School, we have this year introduced ‘The Progress Hub’. This is an area of school that will support our SEND students, as well as any students at the ‘identification stage’, where referrals to the Progress Hub can be made via the pastoral teams. The aim of the Progress Hub is to provide the ‘Right Support in the Right Place, at the Right Time’. In consultation with the student, parents and carers, we can put a program of supportive intervention in place, and seek additional support form external agencies, if required.  The Progress Hub is a unique resource to Sir Thomas Boteler Church of England High School. This learning space is used, ultimately, to provide the students with the tools and strategies they may require to manage mainstream education, in the classroom with the subject specialists. The Progress Hub serves to be a happy, secure and developmental environment in which all individuals are encouraged and enabled to learn. The support offered differs from student to student, so can range from supporting their social emotional and mental health needs, speech and language and social skills. The Progress Hub will also provide support for our EAL students (English as an Additional Language).
Sir Thomas Boteler Church of England High School supports students via a holistic school approach meeting the needs of all students within the school and involves all staff. This ensures a joined-up approach to meeting the needs of every single student and the whole child. It is our belief that every child matters and we adopt a relentless approach to ensure that they are able to fully access their education.

Designated Provision
Sir Thomas Boteler Church of England High School has a Local Authority Key Stage 3 and 4 Designated Provision for children with Cognition and Learning Needs. All of the students within the Designated Provision have an Education and Health Care Plan.
The students are taught in a calm, nurturing and welcoming self-contained environment. The students are incredibly proud of their workspace and would encourage you to visit us.
Within the Designated Provision the students follow a heavily tailored curriculum, personalised to support their specific needs. Key Stage 4 students where possible follow a GCSE/BTEC route (again this is based upon the individual capabilities of each student), whilst also working towards a range of Entry Level Certificates. The group as a cohort are regularly presented with AQA certificates, which celebrate both academic and life skills. We also follow the ASDAN programme where a range of invaluable life skills are worked upon, including teamwork, independent learning, coping with problems, and using maths, English and IT.  We aim to challenge the children academically and, where possible, encourage students to access mainstream lessons. Our Year 11 students have all gone on to college and university, studying a variety of courses from sport, cooking horticulture and animal management, and games design.
There is a specific focus within the Designated Provision on speech and language development, social skills development and independence.
Click here to read more about our Designated Provision.
 
 
 
 

### Transition programme key dates

Below are out key dates for our Primary Transition programme.





Wednesday 14th September Inauguration Evening, St Elphin’s Parish Church 6:30pm




Tuesday 27th September Achievements Evening, Parr Hall 7:00pm

 


Monday – Friday 19th – 23rd September Open Week. 9-11 and 2-3pm

 

Tuesday 20th September 3.45pm – 4.45pm Year 5/6 English taster session

 


Wednesday 21st September Open Evening 6:00pm

 

Tuesday 27th September 3.45pm – 4.45pm Year 5/6 Maths taster session

 

Tuesday 4th October 3.45pm – 4.45pm Year 5/6 Science taster session

 


Tuesday 11th October 3.45pm – 4.45pm Year 5/6 Science taster session

 

Tuesday 18th October 3.45pm – 4.45pm Year 5/6 Science taster session

 

Thursday 17th November Ex Year 11 Presentation Evening 7:00pm

 


Tuesday 6th December Year 5 Primary event 3.30pm – 4:45pm

 

Tuesday 13th December Year 5 Primary event 3.30pm – 4:45pm

 

Thursday 8th December, Christmas Concert , 7:00pm main hall


Friday 9th December PSB Christmas Fayre 4:00pm -7:00pm

 


Wednesday 14th December , Community Christmas party, 1:00pm

 


Thursday 15th December Community Carol Evening, St Elphin’s, 6:30 pm

 


Tuesday 7th February – Year 5 Transition Event 3:30 – 4:45pm

 


Tuesday 14th February – Year 5 Transition Event 3:30 – 4:45pm

 


Tuesday 14th and 15th  February – School Show Matinee performance – Main Hall

 


Wednesday & Thursday 15th/ 16th February School Show – Main Hall

 


Tuesday 28th March Year 5Transition Event 3:30 – 4:45pm

 


Tuesday 4th April Year 5 Transition Event 3:30 – 4:45pm

 


Wednesday & Thursday 5th / 6th April Spring Spectacular – Main Hall

 


Wednesday 3rd May Year 6 Taster Session 3:30 – 5:00pm

 


Monday 8th May Rising Stars, Rising Meteors, Rising Rockets, 3:30 – 5:00pm

 


Wednesday 10 th May Year 6 Taster Session 3:30 – 5:00pm

 


Monday 15 th May Rising Stars, Rising Meteors, Rising Rockets, 3:30 – 5:00pm

 


Wednesday 17th May Art Exhibition -4:30 – 6:30pm Art department.

 


Wednesday 17th May Year 6 Taster Session 3:30 – 5:00pm

 

Monday 22nd May Rising Stars Rising, Meteors, Rising Rockets, 3:30 – 5:00pm

 


Wednesday 24th May Year 6 taster session 3:30 – 5:00pm

 


Monday 12th June Rising Stars, Rising Meteors, Rising Rockets, 3:30 – 5:00pm

 


Wednesday 14th June Year 6 taster session 3:30 – 5:00pm

 


Monday 19th June Rising Stars, Rising Meteors, Rising Rockets, 3:30 – 5:00pm

 


Wednesday 21st  June Year 6 taster session 3:30 – 5:00pm

 

Wednesday 28th June Year 6 taster session 3:30 – 5:00pm

 






Monday 3rd July – Thursday 4th July Year 6 Transition, 2 full days. 8.45am – 2.50pm
 



Monday  3rd  July Transition parents/ carers evening Main Hall 7:00pm

 



Monday 10th July – Thursday 13th July Year 5 taster week 10am – 2.30pm

 




Thursday 13th July Year 5 Information Evening, Main Hall 7:00pm
On a Tuesday we also have our Head of Languages available to work with your students and teachers from 9am – 11am. I and Mrs Hughes are also available to come and teach PE and can bring our leaders with us. Mr J Lewis our computing teacher is available every second Thursday from 1:45pm.

### Paul King

Type of Governor :Foundation Governor (Liverpool Diocese)
Date appointed: 22nd June 2015 
Term of office : 4 years 
Paul has been a teacher for 35 years and Headteacher of Green Lane Special School for the past 15years. He has led the school through four Ofsted inspections, the last three being judged as Outstanding.  Paul was seconded to the LA in 2005 for two terms and was appointed as Executive Headteacher of Grappenhall Hall School for a term before the current head was appointed.  He is married with two sons one of whom is autistic. 
Other Governorships: Headteacher Governor at Green Lane Special School. 
Back to Governors

### Documents for home archive

July 2025

KS3 to KS4 set changes 

Lockdown Procedures 2025

June 2025

Mobiles and Standards letter

Communications, Pastoral and Mobile Phones Update – June 2025

May 2025

Academy Sport+ Programme 

End of Year Rewards Trips – Declaration of Interest 

April 2025

Online Safety 

Leavers Letter 2025 

Cambridge National Sport Science Exam 

March 2025

Ofsted pilot letter 

Sir Thomas Boteler CE High School - TdIPV & MenACWY Letter for parents Year 9

Curriculum Mapping 

TYN-Y-FELIN 2025

Year 11 Easter Exam Revision Timetable

February 2025

Y7 Y8 Y9 WA1 Feb 2025 

January 2025

Parent Forum 3 - Understanding the Curriculum

Options Evening follow up letter January 2025

JLE Standards Letter Jan 2025

Sparx Maths letter

Year 9 Parents' evening

Y11 Letter Attendance

Options Evening January 2025

December 2024

Expression of Interest Letter Florida

Academy Sport+ LJMU Day 1 Letter

Rewards invitation 19th December 2024 Payment

November 2024

Dancing In December

Letter to Parents and Carers SIAMS

Form 1 Work Experience Form Student

Form 2 Work Experience Form Parent

Parents Letter Work Experience Final

Year 7 Parents' Evening

Jewellery Update

Parent Forum 2

October 2024

Year 7 - Careers

Year 8 - Careers

Year 9 - Careers

LPPA Parent Evaluation Form

Year 11 MOCK 1 SPANISH SPEAKING LETTER - NOV 2024

Work Experience Letter

 Year 10 - Careers

Year 11 - Careers

Year 7 Parent's Evening

September 2024

Schools Cross Country Sept 24

Sir Thomas Boteler CE High School Year 11 Student Flu letter_

Sir Thomas Boteler CE High School - Year 11 parent Flu letter_

Sir Thomas Boteler CE High School Flu Parent Letter Year 7 - 10

Further Maths Letter

Year 11 Parents' Eve

SAM Learning September 2024

School Photographs Letter 2024

Reporting absence and punctuality update

 

August 2024

1st Day Back September 24

Year 9 to 10 Set Change Letter

 

July 2024

Year 11 Results Day Letter summer 2024

ENQUIRIES ABOUT RESULTS - candidate consent form

Y10 WA2 July 2024

Blackpool Info letter

Chester Zoo Info Letter 

Town Athletics - 10th July 2024

Dancing with the Wolves Letter

Y10 Letter RHO

June 2024

2024-2025 letter to parents and carers

Year 11 - End of Year letter

May 2024

 Colomendy 2024

April 2024

Leavers Hoodies Letter

Year 11 Leavers Letter 2024 

March 2024

NCS Letter

Green Card Lunches

Aldi Competition Letter

Sport Science Easter Revision letter March 2024

HPV vaccines letter Year 8

Prom Letter 2024

Academy Sports+ Programme.CB.08-03-2024

Car Park Letter

February 2024

Parents Letter Work Experience Final

Period 6 break during mock exmas

PBO Leaving Letter

Year 9 parents' evening

Year 9 parents' evening

Year 10 parents' evening

Year 11 Revision Letter Feb 2024

HOY9 Letter Y10 WA1 letter Feb 2024

Parents Letter Work Experience Final

Period 6 break during mock exmas

Y7Y8 Y9 WA1 February 2024

January 2024

KBS Newsletter 2ND Edition

Year 9 parents evening Jan 2024

KBS Newsletter 15.01.24

Options Evening January 2024 

HPV letter year 9 to 11 Sept 2023 final January 2024 

Period 6 reminder Jan 2024

Y11 WA1 Jan 2023

December 2023

Period 6 Jan 2024

Year 11 Parents Evening 2 Letter Jan 24

Letter to students KS3 internal assessments Jan 2024

Letter to parents KS3 internal assessments Jan 2024

Science Changes

Cineworld Reward 21 December 2023 Letter Final guidance

Sir Thomas Boteler CE High - Parent letter Year 9 TdIPV & MenACWY

Focus C Letter

PD Newsletter 2

November 2023

Academy Sport+ Programme of Events 2023

Cineworld Reward 21 December 2023 Letter

Y7 Parents Evening letter & booking info

Arbor App for Parents Nov 2023

Sir Thomas Boteler CE High School- Childhood Flu e consent letter year 11 parent FINAL

Year 8 Parents' Evening letter & booking information

October 2023

Childhood Flu Vaccinations - Letter for parents of Year 7 to Year 10

Halloween Letter 

Harvest Festival Letter - 2023

September 2023

School Meals Letter

Year 7 FT Parents Eve Mon 16th October

Academy Sport Programme

School Cross Country

Parent Forum Study Skills Letter

Home School Agreement STB 2023-24

Year 11 Parents Evening Letter Oct 23

Immunisation information for school year 2023 - 2024 final 16082023

CNAT R181 Catch up Letter Sept 2023

Holidays in term time letter from LA

Letter to Parent CAT Tests September 2023

Letter to Student CAT tests

STUDENT Year 7 CAT Assessment Timetable September 2023
Sports Awards Evening Sept 2023 Letter
School Photographs letter 2023

1st Day back letter September 2023
August 2023
First Day Back Year 7 September 23
July 2023
1st Day Back September 2023
Cineworld Reward 21st July Guidance
Chester Zoo Final Letter
Enrichment Course July 2023
June 2023
Weather 12.06.2023
Parent Update June 2023
Sport Science mock exam letter home
Measles Letter
 
May 2023
Sports Bulletin May 2023 
 
April 2023
Sport Update 28th April 2023 Strike Day 5 and 6
Letter to Parents-Carers Strike Plans 27.04.02.05
Y9 WA2 Letter April 2023
 
March 2023
Sports Bulletin 30th March 2023
Year 11 Easter Revision Letter and Timetable
Strike letter 15th and 16th March
 
February 2023
EAL Gaming Letter
Strike letter 28th Feb
Sir Thomas Boteler Church of England High School – (HPV) Vaccination Programme letter
Year 10 WA1 Feb 2023
 
January 2023
Strike letter 2
Strike letter Feb 2023
Kooth letter
Year 9 parents eve
Options Evening January 2023
BTEC Sport Y11 revision letter
 
December 2022
Welcome back
Year 8 Set change letter
Year 9 Set change letter
Y11 Parent's Eve
Period 6 Jan 2023
Academy Sport+ 2022-23 STB welcome
Education Safeguarding Team Parent Advice
Year 9 WA1 Dec 2022
Year 7 and Year 8 WA1 letter Dec 2022
 
November 2022
Oxplore Dec 1st 2022 Y9
Year 7 Parents' Evening Map
Year 7 Subject Parents Evening Letter Dec 22
Head's Herald 25.11.22
boteler.org.uk/…/BOTELER-OBSERVER-JKO-JLE-21st-November-2022.pdf
MOCK I Timetable
Nov-Dec 2022 STUDENT COPY
Academy + Letter
Revision letter to Parents Mock Exam History 2022
Year 7 - 9 - Flu letter for Parents
 
October 2022
Letter to parents Year 11 Mocks
Blood Brothers Theatre Trip Reminder Letter Oct 22
HAF Newsletter Summer 2022
Link letter 11326_Cheshire Warrington LEP_Invitation_Parents
LTN Letter to Residents - Westy Changes
Harvest Festival Letter - 2022
 
September 2022
Year 7 parents' evening
School Photographs September 2022
 
August 2022
September 5th Letter 1st day back
Year 11 New Period 0 Forms 2022
 
July 2022
Results Day Info 2022
Priestley Year 10 Consent Letter July 2022
School Day Timing Change 2022
Sports Day Letter 2022
June 2022
Cineworld Reward Event 20th July
LTN Letter to Schools (2) - Westy 
Year 11 leavers last week plan
BTEC Sport Practical exam Letter 2022
May 2022
Additional Practice Maths Exam 2
Year 11 Exam and Revision Timetable Summer 2022
Year 11 Leavers letter 2022
Letter for Year 8 parents - HPV vaccinations
April 2022
Additional Practice Science Letter
Inspiring Futures April 2022
18.04.2022 covid update letter
March 2022
Letter to parents summer 2022 timetable and entries
Letter for Year 9 parents
Easter School Exam Prep timetable 2022
COVID vaccinations 2022 visit 2
Letter to parents and carers 10.03.2022
COVID vaccinations 2022 - Visit 2
February 2022
Letter to parents about Year 11 exams advanced information revision sessions 
SIS2 Letter to Parents January 2022 - Secondary
January 2022
Behaviour and standards - Parent and Carer communication 
Year 7 Progress Tests February 2022
SIS 27.01.22
Letter to parents Year 10 Mocks March Mocks
Letter to parents Year 11 Mocks March 2022
MOCK II Timetable March 2022 
NTP Tuition letter to parents
Anti-social behaviour letter to parents from WBC
SIS2 Letter to Parents January 2022 - Secondary
December 2021
Period 6 Jan 2022
November 2021
Information for Candidates 
January 2022 exam individualised entries
Ofsted Letter Nov 21
BTEC Sport Y11 revision letter
School Infection Survey
NHS Flu Vaccinations letter 
NHS Covid vaccines letter
October 2021
Year 8 parents' evening
Halloween Party Letter
Harvest Festival 2021
Ofsted A guide for parents - School Inspection
Ofsted Letter to parents and carers
September 2021
Year 7 Tutor Appointments Mon 4th Oct 21
Year 7 Parents Evening Booking Guide Oct 21
School Photographs September 2021
NTP Tuition letter to parents
Maths Homework Sept 21
Tour of Britain Letter
September Letter 2021 
August 2021
September 2021 Start Letter
PE Kit July 2021
Uniform Booklet 2021
 

June 2021
Parents - Warn and Inform
Parent Letter Year 8 Isolate
May 2021
Change of School Day Parents-Carers Letter
Maths: 10M2 Letter
March 2021
March Year 11 CAG letter
February 2021
Home Testing Kits letter
Mrs Brown's letter for Year 7 Parents and Carers
Year 11 Mock exams update
Higher Horizons data collection letter
Year 11 Feb Half Term Letter 2021 from Ms Armstrong
Year 10 Feb Half Herm Letter 2021 from Ms Armstrong
A letter from Miss Hayes - 8th February 2021
Careers - National Apprenticeships
January 2021
Warrington Letter to parents/carers of  Year 8 & Year 9 for vaccinations
Year 9 Parents Evening Booking Guide Feb 21 
Year 9 Parents Evening Letter Feb 21
Year 10 Parents Evening Feb 21
Parent Guide - Year 10 Parents' Evening - Monday 1st February
Y10 WA1 Letter Jan 21
December 2020
Y9+10 LETTER
Y7+8 LETTER
Letter for Y9+Y10 parents + staff
Parent Guide - Year 11 Parents' Evening - Monday 11th January
 Year 11 Parents Evening
Letter from Warrington Youth Club
November 2020
Letter to Year 10 parent i media mock
Flyer Second testing information Sir Thomas Boteler High School
Head's Herald 1
Parent letter - Round 2
Registration of child-staff step by step guide
Advice to All Parents - Single case - Warn and Inform Letter
Letter to parents KS3 assessments
Direct + close contacts Self-Isolation Letter for Pupils-Parents-Carers
Advice to All Parents - Single case - Warn and Inform Letter
Lockdown Letter 03.11.2020
October 2020
Parent letter 2 - Coronavirus survey
ONS_Invite Letter_Parent_plus link
ONS_Invite Letter_School Staff_plus link
ONS_Parent Information Sheet_v1.14_15.10.20
PHE_11571_How to take a nose swab A4 landscape poster
PHE_11571_How to take an oral fluid swab A4 landscape poster (002)
Warrington letter for schools to distribute regarding restoration Oct 2020
Mrs Scott-Herron's letter to parents and carers of Year 7 students 
Welcome Letter from Miss Hayes - Oct 2020
PE Winter Kit Standards 
September 2020
Standards update
Year 7 Tutor Evening Change
First Day Letter
School Gateway letter
Mask information
PE Return to school Letter Sept 2020
July 2020
Year 10 Summer Letter 2020
HOY Letter Year 9
HOY LETTER YEAR 8
Click here for Miss Hayes final Year 7 letter
March 2020
Please click here to complete the online form for Keyworkers.
Coronavirus Letter 4 – School Closure and Keyworker Information – 20th March 2020
Coronavirus Letter 3 - 18th March 2020
Independent learning letter
Show My Homework Logon Instructions Using a Phone
Show My Homework Logon Instructions Windows or Apple PC
Coronavirus Letter 2 - 17th March 2020
Coronavirus Letter - 12th March 2020
February 2020
Year 11 Half Term letter
January 2020
Letter to parents - KS3 assessments
December 2019
Year 7 letter
November 2019
Standards Letter Nov 2019
October 2019
Click here for the letter regarding the Maths, English and Science support night 
September 2019
Art letter re: phones
Welcome letter Year 8 and 9
Year 7 Welcome letter
Welcome Letter Year 10 and 11 2019
September 2019 Study Hall letter
 
March 2018
Edge Hill University's letter re: engaging students for their Maths GCSE
School Funding Update March 2019
January 2018
Click here for the Options Evening letter
December 2018
Click here for the Year 7 Priestley Visit letter
November 2018
Click here for the Anti Bullying Week Letter
September 2018
Click here for the Uniform Letter - Sept 2018
June 2018
Click here for the Progress Reports letter  
April 2018
Importance of Attendance summer term 2018 with statistics and advice
February 2018
Please click here for the letter regarding Random Acts of Kindness Week
January 2018
Please click here for the letter regarding Bags2School
September 2017
Please click here for the letter sent home regarding Operation Encompass
June 2017
Please click here for the letter sent home regarding our school uniform, 28th June 2017.
April 2017
Click here for the letter to parents regarding Boteler's new PE kit
Click here for the letter to parents regarding our becoming part of The Challenge Academy Trust
March 2017
Click here for the Headteacher's response to the National Funding Formula
February 2017
Click here for the letter regarding School funding cuts
Operation Encompass information letter
 
March 2016
Home School Agreement 
January 2016
Year 9 Parents Eve Letter Jan 2016
Year 8 Parents Eve Letter Jan 2016
November 2015
Year 10 Parents Eve Letter
September 2015
New School Year Academic Letter
June 2015
School uniform 2015
NPS letter to parents
Horizontal Tutoring
Horizontal Tutoring Q&As
Vertical to Horizontal Tutoring Powerpoint
NPS warning letter for parents
Child Sexual Exploitation Policy 2015
February 2015
Preventing Tragedies campaign leaflet
Syria Poster
December 2014
Y7 Letter - Set changes
Y8 Letter - setting and targets
Attitude to Learning Criteria
November 2014
Information to parents re Y10 Geography group
Information to parents re Y9 and Y10 set changes

### School Houses

Every student and member of staff who attends Sir Thomas Boteler Church of England High School is a member of a ‘House’. The Houses are made up of all students from Year 7 through to the Year 11. 
The House system is a long-standing tradition that creates competition, promotes engagement and behaviour, encourages teamwork, provides opportunities to take on responsibilities and brings everyone in the school together. 
By being a member of the House family, students and staff are encouraged to show team spirit as all of the houses will thrive on the ethos of “taking part counts”.
From September 2021 we have new House names which represent important ‘values’. We have adopted the Latin names for these values which represent qualities we would expect our students to demonstrate during their time both in and out of school. Each house has a colour, a logo and a motto that is shown below:

Each House is led by students from Year 11 who are the Head of House, they are part of the Student Leadership Body. Each form has a House Captain, who supports the Head of House. There is also a staff House Leader who supports the Head of House.
House competitions take place frequenty, including ‘pop up challenges’ every Friday which provides opportunities for students to engage in a range of challenges and win points for their House. The House programme is designed in such a way as to be inclusive and promote opportunities for all the students, recognising all strengths.
All competitions give the students the opportunity to win house points. House points are added together and the house with the most points at the end of the year wins the overall house competition. Students will form an allegiance to their house and a sense of fun and friendly competition will pervade all the house events.  

### Duke of Edinburgh Award

The Duke of Edinburgh award has been established in our school for some years.
The Bronze award is offered to Year 9s.  It entails learning a new skill, taking part in a physical activity and volunteering.  The final module is to attend 1 practice hike, & 2 expeditions that are a practice and a qualifier.  A thoroughly fabulous opportunity to push yourself out of your comfort zones, mix with people you wouldn't always mix with, learning new skills, how to operate as a team, to be a leader and so much more... more importantly it is fun to be away for a weekend without your adult.  When you have completed this, you then have the opportunity to do it all again for longer in Year 10.
Look on www.Dofe.org.uk for more inspiration.
In our school The Duke of Edinburgh Manager is Mrs L Williams, our assessor is Miss J Stringer, our 1st aid trainer is Mr A Watkins and our map skills co-originator is Mr M Heath. Please contact Mrs L Willams for more information - lwilliams@boteler.org.uk

 

 
Representing the school at Buckingham Palace for our involvement with Duke of Edinburgh Award. 
On the 16th of May 2016, Sir Thomas Boteler Church of England High School’s Headteacher Mrs Beverley Scott-Herron and former Head of Geography Matthew Jagger travelled down to Buckingham Palace to celebrate their school’s involvement with the Duke of Edinburgh award, and the Duke of Edinburgh Awards’ 60th year anniversary.
It was an excellent day in which Mrs Scott-Herron and Mr Jagger were invited into the private gardens of Buckingham Palace and were lucky enough to meet a range of celebrities, including HRH Prince Edward, Natalie Coyle and Philip Schofield. This was the first time this event has taken place at the palace in 10 years.
They were presented with a plaque (that is now proudly hung in the Boteler entrance hall) and watched a number of young achievers receive their gold awards.
Mrs Scott-Herron says: “It was a real privilege to be invited to Buckingham Palace to represent the School. The Duke of Edinburgh Award scheme offers so many opportunities to young people and I am so pleased that we can offer the award as a school. It was inspirational to meet some of the Gold Award students from across the country and to know that this will be an outcome for some of our students in the future”.

### Boteler's GCSE Results day live on Wire FM



### Record Breaking GCSE Results 2016

Record Breaking Results at Sir Thomas Boteler Church of England High School 
At Sir Thomas Boteler Church of England High School we are celebrating a phenomenal set of GCSE examination results. We have increased our 5 A*-C including English and Maths results by 22% in just one year. This achievement is through commitment, hard work and dedication from all our students and staff. We are very proud of all our Year 11 students.
Under new leadership we have increased our results by 100% in 2 years. 59% of our students have achieved A*-C in both English and Maths, with 71% A*-C in English and 68% in Maths. The overall headline figure currently stands at 54% 5 A*-C including English and Maths. Alongside English and Maths we have had major successes in RE at 82% A*-C, History 69% A*-C and Drama and Music at 67% A*-C.
We always pride ourselves on providing students with a broad and inclusive curriculum to ensure it gives them the best options for future pathways and careers.  It was great to hear of the successes of some our past students last week who are now moving onto University or Apprencticeships.
Some of our notable individual success stories are Emily Dimeloe who achieved 3 A* and 9 As, Emma Fellows 5 A*, 4 As and 1 B, Abigail Jarvis 2 A*, 6 As and 2 Bs, Chloe Menzies 3 A*, 4 As, 2 Bs and 1 C,  Liam Bragg 1 A*,6 As,3 Bs and 1 C, Daniel Owen 1 A*, 6 As and 3 Bs, Abigail Titchard 1 A*, 6 As, 4 Bs and 1 C.  Some of our student leaders achieved highly with our Head Girl, Sophia Smith achieving 1 A*, 5 As, 1 B and 1 C whilst our Deputy Head Girl and Head Boy were the school's highest performers; Charlotte Davies achieving 5 A*, 5As and 1 B and Scott Johnston achieving 5A*, 5 As and 1 B too.  I could not be more proud of our Class of 2016, as they have exceeded all expectations.  We wish them every success in the future and look forward to celebrating with them at their presentation evening on 17th November at 7pm.
We have had to work so hard to improve expectations, aspirations and standards from where we were in September 2014; our driver being improving the life chances of all our students. I was always firm in my belief not to apply the 'sticking plaster' approach to improvements. Sustainable improvement takes time and this is now evident in our results. The immeasurable progress that has been observed by so many external visitors to our school has now been validated by our class of 2016.
This year has not been without its challenges, with all the changes in education, cuts in funding and not to mention a fire too. However, in the face of adversity we always find solutions to these problems and overcome any barriers in our way because we are a team. Everyone in our organisation counts and the students are and will always be our priority. They have all embraced the vision and live it through their daily practice.  'High Expectations, High Aspirations and High Standards' are the key to our success and really do matter.  The Class of 2016 and the staff have put this mantra into practice and succeeded.  We are confident that both them and us as a School will continue to go from strength to strength.
Well done!
Beverley Scott-Herron
Headteacher

### Canteen Menus



### Boteler Out Loud 2016

This year, there’s a twist - the whole school is open as part of the festival!

Stalls, activities, performances, food, and the chance to win some fabulous prizes!

Entry for performers and families is by wrist band. If your child is performing or just interested in coming to see the school, please speak to his/her school and they will issue you with as many wrist bands as you need. All the wrist bands are free. Wrist bands must be worn at all times. Entry and exit is by Boteler’s main doors only.

For more details, please contact us! 01925 636414 or email: info@boteler.org.uk.

### Strike Action - Tuesday 5th July

Dear Parent/Carer
NUT STRIKE ACTION TUESDAY 5 JULY 2016
The school has received notification from the NUT of industrial action to be undertaken on Tuesday 5 July 2016.  This action is a continuing campaign in response to the proposed changes to pay, pensions, jobs and workload.
Some staff within the school are members of the NUT and thus the school could be affected by industrial action.
We have undertaken a risk assessment of the school and it is NOT proposed to close the school for pupils on the proposed day of action as adequate arrangements can be made to ensure pupil’s safety and continuity of education.
Please ensure that your child attends punctually, as per the normal school day.
Yours sincerely
Mrs B Scott–Herron
Headteacher
 

### SCHOOL CLOSED - MONDAY 13TH JUNE 2016

13th June 2016  
Dear Parents/Carers 
You will have received a text message informing you that I have had to shut the school today. This is not a decision that is taken lightly. 
There was a fire in the early hours of the morning which was not malicious. The safety and well-being of my students is my primary concern and for this reason the decision to close the school was taken. The school will be open as normal tomorrow, if this situation changes we will be in touch.
The GCSE examinations will take place today and students should be in as normal for these. Unfortunately, I have had to cancel the immunisations.
Many thanks for the emails and texts of support, it is very much appreciated. I am so sorry for any inconvenience that this has caused.
Yours sincerely

Mrs B Scott-Herron

Headteacher 

Click here to download the School Letter (PDF)

### warrington guardian school awards

"The Warrington Guardian is launching its first Schools Awards in a bid to recognise the exceptional efforts made in our education establishments across the town.
Parents, teachers, governors, support staff and head teachers from Warrington schools and colleges are invited to nominate those worthy of special recognition."
For full details, please visit the Guardian website by clicking here. 
You can also enter via the Guardian website by clicking here.
Hayley Smith, editor of the Warrington Guardian, said: “We know from the success of our Inspiration Awards and our popular teacher of the month that there is a lot to celebrate in our town.
“So much so that we are launching our first Schools Awards to recognise the great work that goes on in our classrooms, behind the scenes, with the help of parent teacher associations and the wider community.
“We want readers to nominate those whose hard work, achievements, passion, time and dedication has been invaluable to the education and training of our children.”
THE CATEGORIES ARE:
1 LIFETIME ACHIEVEMENT AWARD This prestigious award will go to someone who, in the view of the judges, has had a significant and positive impact on education in Warrington over a period of years.
2 SCHOOL OF THE YEAR We want to reward an exceptional school/college which stands out from the rest.
"Not only do we want to see academic achievement, we also want the entries to demonstrate innovation, imagination and efforts to develop children in ways that go beyond the league tables."
3 HEAD TEACHER OF THE YEAR This award will go to an inspirational teacher who has shown exceptional leadership skills and commitment to their school or college.
4 TEACHER OF THE YEAR The category recognises a teacher who inspires and engages students to fulfil their potential and makes an exceptional contribution to the life of their school or college.
5 PRIMARY SCHOOL PUPIL
6 SECONDARY SCHOOL PUPIL
7 FURTHER EDUCATION STUDENT OF THE YEAR These awards will recognise students who can demonstrate a commitment to their own personal and professional development through learning. They should show that education has made a real difference to their life by improving their skills or qualifications, or they may have overcome particular obstacles to succeed.
8 SUPPORT STAFF OF THE YEAR An award for a member of support staff, or a team of support staff, who always give exceptional service. This could be anyone linked to the school in a supporting role, such as a teaching or midday assistant, caretaker or school crossing patrol assistant.
9 INNOVATION AWARD This award will go to an organisation which can demonstrate a commitment to providing opportunities to its students.
10 APPRENTICE OF THE YEAR We are looking for an apprentice who has completed an apprenticeship within the past academic year (2014/15) or is currently working towards an apprenticeship.
11 CLASS OF THE YEAR Are you a teacher with a class to be proud of?
12 EARLY YEARS AWARD This award will go to an innovative and successful childminding provider, nursery, school or organisation which stands out from the rest for their early years support or provision.
 

### The Transition Times



### School Easter Arrangements

School closes for the Easter weekend at 2:50pm on Thursday 24th March 2016.
Students in Years 7-10 inclusive will be attending Easter services during Period 5 and will be dismissed directly from church.
School will re-open on Tuesday 29th March.
School will close for the end of the Spring Term at 2:50pm on Friday 1st April 2016.
School will re-open for the beginning of the Summer Term on Monday 18th April 2016.
All of the students, staff and governors at Sir Thomas Boteler Church of England High School would like to wish everybody a Happy and Holy Easter.

### Easter School Timetable 2016

All sessions to start at 10am unless indicated otherwise
Morning session 10am-12pm
Lunch 12pm-12:30pm
Afternoon session 12:30pm-2:30pm
Students to bring a packed lunch and to stay in school over lunch time
Please click the image below to view the full timetable.

### Boteler improves rapidly

On the 20th and 21st January 2016, Her Majesty's Inspectors Mr Chares Lowry and Mrs Janet Peckett visited our school. This visit was the fourth monitoring inspection.
Mr Lowry says: "Having considered all the evidence I am of the opinion that at this time:
Leaders and managers are taking effective action towards the removal of special measures".
Please click here to see the full report.

### 10 day behaviour focus

10 day Behaviour Focus
From the 1st February to 12th February 2016 we will be having a further push on improving behaviour and attitudes to learning across the school. The journey continues in our mission to achieve the highest possible standards, ultimately improving progress and attainment.
During the 10 day focus, if any student has caused disruption to the learning to the extent where they have been removed from the classroom in accordance with the Behaviour For Learning steps then they will be required to complete a one hour detention on the same evening. A text message will be sent to inform parents/carers of this.
Within the Behaviour Policy there is the following section on detentions:
Detentions
A key element of sanctions will be detentions. These may be given when there is a breach of school discipline. The member of staff must act reasonably and the punishment must be proportionate when imposing a detention, as with any disciplinary penalty. When imposing detentions, we follow the guidance from the DFE (Behaviour and discipline in schools – Advice for headteachers and school staff – February 2014).
Detentions will be imposed when other behaviour management tools have been unsuccessful. Teachers will use detention time to conduct restorative conversations.
Parents and carers should note that:


	Teachers have a legal power to detain students
	Detentions can be held at break and lunchtime without notifying the parent/ carer
	With break and lunchtime detentions, staff should allow reasonable time for the student to eat, drink and use the toilet
	Detentions should be supervised. Students should not be made to stand outside classrooms or the staffroom
	Parental consent is not required for detentions. Where possible, detentions will be carried out on the same day; however, parents will be contacted by telephone to confirm this arrangement
	When deciding the timing, the teacher should consider whether suitable travel arrangements can be made by the parent/carer for the student. It does not matter if making these arrangements would create inconvenience for the parent. However, a detention should not be sanctioned should the student’s safety be compromised
	All members of staff, including support staff can impose detentions
	After school detentions should be avoided if the student is a young carer or there are other serious mitigating circumstances. In such situations the detention would be deemed unreasonable.

### Sharon Brammeier

Sharon Brammeier was appointed to the Governing Body in October 2015. Although a new governor at Sir Thomas Boteler she has extensive governance experience having served on the governing body of Carr Mill Primary School in St Helens for twelve years, nine of them in the capacity of Chair of Governors.

Sharon currently works for Wigan Council where she manages the Governor Services team.

Sharon is a member of St Peter’s Church in Newton le Willows where she is the Sunday School Co-ordinator and the Children’s safeguarding officer.

### GCSE exam timetable 2016

Click the table below to enlarge.

### gcse exam timetable 2016



### LUNCH BREAK TIME CHANGES

LUNCH BREAK TIME CHANGES - 18th - 29th January
Due to the Mock 2 exams beginning on Monday 18th January for 2 weeks, our lunch time  will have to change to accommodate the length of the papers and to allow breaks for the students.
Therefore for 2 weeks only, lunch for everyone will be at 12.20pm -12.50pm. This means that P4 and P5 will be after lunch. This also allows for a 1.00pm start time for the afternoon examinations.

### Community Christmas Party 2015

On Tuesday 8th December Sir Thomas Boteler Church of England High School hosted the annual Community Christmas party. Over 90 residents from the local area attended and Deputy Mayor Cllr Faisal Rashid and Mrs Rashid, Mrs Barbara Dutton, School Advisor, Mr Brian Padgett, Diocesan Advisor and Mr John Taylor, Boteler Trustee were special guests. Four teachers from Červený Kostelec Primary School in the Czech Republic, who were in school as part of a Warrington wide exchange visit, joined in the festivities and even had a go at bingo with the Deputy Mayor who even won a prize!
Food and drinks were prepared and served by Boteler’s Year 10 Food Technology students with the assistance of some staff. Boteler’s choir, The Crunchie Harmonies entertained all by singing festive song. Year 9 students took the opportunity to share what they had learned through the ambassador project on ‘growth mindset’ by demonstrating ‘cup stacking’ and leading an amazing sing-a-long of festive songs with everyone joining in. The highlight of the day was bingo with the numbers being called by PCSO Tony Spruce. He was very funny although the general opinion was that he shouldn’t give up his day job! As the event drew to a close, Father Christmas arrived to present a home-made gift of Christmas biscuits to all of the guests.
Mrs Isherwood celebrated her Honorary Freewoman Award with Deputy Mayor Cllr Faisal Rashid at our Community Christmas Party. Mrs Isherwood had received the award the night before from the Warrington Mayor Cllr Geoff Settle.
Our guests could not praise the staff and students enough and one guest, Mrs Parker, said ‘it was amazing, the food and entertainment was great and nothing was too much trouble. The students were very polite’. Several even said it was the best party yet and wanted to put their names down for next year!

### Christmas 2015

THURSDAY 17TH DECEMBER 

All students (Year 7-10) will attend an off-site Advent Service during Period 5. 

The churches for each service are outlined below:

YEAR 7 - LATCHFORD BAPTIST CHURCH (Loushers Lane)

YEAR 8 - LATCHFORD METHODIST CHURCH (Thelwall New Road)

YEAR 9 - BLESSED JOHN HENRY NEWMAN RC CHURCH (Knutsford Road)

YEAR 10 - CHRIST CHURCH LATCHFORD (Wash Lane)

All students will be dismissed from the relevant church. 
FRIDAY 18TH DECEMBER

Students will be dismissed at 12:20pm following Period 3.

The school building will be closed at 1.30pm. 

All of the students and staff at Sir Thomas Boteler Church of England High School wish you all a very happy Christmas.

### The school council

The School Council – fun, exciting, meaningful
The school Council System consists of 4 areas:
Whole school council – Led by Head Boy and Head Girl. The council is made up of a student member from Year 7, 8, 9, 10, 11 council and is supported by Mrs A Mawby (Assistant head).
Year council – Each form selects a form representative who sits on the year council. Supported by a member of staff.
Ethos Group – Application through RE lessons. Supported by Mrs K Coleclough / Mrs S Rostron.
Archbishop of York Young Leaders Award – Year 7 and 8 students are part of this and are supported by Mrs K Coleclough /Mrs S Rostron.
Are you interested in having a say in school life? Are you passionate about the distinctive nature and special quality of our school? Is the wider life of the school appealing to you? Do you want to make a positive contribution to wider school life and the local community? If so than Youth Leadership is for you!
Consider joining the school council and have your say, there are plenty of opportunities for you to get involved in and they will all give you valuable skills for later in life.
Whole School Council- The School Council is a group of students who are elected to represent the views of all pupils and to improve our school. An effective School Council will contribute to the social, political and citizenship education of our students. It will gather student opinion on matters that concern them and the school (student voice) as well as acting as a main body of communication between the students and the leadership team of the school.
Year Council – Develop awareness of national events through advertising and fundraising. Support the year council charity; deliver assemblies on national events and the charity.
Ethos Group – Participate in the spiritual side of school life, contribute to the services and special events around the Christian calendar. Have an active role in the Acts of Random Kindness program (ARK).
Archbishop of York Young Leaders Award (AoY) – Initially part of the KS3 Religious Studies program this exciting opportunity will see young people involved actively in the school and local community. Examples include the Christmas party for the elderly, visiting St Rocco’s hospice and lots of charity work. We will need older pupils to mentor the new year 7s as they attempt their projects in the summer term.
TCAT Parliament - Consists of 4 students from each TCAT establishment. They meet once every half term to develop projects. Meetings are held at Sir Thomas Boteler Church of England High School.
 
 
 

### Stb



### Controlled Assessments and Coursework

Information for candidates - social media
Information for candidates - controlled assessments
Information for candidates - coursework
Information for candidates - non-examination assessments
Information for candidates - on screen tests
Information for candidates - privacy notice

### Our School Vision

As ‘The Boteler Family’, we cast all our care on God because He cares for us (1Peter 5:7). Inspired by the God of Hope, guided by the Compassion of Christ and empowered by the Endurance of the Holy Spirit, we aim to provide all our community with an outstanding educational provision in a supportive and inclusive Christian environment.

At Sir Thomas Boteler Church of England High School, we aim to provide all our students with outstanding educational provision, in a supportive and inclusive environment which is underpinned by Christian Values. Students are at the heart of everything we do and no child will ever be left behind. All our students will receive an inspiring and balanced learning experience which is delivered by dedicated and committed staff, who go above and beyond to secure the best outcomes for each student.
The commitment from the teaching staff comes from the 5 K’s

 	Knowing the context
 	Knowing their class
 	Knowing the individuals in their class
 	Knowing the school and wider community
 	Knowing that they will have an impact on the lives of every individual in their care.

Hope, Compassion and Endurance are the values which the whole community live for and are the firm foundations on which our Boteler Family stands. Our whole school community is relentless in the pursuit for excellence and are committed to raising standards so that every student reaches their full potential.

“High Expectations, High Aspirations and High Standards - You will succeed”, is a non-negotiable for every member of staff and student in our school community.

We are determined to diminish the difference in school variation, so that all students make the progress they are capable of regardless of their starting point. Every young person in our care is equally important and deserves the best education possible.

At Sir Thomas Boteler Church of England High School, we have a strong moral purpose to develop the whole child both academically and pastorally because ‘Through God We Care’. We equip them with the skills, knowledge and understanding for lifelong learning in an ever-changing society. We will inspire, support and challenge the students, making sure they seek to attain the highest grades, make as much progress as possible and fulfil their potential.

All our students have a right to learn and our teachers have a right to teach. We are tolerant of one another and build strong relationships. We learn from each other and from our mistakes. We find only solutions to problems and not barriers. We overcome adversity as a team and focus on the ways forward. As a staff we are resilient and ensure that no matter what, the students come first.

Each member of staff is a role model for our students and models the ‘High Expectations, High Aspirations and High Standards’ throughout all they do. They are clear on their roles and responsibilities and the impact needed. They all instil the belief in the students that they will succeed.

Everyone in our school community has the passion and drive to ensure all our learners succeed and that they are happy and safe. At Sir Thomas Boteler Church of England High School, we will support all our students to the best of our abilities to help them succeed in becoming lifelong learners, equipped with the knowledge and skills to achieve their goals.

 
 
 

### New uniform info to home

School Uniform from September 2015

With effect from the start of the new school year, September 2015, there will be some uniform changes.
School Tie
I have decided to introduce a new school tie; it is a navy blue tie with the crest just below the knot; it will be a clip on tie and not one that needs to be tied by the student. I am sure that this will improve the standard of uniform as top buttons will need to be closed for the tie to be clipped on. In addition, the simplified design has resulted in a lower purchase cost. All shirts however must have a top button. Open neck shirts are not permitted.
Currently, ties can only be purchased from school and this will continue to be the case. It has been agreed that the first tie purchased by any student will cost £3; this applies to our new intake right through to our current Year 10 (who will be Year 11). If another tie is required either for a spare or because the first tie is lost then the cost will be £5.
It is anticipated that a sample will be available to view at the Year 6 evening, 30 June 2015 but the new tie will not be available to purchase from school until August 2015; I will keep you informed of our progress.
School Skirt
The second and final item of uniform to be changed is the school skirt, as I have previously communicated in the Boteler Bulletin. The rationale behind this is at Sir Thomas Boteler Church of England High School we have the highest expectations for our students and this includes uniform and appearance. The school skirts on the high street vary in style and length and it is difficult to purchase one that is knee length. I feel that it will be much easier to standardise our uniform with the introduction of our own school skirt and therefore there are no discrepancies over style or length.
I joined a team of students who carried out some market research within the school community and the decision has been made to change from a black school skirt to the Oakleigh tartan pleated skirt; this will be supplied by Price & Buckland. It is made of polyester viscose and has an adjustable waist with a zip at the back; it is available in one length only of 55cm (22”).
The school skirt length must not be altered or tampered with in any way.
The introduction of one skirt length will make this easy for us to check. I have had overwhelming support from parents/carers regarding the change to the school skirt and your support is very much appreciated.
The skirt will be available to buy online from Price & Buckland and a link will be put on our website when the skirts are available. In addition Price & Buckland are hosting “pop up shops” where the Oakleigh school skirt can be tried on and purchased. The dates have yet to be finalised and again I will keep you informed as arrangements progress.
Initially, school will hold limited stocks for anyone who is not able to order online and cannot visit school on the “pop up shop” days.
The price of the skirt depends on the waist size purchased and the method of purchase.
Purchase online from Price & Buckland and have the goods delivered
Waist 55cm (22”) to 65cm (26”) £17.00 plus £5 p&p
Waist 70cm (28”) to 110cm (44”) £17.00 plus 20% vat plus £5 p&p
Purchase online from Price & Buckland and have the goods delivered to school, purchase at the “pop up shop” or purchase stock from school
Waist 55cm (22”) to 65cm (26”) £14.95
Waist 70cm (28”) to 110cm (44”) £14.95 plus 20% vat
If you order online from Price & Buckland and indicate that you will wait for the next delivery to school your order will be despatched, clearly labelled with the student name and can be collected from the Main Office. Over the summer break school is open Monday-Thursday 8.30am to 4.30pm and Friday 8.30am to 4.00pm.
This option will only be available over the summer break; it will not continue into September.
I can appreciate that there is a cost attached to a new school skirt but it is good quality and looks very smart. I have also made sure that the cost of the new tie is reduced to £3 for a first time purchase as I appreciate that uniforms are expensive.
I am sure you can see the raising of Expectations, Aspirations and Standards since September and our new elements of uniform are embedding our vision further not only in school but within the wider community. Our students are smart, dedicated and ready to learn.

### Governor meeting Minutes

executive-committee-minutes_6_sept_2016
Executive COMMITTEE Minutes_30_June_2016
Executive COMMITTEE Minutes_16-June_2016
Executive COMMITTEE Minutes_13_May_2016 
Executive COMMITTEE Minutes_29_April_2016
Executive COMMITTEE Minutes_31_March_2016
Executive COMMITTEE Minutes_18_March_2016
Governing Body COMMITTEE Minutes_ FGB_9_Mar_2016
Executive COMMITTEE Minutes_4-March_2106
Executive COMMITTEE Minutes_12_Feb_2016
Executive COMMITTEE Minutes_29_Jan_2016
Governing Body COMMITTEE Minutes_ FGB_9_Dec_2015
Executive COMMITTEE Minutes_20_November_2015
Governing Body COMMITTEE Minutes_ FGB_ 1_July_2015
Executive COMMITTEE Minutes_6_Nov_2015
Executive COMMITTEE Minutes_16_October_2015
Executive COMMITTEE Minutes_2_Oct_2015
Executive COMMITTEE Minutes_18_Sept_2015
Executive COMMITTEE Minutes_4_Sept_2015
Executive COMMITTEE Minutes_17_July_2015
Executive COMMITTEE Minutes_10_July_2015
Executive COMMITTEE Minutes_2_July_2015
Executive committee Minutes_22_June_2015
Executive committee Minutes_26_June_2015

### Students walk for St Rocco's Hospice

During our annual Sports Day on the 2nd July 2015, Boteler students and staff will be completing a one mile walk around the school sports track to raise funds for St Rocco’s Hospice. We will be begin the walk in the afternoon before our closing ceremony.
St Rocco’s Hospice provides high-quality care and promotes physical, social, psychological and spiritual wellbeing for patients with life-limiting illness, and, in doing so, places patients, carers and families at the heart of everything they do.
Please support us by donating either at the school Main Reception or by following this link: www.justgiving.com/boteler. Anything you give will be gratefully received. Thank you.
News for how much we raise will be publicised soon after the event!
For more information about St Rocco's Hospice and what they do, please visit their website: www.stroccos.org.uk

### Jane Lloyd

Jane Lloyd
Jane Lloyd is a local primary school teacher. She has been a member of the Governing Body since October 2014 and sits on the Standards Committee. Although initially her degree covered social studies – history, geography and RE, her area of special interest is Special Educational Needs and she is link governor for Inclusion.  Jane has two children - one attending Boteler and the other attending a local primary school.
Back to Governors

### school uniform

Below is our booklet containing important information regarding our school and PE uniforms. 


Our new PE kit can be ordered here: www.surridgesport.com/sir-thomas-boteler-school
Click here to order Oakleigh skirts.
Dress code and uniform
Buying a school uniform is a major expense and for this reason the uniform has been carefully chosen so that, whilst it is distinctive from those of neighbouring schools, it is also easily obtainable.
Our uniform creates our school identity and establishes a sense of pride amongst the students. It is expected that all students will come to school every day in full, neat, clean uniform, giving the message that our students take pride in belonging to our school. This will continue to be the case until the student leaves the school and will also apply to the public examination period for all students.
Uniform sends a strong message about standards and self-worth. Admission to our school implies acceptance of the uniform code and students who are not correctly dressed may be sent home to change by a senior member of staff.
Repeated disregard for school rules could result in a fixed-term exclusion. Uniform does not discriminate and ensures all learners have equal opportunities and shared expectations, regardless  of   background.
 
 
 

### Spring Spectacular 2015

Spring Spectacular April 23rd 2015 at the Parr Hall was the first event in our busy transition programme for this year.
It was another triumphant evening showcasing the wide range of musical talent across Warrington Primary Schools and Sir Thomas Boteler Church of England High School at the Parr Hal.
Sir Thomas Boteler Church of England High School hosted the evening which included performances from Sir Thomas B oteler, St Elphin’s Church of England Primary School, Oakwood Avenue Community Primary School, Brook Acre Primary School, Alderman Bolter Community Primary School, St Margaret’s Church of England Primary School and Thelwall Community Junior School. The hall was full of parents and relations supporting their children and their schools as well as school governors. Mrs B Scott Herron thoroughly enjoyed the evening and took great delight in meeting Sir Thomas Boteler Church of England High School’s future year 7 pupils. The musical talent was spectacular and we at Sir Thomas Boteler   can not wait to have these talented youngsters join our school.
Sir Thomas Boteler Church of England High School are busy visiting every feeder primary school this term to congratulate them on their performances as well as introduce them to some Year 9 students and staff, this will then be followed by the students attending taster sessions in various subjects, two transition days on the 29th and 30th July, a year 6 disco as well as a two week summer school.
We are very proud of our performers, their efforts and the time that they and their staff put in to rehearsing and performing and have enjoyed working with so many primary schools. A special thanks to Sir Thomas Boteler Church of England High School music department who bring the whole performances together.

### Transition

Welcome to our transition section of our website. Please take a look around and contact transitionteam@boteler.org.uk with any questions.Click here for the SLT PowerPoint (as a PDF) from our Transition Information Evening on 30th June 2025.Click here for the Form Tutor PowerPoint (as a PDF) from our Transition Information Evening on 30th June 2025.Year 6 into Year 7Our transition programme is key to who we are as it aims to provide all parties with the necessary experiences to ensure a successful and progressive transition to Sir Thomas Boteler Church Of England High School. We deliver a vast and in depth programme to Year 5 and Year 6 students incorporating, subject taster sessions, open evenings, information evenings, school shows, music events, taster days and services.Our school video features interviews with past and current parents, and Year 7 students speaking about their transition period. When Students in Year 6 select our school they then embark on a summer of information evenings, parent/carer/teacher meetings, subject taster sessions, transition days, a SEND transition day, and a week of Summer Camp. This gives both students and parent/carers many opportunities to have a full awareness of the schools ethos and values before their journey as a Year 7 student and parent/carer.The Year 7 team will meet with every Year 6 teacher to discuss each Year 7 student’s academic progress and pastoral support throughout primary school.  For our students to continue to make progress this is essential as we will then put additional support in where necessary. Our SEND team will also make additional visits where needed and deliver sessions at the primary schools.Transition: Year 11 into Year 12    Selecting your college or 6th form can be a daunting time and it is vital that you are provided with all the information on your options. Are you thinking about college, an apprenticeship or the world of work, which ever one you choose we are here to support you. We work closely with Careers Connect and Kim Dickson is our independent advisor. You will have at least one interview with her to discuss your options during your time here. During your time here you will develop your knowledge on post 16 options and start to understand what subjects you like and the ones you would like to do as you get older. Assemblies and events from colleges take place during Years 10 and 11 as well as Careers Fayres and Career events throughout all your years at STB. Click here to read more. Mrs A MawbyAssistant Headteacher - Personal Development 

### Student Voice - year 5

Information will be added shortly.

Please contact Mrs A Mawby (amawby@boteler.org.uk) or Miss K Hayes (khayes@boteler.org.uk)  for further information.

### Student voice - year 6

Information will be added shortly.

Please contact Mrs A Mawby (amawby@boteler.org.uk) or Miss K Hayes (khayes@boteler.org.uk)  for further information.

### Student Voice - Courageous Advocacy

Student Voice represents the opinions and views of our school students.  Through student Voice we are a more democratic place. It allows us to represent student views on issues around our education and our school.  As a body of students, we are committed to the idea that students’ views should be considered in all decision-making: in our school, in our community, and on a national level. ‘What does the Lord require of you? To act justly and to love mercy and to walk humbly with your God’ (Micah 6:8) We are working hard to support students so their voices become actions, how can students be agents for change? A voice for the voiceless? Courageous Advocacy equips students with the skills, tools, confidence, and opportunity to speak up and take action on issues that are important to them; not only raising awareness of the issues but acting upon them in a way that will shape their future and the world around them. Who or what do you stand for?  At Sir Thomas Boteler Church of England High School we call this process, ‘You said, We did’.  Student Voice has five aims that we will achieve: Represent the diversity of Sir Thomas Boteler Church of England High School students as stakeholders in our school. Provide a space for our students to come together to share and discuss ideas about their education at Sir Thomas Boteler Church of England High School. Represent our students’ interests in the policy making that affects their education. Provide our students with the skills to impact their educational communities. Be run by our students and be accountable to our students.  Through Student Voice we develop character by: Building confident, healthy and resilient young people Developing responsible and active citizens Offering a range of wider curricular opportunities Having Student Councils  The Ambassador programme The House system D of E Quality Post 16 programme Providing an inclusive environment  The promotion of SMSC Our Ethos and AimsAs a result, our students can be agents for change. Here are some examples of how our students have become courageous advocates: LGBTQ+ Council: 'You said' : the students would like to raise awareness of the correct use and preference of pronouns.'We did': LGBTQ+ Council have designed and produced pronoun badges that students are able to wear with their preferred pronoun to highlight the importance of gender identity and alliance.		
																														
		Eco Council:'You said' : the use of plastic bottles is creating litter around school'We did': Eco Council have designed and produced a reusable STB water bottle which has raised awareness of the impact of single use plastic and reduced the amount of litter around school.		
																														
		To ensure that students are advocates for social justice and shaping their future and the world in which we live they can become active in the following groups:  Student Leadership BodySchool CouncilLGBTQ+ CouncilWell being CouncilHouse CaptainsEco CouncilEthos councilCollective Worship GroupAmbassador programmeTCAT Student Parliament The Student Leadership Body consists of:Senior Head StudentsHead StudentsHead of Collective WorshipHead of EthosHead of House x 6Head of International StudentsHead of Mental HealthHead of MusicHead PrefectHead of SportHead of WellbeingThe above positions are for Year 11 students.Senior Head StudentsLead all students in a positive manner and are role models for the school, they participate at school events including open evenings, primary days, and music festivals. They speak to parents/carers and external agencies on students behalf. They lead the School Leadership Body and meet with the Headteacher once every half term.Head StudentsSupporting all students and the work of the Senior Head students.  All Head students and Senior head students are members of one of the school councils. They report back to the Headteacher with the councils ideas.Lead  AmbassadorManaging the Ambassador system and working closely with the students to develop other students character.Head of HouseWill lead their house throughout the year, they will organize teams for events, lead the pop up challenges and lead  house assemblies, work in partnership with teachers and work towards winning the trophies throughout the year and the overall house trophy at the end of the year.We have the following councils:School CouncilEthos CouncilEco CouncilLGBT+ CouncilWell Being CouncilTCAT ParlaimentAll councils meet once a fortnight, they all have a representative from each form on them. Students apply in writing to be on the councils. Minutes are taken and then passed to the Headteacher who discusses them with her SLT and Student Leadership Body team. Student Leaders and AmbassadorsAmbassadors are present and active in all Year groups and are trained in leadership skills. They volunteer at school events, work with the primaries and take an active part in the transition programme. We have developed links with Warrington School Sport Partnership and Live Wire and have ran the Level 3 school games at Sir Thomas Boteler Church of England High School and supported the Road to the Gold Coast Primary Event.‘The Sir Thomas Boteler Church of England High School young leaders have been tremendous today and we really couldn’t have held the day without them. They have got on with things and really led by example. The whole school should be very proud of them and we will not hesitate to invite future groups of Boteler leaders back’. Live Wire StaffHealth ChampionsA group of students who have been trained with the skills in supporting others.Student panelsStudents are involved in interviewing new staff where they run their own interview panel. A Year 10 student commented: “It is a fantastic opportunity to get to know the candidates and pass our opinions to the Head before final selection, we felt part of the process and very valued”Students are randomly selected to talk to Ofsted regarding their teaching and learning at Sir Thomas Boteler Church of England High School. A Year 8 student commented: “It’s a great chance to show off our school and talk about it. It’s fantastic to speak to parents and carers.Ethos GroupParticipates in the spiritual side of school life, contribute to the services and special events around the Christian calendar. Have an active role in the Acts of Random Kindness program (ARK).As part of the RE curriculum, students learn the teachings and lived example of Jesus. During their time at Sir Thomas Boteler Church of England High School they will be encouraged to stand up and be counted, recognising injustice in the world and speaking out to make a change. All students will have the opportunity to put faith into practice through practical projects that aim to improve the lives of others.In Year 11 students apply to be a member of the Student Leadership Body who meet regularly and feed back to the Headteacher on current School issues.

### Exam Results

2016 EXAMINATION RESULTS SUMMARY


 	59% of students attained A* - C grades in both English and Mathematics
 	Progress 8 score -0.31
 	Attainment 8 average 44.8
 	54% of students attained 5+ A*-C grades including English and Mathematics
 	59% of students attained 5+ A*-C grades
 	71% of students attained A*-C grades in English
 	68% of students attained A*-C grades in Maths
 	100% of students gained 1 or more A* - G grades
 	12% of students gained the English Baccalaureate

Link to the DfE school performance tables website: http://www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=133672

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### Design Technology Key Stage 4

 5 Ways to support your child
Child Development: 


	Encourage your child to check coursework deadlines to ensure they complete all sections of their coursework on time.
	Ensure your child completes their homework on time (once every two weeks.)
	Please encourage your child to check their spelling, punctuation and grammar on pieces of homework/coursework before the due date.
	Encourage your child to revise thoroughly for exams.
	Check verbal feedback comments when students take their folders home to check your child’s progress.

 
Resistant materials:


	Check student planners regularly to check that students are up to date with their homework.
	Always colour any drawings or sketches in your coursework.
	Ask your teacher if there is anything else that you can add to your work to improve it.
	Always spend at least 45 minutes on each piece of homework.
	Use the internet to research your coursework and homework. Websites will be suggested.

 
Food Technology


	Ensure your child brings in their Ingredients for all practical lessons.
	Ensure your child completes their homework on time (once every two weeks.)
	Please encourage your child to check their spelling, punctuation and grammar on pieces of homework before the due date.
	Encourage your child to use pencil when drawing and pen with written work.
	Check verbal feedback comments when students take their booklets home to check your child’s progress.

 
Year 9 Curriculum Overview
Child Development: Part One ‘The Family’ Section.


	The Family
	Roles within the Family
	Planning a Family
	Reproduction
	Contraception
	Pre-conceptual Care
	Sexually Transmitted Infections (STI’s)
	Genetic Counselling
	Conception: the Start of a new life
	The Baby’s Support System
	Development of the Foetus During Pregnancy
	Multiple Pregnancies
	Pregnancy
	Antenatal Care
	Testing During pregnancy
	Screening and Diagnostic Tests
	Problems During Pregnancy
	A Healthy Diet During Pregnancy
	A Healthy Lifestyle During Pregnancy
	Planning the Birth
	The Birth
	Types of Pain Relief
	Technology and Medical Assistance During Birth
	Preparation for the Baby

Year 9 Curriculum Overview
Product Design
Students will complete a mini GCSE style project based on storage solutions.
Students will expand their working knowledge of workshop machinery including the safe operation and use of the wood lathe.
Year 9 Curriculum Overview
Food Technology


	The knowledge, understanding and confidence to cook meals at home
	An understanding of how to economise when planning a meal
	An ability to transfer skills learned to different recipes
	An ability to inspire others by transferring that knowledge
	Research on countries and their cultural differences
	Analyse equipment from around the world
	Practical projects include (British bake off, Christmas project, Easter project and outlet project based around a chosen country)

Year 10 overview
Child Development: Part Two ‘Care of the Child’ and Controlled Assessment (Research Task worth 20% of final overall grade).


	The New Born Baby
	Handling a New Born Baby
	Special Care Babies
	Post-Natal Care
	A Healthy Diet
	Breast-feeding
	Bottle feeding
	Weaning
	Feeding Older babies and young children
	Influences on food choices
	Junk food and Labelling
	Food related Problems
	Bath time
	Nappies
	Toilet Training
	Safety
	Preventing Accidents
	Safety Outdoors
	Clothing and footwear
	Childcare Provision
	Child Health
	Infectious Diseases
	Childhood Ailments
	Care of the Sick Child
	First Aid

Year 10 overview
Product Design:
 
Students will be introduced to the range of board set tasks and will choose an appropriate design task.
Students will be started on the design folio and will cover the following sections:
Design Brief
Mood board / design inspiration
Initial secondary research such as looking at the work of famous designers.
Primary research including researching and selecting an appropriate Target Market Group (TMG)
Looking at existing products
Product Disassembly and anthropometric research
TMG questionnaire and analysis
Ergonomic research
Material Research
Initial ideas
Annotated ideas
Food Technology
Practical 
Pastry project
Cook chill project
Christmas project
Easter baking
Outlet cooking (multicultural theme)
Coursework
Questionnaire
Graphs
Product analysis
Target market
Plans and organisation
Specifications
Smart foods
Special diets
Year 11 overview
Child Development: Part Three ‘Development of the Child’ and a Controlled Assessment Child Study (study of a child aged  0-5 years over a number of 4 visits worth 40% of overall grade).


	Understanding Development
	Physical Growth
	Looking at Physical Development
	Encouraging Physical Development
	Intellectual Development
	What is Cognitive Development?
	Language and Communication
	Reading, Drawing and Writing
	Social and Emotional Development
	Self-image and Self-Esteem
	Behaviour
	An Overview of Physical, Intellectual, Emotional and Social Development
	Play
	Toys and Other Playthings
	Books
	Television, Videos, DVD’s and computers
	Special Children
	Special Children and their Families
	Toys and Play for Children

Product Design
Year 11 overview
Students will complete their Design Folio and complete the manufacture of their chosen design.
From May onwards students will concentrate on revision and preparation for their written paper.
Food Technology 
Practical 
Multicultural project this is based around one country. Each student will cook between 6-10 products.
Modification exam: each pupil will modify four elements of one particular product. These modifications will include four changes.
Final practical exam: pupils will create and present a final course to be served in a restaurant.
Coursework


	Functions of ingredients
	Manufacturing specification
	Survey and evaluation
	Research plan
	Write ups for initial cooks
	8 drawing with annotation
	Development write ups 1-4
	Final design (3D drawing)
	Stages of manufacture for final cook
	Specifications and comparisons
	Final write up

 
 

### Design Technology Key Stage 3

Year 7 Curriculum Overview
Food Technology: Healthy Eating School Canteen Project


	To learn where the equipment required in practical lesson is stored.
	To understand rules that apply within a Food Technology room.
	To understand Health and Safety in the food room.
	Understand the importance of safety signs in the kitchen.
	Know how to advertise a design food outlet.
	To learn the ‘creaming in’ method of production.
	To interpret the recipe and instructions.
	To learn how to develop a design specification.
	To learn how to develop a design idea.
	To learn about levels in Design Technology
	To learn how to level and evaluate students own work.

Design Technology: Resistant Materials Paul Klee inspired Storage Box Project


	To learn where equipment required in practical lessons is stored.
	To understand rules which apply within a workshop.
	To understand Health and Safety issues in the workshop.
	To understand the importance of Safety Signs in the workshop.
	To learn the basic design process.
	To learn how to follow a design brief.
	To learn about research and how to gather relevant research.
	To learn how to develop a design specification.
	To learn how to develop a design idea.
	To learn to manufacture in wood using a variety of hand and machine tools.
	To learn how to level and evaluate my own work.

Graphic Design: Educational Pop Up book


	To build an understanding of a working publisher.
	The knowledge, understanding and confidence to design and create a working book.
	An understanding of how to economise when planning.
	An ability to transfer skills from other curriculum areas.
	An ability to inspire others by transferring that knowledge.
	Gain knowledge of working mechanisms.
	To use literacy skills to write a creative story and link this to character building.

Textiles: Pop Art Project


	To learn how to develop a design idea.
	To learn how to embroider using a range of stitches.
	To learn how to applique fabric and create a batik.
	To understand health and safety in the workshop.

Year 8 Curriculum Overview:
Food Technology: Staple Foods Project 


	Understand what Staple foods are.
	To recognise the different staple products.
	To develop and use sensory vocabulary in relation to sensory analysis.
	Develop design ideas for a staple food product.
	Develop knowledge of the different types of cookers.
	Understand what can and cannot be cooked on each session of the cooker.
	Understand how flour thickens a sauce and develop information on sauces and how the sauce can be used to flavour a dish.
	Develop understanding on how to weigh and measure out ingredients.
	Develop knowledge of the nutritional value of a variety of food stuff.

Design Technology Resistant Materials: Aquatic inspired mirror Project 


	Understand the principles of design inspiration.
	To utilise a particular theme to use as a lait motif.
	To develop a design proposal into an orthographic projection.
	To develop their workshop skills and the variety of tools and processes available.
	To learn the principles of pinned and glued joints to manufacture a carcass.
	To develop their painting and finishing skills using acrylics.

Textiles: Monster Soft Toy


	To learn about research and how to gather relevant research.
	To learn how to develop a design specification.
	To learn how to develop a design idea.
	To learn to create a soft toy in fabric using a variety of textile tools and techniques.
	To learn evaluate my own work.

Graphic Design: Advertisements and promotional material


	To build an understanding of a graphic designer
	The knowledge, understanding and confidence to design and create a variety of promotional items
	An understanding of how to economise when planning
	An ability to transfer skills
	An ability to inspire others by transferring that knowledge
	Analyse existing logos and use that knowledge to create a new idea
	Develop knowledge of layout, formatting and presentation
	Learn how to draw in one and two point perspective

### Design technology

Contacts
Acting Head of Department: Mr L Horrigan (Assistant Headteacher, Curriculum)
Key Stage 4 issues linked to Child Development: Mrs S Llewellyn
Key Stage 4 issues linked to Food Technology: Miss K Adcock
Key Stage 4 issues linked to Product Design: Mr J Lalley
Overview of subject
Design Technology: Key Stage 3
At KS3 (currently Years 7 and 8), all students access Design Technology lessons. All Year 7 and 8 students follow a Design Technology curriculum which includes Food Technology, Graphics, Resistant Materials and Textiles. Students in year 7 have 6 Textiles based lessons only.
 
Design Technology: Key Stage 4
At KS4 (currently Y9, 10 & 11), students follow an options programme. The selecting of a Design Technology subject is totally optional. The following subjects are delivered through the Design Technology department at KS4:


	Child Development
	Food Technology
	Product Design

 
Key Information and dates
KS3: 
Students complete a unit of work in one of the fields of DT before rotating so that they gain access to the full curriculum over the duration of a full academic year. The dates of the class rotations are shown below.
Year 7T/7B: 
First Rotation 2nd Sept-6th Dec
Second Rotation 9th Dec- 29th Mar
Third Rotation 31st Mar-18th July
 
Year 8T:
First Rotation 2nd Sept-6th Dec
Second Rotation 9th Dec- 29th Mar
Third Rotation 31st Mar-18th July
 
Year 8B:
First Rotation 2nd Sept-15th Nov
Second Rotation 18th Nov-31st Jan
Third Rotation 3rd Feb 2nd May
Fourth Rotation 5th May-18th July
5 Ways to support your child
Food:
Ensure your child brings in their ingredients for all practical lessons.
Ensure your child completes their homework on time (once every two weeks).
Encourage your child to check their spelling, punctuation and grammar on pieces of homework before the due date.
Encourage your child to use pencil when drawing and pen for written work.
Check verbal feedback comments when students take their booklets home to monitor your child’s progress.
 
Resistant materials:
Check planners regularly to ensure that students are up to date with their homework.
Always use colour on any drawings or sketches as part of your coursework.
Ask your teacher if there is anything else that you can add to your work to improve it.
Always spend at least 45 minutes on each piece of homework.
Use the internet to research your coursework and homework. Websites can be provided.
 
Graphics:
Check planners regularly to ensure that students are up to date with their homework.
Encourage your child to check their spelling, punctuation and grammar on pieces of homework before the due date.
Encourage your child to use pencil when drawing and pen with written work.
Check verbal feedback comments when students take their booklets home to check your child’s progress.
Ensure that you child arrives at school equipped to learn i.e. pen/pencil/ruler/rubber/calculator as a minimum
 
Textiles: 
Check planners regularly to ensure that students are up to date with their homework.
Ensure your child completes their homework on time (once every two weeks.)
Please encourage your child to check their spelling, punctuation and grammar on pieces of homework before the due date.
Encourage your child to use pencil when drawing and pen with written work.
Ensure that you child arrives at school equipped to learn i.e. pen/pencil/ruler/rubber/calculator as a minimum
Homework overview
Most of the design and technology home learning is building on the learning during lessons to prepare for the next lesson/activity. This may include finding examples or materials, complete designs or plans and to gain valuable feedback or research around their work. On-going challenges from lessons and problem solving activities will be used to try and develop solutions to the issues raised in lessons. Other home learning may include designs and reflections on practical work.
 
 
Assessment 
Year 7
A1 7TH Nov, A2 2nd Feb, A3 23RD Mar, A4 19TH June
Year 8
A1 7th Nov, A2 27th Feb, A3 27th Apr, A4 19TH Jun
Year 9
A1 17TH Nov, A2 13th Jan, A3 27th Apr, A4 27th Jun
Year 10
A1 6th Oct, A2 27TH Feb, A3 13th May, A4 26TH Jun
Year 11
A1 6TH Oct, A2 6th Jan, A3 2ND Feb, A4 23rd Mar

### Art Key Stage 4

Currently our Y11 students have the equivalent of 2.5 hours a week in lessons. Our Y10 and Y9  students currently have the equivalent of 2 hours per week.
At KS4 we develop students skills  further through a variety of materials and themes techniques and processes including drawing and painting, print, textiles, relief, collage, 3D, photography, digital processes etc. We adapt schemes according to current exhibitions, new artists and ideas. We take the students to see various exhibitions and places of interest and bring in practicing artists to provide workshops to inspire the students and introduce new ideas.
We currently have a partnership with Priestley College and our students are able to access the expertise at the college through their sessions using digital media and also the Creative Workshops sessions developing Fine Art, Textiles, Graphic and 3D skills.
Art is a popular option choice at KS4 and we currently have three groups in Y11. We follow the AQA Fine Art Qualification, which consists of 60% coursework and 40% exam. The exam is made up of a preparatory period of around ten weeks and then a final piece developed over ten hours.
5 Ways to support your child
Ensure that homework is completed to a good standard; this requires time.
Gather together some art resources at home - shading pencils, colours , glue, scissors etc.
Encourage your child to practice the skills they learn in lessons. Drawing as much as possible develops skills and confidence.
Encourage your child to visit exhibitions and events. These will enable them to develop ideas and give them inspiration.
Attending art sessions after school is a great way to develop extra pieces and improve their coursework.
Curriculum
Year 9 Overview




Term 1
Term 2
Term 3


Creating three dimensional shapes-playing with paper.



Building a small paper sculpture.

Developing  drawing skills using their sculpture. Shadow, tone etc.

Colour development - looking at Futurist artists etc.
Research – artists who work with paper; Andreas Kocks, Su Blackwell, Andrew Singleton etc.
Creating three dimensional shapes - playing with paper.
Collage and colour development.
Using different materials. Developing final pieces.
Natural Forms
Developing drawing skills through observation -  accuracy, tone, texture, shading, detail etc.
Skulls, flowers, cells etc
Research into appropriate artists-Georgia O’Keefe, Cajal, Kapoor etc.
Developing ideas in different colours and materials.

Year 10 overview




Term 1
Term 2
Term 3


Natural Forms Natural Forms



Developing drawing skills through observation- accuracy, tone, texture, shading, detail etc.
Skulls, flowers, cells etc
Research into appropriate artists - Georgia O’Keefe, Cajal, Kapoor etc.
Developing ideas in different colours and materials.
 
Natural Forms

Developing research further.

Developing ideas for final piece(s)

Completing final piece(s)

Architecture - Coursework  development.

Visit to Manchester/Salford

Artist workshop with Ian Murphy.

Coursework development and completion of final Architecture piece(s)

Research pieces – John Rylands Library, Lowry, Imperial War Museum North etc.
Year 11 overview




Term 1
Term2
Term 3


Coursework  development/Architecture.



Visit to Manchester/Salford

Artist workshop with Ian Murphy.

Coursework development and completion of final Architecture piece(s)

Research pieces – John Rylands Library, Lowry, Imperial War Museum North etc.

Exam Preparation/ Coursework  development.

Exam papers issued. Information, research, experimentation, developing ideas .Completion of exam days (10 hours)

Coursework development and completion of final Architecture piece(s) Coursework  completion.

Complete re-visit, improve, develop coursework pieces. Mount for exam display. 

 
Homework overview
Homework is set on a fortnightly basis.
Homework will be completed mainly in sketchbooks.
Assessment Overview (What it will be on and when eg) data collection points WA1 etc)
 The Art Department provides assessment data in line with school policy. We will assess the students work using four assessment objectives outlined below.


	Developing ideas based on investigation and understanding. Researching and analysing artist’s work.
	Using resources, media, materials and techniques. Exploring and experimenting.
	Recording ideas and observations. Using appropriate media effectively.
	Improve and evaluate work. Consider the final presentation. Make an informed and meaningful response.

Asessment will be based on a body/ project/set of work as one piece will not cover all the assessment criteria.
 
Examination Dates
Art and Design Exam 2015.
AQA FINE ART .
Question papers issued to students-week beginning 5/1/15
Art Exam
Day 1 (5 hours) - Wednesday 25th March
Day 2 (5 hours) - Tuesday 31st March
Deadline for all coursework - Friday 8th May

### Art Key Stage 3

5 Ways to support your child
Gather some basic equipment and materials for them to use at home, such as scissors and glue, shading pencils, colours (coloured pencils, felt tips etc).
Encourage them to visit exhibitions and events to develop their ideas and inspiration.
Make sure they have some space to work.
Practicing what they have been learning helps confidence and progress. 
Encourage them to draw anything and everything and use the skills then have learned in lessons.
Curriculum
At Key Stage 3 Art is taught for the equivalent of one hour per week. Students follow a course which builds upon the basic skills needed to understand, create and develop artwork.
We introduce the important foundations in Year 7 and build on these into Years 8 and 9 at the end of which the students will take their option choices for year 10. Themes and delivery may change from year to year depending upon resources, new opportunities, evaluation of student’s responses and emerging themes.
 
 
Year 7 Curriculum Overview




Term 1
Term 2
Term 3


COLOUR: Colour theory and colour mixing. Starting to look at and understand art – key artists  related to colour: Paul Klee, Wassily Kandinsky etc. Colour skills- the way colour changes the mood of a piece of work.Practical applications - watercolour paints, watercolour pencils, sponge mixing, collage etc.
Complete COLOUR OBSERVATIONAL DRAWING AND SHADING TECHNIQUES Introduction to grading in pencils, shading techniques. Shadows and creating 3-D within a drawing. Starting to look at and understand art-key artists related to shading: Henry Moore, Giacometti, Da Vinci etc.
OBSERVATIONAL DRAWING AND SHADING TECHNIQUES Detailed observational drawing. Adding shading techniques. Developing ideas in colour. Adapting shading knowledge using colour.



Year 8 Curriculum Overview




Term 1
Term 2
Term 3


PATTERN AND COLOUR



‘Day of the Dead’

Research into the Mexican ‘Day of the Dead’ festival.

Development of sugar skull designs using colour knowledge.

Developing colour shading and blending skills.

Development of pattern skills.

Developing understanding of art-key artists related to theme: Posada, Thaneeya McArdle etc.

 

PRINT/COLLAGE

Developing Sugar Skull designs using printmaking techniques and collage techniques.

Adapting designs for the materials.

Print - Blending and building up layers of colour. Experimeting.

Collage - Using a variety of materials. Experimenting. PRINT/COLLAGE

Developing Sugar Skull designs using printmaking techniques and collage techniques, continued.
Homework overview
Homework is set on a fortnightly basis and requires at least an hour in order to develop skills effectively.
Some homework may be extended research and students will have more time to complete this..
Homework will be set mainly using worksheets . Students will be asked to gather information and images so access to the internet/ library  is essential. The art room has computers available for students to help them with their work
 
Assessment 
The Art Department provides assessment data in line with school policy. We will assess the students work using four assessment objectives outlined below.


	Developing ideas based on investigation and understanding. Researching and analysing artist’s work.
	Using resources, media, materials and techniques. Exploring and experimenting.
	Recording ideas and observations. Using appropriate media effectively.
	Improve and evaluate work. Consider the final presentation. Make an informed and meaningful response.

Asessment will be based on a body/ project/set of work as one piece may not cover all the assessment criteria.

### Art

 
 
Overview of subject
‘Every child is an artist, the problem is how to remain an artist once he grows up’ - Pablo Picasso
The Art Department is housed in two large, purpose built rooms. We currently have a Head of Art and Art Teacher who work four days a week. Both of our teachers are passionate about the subject and are continually introducing new ideas through their own love of the subject, visiting exhibitions and seeking new inspiration. The Department  currently runs after school sessions for our GCSE students each week on Wednesdays until 4.30pm.
At KS3 we provide the foundations needed to develop art skills through a series of different projects.
At KS4 we develop these skills  further through a variety of materials and themes. Art is a popular option choice at KS4 and we currently have three groups in Y11. We follow the AQA Fine Art Qualification, which consists of 60% coursework and 40% exam. The exam is made up of a preparatory period of around ten weeks and then a final piece developed over ten hours.

### Business Breakfast

The Boteler Business Breakfast is a networking event for those those with businesses within the community. Membership and breakfast are free and we will endeavour to put you in touch with any business, charitable or educational opportunities that may be mutually beneficial.
The next meeting is on 13th March 2015.
7:15am for breakfast with 7:30am start
The meeting will finish between 8:30 – 8:45
You will have the opportunity to:


	Network with local businesses
	Find out how your business can inspire the next generation.

To book your place or for further information please contact Jackie Fletcher. Tel no: 01925 636414 or email:  jfletcher@boteler.org.uk

### Science Key Stage 4

5 Ways to support your child
Encourage your child to read over their book work every night. We have a policy that students take their books home every night unless they are collected in for marking, so your child will usually have their book to read over. 
Support your child to complete their homework on time and to a high standard.
Encourage your child to access the past paper materials on the school VLE under’ Science’. There is a pdf document for each unit with a huge number of past paper questions. The markschemes are also available on the VLE. 
Ensure that they revise for exams/tests in plenty of time. ‘Cramming’ the night before is not encouraged. They should have a revision schedule and stick to it.
Purchase a Key Stage 4 revision guide from Mrs Mansfield or Mrs Litherland in the Science Prep room and encourage your child to use it. These revision guides cost less in school than in the shops and you can be assured they match the course and exam board your child is studying. 
 
Curriculum
Year 9 Overview
Students start their GCSE course in Year 9.
All Year 9 students complete the following units:
Module B1: Understanding Organisms
Module C1: Carbon Chemistry 
Module P1: Energy For The Home
Year 10 overview
Year 10 Core Science students study the units:
Module B2: Understanding Our Environment 
Module C2: Chemical Resources 
Module P2: Living For The Future (Energy Resources)
Students complete a piece of Controlled Assessment worth 25% of their GCSE Grade.
IMPORTANT NOTE: STUDENTS SIT A FULL GCSE EXAM AT THE END OF YEAR 10 ON UNITS B1C1P1 AND B2C2P2. THIS IS JUST AS IMPORTANT AS THE GCSE THEY SIT IN YEAR 11.
Year 10 Triple Science Students complete the following units:
Module B2: Understanding Our Environment 
Module B3: Living And Growing 
Module B4: It’s A Green World 
 
Module C2: Chemical Resources 
Module C3: Chemical Economics 
Module C4: The Periodic Table
 
Module P2: Living For The Future (Energy Resources)
Module P3: Forces For Transport
Module P4: Radiation For Life
They also complete a piece of Controlled Assessment for each area of Science (3 pieces in total) which are worth 25% of the GCSE.
Year 11 overview
Students who are not following the Triple Science route start a new course in Year 11 called Additional Science. They cannot re-sit any of the Year 10 Core Science course.
The units they study are:
Module B3: Living And Growing 
Module C3: Chemical Economics 
Module P3: Forces For Transport
And
Module B4: It’s A Green World 
Module C4: The Periodic Table
Module P4: Radiation For Life
They complete another piece of Controlled Assessment worth 25% of the GCSE.
Triple Science Students:
Students in Triple science complete the course with the final 6 units:
Module B5: The Living Body
Module B6: Beyond The Microscope
 
Module C5: How Much? (Quantitative Analysis) 
Module C6: Chemistry Out There
 
Module P5: Space For Reflection 
Module P6: Electricity For Gadgets
They then prepare for the examination by revising in class. They have 18 units in total that they will be examined on, so revision at home is vital.
Homework overview
Key Stage 3
In Years 7&8, students are provided with homework booklets based on the units they are studying in class. These booklets are also available on line??
The students are expected to complete a page per week in the homework booklet.
Key Stage 4 homework: Students are given past paper essay questions for homework. They are known as ‘6 mark questions’ and are a key part of the examination. Therefore, the homework will give your child practise at these mini-essay questions. It is crucial that your child uses their revision guide whilst completing these essay questions.
You r child may have a separate red homework book where homework is completed.
Assessment Overview
Year 9
Students will sit a ‘mid-unit test’ when they have completed half of a unit in class. They will be given a grade. They then are given an end of unit test once the full unit has been taught. These tests use past paper questions and are graded in accordance with GCSE grade boundaries, so they give a good indication of your child’s performance in the unit.
Students also sit a mock exam at the end of Year 9 on units B1 C1 P1.
Year 10
Students will sit a ‘mid-unit test’ when they have completed half of a unit in class. They will be given a grade. They then are given an end of unit test once the full unit has been taught. These tests use past paper questions and are graded in accordance with GCSE grade boundaries, so they give a good indication of your child’s performance in the unit.
Your child will also sit mock examinations in Year 10 on Units B1 C1 P1 and B2 C2 P2.
Your child then will sit the GCSE examinations in May and June for Core Science GCSE.
If your child is studying the Triple Science course, they will sit mock examination on units B1 B2 B3, C1 C2 C3 and P1 P2 P3.
Year 11
Students will sit a ‘mid-unit test’ when they have completed half of a unit in class. They will be given a grade. They then are given an end of unit test once the full unit has been taught. These tests use past paper questions and are graded in accordance with GCSE grade boundaries, so they give a good indication of your child’s performance in the unit.
Your child will also sit mock examinations on units B3 C3 P3 and B4 C4 P4. They will then be examined on these units in the GCSE window in May and June.
Revision Material for Year 10
http://www.bbc.co.uk/education/levels/z98jmp3
http://revisionworld.com/gcse-revision Our students study OCR ‘B’.
Revision Material for Year 11
http://www.bbc.co.uk/education/levels/z98jmp3
http://revisionworld.com/gcse-revision Our students study OCR ‘B’.
Examination Dates 2015
Core Science B Year 10 
Modules B1, C1, P1 Foundation 1 h 15 min Wed 20 May pm
Modules B1, C1, P1 Higher 1 h 15 min Wed 20 May pm
Modules B2, C2, P2 Foundation 1 h 30 min Fri 5 June pm
Modules B2, C2, P2 Higher 1 h 30 min Fri 5 June pm
Additional Science B Year 11
Modules B3, C3, P3 Foundation 1 h 15 min Tue 9 June pm
Modules B3, C3, P3 Higher 1 h 15 min Tue 9 June pm
Modules B4, C4, P4 Foundation 1 h 30 min Fri 12 June pm
Modules B4, C4, P4 Higher 1 h 30 min Fri 12 June pm
Triple Science – Year 11
Biology B
Modules B1, B2, B3 Foundation 1 h 15 min Wed 20 May pm
Modules B1, B2, B3 Higher 1 h 15 min Wed 20 May pm
Modules B4, B5, B6 Foundation 1 h 30 min Fri 12 June pm
Modules B4, B5, B6 Higher 1 h 30 min Fri 12 June pm
Chemistry B
Modules C1, C2, C3 Foundation 1 h 15 min Fri 5 June pm
Modules C1, C2, C3 Higher 1 h 15 min Fri 5 June pm
Modules C4, C5, C6 Foundation 1 h 30 min Mon 15 June am
Modules C4, C5, C6 Higher 1 h 30 min Mon 15 June am
Physics B
Modules P1, P2, P3 Foundation 1 h 15 min Tue 9 June pm
Modules P1, P2, P3 Higher 1 h 15 min Tue 9 June pm
Modules P4, P5, P6 Foundation 1 h 30 min Wed 17 June am
Modules P4, P5, P6 Higher 1 h 30 min Wed 17 June am

### Science Key Stage 3

5 Ways to support your child
Ask your child what he/she has been learning about in Science and spend time looking through their book at home. We have a policy that students take their books home every night unless they are collected in for marking. 
Support your child to complete their homework on time and to a high standard.
Encourage them to access bbc bitesize and other learning websites to read around the topic they have been studying in class.
Ensure that they revise for tests/assessments in plenty of time. ‘Cramming’ the night before is not encouraged.
Purchase a Key Stage 3 revision guide and encourage your child to use it, creating revision posters from it.
 
Curriculum 
Year 7 Curriculum Overview
In Term 1 the students study the following units:




Introduction to science


What are we made of?


What is happening around us?


Strike a light!


Human Reproduction



In Term 2 the students study :




Plant Reproduction


Particles in Action


May the force be with you


Digestion And Diet



In Term 3 the students study:




Breathing


Elements and compounds


Light



Year 8 Curriculum Overview
In Term 1 the students study the following units:







Genetics


Heat, Sound and Waves


Health


Energy, Electricity and Fuel



In Term 2 the students study the following units:




Plants And Ecology


Our Planet


Marvellous Metals



In Term 3 the students study 2 large units in detail:




Chemical Reactions


Forces and Motion



Year 9 will appear here next year.
Homework overview
In Years 7&8, students are provided with homework booklets based on the units they are studying in class. These booklets may be stuck into books or kept in a folder for your child to bring home.
The students are expected to complete a page per week in the homework booklet.
Assessment 
In Year 7 &8 we assess using 2 methods. We test using alfiesoft which is an online testing method.
It is used when your child has completed 2 units of work and they will sit an alfiesoft test. The results of the test are printed onto a detailed certificate which is then stuck into books. It gives the students clear guidance on their strengths and areas for development. We encourage you to sit with your child and talk through their alfiesoft certificate when you see them stuck in books.
Your child will also complete ‘levelled assessed tasks’ which are pieces of work in class which are completed independently and individually and assessed and given a level by your child’s teacher.

### Science

 


Overview of subject
At Sir Thomas Boteler Church of England High School we offer an exciting and interesting curriculum of study for Science at Key Stage 3 and Key Stage 4. Science is the perfect subject to complement a learner’s natural curiosity; it is practical, relevant and learners embrace it.
Studying Science can open up a world of employment possibilities from Medicine to Veterinary science; Forensic Scientist to Nursing; Archaeology to Midwifery.
The benefits of learning about Science are vast. The students improve their enquiry, practical, questioning and observation skills. They also have to think and work independently on Science investigations. We offer a well-structured Key 3 curriculum integrating aspects of Biology, Chemistry and Physics. This continues into Key Stage 4 where our students have the opportunity to gain a minimum of two GSCEs in Core Science and Additional Science and three GCSEs if they are studying the Triple Science course. We study OCR Gateway B Core Science, Additional Science, Biology, Chemistry and Physics GCSE.

### Design Technology Key Stage 4

Year 9 Overview
Child Development: Part One ‘The Family’ Section.


	The Family
	Roles within the Family
	Planning a Family
	Reproduction
	Contraception
	Pre-conceptual Care
	Sexually Transmitted Infections (STI’s)
	Genetic Counselling
	Conception: the Start of a new life
	The Baby’s Support System
	Development of the Foetus During Pregnancy
	Multiple Pregnancies
	Pregnancy
	Antenatal Care
	Testing During pregnancy
	Screening and Diagnostic Tests
	Problems During Pregnancy
	A Healthy Diet During Pregnancy
	A Healthy Lifestyle During Pregnancy
	Planning the Birth
	The Birth
	Types of Pain Relief
	Technology and Medical Assistance During Birth
	Preparation for the Baby

Curriculum
Year 9 Overview
Product Design.
Students will complete a mini GCSE style project based on storage solutions.
Students will expand their working knowledge of workshop machinery including the safe operation and use of the wood lathe.
 
Food Technology: Multicultural Project
 The knowledge, understanding and confidence to cook meals at home
 An understanding of how to economise when planning a meal
 An ability to transfer skills learned to different recipes
 An ability to inspire others by transferring that knowledge


	Research on countries and their cultural differences
	Analyse equipment from around the world
	Practical projects include (British bake off, Christmas project, Easter project and outlet project based around a chosen country)

Year 10 overview
Child Development: Part Two ‘Care of the Child’ and Controlled Assessment (Research Task worth 20% of final overall grade).


	The New Born Baby
	Handling a New Born Baby
	Special Care Babies
	Post-Natal Care
	A Healthy Diet
	Breast-feeding
	Bottle feeding
	Weaning
	Feeding Older babies and young children
	Influences on food choices
	Junk food and Labelling
	Food related Problems
	Bath time
	Nappies
	Toilet Training
	Safety
	Preventing Accidents
	Safety Outdoors
	Clothing and footwear
	Childcare Provision
	Child Health
	Infectious Diseases
	Childhood Ailments
	Care of the Sick Child
	First Aid

Year 10 overview
Product Design:
Students will be introduced to the range of board set tasks and will choose an appropriate design task.
Students will be started on the design folio and will cover the following sections:
Design Brief
Mood board / design inspiration
Initial secondary research such as looking at the work of famous designers.
Primary research including researching and selecting an appropriate Target Market Group (TMG)
Looking at existing products
Product Disassembly and anthropometric research
TMG questionnaire and analysis
Ergonomic research
Material Research
Initial ideas
Annotated ideas
Food Technology
Practical 
Pastry project
Cook chill project
Christmas project
Easter baking
Outlet cooking (multicultural theme)
Coursework
Questionnaire
Graphs
Product analysis
Target market
Plans and organisation
Specifications
Smart foods
Special diets
Year 11 overview
Child Development: Part Three ‘Development of the Child’ and a Controlled Assessment Child Study (study of a child aged 0-5 years over a number of 4 visits worth 40% of overall grade).


	Understanding Development
	Physical Growth
	Looking at Physical Development
	Encouraging Physical Development
	Intellectual Development
	What is Cognitive Development?
	Language and Communication
	Reading, Drawing and Writing
	Social and Emotional Development
	Self-image and Self-Esteem
	Behaviour
	An Overview of Physical, Intellectual, Emotional and Social Development
	Play
	Toys and Other Playthings
	Books
	Television, Videos, DVD’s and computers
	Special Children
	Special Children and their Families
	Toys and Play for Children

Product Design
Year 11 overview
Students will complete their Design Folio and complete the manufacture of their chosen design.
From May onwards students will concentrate on revision and preparation for their written paper.
Food Technology 
Practical 
Multicultural project this is based around one country. Each student will cook between 6-10 products.
Modification exam: each pupil will modify four elements of one particular product. These modifications will include four changes.
Final practical exam: pupils will create and present a final course to be served in a restaurant.
Coursework


	Functions of ingredients
	Manufacturing specification
	Survey and evaluation
	Research plan
	Write ups for initial cooks
	8 drawing with annotation
	Development write ups 1-4
	Final design (3D drawing)
	Stages of manufacture for final cook
	Specifications and comparisons
	Final write up

 Click here to go back to Curriculum

### Design Technology Key Stage 3

Year 7 Curriculum Overview
Food Technology: Healthy Eating School Canteen Project


	To learn where the equipment required in

practical lesson is stored.


	To understand what rules apply within a food

Room.


	To understand Health and Safety in the food room.
	Understand the importance of Safety Signs in the Kitchen.
	Know how to advertise a Design food outlet.
	To learn the ‘creaming in’ method of production.
	To interpret the recipe and instructions.
	To learn how to develop a design specification.
	To learn how to develop a design idea.
	To learn about levels in Design Technology
	To learn how to level and Evaluate my own work.

 Year 7 Curriculum Overview
Design Technology : Resistant Materials Paul Klee inspired Storage Box Project
 


	To learn where the equipment required in

practical lessons is stored.


	To understand what rules apply within a workshop.
	To understand Health and Safety in the workshop.
	Understand the importance of Safety Signs in the Workshop.
	To learn the basic design process.
	To learn how to follow a design brief.
	To learn about research and how to gather relevant research.
	To learn how to develop a design specification.
	To learn how to develop a design idea.
	To learn to manufacture in wood using a variety of hand and machine tools.
	To learn how to level and Evaluate my own work.

Graphic Design: Educational Pop Up book


	To build an understanding of a working publisher
	The knowledge , understanding and confidence to design and create a working book
	An understanding of how to economise when planning
	An ability to transfer skills
	An ability to inspire others by transferring that knowledge
	Gain knowledge on working mechanisms
	To write a creative story and link this to character building

Year 8 Curriculum Overview:
Food Technology: Staple Foods Project 


	Understand what Staple foods are.
	To recognise the different staple products
	To develop and use sensory vocabulary in relation to sensory analysis
	Develop design ideas for a staple food product
	Develop knowledge on the different types of cookers
	Understand what can and cannot be cooked on each session of the cooker
	Understand how flour thickens a sauce and develop information on sauces and how they can be used to flavour a dish
	Develop understanding on how to weigh and measure out ingredients
	Develop knowledge on Nutritional value

 Year 8 Curriculum Overview:
Design Technology Resistant Materials: Aquatic inspired mirror Project 


	Understand the principles of design inspiration.
	To utilise a particular theme to use as a Lait Motif
	To develop a design proposal into an orthographic projection.
	To develop their workshop skills and the variety of tools and processes available.
	To learn the principles of pinned and glued joints to manufacture a carcass
	To develop their painting and finishing skills using acrylics.

Graphic Design: Advertisements and promotional material 
 To build an understanding of a graphic designer
 The knowledge, understanding and confidence to design and
 Create a variety of promotional items
 An understanding of how to economise when planning
 An ability to transfer skills
 An ability to inspire others by transferring that knowledge


	Analyse existing logos and use that knowledge to create a new idea
	Gain knowledge on layout, formatting and presentation
	Learn how to draw in one and two point perspective

Click here to go back to Curriculum

### Design Technology

 

Overview of subject
Design & Technology
KS3: Food Technology/Graphics/ Resistant Materials/ Textiles
KS4: Food Technology/ Product Design/ Child Development

### Maths

 
Numeracy Action Plan
Overview of subject
5 Ways to support your child
Ensure your child has a scientific calculator, ruler, compass and protractor
Be positive about maths and reinforce how important a good qualification is in this subject
Ask them to talk through what they are required to do for homework tasks
Encourage your child to take pride in their work
Reinforce how important it is to show working out not just writing the answer
Homework overview KS3
Students will be set 4 homework tasks over a two weeks cycle. Two of these tasks may be from MyMaths with the remaining two tasks being written.
Homework overview KS4
Students will be set 5 homework tasks over a two week cycle. Two of these tasks may be from Method Maths. The remaining three tasks will be written exercises. In year 10 and 11 these tasks are likely to be past exam type questions very similar to those that will be assessed in the final exams at the end of year 11.
Click the table below to enlarge. Or click here to view the PDF.

### Religious Studies Key Stage 4

Religious Studies (R.A.V.E,) is compulsory at Key stage 4
Gifted and Talented students and pupils who make exceptional progress can be entered for the first part of the WJEC GCSE Religious Studies Course in year 10 and complete it in year 11.
Students achieve well and the Department gets some of the best results in the school. In 2013 we were above the National Average scoring 75% A*-C. National Average was 70%. Students also go on to study the subject at A level or similarly related areas like law, philosophy, sociology, psychology - where RS gives them a good basis for Careers in teaching, nursing, solicitors, retail, politics, public sector like police/social work and the Armed Forces.




Paper 1 Religion & Human Experience
 Paper 2 Religion & Life Issues


Religion & Medicine
Is it fair?


Religious Expression                                
Our World


Religion & conflict
Relationships


Religion and State
Looking for meaning

### Religious Studies Key Stage 3

Year 7  Students are welcomed into RAVE with an exploration of the privileges of belonging to a faith school and the establishing of clear expectations of behaviour and work founded on Christian values. ‘Signs and Symbols’ forms the first unit of study, exploring the diversity of religious expression within UK society, with curriculum links to History through the symbolism of the Poppy. We investigate the symbolism of light in many religious traditions, highlighting links with many faith-based charities, such as the Children’s Society, through ‘The Christingle Appeal.’ Our second unit builds on the first with a study of sacred places, people and books within Islam, Judaism, Sikhism and Hinduism. We invite visiting speakers from a variety of World Faiths and organise educational and spiritual visits to deepen the understanding and appreciation of spirituality.
Year 8 Students study the concept of ‘believing and belonging’ considering the role of faith and values in creating a sense of being part of a community. This section also allows enquiry into attitudes of prejudice, intolerance and stereotyping, which form the basis of many causes of religious disharmony. Sensitivity and understanding of all faiths is encouraged through exploring rites of passage in a number of faiths. Major religious festivals are investigated with particular focus on the meaning behind Christmas, Lent and Easter. Our second unit is ‘Pilgrimage,’ an important theme within many religions, looking at sacred journeys and their impact on the lives of believers.
Year 9 Students explore what it means to be human and to be in relationship. Concepts such as love, responsibility and commitment are discussed and pupils learn about different religious attitudes to marriage, divorce and family life and how these attitudes have evolved within society. We consider different beliefs about life after death and ponder the existence of the soul and the afterlife. Students investigate key people and events and people in our history, such as Martin Luther-King and ‘The Holocaust,’ as a means of understanding how faith impacts on the way we live. We research many religious charities and discuss practical ways we can put our Christian faith and values into action. Students will begin their GCSE course towards the end of the year, in preparation for year 10, giving our students the best opportunity to succeed in Religious Education.

### Religious Studies

 
 
This is a Church of England school established on the teaching and practice of the Christian faith. A Christian education is provided that recognises both the importance of Christian values and faith and the need to understand the attitudes and values of other beliefs. Religious Studies or R.A.V.E. (Religions; Attitudes; Values & Ethics) as we call the subject in our school, is one of the core subjects of the curriculum for all pupils in Years 7 to 11. All students study statutory RS lessons, and those with an aptitude for RS will get the opportunity to achieve a Full or Short Course GCSE in this subject.
A weekly act of form worship is held as part of every student’s entitlement. We have close ecumenical links with four churches, all within walking distance of the school, holding special services and events to mark the Christian festivals. It is expected that all pupils will attend the acts of worship. Parents do have the right to withdraw their child from RS and collective/form worship; if you wish to discuss this please contact the Headteacher. Students are given the opportunity to attend reflection events, such as ‘Holocaust Memorial Day,’ to consider their own spirituality.
It is possible to arrange for Confirmation lessons within the school for those seeking to explore their Christian commitment. Confirmation services are held annually at St. Elphins and Christchurch, Latchford. Students are also encouraged to participate in activities that express Christian values and personal responsibility, such as work in the local community and fundraising for charities e.g. Christian Aid and The Eve Appeal.

### IT, Computing & Business Studies KS4

5 Ways to support your child
Use the exam boards’ websites as a resource. The exam boards have easy to find past papers and specimen papers which are useful to study. They also have detailed specifications which explain what candidates are supposed to know.
Encourage them to read around the subject as much as possible, again the exam board specification is an excellent place to start for research ideas.
When they have a problem solving homework and cannot get started, ask them to write down what they are thinking instead and try to explain what they do not understand. Make sure they spend the proper amount of time on the problem and do not give up straight away.
Encourage them to find out how computers and other systems work. Get them to sketch diagrams for you showing how the different parts of a system interact with each other.
Encourage them to find tutorials online and use them to improve their understanding. There are many useful YouTube videos on programming and business concepts.

### IT, Computing & Business Studies KS3

5 Ways to support your child
Allow them to download and install the free software that we use at school such as Scratch, Python, Notepad++, Bluefish, GIMP, Inkscape and Blender. LibreOffice is also free and good for working with Microsoft Office documents if you do not have MS Office software.
Ask them to demonstrate the skills they have learned, e.g. creating spreadsheet formulas.
When they have a problem solving homework and cannot get started, ask them to write down what they are thinking instead and try to explain what they do not understand.
Encourage them to find out how computers and other systems work.
Encourage them to find tutorials online and use them to improve their understanding.
Curriculum 
Year 7 Curriculum Overview
In Year 7 pupils:


	learn how to create formulas in spread sheets to produce simple financial models
	arrange instructions in order to control outputs in simple systems
	learn about data types and how to store and search for data in databases
	learn about the different types of image file and how digital images are created
	learn how to present work effectively
	learn how to stay safe online
	learn the basics of how computer systems work

Year 8 Curriculum Overview
In Year 8 pupils:


	learn how to code web pages using HTML and CSS
	learn how to process statistical data on spread sheets and present information using graphs
	learn how to create a game using the application Scratch
	learn how to create a simple program using the Python programming language
	learn how to create animated graphics


 

### IT, Computing & Business Studies

  

Overview of subject
The ICT Department offers GCSE courses in Business Studies and ICT. We offer an iGCSE course in Computing. The department is committed to giving all students an understanding of the role that these subjects play in the world. We are particularly pleased with recent changes in the National Curriculum which has put the emphasis of our department’s work back on computing and computational skills.
The department has two computer suites of thirty machines each. The computers are loaded with a range of software including a number of free software applications which are used regularly. This enables students to easily access these applications at home. A number of the computers are dual bootable and loaded with Ubuntu and Windows operating systems to further enrich the experience for our students.

### History Key Stage 4

5 Ways to support your child


	Help your child to keep their folders organised.
	Encourage your child to have confidence in making their own judgments about the past.
	Encourage your child to debate key issues and, when they do, show balanced arguments.
	Ask your child to question where they get their evidence from and decide whether they think it should be trusted or not.
	Contact your child’s History teacher if you have any concerns about any aspect of their study. Their teacher will respond promptly and constructively.

Curriculum
At Key Stage 4, students are encouraged to be independent learners who lead themselves to achieve the very highest standards in their chosen subject. We follow the OCR exam board and stud the School’s History Project A. This programme is divided into three main components:
Paper 1 (A951): A test of knowledge and Understanding of Medicine Through Time and The American West (45% of total GCSE grade)
Paper 2 (A952): A test of the student’s ability to analyse sources of evidence about Public Health Through Time
Controlled Assessment (A953): A 2000 word essay about the History of terrorism in northern Ireland.
The curriculum at Key Stage 4 is divided into three main areas:


	Medicine and Public Health Through Time

Ancient Civilizations (Egypt, Greece and Rome)
The Middle Ages
The Renaissance
The Battle Against Infectious Disease
Surgery Through Time
19th and 20th Century Public Health



	The American West

The Beliefs and Practices of Native Americans
Why did People Settle and Stay in the West of the USA?
The Growth of the Cattle Industry in the USA
War and Conflict between the USA and Native Americans
 


	Irish Studies

In this topic, students study the development of terrorism in Ireland. This leads to the development of understanding about a range of topics in Irish History, some of which include:
The Tudor Plantations
Oliver Cromwell
The Act of Union

Partition

Civil Rights

Bloody Sunday
The Hunger Strikes
The Troubles (1969-1998)
The Good Friday Agreement

Homework overview
Students complete homework in History on a weekly basis. This usually takes the form of GCSE practice questions and independent research into key topics, which is then used to support learning in lessons. The vocational nature of studying History at GCSE means that there is a fluid transition between classwork and homework. Classwork directly influences and informs homework and visa-versa.

### History Key Stage 3

5 Ways to support your child


	Encourage your child to complete homework tasks to the very best of their ability.
	Your child should explain events from the past, not just describe them.
	Young Historians should have confidence in making their own judgments about the past.
	Your child should focus on making sure their answers are always supported by clear evidence.
	Historians should question where they get their evidence from and decide whether they should be trusted or not.

Year 7 Curriculum Overview 
In year 7, our learners investigate People, Beliefs, Power and Democracy.
Initially they study What is History? Here they are encouraged to consider why the study of History is important and work on developing key skills such as chronological understanding, how to examine evidence effectively and historical key terms. Learners then use these skills to investigate How did William of Normandy Conquer and keep control of England? This is a fascinating investigation into the last ever invasion of Great Britain and the implications it had for our society. Learners build upon this knowledge and study What was life like in Medieval Britain? Here, students learn about the origins of key aspects of British Society, studying the development of democracy through the study of King John and the Magna Carta, the Peasant’s Revolt and the growth of Christianity and religious beliefs. They then use this understanding to develop empathy for people who lived in Medieval England. Finally, students carry out an investigation into Tudor England and the significance of key individuals such as Henry VIII.
Year 8 Curriculum Overview
In year 8, students investigate the History of War and Conflict. From September to February they study the Industrial Revolution and the First World War. This includes, How did Britain become an Industrial power? This involves studying the changes that happened in population, transport, industry and medicine between 1750 and 1900. How did the British Empire Grow? This focuses on understanding how the Industrial Revolution led to Britain being a world power and British culture influencing events in countries across the globe. What were the Origins and key events of the First World War? This includes how the First World War started, why people joined the army, key battles and events of the war, life in the trenches for soldiers and war poetry. During term 2 and 3, students learn about the Origins of the Second World War, How did Adolf Hitler rise to power in Germany? Key events and Battles of WW2 and the debate surrounding the dropping of the Nuclear bomb on Hiroshima. A key element of this module is the students’ study of the Holocaust which we believe is an extremely important facet of studying History. Learners engage in wide-ranging moral debates about the significance of such a shocking and important event and we encourage our learners to think deeply about their moral, spiritual and cultural beliefs about this topic.
Homework/Extra-curriculur overview
Students complete homework in History on a fortnightly basis and their tasks are highly relevant and wide ranging. Students create newspaper articles, design comic strips, write historical letters, design posters, design historical guidebooks and complete extended writing tasks (to name just a small selection of activities).
Throughout the year we also set a few monthly projects which are designed to extend the learner’s desire for independent learning. In year 7 students complete the Castle Building Project where they learn about the specifics of castle design and visit Beeston Castle in Cheshire. After which they design and build their very own model castle and a historical guidebook that explains to fictional visitors why the castle was designed this way. In year 8, learners complete the Boteler Old Boys Project. In this fascinating investigation, learners research former pupils of the Boteler Grammar School who fought and died in WW1. They produce incredible projects in a variety of shapes, sizes and styles, from replica/fictional diaries and collections of letters to large scale academic research projects. Every two years, we offer our students the opportunity to extend this learning further and visit the WW1 battlefields of Belgium and France. Here they can truly experience history outside the classroom and connect with the Boteler old boys in a profound and deep manner as they visit their graves/memorials and walk through the battle sites at which they died.

### History

 

 

 
‘Those who control the past, control the future.’ George Orwell
Overview of subject
The History department at Sir Thomas Boteler are a triad of passionate and enthusiastic educators who share a passion of making History an enjoyable and highly relevant part of young people’s education.
We believe that the study of History enables young people to develop their abilities to analyse evidence from the past, consider the significance of past individuals and events and form well reasoned judgments about them. It also enables young people to understand the world today and prepares them for their future careers and aspirations.
History is highly respected amongst employers, universities and colleges/apprenticeships alike because they believe historians are rigorously examined and have highly developed skills that are applicable for further study and in the workplace.

### English Key Stage 4

5 Ways to support your child


	Attend parents’ evening to discuss progress with class teacher
	Support revision tasks
	Go through mock exams and discuss understanding of the skills required to develop successful answers.
	Support spelling, grammar and punctuation at appropriate opportunities
	Track progress throughout the year using working at assessment grids

 
Curriculum
Year 9 Overview
Autumn 1 Modern poetry and introduction to GCSE writing
Autumn 2 Macbeth by William Shakespeare
Spring 1 Narrative writing
Spring 2 Blood Brothers by Willy Russell
Summer 1 Descriptive writing
Summer 2 Non-fiction reading and writing
Year 10 overview
Autumn 1 Descriptive Controlled Assessment 
Autumn 2 Of Mice and Men by John Steinbeck: studying written language Controlled Assessment
Spring 1 Narrative Controlled Assessment
Spring 2 Spoken Language Controlled Assessment
Summer 1 Non-fiction reading
Summer 2 Non-fiction writing
Year 11 overview
Autumn 1 Shakespeare Controlled Assessment/ Unseen poetry exam preparation
Autumn 2 Unit 1 Language reading exam preparation Mock exams
Spring 1 A Taste of Honey by Shelagh Delaney/ Heroes by Robert Cormier
Spring 2 Unit 2 Language writing exam preparation/ Of Mice and Men exam revision
Summer 1 Final GCSE exam preparation




English Language


Controlled Assessment 40%


Of Mice and Men 15%



Describe Writing 7.5%

Narrative Writing 7.5%

Spoken Language 10% Exams 60%Reading Exam 30%Writing Exam  30%I know how to answer…
An impressions question
An Explain question
An Evidence question
A viewpoint/attitude question
An intended audience question
A How question
A comparison questionI know how to….
Write a formal letter….
Write an informal letter….
Write a report…
Write an article…

Write a speech…

Write a leaflet…



English Literature


Controlled Assessment 25%


Romeo and Juliet 25%


 Exams 65%


Unit 1 Exam 35%
Unit 2 Exam  40%


Extract question on Of Mice and Men



Essay  question on Of Mice and Men
Unseen Poetry question
An intended audience question
A How question
A comparison question
Extract question on Heroes
Essay  question on Heroes
Extract question on A Taste of Honey
Essay  question on A Taste of Honey
Write a speech…
Write a leaflet…
Homework overview
In year 9, the focus of homework is to develop skills needed to succeed at GCSE. Pupils will be challenged on a range of topics that include poetry analysis, non-fiction writing, non-fiction reading, Shakespeare and GCSE spelling, punctuation and grammar skills. At the end of each independent study, pupils will be expected to peer assess other’s work: the study will then be assessed by the class teacher.
In year 10 and 11, pupils will be expected to complete GCSE tasks that prepare them for their Controlled Assessment or the final examinations. On our English VLE home page, pupils will be directed to the relevant topic that includes:


	Tasks directly linked to current topics being taught in lessons
	Revision material
	Mock exams
	Grade studio
	Mark schemes
	Material that focuses on what the examiner is looking for

Assessment Overview
Year 9


	Poetry analysis assessment October
	Macbeth assessment Dec
	Narrative assessment Feb
	Blood Brother assessment April
	Descriptive writing assessment May
	Non-fiction reading and writing July

Year 10
Language:


	Descriptive assessment Controlled Assessment 7.5% October
	Of Mice and Men Controlled Assessment 15% December
	Narrative Controlled Assessment 7.5% February
	Spoken Language Controlled Assessment 10%  April
	Non-fiction reading mock exam (chance to re-do CA assessments)
	Non-fiction writing mock exam

Year 11
Literature:


	Shakespeare Controlled Assessment 25% October
	Unseen poetry exam preparation December
	A Taste of Honey/Heroes February
	Literature MOCK exam February

Language:


	Reading and writing MOCK exams December
	Reading and writing revision MOCK exams April
	Reading and writing FINAL exams June

Revision Material for Key Stage 4


	WJEC GCSE English and English Language: Higher Student Book ISBN-10: 0435016873 Heinemann
	WJEC GCSE English and English Language: Foundation Student Book ISBN-10: 043501686
	VLE: English pupil page: GSCE revision guide
	GCSE Bitesize: English

Other revision material:


	Heroes by Robert Cormier
	Heroes York Notes: Revision Material
	A Taste of Honey by Shelagh Delaney
	A Taste of Honey York Notes: Revision Material
	Of Mice and Men by John Steinbeck
	Of Mice and Men York Notes: Revision Material

We run Controlled Assessment catch up sessions and revision classes on a regular basis throughout the GCSE course. The majority of our support classes run on a Wednesday and Friday: contact Mr Vallender for additional details.
Examination Dates 2015
English Literature Unit 1 18th May AM
English Literature Unit 2 22nd May AM
English Language Unit 1 and 2 2 June AM

### English Key Stage 3

5 Ways to support your child


	Attend parents’ evening to discuss progress with class teacher
	Support parental inclusion tasks in independent studies
	Support completion of independent study tasks
	Support spelling, grammar and punctuation at appropriate opportunities
	Track progress throughout the year using working at assessment grids

Curriculum 
Year 7 Curriculum Overview
Autumn 1 Non-fiction writing
Autumn 2 Modern fiction
Spring 1 Spoken Language
Spring 2  Multicultural poetry
Summer 1 The Tempest by William Shakespeare
Summer 2 Non-fiction reading
 
Year 8 Curriculum Overview
Autumn 1 Descriptive and narrative writing
Autumn 2 A Christmas Carol by Charles Dickens
Spring 1 Speeches
Spring 2 War poetry
Summer 1 Reading and writing exam preparation
Summer 2 Our Day Out by Willy Russell
Year 9 will appear here next year.
Key Stage 3 homework overview
Each half term, pupils will complete an independent study. Each study is tailored to a different set of skills: the skills are assessed through a range of tasks that include parental inclusion and challenge tasks. The purpose of each study is to help lay the foundations for Key Stage 4 and GCSE, which will begin in year 9. The independent studies give opportunities to develop some of the key skills needed to gain an excellent grade at GCSE. All independent studies can be found on the VLE English home page.
 
Assessment (What it will be on and when eg) data collection points WA1 etc) 
Year 7 and 8
Pupils are assessed for reading and writing skills each half term. In line with the school’s assessment policy, pupils will have continuous opportunities to reflect, focus on teacher comments, and improve their work. Each working at assessment will be a holistic overview of where the pupil is at that particular point in the academic year.

### English

 


Overview of subject
At English Key Stage 3, we offer a curriculum that prepares young people for the necessary skills needed to access the GCSE English Language and English Literature courses.  Our curriculum offers a balance of reading and writing assessments that are tightly linked to the assessment requirements of the current GCSE curriculum.
When pupils progress to Key Stage 4, they will study two GCSEs: English Literature and Language. In year 10 we focus on completing English Language Controlled Assessments (40% of final grade), we also begin to teach the exam content for the English Language reading and writing exams (60% of final grade). In year 11, we complete the Literature controlled assessment (25% of final Literature grade); we prepare for the Literature exams (75% of final Literature grade) and we revise for the final English Language reading and writing exams.

### Support Staff

Learning Support Team



 
 Mr P Price Teaching Assistant


 
Miss R Bibby BA(Hons) Teaching Assistant


 
Mrs J Bradbury Teaching Assistant



Ms A Savage Teaching Assistant


 
Mrs M Cotterill, HLTA Teaching Assistant


 
Miss J Stringer Teaching Assistant




Miss T Birchall Teaching Assistant





Mrs J Williams BA, HLTA Teaching Assistant



 
Ms L Williams Teaching Assistant


 
Mrs R Griffiths, BA (Hons) FDA HLTA Teaching Assistant


 
Mrs G Beckett Teaching Assistant 


 
 



Business Support Staff
Mr M Frodsham BA(Hons), MA, Business Manager
Mrs P Allen Senior Financial Resource Officer
Mrs Muckley PA to the Headteacher
Mrs N Hammam BA(Hons) Data Clerk
Miss J Morris Examinations Officer/Clerk to Governors
Miss C Owen Resource and Admin Team Leader
Mrs S Stockton Receptionist/Administrator
Technical Staff
Mrs S Bennett Technology Assistant
Mrs J Litherland Laboratory Technician
Mrs C Mansfield BSc(Hons) Senior Laboratory Technician
ICT Support
Mr D Clare Media Technician
Mr T Morris ICT Technician
Mr J Mosley ICT Technician
Graphic Designer & Publicity
Miss A Roberts BA(Hons), MA,  PGCE
Maintenance Staff
Mr R Edwards Site Manager
Mr G Payton Caretaker
Mrs J Heywood Assistant Caretaker
 

 

### Student Support

 

Mrs A Harrison BA(Hons), PGCE


 

Mrs A King Cert Ed QTS, SpLD Cert, PGCE

### Physical Education

Mr C Burbridge BSc(Hons), with QTS


 
 Ms A Armstrong BA(Hons), PGCE 


 
Mrs R Hughes BA(Hons), PGCE


 
Mr J Leonard BA(Hons), Cert Ed, Assistant Headteacher

### Citizenship/Personal, Social and Health Education

 
Mrs K Coleclough BA(Hons), PGCE - Head of Citizenship & PSHE

### Music

 
Mrs A Clarke BA(Hons), PGCE - Head of Music


 
Mrs L Butcher BA(Hons), PGCE


 
Mr P Clarke

### Modern Foreign Languages

 
Mrs O Ward BA(Hons), PGCE - Head of MFL


 
Mr N Shelmerdine BA (Hons), PGCE


 
Miss A Mullen BA(Hons), PGCE


 
 



 

### Computer Science

 
Mr D Sutcliffe BEd


 
Ms Fathima Niyas PGCE Secondary ICT 

### Horticulture

 
Ms R Wheeler, BSc, Cert Ed



 

### History

 
 


 
Mr Evans 


 
Mrs Hodgson



 

### Geography

 
Mr M Heath BSc(Hons), PGCE 


 
Mr A Watkins BA(Hons), PGCE



 

### Drama

 
Ms A Armstrong BA (Hons), PGCE



 

### Design Technology

 
Mr A Robinson BSc(Hons) with QTS



Mrs S Llewellyn BA(Hons), PGCE, Child Development Y10







 

### Religious Studies

 
Mrs K Coleclough BA(Hons), PGCE



Mrs S Rostron BA(Hons), PGCE



 

 

### Art

 
Mrs S Joice BA(Hons), PGCE - Head of Art



 



 

### Science

 
Mr D Iqbal BSc(Hons), PGCE


 
Mrs A Potter M.Chem, PGCE, second in department


 
Mr P Antrobus, BSc(Hons), PGCE


 
Mrs I Saleh, BSc(Hons), PGCE


 
Mr A Daley BSc(Hons), AMP SCITT

 


 
 





 

### Maths

 
Miss F Jones BSc(Hons), PGCE, Head of Maths


 
Mr C Murray BSc(Hons), PGCE


 
 Mrs S Sube Keme BSc(Hons), PGCE


 
Mr B Jackson BSc(Hons), PGCE


 
Mr J Koltan Assistant Headteacher BEng(Hons), PGCE


 
Mr D Sutcliffe Bed 


 
Mr G Roberts BSc(Hons) with QTS, MA



 

 

 

 

### English

Mr N Vallender BA(Hons), PGCE - Head of English


 
Mrs E Hough BA(Hons), PGCE, Second in Department


 
Miss L Farrar BA(Hons) with QTS, Literacy Co-ordinator


 
Miss TL Brown BA(Hons), PGCE


 
Mrs VJ Fox BA(Hons), PGCE 


 
Mrs J Woodcock BA(Hons), PGCE

### Pastoral Staff

 



 
 Mr M Morley

Progress Leader (Year 7)


 
Miss K Hayes
Pastoral Leader (Year 7)



 
 Mr P Antrobus

Progress Leader (Year 8 and 9)


 
 Mrs L Ashwin

Pastoral Leader (Years 8 and 9)


 
 Ms A ArmstrongProgress Leader (Years 10 and 11)


 
 Ms A Savage

Pastoral Leader (Years 10 and 11)


 

Mr D Willcock
Attendance Officer & Pastoral Leader (year 10 and 11)



 
Mrs E Enescott
Safeguarding Officer



 
Miss E Dowling
Lead Support and Therapeutic Manager



 
 Miss A Lee 

Wellbeing Officer





 

 

 

### Senior Leadership Team

 



 
Mrs B Scott-Herron Headteacher BMus(Hons), PGCE, PG(Dip), PGCE, NPQH



Mr J Koltan Senior Assistant Headteacher BEng(Hons), PGCE



Mr J Leonard Assistant Headteacher BA(Hons), Cert Ed


 
Mrs A Mawby  Assistant Headteacher Bed(Hons)


 
Mr G Roberts  Associate Assistant Head BSc(Hons), QTS, MA


 
 


 
 

### Drama key stage 4

This is an example of a KS4 teaching framework, but the schedule is highly likely to be adapted to suit the specific needs of the groups.


 

### Drama Key stage 3

We currently follow the Welsh Board GCSE Specification which provides a suitable balance between practical and written work. At Key Stage 3 and 4, pupils follow schemes of work which will provide them with a suitable background knowledge of the skills and terminology used in the WJEC (Welsh Board) Specification. Click the table below to enlarge.

### Drama

 

 

 
“Theatre can help us build our future, rather than just waiting for it.” Augusto Boal
Contact
Overview
Drama is a vital subject for young people. It requires participants to put their opinion forward, to work with others and make decisions together. The transferable skills developed within Drama are of benefit to all who will go on to work with other people in any way.
We are not preparing our pupils to become actors, although we support and value keen performers and provide them with the guidance they may require to continue to study Drama after GCSE level. Crucially, we ARE preparing our pupils for life and continuously challenging them to consider things in different ways, explore and respect the value of others and build effective working relationships.
Homework
It is hard to set meaningful homework at Key Stage 3 as all classwork is in groups. We have now decided to focus on literacy in Year 7 and 8 with spellings related to the Schemes of work studied. At Key Stage 4, writing tasks will be set to prepare for the written elements of the GSCE specification.
How to help your child
Support Year 7 and 8 spelling tasks
Ask your child to explain written homework in years 9, 10 and 11 and discuss the work if possible
Take your child to the theatre if at all possible
Ask about current work in Drama and the role they are playing
Assist with line learning, especially at KS4

### mfl key stage 4

All students follow the AQA French GCSE course.
They also use the AQA Revision Guide and Workbook for private study to consolidate their learning in school.
Homework is set weekly.
In Year 9 all pupils who have opted for French have 4 x one-hour lessons per fortnight.
They consolidate their KS3 learning and work hard to improve their knowledge of higher-level vocabulary while furthering their understanding of grammar.
Assessment in Year 9 requires pupils to write and speak on topics from memory, in preparation for the style of assessment currently used at GCSE.
In Year 10 pupils have 4 x one-hour lessons per fortnight.
In Year 11 pupils have 5 x one-hour lessons per fortnight.
They continue to develop their language skills in a variety of contexts. As they progress linguistically they will be expected to cope with a greater degree of unpredictability, and to understand and use a widening range of vocabulary and structures.
Pupils are assessed by examination in the skills of reading and listening, each worth 20% of the final mark and by coursework in speaking and writing, each worth 30% of the final mark.
Intervention for all KS4 pupils is offered after school every Tuesday and Wednesday.
A Department day trip to Boulogne takes place at the end of the summer term. Pupils enjoy putting their language skills into practice while shopping at a local market and visiting a chocolate factory. They also have the opportunity to make their own pancakes at a local crêperie.

Year 9
Topics studied include family descriptions, parts of the body and feeling ill, holiday plans, opinions, directions, clothes, pocket money preferences and relationships.

Years 10 and 11 
The main areas of study covered are as follows: Lifestyle, Leisure, Home & Environment and Work & Education.

### mfl key stage 3

All pupils study French for 5 x one-hour lessons per fortnight following the Expo course book.
Homework is set weekly and will often be learning of vocabulary to be tested in class.
In Year 7 pupils are given opportunities to develop listening, speaking, reading and writing skills in order to be able to communicate with increasing confidence and independence. Alongside more formal activities, all pupils are encouraged to express themselves through a variety of games and songs, as well as in group and pair work. There is also a strong literacy focus to help pupils manage more generic language learning strategies.
In Year 8, pupils continue to develop their listening, speaking, reading and writing skills while increasing their key vocabulary and cultural awareness. Pupils focus on improving their grammatical knowledge to include past and/or future tenses in their work.
Pupils are assessed in all four skills at the end of every module.
How to help your child progress in MFL at KS3


	Test your child regularly on spellings and vocabulary
	Encourage your child to use his/her vocabulary list for support


	Encourage your child to use Linguascope regularly (they have been given the username
and password)
	Encourage your child to read their teacher’s feedback and act upon it.

	Ask your child to proofread his / her finished work



French club is held each Wednesday from 2.50 - 3.50. All KS3 pupils are welcome to come and join in the fun. Pupils’ cultural awareness is improved through a variety of activities, which include food tasting, playing games and learning new songs.
Year 7

Topics studied include personal information, numbers, date, classroom objects, my family, giving descriptions, where I live, leisure activities, places in town, simple directions, food and drink.

Year 8

Topics studied include daily routine, school timetables, French school life, after school activities, hobbies and sports, holidays, opinions.

### Modern Foreign Languages

 
Overview of subject
Within the MFL department, we aim to stimulate lasting pupil curiosity, interest and enjoyment in order to improve not only pupils’ literacy and language skills but also their inter-cultural understanding, thus preparing them for further study, leisure and the world of work in the future.

 



 

### key stage 4 pe

Core PE is not formally assessed
GCSE PE is assessed throughout the course
5 Ways to support your child
Ensure they have clean PE kit on the correct days (including socks, shorts, polo shirt, rugby shirt, appropriate footwear, including football boots)
GCSE PE students should be supported to complete and submit homework on time.
Encourage your child to join after school activities and practise outside of school.
Expect your child to demonstrate resilience when participating in physical activity.
Please communicate all injuries with your child’s teacher, via a note in their planner.
Year 9 Overview
Pupils to participate in the following activities Netball, Football, Rugby, Trampolining, Fitness, Basketball, Volleyball, Badminton, Athletics, Rounders and cricket
Year 10 overview
As above in most cases, with a specialist group who can choose to participate in the Junior Sport leader award to gain a nationally recognised award
Year 11 overview
More  recreational to equip them with the skill for life long participation of physical activitiy, Badminton, Basketball, Dodgeball, Trampoliniing,, volleyball and Football
Examination Dates 
GCSE PE
Personal Exercise plan – at the end of Year 10
Analysis of performance January of Year 11
Practical performance moderation completed Spring term of year 11
Written paper – Summer term Year 11

### key stage 3 pe 

Year 7 Curriculum Overview 
Pupils have access to the following subjects:- Football, Netball, Rugby, Gymnastics, Dance Basketball, Handball, Volleyball, Rounders, Cricket, Athletics( Running, Throwing and Jumping) Table Tennis, and Fitness. Pupils are taught the skills for each activity and for games play a modified version building up to the full version with rules.
Year 8 Curriculum Overview
The following subjects are included:- Football, Netball, Rugby, Gymnastics, Dance, Basketball, Handball, Volleyball, Rounders, Table Tennis, Cricket, Athletics and Fitness. Pupils are taught the skills for each activity along with rules and full version of the activity
Year 9 Curriculum Overview
Pupils have access to the following subjects:- Football, Netball, Rugby, Gymnastics,  Trampolining Dance, Basketball, Handball, Volleyball, Rounders, Cricket, Table Tennis Athletics and Fitness. Pupils are taught the skills for each activity and building up to the full version with rules.
Homework overview
No homework given in KS3
Homework  -KS4 GCSE PE, once a week
Assessment
Year 7 Each half-term pupils participate in 2 activities and are assessed in both.
Year 8 Each half-term pupils participate in 2 activities and are assessed in both.
Year 9 Each half-term pupils participate in 2 activities and are assessed in both.

### PE

 
 
Overview of subject
Each child at KS3 participates in 4 compulsory Physical Education lessons over a two week timetable and 2 per two week timetable in KS4. In KS3 there are generally 3 groups; boys group, girls group and mixed gender group.
Pupils participate in  the following activities:- Football, Netball, Rugby League, Gymnastics, Dance, Basketball, Handball, Volleyball, Table Tennis, Rounders, Cricket, Athletics and Fitness. Pupils are taught the skills for each activity and for games play a modified version building up to the full version with rules.
In KS4 pupils complete lessons in a more recreational manner with the intention of fostering a love of physical activity once they leave school.
5 Ways to support your child
Ensure they have clean PE kit on the correct days (including socks, shorts, polo shirt, rugby shirt, appropriate footwear, including football boots)
Provide your child with breakfast
Encourage your child to join after school activities and practise outside of school
Expect your child to demonstrate resilience when participating in physical activity
Please communicate all injuries with your child’s teacher, via a note in their planner

### music key stage 4

We currently offer GCSE with the AQA examinations board. The course is made up of 4 units focussing on developing solo and ensemble performance skills, composition along with analysis skills and finally listening skills. The course is 80% controlled assessment coursework and 20% final listening examination.
5 Ways to support your child
1. Encourage them to listen to as many types of music as possible.
2. Encourage them to discuss the music they hear using key musical terminology.
3. Ensure they practise their instrument/vocal skills regularly.
4. Individual or shared lessons can be taken on a variety of instruments. This will certainly improve success in the performance unit.
5. Encourage them to talk about what they are doing in class, ask them to play their pieces to you.
Year 10 overview
Developing Solo and Ensemble skills underpins the whole year and is regularly worked upon in lessons to ensure progression, accuracy, confidence and expression in all performances.
Composition taster sessions on a range of areas such as Ostinato, 12 Bar Blues, Song writing forms, Pentatonic music are undertaken to enable pupils to begin to work on their first controlled assessment composition. This will be is a style that they prefer to work in and can be on a range of equipment depending on pupil preferences.
Listening work focussing on key musical features such as - Rhythm, Texture, Musical Structures, Dynamics, Instrumentation, Timbre, Melody, Tonality. Pupils will become confident in using appropriate musical vocabulary through listening to and discussing a range of music.
There will be a solo performance examination in year 10 along with a listening exam.
The first composition will be submitted as part of the controlled assessment programme and pupils will be informed of the submission date.
Year 11 overview
The continuing development of performance skills again underpins the whole year and is regularly worked upon to ensure success in this area. A key area of focus will be ensemble skills. An ensemble piece will be prepared and performed for assessment through the year.
A second composition will be worked upon and is based upon a Strand decided by the examination board. This changes each year.
The strand for the 2015 cohort is a link to Popular Music. The pupils will compose a piece related to this and will then write a detailed piece of writing answering specific questions set by AQA. This will build upon the key musical terminology that pupils will have developed confidence and familiarity with through the course so far.
Preparation for the listening paper will be developed further this year with key terms and the application of them with accuracy explored by listening to and answering questions on a wide range of music.
Homework overview
Homework is set in KS4 Music. All tasks are designed to support the learning which has taken place within lessons. Some homework will be to attend extra sessions after school to develop composition or performance work. This is an important part of the course and pupils should be prepared for this at key parts during the year.
Assessment Overview 
At GCSE pupils are assessed on their composition and performing work through Controlled assessments which take place throughout the year. Pupils will be advised of these in advance.
A listening test will take place at the end of year 10 within the summer term.
Year 11 will have a mock listening test during the Mock exam fortnight within school.

### music key stage 3

5 Ways to support your child
1. Encourage them to listen to a range of different music.
2. Any trips to concerts, musicals will always provide pupils with additional support.
3. Encourage them to become involved in an extra curricular music activity.
4. Encourage them to take up instrumental lessons – individual and paired lessons are available on a range of instruments. We can provide some instruments for pupils to use to support this learning.
5. We would recommend that parents support performances at school. This encourages the pupils to perform to the very best of their ability.
Year 7 Curriculum Overview
Skills focus – musical elements.
Rhythm work.
Working within an ensemble.
Music to represent Mood and emotion.
Music to tell a story or’ paint a picture.’
Keyboard Skills.
Developing Ukulele skills.
Rap/ song writing.
Form and Structure in music.
Performance skills.
Year 8 Curriculum Overview
Ostinato work – making repetition interesting.
Remix work.
Stomp.
Rhythm work.
Introduction to Protools.
Ukulele/ guitar skills.
Ensemble work – smaller and whole class.
Chords.
More complex song and rap writing. – exploring different structures.
Keyboard skills.
Assessment
Years 7 and 8 - KS3 assessment takes place at the end of every unit. Students are given a mark out of 10 and are assessed on composing, performing and appraising music in a variety of situations. The assessments are mainly practical in nature reflecting the character of the work. A summative level is awarded for each Working At assessment based on the work the pupils have completed at that point.

### music

 
 
Head of Department:  Mrs Clarke - aclarke@boteler.org.uk
Teacher of Music: Mrs Butcher -  lbutcher@boteler.org.uk
Overview of subject
Music plays an important role at Sir Thomas Boteler Church of England High School. There are a range of performances by pupils and these are central to events such as Achievement Evenings, Church Services, Open Evenings, Regional and National events but to name a few occasions.
Our talented performers also perform in our wider community as they take part in performances organinsed by the Local Authority and events organised by Chester Cathedral. We organise an annula Music Festival –‘ Boteler Out Loud’ that involves over 500 performers from our school and local Primary Schools. Alongside this we also produce an annual ‘Spring Spectacular’ held at the Parr Hall – a hugely successful event involving over 350 performers.
Ensembles at the school are inclusive and of an outstanding quality.
We are extremely proud of our Samba group ‘Samboteler’ who have had the prestigious opportunity to perform for the National Specialist Schools Music Conference as the Headline Act  at the Yehudi Menuin School in Surrey.
Djoliba – African drumming group involving pupils from years 7-11.
Singing Club – over 100 pupils meet twice a week to rehearse popular songs. This is a completely inclusive ensemble with a lovely, welcoming atmosphere.
The Crunchy Harmonies – a vocal group of over 50 members who are auditioned to enter this group. They have been invited to perform at Chester Cathedral several times as well as at the Inauguration of the Mayor in June 2014.
School Band – an opportunity for instrumentalists to develop their ensemble skills on a weekly basis.
Boys Only – a singing group for Boys. We meet weekly and regularly have at least 25 boys attending.
Worship Band – a musical group celebrating and supporting our status as a Church Of England High School. This group brings together singers and instrumentalists to perform a range of Sacred Music.
Training Samba – this allows pupils who are beginning to play in a samba group to develop their skills. When they are ready they are invited to join Samboteler.
All of the ensembles are underpinned by a strong team of Instrumental Teachers who deliver lessons on a weekly basis to pupils who opt in to this scheme. Lessons are available on woodwind, brass, piano/keyboard, guitar, drums, strings and voice. External examinations are studied for pupils to gain accreditation when this is appropriate. Pupils have gained Grade 8 in singing and drums in recent years.
 

### Citizenship

Is this the right subject for me?
If you are interested in the world and people around you, this is the subject for you. It helps you to make decisions for yourself on all sorts of issues. We always see  information about things like the environment, fair trade and people’s rights across the world, but most of us find it hard to work out what’s right and wrong. Citizenship helps you to develop the skills you need to decide for yourself. You will investigate issues that really matter and work out what can be done about them. You will also learn skills in taking action and presenting cases.
What do I need to know, or be able to do, before taking this course?
Citizenship studies is an exciting course to take for GCSE. It’s not just about sitting in classrooms but gets you out and about. You will be involved in community activity which you plan and organise. You will plan a campaign for an issue that you choose and really care about. The course builds on citizenship lessons from Years, 7, 8 and 9 and all sorts of things you have done before in English, Geography and History. We also visit Parliament so we can see first-hand where the Government make important decisions.
What will I learn?
If you are going to investigate current issues, you need to know how the world works. The course will help you to understand how an individual can change things, so it explores how we make laws, our place within the economy, what pressure groups do, and how we all relate to the rest of the world. The media are also important because they influence how we think – so we need to work out what their messages really mean. There is also a focus on communities, how we all live together, and our similarities and differences. The aim is to help you to understand and play a part in the world locally, nationally and internationally.
How will I be assessed?
Short Course
Examination 40% - Coursework 60%
One Exam Community activity
Full Course
Examination x 2
40% Coursework x 2 60%
* The first exam will test your knowledge and understanding of the material
* The second asks you to think about it from different points of view.
The coursework for the Full Course also involves running a campaign. This might be for something local or a much bigger issue like protesting about child labour or encouraging people to
They are based on real examples of things that are going on in the UK and further afield.
What can I do after I’ve completed the course?
You will learn lots of skills that will be useful in later life. Being able to see the world from other people’s points of view will always help you to understand what’s going on around you. The range of activities you will be involved in will help you to work with others and see the benefits of being part of a team – and even leading a team. You will learn to put a message together to persuade people of your point of view. There are lots of opportunities to put these skills to work when you reach 16.
Whatever you do next – A Levels, a Diploma or an apprenticeship – you will find that citizenship is an integral part of the course.
Next steps!
If you want to find out more, have a look at these websites. They show you the sort of things you could be doing if you take the course.
• Citizen X gives an overview of the issues you will be dealing with (www.bbc.co.uk/schools/citizenx).
• Oxfam give you examples of the international issues covered in the course (www.oxfam.org.uk/coolplanet/kidsweb).
• The Youth Parliament shows you how you can make a difference (www.ukyouthparliament.org.uk).
• This site has citizenship games – including developing a campaign, as you will be doing when you choose the Citizenship GCSE (www.demgames.org).
Also visit the Edexcel website (www.edexcel.com/gcse2009). This will give you up-to-date information about what you will be studying and how you’ll be assessed.

### Plans for 2014-2015

Our aim as a school for the year 2014/15 is to close the gap between our free school meals students and non-free school meals students and significantly raise the achievement of our free school meals students.
There in an increase in funding for pupil premium in 2014/15 as follows;


	Free school meals (FSM) increases to £935
	Looked after or adopted children increases to £1,300
	Armed serviced students increases to £300

 

The expected income for 2014/15 is £239,360

 

Curriculum Support

Breakfast revision sessions for Maths and English

Saturday morning revision classes for Maths, English and Science

One to one tuition

 

Pastoral Care

Enrichment beyond the Curriculum

Alternative learning pathways and curricula 

Staff development and training

Tracking and intervention

 

 

### Pupil Premium in 2013/14

Pupil Premium in 2013/14 
Pupil Premium is an additional grant given to students who:


	have been eligible for free school meals (FSM) at any time in the last six years (£900)
	have been in care for more than six months (£900) or adopted
	have parents/carers in the armed services, who face particular challenges (£250)

We received £241,566 for the academic year 2013/2014.

At Sir Thomas Boteler Church of England High School we have developed many intervention strategies over a number of years designed to support each individual student. We aim to provide each student with the opportunity to attain their full academic potential and the skills and qualifications to access further education and the world of work

Below is a list of strategies that we use to support students. The cost of intervention strategies far exceeds the total amount we receive for the Student Premium.

Curriculum Support

One to one support

Revision guides

Calculators and equipment

After school homework clubs

Easter school

Voucher system

’My Maths’ accessed through the VLE

 

Pastoral Care

 

Full time Emotional Wellbeing Worker

Four Assistant Heads of House

 

Enrichment beyond the Curriculum

‘Boiler Room’ – School Youth Club

Subsidised educational visits

Comprehensive after school activity programme

 

Alternative learning pathways and curricula 

Alternative Curriculum/Work Related learning Co-ordinator

Alternative curriculum provision

Therapeutic curriculum options

### Parents Supporting Boteler

Parents Supporting Boteler is a body of parents/carers, representing parents/carers, run by parents /carers with the support of the school. We want to develop a partnership between the school and parents/carers which not only bring about positive changes in students’ learning, behaviour and results but also enhances the well-being of the students and school and develops community cohesion.

If you would like to be involved and support the school through fundraising or through volunteering within the school, then please get in touch to PSB@boteler.org.uk.

We look forward to hearing from you.

### Community Christmas Party 2014



### Xi’an Partnership, China 



### Steve Wright

Steve has been a Local Authority Governor since 2010.  He is currently Chair of the Stakeholder Committee, a member of the Steering Group and a member of the Boteler Trust.
Steve is a Local Borough Councillor and former Mayor of Warrington.  He is the  Community Centre Coordinator at Saint Margaret's in Latchford.
A Warrington Town FC supporter, his son attends Sir Thomas Boteler High School and Steve is the Councillor for the Latchford East Ward.
His aim as Chair of Stakeholder Committee is to help build the relationship between the school and the community to ensure that parents, carers, businesses and other interested parties can play a full and active part in the life of the school and together with staff and governors, make this a school we can all be proud of.
Back to Governors

### Rev Jackie Bellfield 

The Rev Jackie Bellfield has been the Methodist Minister of Latchford Methodist Church since 2007 and is also the minister of three other Methodist Churches and on the board of St Roccos Hospice. Jackie worked previously in communications for the Department for Education and Skills and was chair of Governors at a Primary School for over 15 years.
Jackie is chair of the Personnel and Pupil Welfare Committee and a member of the Steering Group. Jackie is committed and passionate about enhancing and developing community relationships and the distinctive Christian ethos of the school. Jackie says "I am proud to be associated with the school and all it seeks to achieve as we strive to be an outstanding school in our community."

### Claire Findlay

Claire has worked in Industry for over 15 years and currently works for Barclays Technology Centre where she is responsible for Organisation Planning/Management and  Entry Level Talent Programmes.   Claire has experience of leadership and management and is experienced in Management of High Performing teams through Performance Management processes.
Claire is a parent of a Year 8 student at Sir Thomas Boteler and was elected as a parent governor in September 2013.  Claire currently is part of the Personnel and Pupil Welfare Committee and is the Vice Chair of the Governing Body.

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### Paul Williams

Paul Williams has been at the school for 6 years and is currently the Head of the History Department. He sits on the Standards Committee and has been a Staff Governor since November 2011.  When asked why he wanted to be a governor Paul said, "I am committed to this school and have worked here since I was newly qualified.  I want to be a part of the drive for improvement at all levels of the school community and I very much value my place as a staff representative on the governing body."
Back to Governors

### Revd Paul Wilson

The Revd Paul Wilson has been the Rector of Warrington, St. Elphin’s, since May 2013, moving here from Yorkshire. Before being ordained in the Church of England in 1998, Paul has had previous experience of working in retail management, working as a manager for ASDA for 13 years, as well as running his own business as a Dept of Transport Approved Driving Instructor. Paul has been married to Karen for 28 years and they have four grown up children. Paul has served as a Governor at various schools for over 16 years. At Sir Thomas Boteler High School, Paul serves as a Foundation Governor, appointed by the Warrington Church of England Educational Trust (of which he is Chair). Paul is also a member of the Governor’s Steering Group and Chair of the Ethos Committee, which monitors the distinctive Christian Ethos of the School. Paul is committed to seeing the students and staff of Sir Thomas Boteler School flourish, grow and achieve their very best as children of our loving God.

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### Rev Canon Mike Finlay

It was in 1999 that I first became a Governor at Sir Thomas Boteler Church of England High School and became involved in changing the status of the school to become a Church of England School with the support of both the Chester and Liverpool Diocese. I was also a governor at St Elphin's C of E Primary school and of Birchwood C of E Primary School. Having been Chair of Sir Thomas Boteler High School for about 14 years I retired at the end of the summer term 2014. I have been appointed an Associate Governor for a year.
 
Back to Governors

### Hilary Kelly

Hilary Kelly
Hilary has been a secondary school teacher for over 25 years in the Birkenhead and Chester area where she is currently Head of Design and Technology in a large 11-18 school.  She originally qualified with a B.Ed (hons) degree and then studied for a Postgraduate Certificate and Masters degree in Education Management from Manchester Metropolitan University.  She joined the Governing Body in November 2011 and has previous governance experience in a primary school for eight years.  Hilary is Chair of the Standards Committee and is a member of the Steering Group and the Ethos Committee. Her key interests are in student aspiration and achievement at all levels of ability. Hilary has two children, one currently studying at The University of Manchester having studied at Sir Thomas Boteler and Priestley College; the other is a student in year 11.
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### Mary Cummings

Mrs. Mary Cummings joined as a Foundation Governor, Chester Diocese in September 2014 and sits on the Standards Committee and is also a Link Governor.
Mary is Headteacher at St. Elphin’s (Fairfield) CE Primary School. She has been Headteacher and Governor in several schools, and has substantial experience in this role. 
Mary is a graduate of York University, gained a Postgraduate Certificate in Education at Oxford Brookes, a Diploma in Mathematics education at MMU and holds the National Professional Qualification for Headship. 
Personal comment: 
I am glad to be able to contribute as a Governor. I’m keen to do all I can to help such a great school develop and grow. 
Back to Governors
 

### Peter Gilmore

Peter Gilmore is a retired accountant, Peter has been a governor at the school for 19 years and is currently the Chair of the Finance and Buildings Committee.
Back to Governors

### Carol Ratcliffe

Carol Ratcliffe is currently an Associate Governor on the Ethos Committee, having previously served as a Parent Foundation Governor and a Support Staff Governor since 2002.
Carol works as a Mid-Day Supervisor at Sir Thomas Boteler Church of England High School and previously at Latchford St. James, and also as Church Secretary (Lay Leader) at Latchford Baptist Church. Carol says "Both my grown up sons were pupils at Sir Thomas Boteler Church of England High School. They have both done well following their education here at school. It is a privilege to play a part in the education of our young people and to share the love of Jesus to so many lives."
Back to Governors

### Stuart Titchard

Stuart Titchard has been a  Parent Foundation Governor since 2012, and the Chair of Governors since September 2014. He also sits on the Finance Committee and the Ethos Committee.
Stuart is also the Treasurer of Christ Church, Latchford. He is a Warrington Wolves supporter, and his connection with the school is that he is a former pupil and has two daughters attending the school
Stuart's occupation is as the Head of Global Supply Chain for a global sportswear brand. His aim as Chair of Governors is to help build the relationship between the Governing Body, all staff members, pupils and parents, to ensure we strive together to take our school to outstanding.
Back to Governors

### Louise Hendry

Louise Hendry is the Finance Officer at a High School in Warrington and has worked in education finance since 1999.  Louise has 2 children – her eldest daughter has recently joined Sir Thomas Boteler and her youngest daughter attends St Elphins (Fairfield) Primary.  In her spare time Louise enjoys cycling, music, walking, crafts and raising money for charity by taking part in sponsored events. 
Louise became an Elected Parent Governor on 5th September 2014 and sits on the Finance Committee.
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### Darren Willcock

My name is Darren Willcock and I have been a governor since 2012.  I am currently an Associate Governor on the Personnel and Pupil Welfare Committee. Having worked at Sir Thomas Boteler Church of England High School since 2008 as a caretaker,  I have progressed my career to the role of lead form tutor and supporting the pastoral department with particular focus on reducing persistent absentees. 
I hold a level 4 in mentoring and a level 3 diploma in Children and Young People's Workforce, Learning, Development and Support Services. I am currently completing a leadership course in behaviour and attendance enabling me to bring more expertise into the school.
I am a dedicated member of staff who fully supports the school's vision that every child will succeed and reach their full potential.
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### Matthew Grant

 
I became an Associate Governor in 2013 before becoming a Foundation Governor as part of the restructure of the Governing Body in 2014.
I have had a long association with Sir Thomas Boteler since I became Deputy Principal at Priestley College in May 2002.
I have a keen interest in curriculum and I currently serve on the Standards Committee and I also lead on the partnership that is being developed between Sir Thomas Boteler and Priestley College.
I have previously served as a Governor and Chair of Governors at a large Church of England High School in Blackburn before I moved to Cheshire in 2012. In addition to education I also have a keen interest in hockey and football and I worship at St Helen’s Parish Church in Tarporley.
Back to Governors
 

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### Governor vacancies

PARENT GOVERNOR ELECTION
We currently have 2 vacancies for election as a parent local governing committee member.
The Governing Body, with the Headteacher, has overall responsibility for the running of the school.  Governing Bodies have 3 core strategic functions:


 	Ensuring clarityof vision, ethos and strategic direction;
 	Holding the Headteacher to account for the educational performance of the school and its students; and
 	Overseeing the financial performance of the school and making sure its money is well spent

We currently have 1 vacancy on the Finance, HR & Operations Committee and 1 vacancy on the Ethos & Community Committee.
Finance, HR & Operations Committee


 	Financial management/ accountancy
 	Procurement/ purchasing
 	Premises and facilities management
 	Health and Safety

Ethos and Community Committee


 	Religious Education and Collective Worship
 	Christian Values and Ethos
 	Community Links (school, church, community, parents)
 	Transition and stakeholders (primary schools)
 	Marketing and PR

Whilst no specific qualifications are required, we would particularly welcome nominations from parents with key skills and experience within the above areas.  You are not required to have skills and experience in all of the aspects, the most important thing is to have a keen and committed interest in the school and be prepared to play an active part in the Governing Body’s work.
Training is available for all local governors and there is an expectation that those new to being a Local Governing Committee Member, attend free induction training.
The Qualifications and Disqualifications document summarises the circumstances under which someone cannot serve as a local governor. Nominations must be from parents, or individuals exercising parental responsibility, of a child at the academy.
Qualifications and Disqualifications to serve as a school Governor
Nomination form parent local governing committee member
If you would like to stand for election, please complete the nomination form and return it to the school no later than Friday 26 January 2018. You may also include a short personal statement to support your nomination, which should be no longer than 250 words. Self-nominations will be accepted but if you are nominating another parent, please seek their prior consent.
If there are more nominations than vacancies the election will be by secret ballot. If that is necessary, voting papers will be sent to all parents together with details of the ballot procedure.
If you have any questions about being a governor or the nomination process, please contact the Clerk to the Governing Body via email at jmorris@boteler.org.uk

### Attendance and Punctuality

Click here for our Attendance Policy.
Regular school attendance is essential if students are to achieve their full potential and matters more than ever given the impact of the pandemic on education.
Sir Thomas Boteler Church of England High School is committed to providing all students with the best possible start in life and will work hard to ensure that all students attend school regularly. We believe that regular school attendance is the key to enabling students to maximise the educational opportunities available to them and become emotionally resilient, confident and competent adults. We will endeavour to provide an environment where all students feel valued and welcome, allowing individuals to realise their full potential and make a positive contribution to their community.
We aim to:


 	To promote good attendance and punctuality for all students with all stakeholders
 	To enable all students to have full access to the curriculum through regular attendance
 	To intervene and challenge all students who require the necessary support to achieve good attendance
 	To meet targets set by the LA regarding attendance and to drive school attendance beyond national averages.

We are committed to tackling poor attendance because:


 	Irregular attendance seriously disrupts continuity of learning, leading to underachievement and low attainment
 	Students with poor attendance will have gaps in their learning
 	Poor attendance will hinder the students’ ability to develop friendship groups
 	We want to make sure students are safe
 	We want to increase students’ opportunities.

‘Through God, We Care’ and values all students; we will work with families to identify the reasons for poor attendance and try to resolve any difficulties.

Attendance Officer
The school Attendance Officer is Mr Willcock. He will work closely with the pastoral team to work on a range of strategies to avoid absence and improve school attendance. Where necessary, Mr Willcock will carry out home visits to address absence; families will receive support if this is deemed necessary. Please do not hesitate to contact Mr Willcock at school should you have any questions regarding attendance.

Parental/carer responsibilities

 	Parents/carers have a legal obligation to educate their children and can be prosecuted
         if they do not meet this obligation.
 	It is the responsibility of parents/carers to ensure that their child arrives at school promptly each day: the school, in loco-parentis, is responsible for the child from the start of the school day.
 	Parents must contact the school on each day of their child’s absence.
 	Parents must avoid taking students out of school for holidays in school time or, if they cannot do so, must apply to the Headteacher for permission in advance.

Where possible, students should return to school following any unavoidable medical appointments during school hours.
 

Monitoring students’ attendance:

 	When a student is absent, it is expected that the parents/carer will contact the school. Where this is not the case, the school will aim to contact parents/carers to establish the reason for absence and if the child is safe. We will also use a system called ‘Truancy Call’ on a student’s first day of absence if no contact has been made. Truancy Call is a text messaging system which parents/carers can respond to.
 	If it is the case where a member of staff cannot make contact home and the school is unsure whether the child is safe, a home visit for specifically identified students may be arranged.
 	Should absence continue and patters emerge, then the Attendance Officer will work with the Pastoral team to develop a strategy to improve attendance for specific students.
 	If truancy is identified, parents/carers will be notified via a phone call and/or letter.
 	If there are punctuality concerns, parents/carers will be contacted and intervention will take place.

 
Under the Education Act 1996, the Local Authority has a statutory responsibility to ensure that parents secure education for children of compulsory school age and where necessary, use legal enforcement.

Holidays and extended leave in term time
Parents and carers are strongly advised to avoid taking their children out of school for a holiday during term time. A holiday or leave of absence will only be granted by school in exceptional circumstances.
All parents and cares who make an application for holidays will be required to discuss the circumstances surrounding the request before a decision is made. Should parents and carers take students out of school in term time without completing an application, then this period of absence will be categorised as ‘unauthorised’. As a result of unauthorised absence, legal action will be considered.

Punctuality 
It is important that students arrive promptly each day. Students who arrive late must register their lateness with a member of staff who will be present at the student entrance. Students who are late must enter via the main reception and sign in at the office. Students who are late without an appropriate reason will be sanctioned on the same day where possible. We ask for the parents support to ensure that this is not a regular occurrence.
*Please note that exceptional circumstances/cases will always be considered.
There are 365 days in a year. Children have 190 school days.
Attendance:   In one term your child     In a year your child will
                          will have missed:              have missed:
90% =   1 week        2 days                    4 weeks (20 days / 100 lessons)
80% =   2 weeks      4 days                    8 weeks (40 days / 200 lessons)
70% =   4 weeks      1 day                     12 weeks (60 days / 300 lessons)
60% =   5 weeks      3 days                    16 weeks (80 days / 400 hours)
Rewarding good attendance
The school recognises the importance of celebrating good attendance and motivating all students to improve their attendance. A number of initiatives and reward events will take place throughout the academic year and will include:


 	Attendance raffles
 	Attendance lottery
 	100% attendance certificates
 	Half termly bronze, silver and gold certificates
 	Most improved attendance rewards
 	Secret student
 	Parent/carer rewards
 	Tutor group competitions and rewards
 	Termly and end of year rewards trips

Please see the school attendance policy on the school website for further information.
If you have any queries regarding attendance please contact the Attendance Officer Mr Willcock (dwillcock@boteler.org.uk), or Assistant Headteacher Mr Leonard (jleonard@boteler.org.uk).
 

### Governor News

Check back here for the latest news from the Governors.

### Pages



### home-box



### School Handbook



### GCSE results 2014

Outstanding achievements at Sir Thomas Boteler 
This summer saw some of the most outstanding GCSE results so far from the students of Sir Thomas Boteler Church of England High School. Right at the top was Charlotte Whittaker, who achieved an amazing 5 A* and 5A grades! Other students who came out with a clutch of A* and A grades were Lauren Dorton, Lucy Meakin, Ellen Grice, Natalie Renshaw, Isaiah Slater and Chloe Dickenson.
Results in PE and in the school’s music specialism were particularly impressive, with 100% achieving at least a C grade and large numbers achieving A and A*.
Retiring headteacher John Sharples thanked the teachers and praised the concentration, commitment and determination of the students in achieving these superb results. “It’s not just exam results these young people are taking away with them,” he said. “They have played a key role in the life of the school and have developed into fine citizens. I wish all the class of 2014 well in the next stage of their lives.”

### Standards Handbook

Click here to view the 2024 - 2025 Standards Handbook as a PDF.

### Boteler Out Loud

 
See below for the video of Boteler 2014: 

### Good Luck Mr Sharples

Below is an article about Mr John Sharples' 13 years as Headteacher at the school. Good luck Mr Sharples - you are an inspiration, and will be missed by staff and students alike. Have a long, vibrant and fun-packed retirement!

### Uniform & Standards

Please note: if your child would like to wear a skirt, please do not purchase this just yet as we are looking at changing the style slightly and the suppliers.
Buying a school uniform can be an expense and for this reason the uniform has been carefully chosen so that, whilst it is distinctive from those of neighbouring schools, it is also easily obtainable.
Our uniform creates our school identity and establishes a sense of pride amongst the students. It is expected that all students will come to school every day in full, neat, clean uniform, giving the message that our students take pride in belonging to our school. This will continue to be the case until the student leaves the school and will also apply to the public examination period for all students. Year 11 students will attend all examinations and revision sessions in full uniform until their last examination. Staff are required to ensure that these standards are maintained at all times.
Uniform sends a strong message about standards and self-worth. Admission to our school implies acceptance of the uniform code and students who are not correctly dressed may be sent home to change by a senior member of staff. Repeated disregard for school rules could result in a fixed-term exclusion. Uniform does not discriminate and ensures all learners have equal opportunities and shared expectations, regardless of background.
The uniform is to be worn all year around, with adjustments due to weather clearly communicated out in advance.

Second hand uniform can be sourced directly from the school. We have a full range of all uniform items available. Please contact jmuckley@boteler.org.uk if you require more information on this.
Compulsory uniform:

• Oakleigh tartan kilt style skirt (length below the knee) or black, formal style trousers, (no flares, skinny styles, jean-type material, leggings, lycra or similar). 
• Blue school shirt with collar and top button (no logos and no open neck blouses). 
• School clip on tie in Navy blue with school crest  (available from the Main Office).
• Navy blue blazer with school crest
• Plain black knee socks or plain black 60 denier (plus) tights are to be worn with skirts. Ankle socks with skirts are not permitted. Over the knee socks are not permitted. Plain black ankle socks only  to be worn with trousers.
 
We will issue spare skirts / tights should a young person fail to comply with the standards. If a skirt is too short then the person wearing it will be given tights until a new skirt can be purchased.
 
Optional uniform:

Navy blue V-neck school jumper.
 
If a student forgets their blazer, we have a stock from which they can select a blazer to wear for the day.
 


Purchasing

Uniform can be purchased at Warrington Schoolwear Centre, 50-54 Buttermarket St, Warrington, WA1 2NN.

Ties can be purchased at the school’s Main Reception, by cash or by the iPay system.

Uniform can be ordered online via these links:

https://alphaschoolwear.com/product-category/sir-thomas-boteler-church-of-england-high-school


 


Shoes 
Black, flat, polished shoes with no other colours or marking must be worn at all times. Shoes with a sports logo are not permitted. No trainers, boots, canvas, pumps, heels or shoes that are unable to be polished. Do not assume stores that label their stock “School Shoes” will be an appropriate purchase. Please use the photographs below as a guide; if in doubt contact Mr Leonard, Assistant Headteacher: jleonard@boteler.org.uk. If a student is not wearing the correct shoes, we have suitable footwear that will be made available for them to wear for the day. 

 


PE Kit
Sir Thomas Boteler Church of England High school has teamed up with Surridge to offer our students a PE kit that reflects professionalism, teamwork and performance. In wearing the PE kit our students will represent the school’s mission statement ‘High Aspirations, High Expectations, High standards, you will succeed.
All products can be purchased online by visiting https://www.surridgesport.com/sir-thomas-boteler-school
Compulsory Kit 
Shorts and/or skort and/or leggings
Blade T-Shirt and/or Rugby shirt
Classic Sock
All students must have sports trainers; this does not include canvas pump style trainers or hi-tops
 
If students wish to be part of a team and represent the school,
shorts or skort with blue socks must be worn.
No leggings or tracksuit bottoms can be worn.
Optional Extras
Optional Products
GCSE PE Polo Shirt
Warm-up Performance Top
Blade Short
Tracksuit Bottoms
Waterproof Jacket

Personal Appearance
Shirts must have a collar (casual shirts and open neck shirts are not permitted) and be worn appropriately, i.e. shirts must be tucked in, collars buttoned at the top. Trousers should be tailored. Trousers should be worn with a plain black belt where necessary and should not hang below the waist. No jeans or leggings are allowed. This year, skirts are specially designed for the school to be on or below the knee. Alterations to the length of a skirt are not permitted.
Outdoor coats
Outdoor coats must be removed on entering the building and should be worn on the journey to and from school. Hoodies, cardigans and non-uniform jumpers are not permitted. These items will be confiscated. Outdoor coats should be of a dark colour.
Hair
Hair must be worn in an appropriate conventional style. Hair styles must be such that they can easily be kept neat and do not prevent students from participating effectively and safely in all school activities. Students are not allowed a grade 0 anywhere on their head. If it is an appropriate blended style it can only blend into a grade 1. If they chose to have a short style all over then shaved heads or a grade 1 or 2 are not acceptable. There should not be any style which the school believes would undermine the ethos or discipline of the school. To be clear this means markings cut into the hair or eyebrows, Mohicans and other extreme styles. The dying, high or low lighting of hair in natural colours is acceptable – other colours are not permitted. Students will be required to re-dye their hair in the event of failing to adhere to this rule. Hair accessories must be minimal and appropriate for the learning environment.
Makeup and nail varnish
Years 7, 8 and 9 are not permitted to wear make-up. Make-up should be minimal and discreet for Year 10 and 11 students. Excessive makeup must not be worn. Lipstick and coloured lip balm is not permitted. False eyelashes, drawn on eyebrows, nail extensions, gel/acrylic nails and nail varnish are not permitted. Students will be asked to remove makeup if a member of staff deems it necessary.
Jewellery
No jewellery of any kind is to be worn, except for a watch. Watches must be removed before PE lessons. Students who persist in wearing jewellery, other than a watch, will have these items confiscated. A letter will be sent to parents/carers asking them to collect it. Parents/carers will be asked to sign a receipt on collection. Staff confiscating jewellery will place it in an envelope; the envelope will be taken to the Main Office to be locked away.
 
Equipment
Students need to be properly prepared for their lessons. Students need to bring the following equipment every day: pen, pencil, ruler, eraser, pencil sharpener (these all need to be in a pencil case), scientific calculator and a suitable school bag. All students must have a reading book and their Independent Study Pack (ISP) with them. The ISP is crucial to support learning and it also has a student’s timetable in it to ensure students are always punctual.

There will be sanctions for any student who does not comply with the rules and parents/carers will be contacted if the problem persists.
Equipment List
You will need a full stocked pencil case with the following items:
Pen (black or blue)
Pencil
Purple pen
Ruler
Eraser
Pencil sharpener
Compass
Protractor
(these all need to be in a pencil case)
Other required equipment:
Scientific calculator (we recommend a Casio fx-83GTX)
Coloured pencils
Suitable school bag
Reading book
Knowledge organiser (provided by school)
Art equipment list: 
Good quality A4 sketchbook (can be purchased from the art department for £1 during the first 2 weeks )
Selection of graded art pencils: B, 2B, 4B, 6B 
Black fine liners
Felt tips/sharpie pens
White gel pen
Tin water colour paints 
Fine paintbrushes
Glue stick 
Plastic zip clear wallet to keep everything in
Optional Art items:
Acrylic paint set
Oil pastels
Paper smudge stick 

Your equipment is checked every day by a member of staff.
 
Mobile Phones 
Students can either:

 	Leave their phone at home, or
 	Use a Phone Locker pouch provided by the school.


 	Phones are locked inside the pouch on arrival.
 	Students keep the pouch with them during the day.
 	Phones are unlocked when leaving school.
 	Students are responsible for their phone at all times.

Mobile phones will only be allowed on site if they are securely locked away.

In an emergency, please contact the school office and we will send a message to your child.

 
Home School Agreement
As a school we will:

 	Have high expectations for all learners in all aspects of school life
 	Expect high standards of behaviour and promote respect for all
 	Provide an environment where all students are safe, happy and confident, whilst striving for the highest possible achievement for all students, underpinned by Christian values
 	Deliver a curriculum which is stimulating, challenging, innovative, enjoyable and motivates students
 	Offer a range of enrichment activities to interest and engage students beyond the classroom
 	Provide regular homework in accordance with the School Homework Policy and ensure appropriate feedback is given
 	Provide effective means of communication between home and school and respond quickly to any enquiries or concerns
 	Set aspirational individual targets for every student in each subject and promote education as a lifelong process
 	Contact parents/carers if there are concerns regarding your child’s attendance and punctuality
 	Provide support for each student to help them make progress towards their targets, engaging parents in the process
 	Develop relationships between all stakeholders based on courtesy, respect and tolerance
 	Reward students for their positive contributions and achievements
 	Offer parents/carer the opportunity to become involved in the wider life of the school

As a parent/carer/I/we will:

 	Ensure that my child attends school every day, in full school uniform, on time and fully equipped
 	Inform the school immediately of any absence and avoid unnecessary absences (e.g. Family holidays in term time)
 	Support my child’s progress and achievement by attending parents evenings and other school events
 	Ensure that my child completes the set homework
 	Respond to school communications as appropriate and inform school of any concerns or problems that might affect my child’s learning, behaviour or well-being
 	Support the school ethos, behaviour code of conduct/policy, other policies and guidelines
 	Encourage my child to have an active role in the life of the school
 	Endorse the efforts of the staff involved in teaching the student and those of the pastoral and support staff
 	Ensure the school is notified of any change in emergency contact numbers

As a student I will:

 	Attend school regularly and on time, striving for the best possible attendance and punctuality
 	Wear the school uniform correctly and follow the school rules relating to appearance
 	Be fully equipped for every lesson and look after my property (including ISP)
 	Complete classwork and homework to the best of my ability to ensure that good progress is made towards targets
 	Behave safely, following the rules of the school
 	Treat all members of the school community with courtesy and respect, responding to staff at their first request
 	Represent the school in a positive manner when in the community, even when not in the school uniform
 	Support the school ethos and attend events at school
 	Talk to a member of staff if I have a problem or need support.

### Parent Governor Election

Your role as a governor
Skills Profile
STB-procedure-for-electing-a-parent-governor-final
Role Profile of School Governor
Qualifications and disqualifications to serve as a school governor
Nomination form
parent governor election letter 2014

### GCSE DT 2013-2014

[slideshow_deploy id='3012']

### Head Boy & Girl 2014-2015



### UK YOUTH PARLIAMENT ELECTION

Click each link below to view your candidates....
Michael Moran 
Rachel Davies 
Rose Warburton
Tim Hammersley 
Tom Scott

### Lucy wins Amnesty International Writer's competition

Two of our very accomplished year 11 students, Lucy Meakin (Overall winner) and Lucy Ryan (Runner –up) wowed the Song-writing Judges with their “Protest Songs” – “Journey of Hope” and “Motionless” . They were invited to attend a prestigious Awards ceremony yesterday (30.4.2014) at the London Amnesty International Headquarters.
Beating off strong competition to come 1st and 2nd from over 7,000 entries was no mean feat. Wimbledon High School came in third with their song “Education is Empowerment”. Proud teacher, Mrs Hensey-Reynard said: “It was such a privilege to learn that our students had impressed the judges like Jerry Dammers who founded the group “The Specials” and, who had himself, written the very famous “Free Nelson Mandela” Song which played a huge part in getting Mandela eventually freed from prison.”
Headteacher, Mr Sharples concluded: “I’m delighted that Amnesty International engages young people in this way. As you can see, Lucy Meakin and Lucy Ryan have expressed a passion for “Justice and Human Rights” which struck the right chord with some of my all time favourites such as Billy Bragg, Jerry Dammers and Esperanza Spalding”.

### Lucy wins Amnesty International Writer's competition

BEST IN THE BRITISH ISLES
Two of our very accomplished year 11 students, Lucy Meakin (Overall winner) and Lucy Ryan (Runner –up) wowed the Song-writing Judges with their "Protest Songs" – "Journey of Hope" and "Motionless" . They were invited to attend a prestigious Awards ceremony yesterday (30.4.2014) at the London Amnesty International Headquarters.
Beating off strong competition to come 1st and 2nd from over 7,000 entries was no mean feat. Wimbledon High School came in third with their song "Education is Empowerment".
Proud teacher, Mrs Hensey-Reynard said: "It was such a privilege to learn that our students had impressed the judges like Jerry Dammers who founded the group "The Specials" and, who had himself, written the very famous "Free Nelson Mandela" Song which played a huge part in getting Mandela eventually freed from prison."
Headteacher, Mr Sharples concluded: "I’m delighted that Amnesty International engages young people in this way. As you can see, Lucy Meakin and Lucy Ryan have expressed a passion for "Justice and Human Rights" which struck the right chord with some of my all time favourites such as Billy Bragg, Jerry Dammers and Esperanza Spalding"

 

### Exam Timetables

 
 
 
 
 
 

### Information for Candidates

JCQ-Preparing-to-sit-your-exams 
2022-Unauthorised-Items-poster-live-text_September22
IFC-Coursework_Assessments_2022_FINAL
IFC-NE_Assessments_2022_FINAL
IFC-On-Screen_Examinations_2022_FINAL
IFC-Written_Examinations_2022_FINAL (1)
JCQ-Preparing-to-sit-your-exams
Social-Media-Information-for-Candidates_Final
Warning-to-Candidates-2022_23

### Exam Room Posters

No mobile phone poster
Warning to candidates

### Exams & Performance

policies & information				
					KEY STAGE 3assessments				
					KEY STAGE 4 assessments				
					year 11 
revision				
					Assessment & reporting				
					KEY STAGE 4 COURSES				
		Year 11 Leavers - Summer 2025We hope your child is enjoying a well-earned break after completing the longest GCSE exam season that has taken place in recent years. We are looking forward to celebrating with them the culmination of five years’ hard work on results day.Results day this year is Thursday 21st August 2025 where results will be available for students to collect from the main school hall from 9:30am. If students would like another person to collect their results, they must contact Miss Morris either by email at jmorris@boteler.org.uk or through a letter, signed by themselves, naming the person who will collect the results. Any uncollected results will be posted home on Friday 22nd August 2025. Students need to check their personal emails on a regular basis for correspondence from the College they have applied to. Colleges will contact students directly via email.Post Results ServicesIf you think your result/grade is wrong or close to the next grade, please speak to the subject teacher as soon as possible.  They will be able to advise you on the process for making a formal enquiry to have a review of the marking by the awarding body.  This enquiry must be done through school and not individually. The deadline for submission of a review is 25th September 2025. Click on the link for guidance if you are not happy with your results: JCQ-Post-Results-Services-2025.pdfPlease note that, if after a review of the marking, your result is downgraded, then the new result will be your grade and NOT the original higher grade. You must sign a consent form to have a review of the marking and there is a fee. If your grade is changed then you will be reimbursed the fee.The consent form and post results services fees can be accessed here:Candidate-consent-form-–-Access-to-scriptsCandidate-consent-form-–-clerical-re-checks-reviews-of-marking-and-appealsEDEXCELhttps://qualifications.pearson.com/content/dam/pdf/Support/Fees-for-academic-and-vocational-qualifications/post-results-fees-2024-2025-uk.pdfAQAhttps://www.aqa.org.uk/exams-administration/after-results/post-resultsOCRFeesWJEC https://www.wjec.co.uk/media/1zunlbo3/prs-fees-june-2025-v1-30425.pdf Performance data 202220232024Progress 8 Score-0.13-0.27-0.24Attainment 8 Score43.12 (A8 Est 44.4)40.01 (A8 Est 43.01)41.5 (A8 Est 43.3)Standard pass (grade 4+) in both English and Maths65%55%54%Strong pass (grade 5+) in both English and Maths37%30%30%EBacc average point score (EBacc APS)3.693.413.53EBacc % Entry45%44%65%Click here to visit our schools performance measures page. 

### Information on Reports

Current Working Grade
This grade reflects the skills currently being demonstrated by the pupil.  It is an average of the student’s performance over time.  Evidence is drawn from both classwork and homework.
The table below highlights how Key Stage 3 levels convert into Key Stage 4 grades.





GCSE
Grade


KS3
Level




A*1


10a




A*2


10b




A*3


10c




A1


9a




A2


9b




A3


9c




B1


8a




B2


8b




B3


8c




C1


7a




C2


7b




C3


7c




D1


6a




D2


6b




D3


6c




E1


5a




E2


5b




E3


5c




F1


4a




F2


4b




F3


4c




G1


3a




G2


3b




G3


3c




Fail


2a




Fail


2b




Fail


2c




Fail


B






Predicted Grade
This grade represents what teachers feel, in their professional judgement, the student will achieve at the end of Year 11 if they maintain their current working level and effort.


Personalised Target
This target is for the end of this academic year only.  It is set in consultation with the student and represents an ambitious target.  Where the MEG is considered to be an ambitious target this will also be set as the personalised target.

Subgrade Descriptors
If the pupil is working at a grade B, the following should be applied:
B1
Student is securely working within this grade with some elements of the next grade above.
B2
Student is securely working within this grade.
B3
Student is not secure in this grade but is demonstrating some skills at this ability level.

MEG Targets
KS2 – KS4 (Year 6 to Year 11)  = 3 levels of progress
Minimum Expected Progress
Year 7   = 2 sublevels from KS2 SAT result
Year 8   = 4 sublevels from KS2 SAT result
Year 9   = 5 sublevels from KS2 SAT result
Year 10 = 7 sublevels from KS2 SAT result
Year 11 = 9 sublevels from KS2 SAT result
MEG – ‘Talent’ subjects – PE / Art / Drama / Music / DT / French
In order to accommodate for the fact that students have often not had formal tutoring in these subjects prior to attending secondary school, we adjust the Key Stage 2 starting point by 6 sublevels.  The expectation is that students will have ‘caught-up’ by the end of year 9 putting them on the same trajectory as all other subjects.
i.e.
Reducing the Key Stage 2 Average score by 6 sublevels on entry:







Sublevel Increase



End of KS2 Average

4a






6 sublevel adjustment




Adjusted Level

2a




End of Year 7 MEG

4c


4



End of Year 8 MEG

5b


4



End of Year 9 MEG

6b (D2)


3



End of Year 10 MEG

C3


2



End of Year 11 MEG

C1


2



Total   Sublevels of progress


15


























Colour Coding
Autumn Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

0


0


0


0


0



Green

-1


-1


-1


-1


-1



Orange

-2


-2


-2


-2


-2



Red

-3


-3


-3


-3


-3





Spring Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

+1


+1


+1


+1


+1



Green

0


0


0


0


0



Orange

-1


-1


-1


-1


-1



Red

-2


-2


-2


-2


-2





Summer Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

+1


+1


+1


+1




Green

0


0


0


0




Orange

-1


-1


-1


-1




Red

-2


-2


-2


-2






PE / ART / Drama / Music / DT / French
Autumn Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

-2


-2


-1


0


0



Green

-3


-3


-2


-1


-1



Orange

-4


-4


-3


-2


-2



Red

-5


-5


-4


-3


-3





Spring Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

-1


-1


0


+1


+1



Green

-2


-2


-1


0


0



Orange

-3


-3


-2


-1


-1



Red

-4


-4


-3


-2


-2





Summer Term
Number of sublevels away from the end of year MEG







Year   7


Year   8


Year   9


Year   10


Year   11



Blue

+1


+1


+1


+1




Green

0


0


0


0




Orange

-1


-1


-1


-1




Red

-2


-2


-2


-2






Behaviour / Effort / Homework  Grades
For each of behaviour, effort and homework staff must give the student a grade.  Please refer to the descriptors below for the ‘best fit’ for the student’s performance in each area.  Ensure that the grade given does not contradict the assessment data.

Behaviour
1.       Outstanding
A pupil is outstanding if they demonstrate mature and thoughtful behaviour that promotes a positive working environment.
2.       Good
A pupil’s behaviour is good if they contribute to making a good working environment.  They are reliable, often show maturity and set high standards for others to follow equally well.
3.      Requires Improvement
A pupil’s behaviour requires improvement if they are reasonable and responsive to the support provided by the teacher.  On a few occasions, however, a pupil can demonstrate behaviour that may have a negative impact on their own and others learning.  When challenged, a pupil responds appropriately to sanctions that have been imposed.
4.      Inadequate
A pupil is inadequate when their behaviour is disappointing.  This has a sustained negative impact on their progress and the learning of others and they do not respond to appropriate sanctions applied by the teacher.

Homework
1.      Outstanding
A pupil is outstanding if they record all homework in their planner and always submit it at the set time.  Homework is neatly presented and completed to a high standard.  They bring all necessary equipment to lessons.
2.      Good
A pupil is good if they record most of their homework tasks in their planner and usually submit them at the set time.  Homework is completed to a good standard. They bring the necessary equipment to most lessons.
3.      Requires Improvement
A pupil requires improvement if they record some homework in their planner but on occasions fail to submit this at the set time.  Homework is completed to a fair standard and they respond well to the appropriate sanctions set by the school. They sometimes forget to bring the necessary equipment to lessons.
4.      Inadequate
A pupil is inadequate if they fail to record homework in their planner and rarely submit it at the set time.  Homework is completed to a poor standard and they do not respond to the appropriate sanctions set by the school. They do not bring the necessary equipment to lessons.

Effort
1.       Outstanding
A pupil is outstanding for their effort when their attitude to learning is exemplary in all aspects of their work. They engage positively in all lessons and, in line with their ability, demonstrate consistently outstanding levels of commitment and dedication to the learning process.
2.       Good
A pupil’s effort is good when they make a consistently positive contribution during all lessons. They participate fully and engage readily both in independent and group work. They set a positive example for others to follow.
3.       Requires Improvement
A pupil’s effort requires improvement when they generally show acceptable levels of application during lessons. They are responsive to the support given by the class teacher which encourages engagement and the promotion of a positive working environment.
4.       Inadequate
A pupil's effort is inadequate when their engagement in lessons is minimal, despite positive teacher intervention, thus compromising the learning environment in the class.

### Basketball Team Clinches Historic Second Cup And League Double

The U/16 Basketball Team had little difficulty in overcoming Birchwood High School and Great Sankey High School to win the end of season Warrington Schools Cup Competition. The team recently won all its matches in the League and by significant margins, emphasising this squad’s clear superiority over other local schools during the last four years.
This season we have been unbeaten in three competitions, including the England Schools U16 Conference, where we are in the last 32 teams nationally. Our next match is against Childwall Sports College and victory against them would place us in the last 16 again like last year.

### Boteler's Saturday School Success



### Boteler pupils short-listed for the Amnesty International’s Youth Awards 

This is a letter received from Amnesty International to the school, detailing how two talented Boteler pupils Lucy Meakin and Lucy Ryan have been short-listed for the Amnesty International Youth Awards 2014.
Congratulations, I am writing to let you know that two of your students - Lucy Meakin and Lucy Ryan - have both been short-listed for the Amnesty International`s Youth Awards 2014.
Both students have been picked as a “Top-10” contender for the Songwriter-Lyrics section out of over 3,000 people across the country who entered.
This is a real big achievement in itself and we would like you to publish this in your school magazine and local press. 
So, what happens next?
The shortlistees will be whittled down to the Top 3 who will then be invited to attend a prestigious ceremony at Amnesty International`s Headquarters in central London on Wednesday, 30th April.
The final winner will be announced at this ceremony.
Congratulations again and kind regards,
Larnie Narayan
Amnesty Youth Awards
MOTIONLESS - by Lucy Ryan
Goodbye was the last words I heard
Not a single smile
Just cold, heartless statues staring
Motionless
My eyes were filled
White as snow
And frozen like ice
Motionless
Screams and hearts breaking
Lingered through the station
A wave good-bye
Followed by a forced out smile
Motionless
Journey of Hope - by Lucy Meakin
Optimism in the darkness is a journey in itself.
A spectrum of lost hope placed around the neck.
Numbers.
An open door-way to another future upon a luggage label.
The calm before the storm.
Vacant stares overlooking Cologne, the day of reckoning upon arrival.
Relatives in hope and guidance from the stars.
The value of human life considered.
On the platform all possibility restored.
Children.
As precious as gold.
Opportunities of new beginnings from the movement of a train.
A suitcase bursting with aspiration.
The parting of hearts in the stillness and the calm.
Fate the only measurement of the future.
The ending of one life, but another one surely beginning?

### Y9 Students Aiming to become Future Scholars

Recently, a number of Sir Thomas Boteler Church of England High School’s Y9 students applied to attend the prestigious Future Scholars Award programme activities to be held this summer.
The standard of applications was outstanding, and the school Senior Leadership Team had the very difficult task of deciding which five applications would be put through to the next stage.
After much deliberation, the following five students were selected and have now been nominated to the Russell Group of Universities to be offered a place at one of the activities scheduled for the Summer term at one of the best Universities in the country: CHLOE MENZIES, EMMA FELLOWS, NATALIE CLARE, SCOTT JOHNSTON and ABIGAIL TITCHARD.
Students have nominated a range of Universities to be the possible destination, with Imperial College London, The University of Birmingham, The University of Manchester, Oxford University and Warwick University all possibilities.
The visit will involve an accompanied overnight stay, and the opportunity to access University style learning activities on a University campus.

### School Self Evaluation

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### Boteler pupils consider being 'life savers'

We all have different ambitions for the future and goals which we hope to achieve, but how many of us aspire to give somebody the gift of life? How many amongst us will be able to wake up one day knowing that they have instilled a person’s family with hope and optimism?  Knowledge of ‘Medical Ethics’ has the ability to change people’s views on whether organ donation is considered morally right and a benefit to the recipient, a topic which Year 11 have been studying as part of their R.S Human Experience course.
On the 11th December 2013, 11x1 were visited by guest speakers Richard and Tony who have been involved in projects on radio stations such as BBC Radio Manchester and Radio 5 live.
Their visit allowed us all to gain an insight into how religious and secular (non- religious) viewpoints can influence the decision to donate and receive an organ. We also became aware of the physical implications before and after an organ transplant and how their lives are now more precious to them and treated  much more as a gift.
After further research we are now aware of the new law that is looking to be in force by 2015 in England, stating that it will be presumed that a person can donate their organs unless they specifically opt out. Information such as this has allowed us to put the topic of organ donations into perspective and investigate the issues in today’s society.
Topics of discussion such as these are particularly useful when pursuing careers such as; the armed forces, nursing & midwifery, the police force and other business societies. R.S has the ability to go deep into the roots where no other subject can go and can provide a greater understanding of worldwide issues, which continue to pose discussions throughout countries today.
Article researched and written by the following members of 11x1 and based on the talk given by Richard and Tony: Jack Burns; Jake Singleton-Bennicke; Alex Green; Charlotte Whittaker and Lucy Meakin.

### Boteler Progress in England Schools Basketball Competition

Sir Thomas Boteler booked their passage to the next stage of the England Schools Basketball Competition with a magnificent victory over a very strong Ellesmere Port Catholic High School team.
Boteler 55 - Ellesmere Port CHS 47!
Boteler got off to a tremendous start with good early baskets from Cameron Burrows and Josh McLean, and held the lead for virtually the rest of the game, although at one point towards the end, they were pulled back to level pegging.
Following a much needed time-out, the boys showed great resolve and skill to run out eventual victors against a team with great tradition in the competition.
All team members played superbly, but in addition to Cameron and Josh, special mention should go to the other starting five players who played the majority of the game, defying fatigue and showing a never say die attitude. Particularly impressive was Charlie Spencer who was making his debut for the school. He has an excellent sporting pedigree, and I look forward to watching his continued efforts on both the basketball court and rugby field.
Team: C BURROWS, J McLEAN, L HICKSON, A ASHTON, C MILLER
Bench: M LLOYD, R WATTS, S MILLER
The squad must turn their attention to the Warrington league next, with the completion of the outstanding fixtures due to take place before the next stages of the English School’s competition are played.

### The Boteler Big Bible Event



### Boteler Pupils take a step to remember Holocaust Memorial Day

Sir Thomas Boteler Church of England pupils "took a step" to mark National Holocaust Day on the theme of Journeys by creating a Signpost on which they could add their messages of remembrance on luggage labels.
As part of their Religious Studies lessons pupils have been involved in holding a memorial service in the grounds of the school on the theme of Journeys. Pupils were asked to write a message on a luggage label and hang it on the Signpost which the Design Technology Department created for the occasion. Pupils "took a step" to give thanks for all those children who came on a Journey of Hope/Freedom to British families during WW2.
As well as taking part in an out-door service, pupils also entered a poetry competition organised by Chester Cathedral. The winners of this were Lucy Ryan aged 16 and Emma Fellows aged 14.
Mrs Hensey, Head of RS commented: "This is the third memorial service we have held for our pupils to get involved in and they benefit from this experience by sharing what they have learned with their families and the wider community. This year we were also delighted to hear that Canon Jane Brooke had chosen two poems written by our pupils to form part of Chester Cathedral’s service to commemorate this important event."
Lucy Ryan, aged 16 concluded, "I have gained a lot from being part of these memorial services and this year I was able to put this learning into a poem which has been chosen to go into a hand-made book which can be found in Chester Cathedral. My interest in Religious Studies is something I intend to pursue in Further Education because it covers such big human issues like this one and I feel knowing about such events will help me in any career I choose to pursue".
Image shows: Pictured left to right are Mrs Watson, teacher of RS; Abigail Titchard who delivered a Bible Reading in the Cathedral; Emma Fellows Year 9 winner; Lucy Ryan Year 11 winner and Mrs. Hensey-Reynard, Head of RS.

### Boteler Basketballers Crush Crewe and Rewrite Records

Sir Thomas Boteler’s basketball team has moved to the top of North Pool 4 on points difference with a record-breaking victory over St Thomas More High School of Crewe in the England Schools U16 Competition. The match was played in the Ball Hall in front of a small crowd of friends and parents and saw the team score the highest ever number of points in a competitive match at Boteler since records began with 133 to the opposition’s 21. This was also the highest margin of victory in a school match, surpassing the previous record of 117-11 against Lysander in 2008/9.
 Sensing both technical and physical weaknesses in the Crewe team, we began the match with a full court press, successfully attempting to deny the opposition access to our half and in the process creating numerous mid-court interceptions and turnovers, which were then, for once, clinically converted into points. The Boteler players all had a hand in the victory, with even our second five proving more than a match for their starting line-up. Reece Watts, Liam Hickson, Aaron Ashton and Mathew Lloyd all scored points, whilst Renz Foxall, steady and competitive in defence, still awaits his first basket for the school.
Taylor Hindes, still struggling with a back injury, finally showed us his potential as a player, using his devastating speed around the court to create scoring opportunities for himself and others. He can only get better with match practice. Our top three players, Jacob Lloyd, Josh McLean and Cameron Burrows, with 17 points in the first half, ran riot when in possession and were simply unstoppable. In spite of being rested for significant periods of the game, they still managed a combined total of over 100 points, with Jacob and Josh recording the two highest ever totals for individual players in the history of Ball Hall basketball at Boteler with 46 and 38 points respectively.
Jacob’s total was the highest since records began in 1978 and only Boteler legends Chris Lynskey and Paul Manual have scored more than 38 back in the early 1980s in the considerably smaller Boteler Gym. As if to emphasise our dominance of this fixture, Josh McLean became the first Boteler player to successfully slam dunk a basket in a school match; a feat which went on to repeat.
Quite by chance, a player from the legendary 1981 double-winning team, Paul Screawn, now working in Geneva but back in Warrington to visit relatives, was able to watch the second half of the match. After the final buzzer, Paul met some of the current players and was quick to confirm  that, whilst his team went undefeated in Year 11 with an extensive fixture list, the skill level of the current crop of players is well above that of his contemporaries. Back then, they simply did not have the facilities and match practice on offer today.
The match was played in excellent sporting spirit and our players fully respected the opposition’s tenacity in continuing to play to the final buzzer when so comprehensively outclassed. Our final pool game is against Ellesmere Port Catholic High School but a crop of injuries to key players may well
prove to be decisive in determining whether or not we progress. However, with the usual strong support from Boteler students and parents, we may yet have enough to progress in the competition.
By Mr H Chambers, Basketball Coach

### Boteler’s Year 10 Art pupils get creative on computers

On Wednesday the 22nd January, Sir Thomas Boteler Church of England High School’s Year 10 Art GCSE pupils went to Priestley Collage for the day, to transform their cell coursework pieces into digital creations. They were given the opportunity of using two of Priestley’s graphic design suites in their Art and Design Building.
Using photographs of their artwork, pupils selected sections they wished to use and transform into layers. Using Photoshop, they learnt how to cut out, transform, and adjust various sections of their artwork. They played with colour, contrast and filter effects. They layered these sections up to create digital collages of their cell pieces.
The final pieces were amazing and staff were so impressed with how well the pupils engaged with the concept and creation. Most had never used Photoshop before! It is great how these pieces connect the pupil’s fine art skills and digital skills – the pupils started with their paintings and drawings, put them on the computer, and using a completely different technique have transformed them into something quite different! These digital creations give something else to the pupil’s portfolios and skillset, and pupils have the opportunities to continue to develop their Photoshop skills within school. Boteler’s staff would like to thank the staff at Priestley for helping the pupils to create some wonderful pieces.

### Governance

VACANCIES		
			MEETINGS & ATTENDANCE		
			THE GOVERNORS		
		We became part of The Challenge Academy Trust (TCAT) on the 1st of May 2017 along with a number of schools from across Warrington and are led by Andy Moorcroft (CEO) with a TCAT Board of Trustees and our Governing Body at a local level in the school. For details of The Challenge Academy Trust Governance click here. 
Governors are ultimately responsible for how the school is performing. The Governing Body, either elected or appointed, are in four different categories that include Parents, Staff , Foundation and Co-opted governors.
The role of the governing board is a strategic one with three key functions:

Overseeing the financial performance of the school and making sure its money is well spent.
Holding the headteacher to account for the educational performance of the school and its pupils 
Ensuring clarity of vision, ethos and strategic direction

The Local Governing Body has 12 members, and they meet at least once each term. There are standing committees for, Finance, HR & Operations, Quality & Standards and Ethos & Community. In addition, committees consider Pay, Discipline and Admissions on an ongoing basis. Members of the Local Governing Body are from all walks of life and bring knowledge and experience which prove invaluable in the governing of the school.
A Governors’ role is as a ‘critical friend’ to the school. They do not manage the school on a day-to-day basis but work as a group to guide and approve plans from the Headteacher and Senior Leadership Team. They often provide valuable insights, or work as a sounding board for ideas and plans, to maintain and enhance the provision of education at Sir Thomas Boteler Church of England High School.
Their role also includes the oversight of activities in the school and several governors act as ‘Link Governors’ to gain specific knowledge in an area of the curriculum to keep the Local Governing Body informed more closely about what is happening in that area.
Academy Funding Agreement
Academy Funding Agreement - Supplemental Funding Agreement 
Academy Funding Agreement - Church Supplemental Agreement
Chair of Governors contact details
Mr Geraint Williams
Sir Thomas Boteler Church of England High School, Grammar School Road, Latchford, Warrington, Cheshire, WA4 1JL
Tel: 01925 636414 (or via the Clerk to the Governors)
Email: gwilliams.stb.governor@gmail.com
Clerk to the Governing Body
Miss Melissa Alexander
The Challenge Academy Trust, c/o Bridgewater High School, Broomfields Road, Warrington, WA4 3AE
Tel: 01925 216037
Email: m.alexander@tcat.uk.com

### Governors' Meeting Dates

Click here for Governor Meeting Dates 2022 - 2023
Click here for 2021 - 2022 attendance and declaration of interests   

### The Senior Citizens Christmas party 

The Senior Citizens Christmas party which took place on Wednesday 11th December welcomed over 70 guests from across the community. Mrs Taylor led the team welcoming our guests with lovely food provided by our students in DT, Miss Adcock and Mrs Bennett. Entertainment included wonderful performances from the Music Department, thanks to Mrs Clarke and Mrs Butcher, Bingo ably hosted by Cliff Jenkinson.
After more excellent food our guests were treated to a sing along from Mr Sharples and Cliff singing many Christmas favourites. This was topped off with Father Christmas and gifts for all the senior citizens. Lots of happy smiles and a good time had by all.

### Young Boteler Designers

 Driving or walking along Knutsford Road recently you will see the new flood defence wall which came into its own on December 5th, protecting homes in Latchford from the heavy rain.  You may have also noticed the beautiful kingfisher design and the small fish which run along the length of the wall.  These were designed by Jack Arrowsmith and Zac Singleton, runners up were George White and Alex Spencer who are all in Year 7.
On Monday the boys were invited to the official celebrations in Victoria Park marking the completion of Phase 1 - Latchford where they met the mayor and helped to plant a tulip tree, one of the many trees being planted in the park by the Environment Agency.  They were very proud to be involved in such a major project and will see their designs on the wall for many years to come.  Well done, we’re very proud!

### Year 7s recieve their New Testaments 

On the 4th December, Sir Thomas Boteler Church of England High School’s year seven pupils were presented with their New Testaments by the Gideon Organisation.
Jessica Bate was asked to open up a present from Mr Chapman, the represenatative for the Gideon Society. She thought it was an empty box and certainly not as exciting as the coloured umbrella someone else got to un-wrap. When she did open her present it held a paper scroll with a ribbon around it.
Jessica handed the scroll to Mr Chapman who shared this reflection with the assembled pupils.
He commented: "This verse on here is my favourite verse  in the whole of the New Testament.
I even have the number 3.16 in my email address because it means so much to me.  It helps me to thank God every-day for the greatest gift he gave mankind at Christmas time."
Mr Chapman then asked Jessie to read out this verse to the whole of year 7.
"For God so loved the world that he gave the gift of his one and only Son,
that whoever believes in him, shall not perish but have eternal life"
St John`s Gospel 3.16
Mrs Hensey- Reynard thanked the visitors on behalf of year seven saying:
"We are now ready to study the Birth of Jesus in St Matthew`s and St Luke`s Gospel accounts in our RS/RAVE lessons so this will be a fantastic gift that the pupils can have their own copy to read not only in school but whenever they like. "

### GCSE Citizenship visit to London

On Monday 16th December a group of GCSE Citizenship pupils visited the Houses of Parliament in London. We met up with our MP David Mowatt and took part in a workshop about how voting and elections work. We got to tour the Parliamentary Estate and go inside the House of Commons.
In the evening we took in the sights of London all decorated for Christmas and had a meal in the Hard Rock Cafe then on to see Wicked in the West End before settling down for the night in our hotel. Tuesday saw us take in a flight on the London eye and a boat ride down the Thames.
"We all had a brilliant time, Wicked was amazing at the theatre and I really enjoyed the parliament tour and it opened a wider picture of the government and a better understanding of citizenship, the Hard Rock Cafe was gorgeous and we all would like to thank Mr Antrobus, Mrs Taylor, Mr Wood and of course Mrs Coleclough." Ethan Scott  
"This has been one of the best trips in school and we all had such a good time and experienced so much in only 2 days, Olivia and I loved Wicked, it was the best show we had seen! Parliament was very interesting and I really enjoyed learning about all the different roles and places! I really enjoyed the London trip 2013 and would like to thanks all the teachers that took us!" Molly Whitty
"I thought this trip was really good! Wicked was so good and the tour around Parliament was also really interesting, not to mention the London Eye. I had a really good time and would recommend that people go in the future." Georgina Matthews
"I enjoyed the workshop in parliament; it helped us to understand more about how things work and gave us the opportunity to ask questions that may help us in future citizenship lessons. The food in the Hard Rock Cafe was lovely and overall it was a really great trip, everyone enjoyed themselves and wants to come again." Elisha Barker
"One of the best trips running, the trip may only last two days, but I will remember those two days as a time where I got to spend time with my friends, learn about Parliament and had the most fun. Every minute of the trip to London was absolutely fabulous!" Courtney Bates
"It was interesting to meet our MP (David Mowatt) and the theatre was amazing with a very entertaining play." Olivia Bate, Rachel Bate and Ellie Hartley

"I really enjoyed the whole trip, especially the London Eye, usually I’m scared of heights but as soon as I walked on the pod it felt really safe. I also had an amazing experience at Parliament." Matthew Stout

"To be honest there was no great part it was all amazing and I would like to thank Mrs. Coleclough, Mr Antrobus, Mrs Taylor and Mr Wood for this wonderful trip and I would gladly go again." Abigail McDonald 
"Every part of this trip was fab! There was always something to do, and every part of it was fun. The best part was the London Eye! It was awesome to see everything on one extremely huge wheel! It may only last 2 days but I will never forget them." Abigail Morley

### Boteler Basketball Team Dominant In Warrington Schools U16 League

We are now at the halfway stage in the Warrington Schools U16 League Competition for 2013/14 and the Boteler team, who are the current champions in this age bracket, lead the competition with three wins out of three following the recent round of matches at the Ball Hall.
Seven schools are competing in this league, a vast improvement in participation by comparison with last season.  The matches are just 10 minutes in duration and those played between other schools have been exciting, in some cases finishing with very close score lines.
Our own team’s first match was against Great Sankey High School, who like ourselves, have a number of players regularly competing outside school in Ball Hall leagues. We began this game quite poorly by our own standards, carelessly missing one or two scoring opportunities and regularly sending over-adventurous wayward passes down court before settling down to a more controlled pattern of play, which was then too much for Great Sankey to handle. 
Sensing a superiority in mobility over the opposition, captain Jacob Lloyd called for a pressing defence strategy, which brought us increasing amounts of mid-court possession, easy to turn into points with slick passing and good layup techniques, which all our players possess. When Great Sankey did threaten our basket, it often led to fast break opportunities through good transitional play and the final score was 38-19.
In recent years we have had many close games with Culcheth High School with honours more or less even. Culcheth brought a relatively small and inexperienced team to play us and we expected to win comfortably. Our first five had opened up a lead of 20 points within five minutes, allowing me to give bench players Mathew
Lloyd and Renz Foxall extended court time. Even without the height advantage that Jacob Lloyd and Josh McLean give us, we almost doubled the lead in the second half of the match with Aaron Ashton and Liam Hickson leading the way in both offence and defence. The final score was Boteler 34 Culcheth 2. Every credit to Culcheth for their resilience and sportsmanship.
The only team which looked like they might compete with us was Lymm High School. Who had won their previous two matches. The Lymm players were well-organised and skilful. We saw this match as being the key to eventually winning the league this year and kept the first five on for the duration. Cameron Burrows put in the best performance in this match, winning turnovers, creating scoring opportunities for others and finishing moves with a high percentage success rate. Jacob Lloyd dominated in defensive rebounding and picked up several offensive rebounds from any outside shots by Josh McLean which failed to reach their targets. Josh proved to be our most prolific scorer with a total of 50 points from the three games, scored from all areas of the offensive court. He and Jacob predictably stood out as the best two players in the competition.
We play Penketh, Birchwood and St Greg’s in the New Year, around England Schools fixtures against Crewe and Ellesmere Port. Provided our squad stays fit, further success beckons. Congratulations to the players for their excellent level of performance throughout 2013 and thanks to their parents and other family members whose continued support is vital to our success.
Mr H Chambers - Basketball Coach

Photo: Current Champions and 2013/14 League Leaders
Rear; Renz Foxall, Jacob Lloyd (Captain) Josh McLean(Vice-captain) Aaron Ashton
Front; Cameron Burrows, Liam Hickson, Mathew Lloyd

### Football

18th October 2013:
The Year 7 football team continue to go from strength to strength. Following on from last weeks draw against a strong Culcheth team, confidence continues to grow after a resounding 16-2 win against University Academy Warrington. Man of the match, Liam Blackburn, stole the show with 7 goals in an outstanding display of finishing.
Oliver Anderson finished with 4 goals, with Reece Peever, Alexander Spencer, Ellis Rigby, Nasir Rashid and Dean Beddall all getting on the score sheet.
Year 9 ran out 4-0 winners with goals from Joe Horton (2), Harry Jenks and Adrian Ferrer, with the Year 11 team on the wrong end of a 5-1 score line.
16th October saw our Year 7, 8 and 11 play against strong Lymm teams.
Year 7 needed the win to cement a top 2 position but unfortunately came up short on the night, losing 3-1. Liam Blackburn again on the scoresheet.
Year 8 were on the receiving end of a heavy defeat, with plenty of training required before the next fixture. However, enthusiasm and effort were admirable in some adverse weather conditions.
Year 9 put in the display of the week with an outstanding 4-3 victory. This was a real team performance with some outstanding football being played. Liam Bragg stole the show with two technically brilliant strikes from 20 yards, leaving the goalkeeper with no chance. Goals from Luke Gamble and Jack Stubbings sealed the victory.
We now await final group standings to see if Year 7 and 9 progress to the next round.
Thank you to all of the players who have represented the school during this half term.

### Netball

Every year there are competitive matches between all Warrington Schools during the Autumn Term. We have teams in the year 7, 8 and 9 leagues this year and whilst not yet up to the standard of the Netball Super League teams, there are definite signs of progress and some potential stars of the future.
Poppy McHale in Year 10 is currently the most accomplished netball player at the school and is involved in the sport outside school.
Priestley House Sports Captain Laura Nicholson has represented the school at netball, cross country and athletics in the past but has currently taken a break from training to concentrate on her GCSEs. However she remembers how enjoyable it was to play for the school and has this message for any girls who play netball or would like to; “Many other schools in Warrington are bigger than ours and have more players to choose from but as long as you work together as a team the results will come. If you want to join in, go and see Mrs Wright and tell her or just turn up on practice nights. If you’re interested in playing outside school, see Cath Jones at the Ball Hall office. They have teams for various age groups and organise coaching sessions and camps during the holidays. You’ll enjoy it and stay fit as well.”

### Badminton

Badminton offers lots of different opportunities for you. It allows you to interact with people older and younger than you. It also helps to keep you active and motivate you into taking part in sports.
Key stage four competitions take place after school 3:00pm till 5:00pm in the Ball Hall on Monday 18th November for boys and girls. Key stage three competitions take place on the 2nd December for both boys and girls at 3pm till 5 pm . For extra practice Badminton club is on a Thursday after school 3-4pm if you’d like to join.
If you would like to take part please speak to Mrs Wright asap. It’s a fantastic opportunity to improve your skills and to make new friends.
Lucy Ryan ( year 11 Sports Captain)

### Handball

Handball Referee! ..But No Penalty This Time
Most parents will not have had the opportunity to play handball when they were at school. Since Mr Leonard introduced competitive handball to our school a couple of years ago, our students have enjoyed considerable success in this dynamic sport. Handball has been very popular in continental Europe for many years and in the wake of increased television exposure through events like the Olympic Games, it is growing in popularity in the UK.
Sir Thomas Boteler pupils have the opportunity to experience the exciting sport of Handball both through the curriculum and extra-curricular activity.
The British Handball Association state ‘Handball is the second most popular team sport in Europe after football, is an exciting, fast paced, high scoring game’.
Pupils tend to pick up the skills of the game very quickly and can apply them within competitive environments. This is evident as Sir Thomas Boteler pupils have experienced continued success within the Warrington School tournaments over the past 5 years, with a number of teams progressing in the English School tournaments.
Last academic year saw the Yr7 Handball team crowned champions after winning the Warrington School Handball Cup. The tournament was hosted at Sir Thomas Boteler, where interest amongst Yr7 pupils was that high we were able to enter 2 teams.
Sir Thomas Boteler Team 1 were victorious, putting in an invincible performance, winning 5 games out of 5. Team 1 (pictured with the trophy below) brushed aside teams from St Gregs, Penketh, Birchwood, Lymm and Bridgewater. The players were praised for their performance, leading to them being invited to attend training sessions for the Warrington Wolves U13 Handball Team.
Players from left to right:
Aaron Chapman, Daniel James,
Albi Vardy, Thomas Berry,
Liam Wray, Matthew Lloyd,
Reon Reid, Dylan Norton
and Jake Arnold
 
As a school we go from strength to strength in this exciting sport, with Team 2 running Team 1 close, with some outstanding performance along the way.
 

Players from left to right:
Conor Haybyrne,
Thomas Hughes, Jack Johnson,
Zohaib Ali, Harry Richards
(Front), Billy McColl,
Charlie Lees
and Joshua Hughes.
 

 


Congratulations to all pupils involved for such a fantastic
achievement, with special praise for Reon Reid, pictured
left, who was named the player of the tournament.
Over the last 5 years, Sir Thomas Boteler have been able to field a number of all female teams across the age groups and as a school this is something we will be looking to build upon.
Handball training sessions will be taking place after the October half term, with all pupils welcome (Further details to follow).
Should you require any further information regarding this exciting sport,
please see the following link .
www.britishhandball.com
Pupils are also encourage to speak with our Handball Sports Captain,
Thomas Graham.

### Cross Country

— It’s not how fast you run, but how long you run fast.
...and 3 of our year 9 pupils have most certainly being doing that. The boys competed on Saturday 16th November and Saturday 30th November in the Warrington School’s Cross Country Championship heats at Walton Gardens.
From left to right; Luke Gamble, Jack Stubbings and Jamie Pickett teamed up to form the Sir Thomas Boteler U15s team and achieved remarkable success. Jamie finished a very respectable 10th and 6th position and is new to the sport, with the more experienced Luke Gamble finishing 4th, putting in a great effort on the return to full fitness after a lengthy injury. Jack Stubbings has been the star performer and has produced some outstanding performances. Jack won both events against a very strong field across a very difficult course, winning the most recent race by 200m.
Congratulations to all 3 boys and I look forward to their continued success this school year, where it is hoped they have achieved qualification to the English Schools team event.
I must also take this opportunity to thank the parents of all 3 boys who continue to support such events and school sport.

### Sport



### Table tennis

This years table tennis club is running Friday after school from 3pm to 5pm, with all pupils welcome.
Boteler again have had success at table tennis with Qualification for the Cheshire School Games, to represent Warrington in the u13s category. This is a mixed competition (two boys, two girls) for new and none graded players, this is a competition where we have had recent success, achieving gold medals in 2011. This years teams is Reon Reid, Arron Chapman, Molly Bennett and Amy Heaton. This was achieved by retaining the Warrington Schools u13s title for the 5th year. Boteler have also had success in the recent Warrington U15s table tennis championship, held here in the Old Gym and Drama studio. Boteler entered two teams, with Lymm’s late withdrawl it was only a three team competition with Boteler’s A & B and also Great Sankey. In the U15s Boteler’s B team started with a game vs Great Sankey, the aim of this was to allow the ‘B’ team competitive games without pressure, despite their hard work team ‘B’ lost 8-0 to Great Sankey. Next match picked Boteler’s A vs Great Sankey, this proved a much stiffer competition for Sankey who found the experience of the boteler boys much too strong to handle with Boteler A winning the fixture 6-2. In the final game Boteler B took on Boteler A, despite their efforts Boteler A achieved an 8-0 win to retain the u15s which has been held since its conception in 2010. All the teams who took part were a credit to their school and with Boteler fielding two members of the u13s team in the u15s ‘B’ team, there were also great benefits to players gaining valuable game time.
Boteler ‘A’ Team
Denis Jonak, Liam Bragg, Louis Jameson, Callum Blythe
Boteler ‘B’ Team
Reon Reid, Alex Clements, Grant Clements, Amy Heaton
After Christmas there will be the Cheshire School individual Table Tennis Championships, where again Boteler go in with high hopes. Philip Smith who was u13s Champion last year has now moved up to u16s, as have all the members of the Cheshire Schools team event at u13s, plus with our outstanding challenge from year 10 lead by Morgan Adawee and Louis Jameson we are hoping for another golden year.

We are also running a Christmas competition on the last day of term, with prizes on offer for the winning players, well it is Christmas!

To close I would like to encourage all those who wish to represent the school this year in the individual championships at widnes to let me know and be prepared to practice at school whether on a Friday evening after school or at another arranged time. You are the best, do not let it slip!

### Young Achievers appear in Solvay Connects paper

Solvay sponsored our Achievements' Evening in June 2013, and we have appeared here on page 18 of their newsletter.
Click here to view the newsletter.

### Passage to India

Following the hosting of a party of guests from Kaushayla World School in Greater Noida, India by Sir Thomas Boteler, Assistant Head Mr Horrigan spent last week visiting our newest partner school as part of the British Council connecting classrooms programme.
The visit enabled Mr Horrigan to visit a number of Indian schools in the Greater Noida region which is a developing new town area on the outskirts of the capital, New Delhi. As well as taking part in a number of school based activities, Mr Horrigan also had the opportunity to visit a number of the country’s landmarks, including the TaJ Mahal, India Gate and the Akshardham Temple in New Delhi.

Mr Horrigan also delivered a lesson working with children to re-use and recycle everyday household objects. The lesson was delivered using video technology, with footage of Mr Phil Chadwick from the Warrington Borough Council waste management team providing information and guidance for the students to follow, supported by Mr Horrigan in the classroom. The Indian children that Mr Horrigan worked with also got to experience the Human Knot for the first time, and managed to successfully ‘break free’ in a very respectable 4 minutes 20 seconds.

A strong partnership has now been created between the two schools following the two visits, and Mr Horrigan is certain that new curriculum opportunities can be developed to promote positive global citizenship amongst students at both schools.

### England Schools Basketball Campaign Starts With Convincing Away Win

When the fixture list for this season’s matches arrived in September and I saw we were in the same pool as King’s School Macclesfield, an initial search of their website revealed little mention of basketball but I did notice that their rugby union team for this year group had reached the final stages of the national schools competition last year. Therefore it seemed safe to assume that we would be faced by strong athletic players with a tradition of sporting success.
Many of you will have driven past the imposing façade of King’s School in the past, as I have many times, so the notion of competing against them in a prestigious competition appealed to me, particularly since we have developed a tradition of high achievement in basketball since the Ball Hall opened.
The match was actually played at Macclesfield Leisure Centre, which we eventually found just in time, in spite of the early Friday evening traffic. With no ball supplied to practise with and only five minutes to warm up, our 2013 campaign began at 4pm sharp; a match of four 12 minute quarters, refereed by experienced neutral officials.
It is several months since the Boteler team played together but the first five are all active members of other clubs and have been regularly working on their skills outside school. Both teams looked competent in the warm-up but once the match started, it soon became obvious that our skill levels were way above the other team’s. Hardly putting a foot wrong and playing with a combination of intensity and precision which I have rarely seen from even the best Boteler teams in recent years, we had soon opened up a considerable lead.
The King’s players were at a loss as to how they could prevent us scoring. Josh McLean(22pts) and Jacob Lloyd(22pts) both scored a flurry of three pointers, which drew out the defence leaving gaping holes for Aaron Ashton(10pts) and Liam Hickson(8pts) to exploit, benefitting from the excellent vision and passing skills of Josh, Jacob and Cameron Burrows(10pts). These three players are the backbone of the team and led superbly.
As the game unfolded, the players began to have concerns over certain aspects of the refereeing at times, which threatened to take their attention from the main objective of winning the game. With the issue of foul trouble the only possible obstacle to victory, we slackened off in defensive rebounding, which allowed King’s to score more than they deserved. The result was however never going to be in doubt.
Having lost the mercurial Taylor Hindes to injury before the game, we were down to eight players, two of whom, Reece Watts (2 pts) and Renz Foxall, had not represented the school before. Both came on for significant periods of time and played well in both offence and defence. Our overall superiority was underlined by Y8 player Matthew Lloyd’s performance against players 3 years his senior. Not only was he equal to the challenge but also scored an excellent 3 pointer towards the end of the game.
The final result was 77-42 in favour of Boteler but the gap could easily have been significantly wider. Matching the King’s team in physical ability, our skill level was way above theirs. We scored well over 50% of our points from 3 point outside shots which is an amazing statistic for players of this age. The King’s players were very sportsmanlike and the match was played and ended in good spirit but we must learn lessons in terms of accepting poor officiating should that happen again as we now have a good chance of progressing beyond the pool stage of the competition.
By Mr H Chambers - Basketball Coach

### The Gospel According to Star Trek - The Undiscovered Country

The sixth film in the Star Trek franchise was set within the context of the end of the Cold War and the fall of the Berlin Wall. As East and West came together, seeking to put aside the differences of the past to build a new future founded on trust and openness, the directors asked the question, ‘what would peace look like in a Star Trek universe?’ Often the telling of a story helps us to recognise the struggles and difficulties faced in our own quest for peace.
As might be expected the two civilizations seeking peace are the Klingon Empire and the United Federation of Planets, who have been sworn enemies from the very beginning. Kirk is sent to escort the Klingon Chancellor to earth for peace talks, but he has his own demons for the Klingons murdered his son. Furthermore, there are many powerful voices among the Klingons who are suspicious and seek to derail the peace talks. The chancellor is murdered and Kirk is implicated, with the result that he is sentenced to life imprisonment on a frozen asteroid. However, he escapes and together with Spock and McCoy, uncovers the plot and thwarts the attempt to destroy this new beginning. At the climax of the film, Kirk speaks of the future as an undiscovered country, saying that there are some who fear change, but that must not stop us from moving forward. Kirk has come to realise that peace between nations cannot be destroyed by personal agendas or anxieties. Rather courage and a desire for reconciliation, personal and corporate, are to be the agents of change if we are to journey into the undiscovered country.
In the context of the fall of the Berlin Wall, these were timely words as peoples sought to build a lasting future together after decades of hostility and prejudice. But, on a more personal level they also have a special relevance to all relationships where there has been a breach of trust and hurt. For peace to be established we all need to firstly acknowledge that whilst the past may not be forgotten, it can be forgiven. Secondly, must come the realisation that peace cannot be achieved in a day, for it is but a step into undiscovered country.
In the Christian faith, there is the very real hope of reconciliation, revealed in the giving of God’s one and only Son as a sacrifice of atonement for us all. Yet, it too, is an undiscovered country as it involves us travelling along spiritual paths we have long ignored. Many of us have lived in ignorance if not open hostility towards God, and accepting his offer of peace is not as easy to do as one might think. It involves learning to trust him and to be courageous enough to take that first step into undiscovered country. It is exciting but also for many a little scary, which is why peace is best pursued with a friend. So, let us not fear the future but embrace change and the sure hope of peace that is offered us.
John Harries (School Chaplain)

### Vote for your Teacher of the Month

The Warrington Guardian is launching a new award called Teacher of the Month.
Each month, they are looking to honour a teacher within the community who brings their energy, enthusiasm and creativity to the classroom.
They are looking for deserving teachers to be crowned as their Teacher of the Month but they need your help in finding them.
Each month, they are asking all parents, guardians, pupils and teachers in Warrington to nominate a teacher who they feel are deserving of the award and should be recognised for their achievements in the classroom.
The winner will be published in the newspaper alongside a photograph of their pupils.
The nomination form must be submitted by the final Friday of the month to lauren.hirst@nqnw.co.uk or posted to Lauren Hirst, Education Reporter, Warrington Guardian,138 Bridge Street, Warrington, WA1 2RU.
Download the nomination form here.

### Rememberence Service 2013

This letter was received by Mr Timmis, after his visit to our Remembrance Service on 11th November.

 As always, many thanks for inviting the BGS Old Boys to be with the school at this service.
It was, as always, a poignant occasion and one that I know means a great deal to the students – as could be seen from the contributions by several of them to the prayers, the readings and the music.
I especially enjoyed the chance to speak with some of the students afterwards - especially the Head Girl, Clarise, and Head Boy, Sam. As I said at the time, seeing the dissertations or projects that some of the
Year Nine students had done on the 1914-18 War demonstrated the depth in which this subject has been studied and reflects a good deal of credit upon them and their tutors.
The display of the names of former Botelerians who died in the various conflicts is always a poignant moment, and one name that stood out was the only staff-member to have died . . . . K. Abbott, who was killed in the sinking of HMS Hood. I know of at least one Old Boy who recalls Mr Abbott, even at this late stage.
He, the Old Boy in question, is about 88.
Just to close : on the subject of former Botelerians active “on the world stage”, some of the current students might like to reflect (as another Ashes series begins) that George Duckworth, who was the second-string wicketkeeper to Bob Wyatt in the notorious “bodyline” series of the 1930s, was an Old Boy !
With warmest wishes to you, the staff and students.
Bob Timmis
On behalf of BGS Old Boys

### Boteler supports Children in Need

On Friday 15th November it was Children in Need and Boteler decided to have a non-uniform day to raise funds for it.  Natalie Stalmach and Tilli Johnson led the activities by requesting that onesies be worn, the theme of this year’s Children in Need being - Wear your PJs. On Friday they had a vast assortment of onsies being stylishly shown off by many pupils with others entering into the spirit and paying 50p to wear non-uniform. In addition to this, lots of events and activities took place to raise money which included several sponsored silences and a staff bake off we also had a group of superheroes washing cars. Overall just short of £500  was raised which should make a significant difference to Children in Need.
Children in Need staff Bake-Off! £106.46 raised!
Over 20 cars were cleaned with the girls raising over £70.

Leah Brooker who took part in a sponsored 5K run two weeks ago.  She raised an amazing £146.20 for Children in Need - a substantial amount to raise on her own.  Well done!

### mock exams timetable



### Boteler's own Robin Hood

Jack Roane, IHRI began attending the Archery Club after school on a Wednesday about a year ago.
Since he began participating in this activity, Jack has developed his skills and has taken part in numerous competitions.  His biggest achievement came when he was awarded first place in his first competition.
Jack has progressed to becoming a fully-fledged member of the Bow Men of Warrington club.  The club meet on a Sunday. The club has been founded for over 15 years.  Members shoot many styles of archery; recurve, compound and longbow.  Bowmen of Warrington is a club that caters for many disciplines.  Archers of all ages and abilities are members, making the club a real mixed group of archers who are a pleasure to shoot with.
Jack enjoys attending the Archery Club.  He aims to improve his accuracy and he enjoys setting himself new challenges.  He has also made new friends and hopes eventually to become a coach.
Keep up the good work Jack!

### Congratulations Karlton and Shawn

CONGRATULATIONS to two Year 8 pupils in Tyldesley House who came first and second in the recent Cross Country competition.  Karlton Bates was first with a time of 6mins 49 secs and Shawn Brodrick was second with a time of 6mins 50 secs.  Not much between them! Apparently they had a ‘plan’ and that was to support each other all the way round and it was not important who was first or second.  A brilliant example of teamwork and they have already been signed up for School Sports Day!

### The Gospel According to Star Trek - The Final Frontier

Star Trek V came out to mixed reviews despite being the no. 1 box office film in it’s first week. Many regarded the plot as thin and unimaginative; it is best known for the line uttered by Kirk, ‘what does God need with a spaceship,’ which seems to sum up the film. Despite this, the film raises two interesting philosophical points that link directly with the Christian gospel. The first concerns the human need to find God and the second that it is our suffering that defines our humanity.
In the Final Frontier, Spock’s half brother, Sybok takes hostages in order to secure the starship Enterprise. His desire is to travel to the planet where he believes creation began in an attempt to meet with God. In order to do this he ‘mind melds’ with others, sharing their pain, and thereby taking control of their minds, so that they carry out his will. It is at this point Kirk refuses, saying ‘his pain is what makes him human.’ On arriving at their destination, Sybok meets with an alien form. However, it is not God, but a malevolent being. Ultimately Sybok and the being are destroyed and the crew returns home.
Sybok is driven to seek after God. Even though he is able to bring peace into the lives of others by taking away their pain, he cannot quench his own struggle to be at peace with God. He is an embodiment of St. Augustine’s cry to God, ‘our hearts are restless until they find their rest in thee.’ Augustine goes on to speak of there being a ‘God shaped’ hole in us that only God can fill. Certainly this is Sybok’s dilemma for he goes to the most extraordinary lengths to be at one with God. What Sybok doesn’t realise is that the created can never find the creator; it is up to the creator to reveal himself, as Jesus says, ‘I have come down from heaven to do the will of him who sent me,’ and, ‘he who has seen me has seen God.’
Kirk argues it is his ‘pain that makes him human.’ His hurts, struggles and disappointments make him the person that he is, just as much as his joys and successes – rather like the battle scars on a warrior. They should not therefore be casually swept under the carpet; neither should we be anaesthetised to our pain. In the Christian gospel, Jesus Christ takes upon himself our frailty and sorrow, ‘he took up our infirmities and carried our sorrows… the punishment that brought us peace was upon him.’ His incarnation into our pain and suffering made him fully human, so that he can truly say he is one of us – he has the scars to prove it! So his resurrection into glory becomes the ground of our hope of life beyond death.
So why are we not spared pain now if he took our sorrows upon himself? For the same reason Kirk gives about our humanity being tied to our suffering. The human struggle is a fundamental characteristic of life that drives us towards our final goal. Jesus came to glory through the suffering of the cross, so we should not be surprised if our own path to heaven is similarly paved with hardship and pain. Not only does our pain define us but it also prepares us for the joy of heaven! The point is not to try to anaesthetise our pain but to learn from it and to become more like Jesus through it.
John Harries (School Chaplain)

### Basketball News 2013-2014



### Basketball Hall of Fame

The Boteler Basketball Club
The Early Years
In 1977 Boteler was a grammar school with an excellent record of success in football, swimming, athletics and cricket. Rugby league was getting stronger but there was no organised basketball. There were in fact only three basketballs in the PE stock room which were not either completely smooth or damaged, so I knew I had my work cut out! I received vital moral support in this first year  from John Thomason in the PE Department and David “Sucker” Smith, feared in the classroom but dedicated to school sport.
Initially I asked a few of the boys in my Y11 and Y10 French sets if they would be interested in playing,  they brought along some friends, and within a month we had our first squad built around the towering figure of Andy Armitage, whose three children have all attended the school and who still follows the team’s progress. Mark Blackburn, Bill Reilly, Ron Hand, Kev Reid, Paul Hope, Neil Stevens, Steve Hesketh and John Boulton were Y11 regulars at training.
To mark the end of our first year in existence we played a 24 Hour Charity Basketball Marathon Match in the summer term to raise money for the England Wheelchair Basketball Team. A group of their players came for the final hour and gave a demonstration of their skills. In those days we played in the Gym, which is now better known as the Drama Studio. One backboard was flat against the back wall which made layups decidedly risky but the sprung wooden floor was ideal. There were no leagues in Warrington but the basketball was increasing in popularity and our school was no exception. We entered the Cheshire U16 Cup Competition in 1979 and were beaten by an excellent Ellesmere Port team which had far greater experience. One player, John Ansell, went to the annual Cheshire training camp but there were a number whose enthusiasm was vital to keep the new momentum in the sport going,  such as Paul Bibby, Neil Astill, Fred Wheeler, Dave Fraley, Andy Bennett, Geoff Kirk, Ade Burns, Geoff Pimblett, Paul Clarke, Chris Upton and Keith Cudlip.
The subsequent success of Boteler basketball teams owes a lot to the enthusiasm of these players who in another era would have made a strong school team.
Champions
Towards the end of the 1970s plans were drawn up to build a new gym and upgrade the changing rooms. Longer, wider and with proper backboards at each end and a court marked out on the carpet flooring, this new space would give us a real incentive to produce a team so I began recruiting potential players among the top sportsmen in year 9. As the 80s began we had arguably our best team ever and Boteler would be firmly established as a basketball playing school.
 
Whilst they had never played a competitive basketball match before year 10, the1980/81 team set the standard for all others which followed, right up to the present day. It was made up of selected successful athletes from a variety of other sports at school.  With little coaching in PE lessons and no previous experience of competition we needed to achieve a very steep learning curve. Fitness was not a problem so techniques and tactics were the focus of training, which was twice a week with a three hour session from 6pm to 9pm on Friday evenings; quite prophetic in the light of the recently established Ball Hall leagues.
I regularly received support from Dave Clifford, a new colleague and former international student rugby league player. The enthusiasm of the players was tremendous and they were reluctant to go home even after 3 hours of work.
Through the latter stages of the year before we entered competition I received several offers of friendly matches against other schools but the plan was to prepare in secret rather than reveal our style of play. This strategy worked well and winning became a habit.
 Our captain Chris Lynskey was a top schoolboy track and field athlete and the ideal build for a basketball player. Tall and fast, Chris was a superb defensive rebounder and in offense had a very solid layup technique and reliable mid range jump shot. He was hard to defend against with great acceleration from a standing start and could complete a move even under pressure. Chris averaged around 20 points a game for two years. He would be in my all time best starting five.
Our defensive triangle was completed by two more top players.  Paul Grady, strong, mobile and determined, took no prisoners under the boards and in Y11 became a regular scorer in offence too. The centre of the zone was controlled by Derek Flannery. A powerful swimmer, Derek could play the full game at a high tempo and had a high percentage jump shot from the left of the court which never let him down. He rarely missed a defensive rebound and his upper body strength allowed him to score from offensive rebounds even under close marking. In the league-winning match away against Culcheth in 1981, Derek top-scored with 16 points making him a strong candidate for man of the match.
Many schools we played had a high quality guard to direct play. We had two of the best in Warrington, who blended perfectly. Paul Screawn was a top performer in all the traditional school sports and represented the county as an athlete. Paul’s winning mentality came from his father Bernard, a former Boteler pupil with a reputation for robustness. Paul distributed well, had a solid layup and could shoot from 3 point range. He was also a key defender and would often play opponents’ top scorers out of the game by man to man full court marking. This won a vital game for us against Stockton Heath in Y11. Opposition coaches held no fear for Paul; notably one disgruntled PE teacher from Culcheth, but that’s another story...
Playing alongside Paul was Lee Turner, an excellent footballer and all round sportsman. For those currently at the school and in the squad, Lee played a lot like Temi Abimbola. He intercepted a great many passes in his two years, and in the small school gym, these were almost always converted into layups or assists. Lee rarely missed a layup on either side of the basket and could also shoot. He was also extremely modest in spite of his talent.
First off the bench was usually Brian Burke, a guard with a strong layup, good jump shot and permanently optimistic approach. Paul Atherton was a free-scoring centre forward in the football team whose fitness and awareness made him an excellent replacement. The third replacement guard Andrew Ditchfield exuded enthusiasm and was a skilful shooter and essential squad player. Wayne Schofield was also an occasional player. He trained regularly although not always selected. When we had a mid season injury crisis he kept our title chase on track with two late jump shots against Richard Fairclough which allowed us to creep in as 43-41 winners.
Two tall players, Andrew Hibbert and Rudi Forbes, who at 6”4” provided a different option when he started playing in Y11, gave us cover at the back. There was just one player from a lower year, Neil Skelland. Neil was simultaneously the Cheshire javelin and 100m champion. He was physically one of the strongest boys in the school, quick and well balanced. “Skell” often came on if we were in a tough spot or when the defence was taller than our offence. He made the Cheshire elite squad in the summer of his Y10 year and developed superb dribbling and shooting abilities. In the final of the 1981 U16 tournament I brought him on to close out an opposition guard who threatened to take the game away from us. That year he won winners medals in both the  Y10 and Y11 tournaments.
In addition to having an outstanding group of players to work with at this time, I was fortunate to have a regular table official in the form of Graham Screawn, who is rightfully pictured with the team in the photo gallery. Graham was an important member of the setup and a player in his own right but in the early years of the league, match details were recorded on official basketball score sheets which were quite complicated and took a lot of understanding. The score sheet which records our league title clinching victory at Culcheth in 1981 is in the photo gallery and shows the detail involved. Graham went on to gain a first class degree in Maths at Southampton University before embarking on a career in accountancy. Needless to say his score sheets were always totally accurate! Graham and his mother Edna were basketball guests of honour at the opening of the Ball Hall and featured in the Boteler Bulletin shortly after.
I recall the first Schools’ Basketball Coordinators’ meeting I went to. The top schools in the sport at that time were Culcheth and Bridgewater.  Boteler had never entered a team to any basketball competition and the group of PE teachers rather condescendingly wished my team good luck and hoped my team would “do OK”.
We lost one game at the start of year 10 and then went on a two year winning run which brought back to Boteler the 1981 League Title and end-of-season Tournament Trophy. There were 14 schools playing in those competitions so I think we did more than  “OK”!
To underline how much players had improved individually let me use this example; in 1980 we ran another Charity Basketball Marathon Match. It was a similar format to the 1978 event but this time only for 12 hours. The two teams actually scored a combined total number of points which was higher than the first match played two years previously but in half the time.
When Chris Lynskey’s team reached the end of their school career, they were always going to be a hard act to follow. However, there had been cause for optimism because Neil Skelland’s  Y10 team had finished the season with a tournament win as well, meaning we took 3 out of 4 trophies in 1981. The following year we were runners up in the league and would have won it but for a crucial injury to Neil, just before the deciding fixture with Bridgewater.
Neil’s team of Anthony Higham, Stephen Wood, Ricky Kay, Mike Curley, Keith Robertson, Marcus O’Neill and Chris Tighe overpowered other teams in the zone with tremendous rebounding resources and in the case of Neil Skelland a player who could dribble with both hands whilst running through a brick wall and had a superb jump shot! In his absence Anthony Higham emerged as a great leader whose will to win made him an example to others.
The combination of Skelland, Wood and Higham as a defensive triangle was as good a rebounding unit as we have ever had and allowed any combination of guards to leave the zone and pressure the opposition’s point guard. We often played this variation of the classic “box and one” defence, calling it a “triangle and two”. Teams did not know how to cope and were often caught on the break, especially in the small Boteler gym, as we would often have two players close to halfway when opposition attacks broke down.
The only team in the league to really trouble us when everyone was fit to play was Sir John Deane’s of Northwich. After losing to them in our first game by only 2 points it was clear there would be many victories to come.In offence we used size and strength to dominate the low post area. Rick Kay would use a bounce pass in to Anthony Higham or Stephen Wood who were able to turn and score heavily from 4/5 feet. As the defence collapsed in on them, Chris Tighe, Keith Robertson and Neil Skelland were given space for short/medium range jump shots. From mid season on in year 11, Mike Curley developed an abrasiveness in offence which saw him increase his scoring average significantly and emerge from the shadow of the other tall players.
Limited Resources
In the early 80s, numbers of pupils were falling and although in 1982 we had a reasonable team, it was clear that with our new mixed gender status and only 500 pupils on roll, competing with the bigger schools would become increasingly difficult. The team of Pat Egan, Paul O’Hanlon, John Fox, Andy Clare, Steve Murphy, Mark Brown, Graham Screawn, Colin Maxwell, Rob Muttock and John Rosbottom had an average season but could not trouble the bigger schools. This team however enjoyed excellent parental support and the same group of boys were ever-present in other school sports such as football and cricket. I also recall several of them giving a footballing lesson to a group of older pupils at our German Exchange partner school in Hilden when a “friendly” match was abandoned at half time with our school leading 7-1. The Germans’ only goal was from a dubious diplomatic penalty given by me!
The following year there were just 39 boys in Y10 and the club could easily have folded. Fortunately two of those 39 just happened to be two of the best players ever to represent the school in my 32 years of coaching. Paul Manual and Nick Caddick carried the team. Both were top performers in other sports but with only five on court at once they could carry a basketball team. Nick Caddick was the first player at Boteler to master the reverse spin dribble with his right hand and could move from this to a layup or jump shot. He was hard to defend against.
Paul Manuel was simply one of the best five players I have ever coached. As a county 800m champion he had great stamina and always played the full game. His standing jump was good enough to block any static shooter and his transitional passes out of defence made the fast break one of the team’s best moves. Modest and determined he was an ideal leader. I recall the game against Bridgewater, champions –in –waiting in 1984. Having already secured the title they came to play us expecting a walk over and ended up in panic and disarray shouting ”stop him” every time Paul had the ball. We eventually lost by a mere 2 points but with our reputation solidly intact.
The rest of that year’s team deserve enormous credit for supporting Paul and Nick. They included Paul Brown, Barry Jones, Simon Thornbury and David Coleman (Not the BBC commentator).The spirit and sportsmanship they all showed in adversity was admirable.
 Amalgamation
In 1983, following the tragic death during a fell running race in the Lake District of Headmaster Bob English, a great sportsman and supporter of basketball in the school, we amalgamated with Richard Fairclough High School to become Victoria Park County High School,  a title the school kept for five years before reverting to the Boteler name. Everyone had been concerned about impending problems between pupils from the two rival schools but these never emerged and there was a real spirit of common purpose around the buildings. At a stroke we had twice as many players to choose from.
There was room in the basketball team for players from both teams although Boteler had previously had the upper hand. Wayne Pickering and Steven Wooldridge fed off Paul Manuel’s passes and our defence was strengthened too with the inclusion of John Cochrane making our 1983/84 “Unification” season a good one to build on. The best victory and one which underlined our new found strength as a new school was a 50 point winning margin against Lymm High School, so sure of themselves before the tip-off. Reports of success in sports fixtures went a long way to establishing a positive new identity for the pupils of Victoria Park.
In 1985 there was industrial action by teachers and a year’s sports fixtures were lost. We fell to mid-table obscurity in the basketball leagues and were unable to recruit all the best players due to pressure from rival sports, notably rugby league. However, some stood out in this period; Paul Allen, Chris Payton, Neil Payton, Stuart O’Hanlon, Billy Davies, Mark Taylor, Mike Timson, Darren Bull, Darren Wilcock and Alex Sinclair. Mike Timson joined the Cheshire Regiment after leaving school and played basketball for their representative team. He continued to return to train on Fridays and helped establish the trend of former players returning to assist with training and pass on their expertise.

Alex had the unique distinction of being the only pupil ever to represent Boteler in a school match of any kind before actually being a pupil here. Having come to watch his brother Andrew in a cricket match whilst still at Junior School, he was drafted in to the Under 13 team at the last minute when a player failed to turn up.
A new PE teacher, Mark Owen, gave me a lot of support and ran a year 10 team one year in spite of his other sporting commitments. However, the local basketball leagues faltered, some of the previous organisers moved on and we entered a period where matches against other schools no longer took place.
Although we never seemed to have successive years of squads good enough to justify looking for fixtures there were groups of players who really took to the game and whilst strength in depth was an issue, we continued to produce players who would certainly have been in school teams anywhere in Warrington. Scott Byrne, Wayne Muckley, Mark Warburton and Paul Starkey played week in and week out for two years. Scott had an eye for a telling pass and was very mobile whilst at 6ft 4” Mark dominated in the zone. Another tall player from the year below, Paul Taylor, was the only member of his year to play basketball.
In the early 1990s numbers coming to training firmed up considerably and we suddenly had a succession of viable squads, but school basketball was still not a priority within PE departments and fixtures difficult to find. The combination of Tim Callaghan, Rob Tam, Mobeen Raza, Matthew Kane, Gary Marshall and Glen Cartwright, combined with Paul Cook and Brian Hall from the year below, was the closest we came to having a proper team. All were intelligent and skilled players, maintaining their link with the school for several years and establishing the impact of the sport. Mobeen, famous for his swashbuckling runs and flamboyant layup attempts recently reminded me how much everyone at that time loved dunking the ball with the aid of a judiciously placed trampoline and ample crash mats. Mobeen, Rob, Tim and Matthew entered a Street Ball competition in 1993. In the mid 90s Tim went on to play representative basketball at Priestley College and in a local open age team. Rob Tam was a perfectly balanced guard with excellent passing and shooting skills and would have been capable of playing for a University team. Paul, an expert scorer of extravagant layups and off-balance shots and Brian, a left hander whose cultured passes could dissect any zone defence coached younger players including Paul’s brother Mark, who became the first Y7 pupil to score a basket in training with the Upper School squad. For the first time we had long serving members of the club who started in Y9 and eventually used to drive to training in their parents’ cars in later years.
On a French Trip to Pourville near Dieppe in 1994, two pupils, John Ellis and Dave Hewitt bought basketballs on Dieppe market and were playing on a car park near the hotel when I saw their potential. The following September they joined the squad in Y9. By Y11 and with several predecessors at training to show them new skills, they went on to become part of the largest squads we had in the 1990s with the combination of school players, 6th Form guests and staff regularly reaching 20. A new head of ICT, Graham Cooper, joined training every Friday and for the first time we had senior and junior sections with 5-10 minute games alternating on court for the regular 3pm-6pm training session. This in turn alerted pupils lower down the school to the fact that basketball was on every week of the year and many wanted to join in.
This was a very keen squad, with outstanding players in John Ellis, fast with the ball in his hand, powerful on the rebound and with a good jump shot and Dave Hewitt, an excellent well balanced point guard who could pick holes in a zone defence with his dribbling and passing. These two, along with Gareth Rustage, entered a 3-a-side“Street Ball” competition in Manchester and were undefeated, missing out on a finals place only on points difference. From that era, Matthew Sargeant, Sam Hankey, an excellent outside shooter and Paul Marsden all showed promise and there were a number of other regulars like Chris Webster, Mark Hoey, Neil Horton, Peter Conroy, Phil Craven, James Linton, Stephen Ratcliffe, John Cook, Phil Moran and Nathan Ashurst who through effort and determination became useful players. One regular player of this period, Graham Sayer, went on to be a world champion kick boxer of some repute locally.
 On one memorable occasion Chris, a basketball player with a rugby league player’s body, whose perception of the playing surface’s boundaries was approximate to say the least, set off on a spirited dribble only to run straight into the benches and crash mats which many of you will recall used to be stood up along the sides of the gym, bringing several down in a heap on top of him. After a period of about 10 seconds lying motionless on his back, Chris jumped up with an expression on his face which was half Rocky Balboa and half injured bulldog, slapping his cheeks and declaring  himself ready for action. We were all unable to play for at least 5 minutes whilst the rib-splitting laughter subsided. It was the single funniest moment of my 32 years of coaching.
The understudies to that group of players were Nik Askins, Ian Mahoney and Lee Willott  closely followed by a group of keen all round  sportsmen including Nigel and Adam Walsh, both agile and powerful in any area of the court, Nigel the accurate jump shooter and effective passer and Adam the “Enforcer” on the defensive boards and excellent offensive rebounder. They were supported by a group of good sportsmen which included Andy Brown who always made little of his small stature and was a tenacious player, Chris Bow, guaranteed to lighten the darkest mood and a fast dribbler, James Nalton, Ian Darlington, Carl Leicester, Jack Birrell, Jonny Stewart  and Mike O’Dea. Mike was a very skilful player but often lacked energy at the end of the week. I recall once raiding the staff biscuit store for some “Hobnobs” to keep Mike’s energy level up so he could play. Mike has recently served in Iraq and Afghanistan and is now altogether a lot fitter than ten years ago. There were also around this time the only two girls ever to regularly play basketball; Steph Llewellyn, who I sent for trials with a Manchester ladies team and Kate Wilcock a top netball and ladies football player.
 Nigel and Adam continued to train for several years and were highly supportive of school sport. Both would have graced any of our teams over the years and with nine consecutive years of attendance from Y9 to leaving university, Nigel is categorically the longest serving player the club has had. His potential to become a PE teacher was always evident from his sensitive approach to younger players at training and the respect he commanded for his obvious basketball ability linked with his competitive yet modest approach to the sport. Known to successive groups of younger players as “Nige” for years, he began to feel his age one week in his final year when a  Y9 pupil came over to me and asked, “Sir, who’s that man that sometimes plays?”

Strong New Foundations

At the turn of the Millennium, with more and more basketball available on TV and our pupils’ consequent growing awareness of the NBA, it was becoming easier to recruit players to the club. There was also an embryonic inter-school competition in Warrington although as usual some of our best players were also involved in rugby and football teams outside school which would have made it hard for them to play regularly. One such player was Danny Inman, who eventually became a student rugby league international. Danny was tall, agile and fearless with a will to win. In his year we also had Matty Lee and James Shaw, both outstanding local sportsmen and competent players like Mike Sherratt and Stephen Talbot who never missed a training session. James trained with us for several years and had the potential to become a successful college and university player. He still holds the record for scoring the most points in one Friday training session with 76, a total unlikely to be beaten now we have moved out of the Boteler gym. One other highly significant player of this period is Ben Bennett. Ben worked at his game year after year and developed into a very competent forward. He was one of only two pupils in his year to play basketball and is still on our training register now. He is currently a student at Edge Hill and intends to go into sports medicine as a career. No account of the early part of this decade could be complete without a mention of Mike Eaves. Mike was always brimming with enthusiasm for basketball and has maintained a seven year relationship with the club. Unmistakeable in his trade mark all-white outfits he was surprisingly agile for a “large unit” and had a superb layup technique. He rebounded well and in his final year played a couple of representative matches for the school when the Ball Hall opened. Few defenders were ever brave enough to stand in front of the basket and take a charging foul once Mike got up a head of steam and his eye on the ring. I hope he can continue to maintain his fitness and participation in sport in spite of a seemingly regular sequence of motorcycle accidents.
These players formed the basis of the squad for three years and inspired a group of slightly younger players to take up the sport. I still regret that we did not have the facilities to enter the Schools’ competition with the 2003 squad because it was the best we had put together since 1983. Alan Sau with his superb balance and handling skills was a focal point of this squad along with two other “overseas” players; the mercurial Andy Tam, who joined late in year 11, with his excellent range of passes and short range shots and Neal Theunissen from Holland, by year 11 one of the most complete players we have ever produced. Alan continued to train with us for three more years and was highly respected to the point of being renamed “Mister Sau”. He was the inaugural winner of the “Priestley College Player Of The Year” award which was introduced in 2005 in recognition of the contribution made to training sessions by former players. I’m pleased to say Alan has recently reappeared on the basketball scene and has lost none of his touch. Neal is back living in Holland now but recently called in to training whilst on a family visit and has been coaching youngsters in the Netherlands. Adding speed and resilience to the squad and excellent in defence were Dave Heathwood who as a student played amateur rugby league for Ireland and John Marsh, a naturally gifted basketball player and athlete as well as a mean lead guitarist. Another player, the powerful Adam Hughes, continued the musical connection and was a bass guitarist in the same band.  James Pendlebury, better known as a footballer now he is employed at the school, had the innate ability of all good sportsmen to find space on court and complete passes effectively. He could also shoot well from outside the zone. Nick  Yarnold at his best was an excellent offensive guard and Lewis Jaundrell developed a reliable outside shot in time. There was no player faster on the break than Dale Overton whose ability to spin the ball in off the backboard from impossible positions would have won him a place in any Indian cricket team! Anthony Morris was a powerful forward and who could ever forget Paul Penketh’s work rate and enthusiasm. Wes Markie, Phil Coyne, Jonny Parkinson and Garry Fogg all made appearances too. With their balance and depth I firmly believe this squad could have competed with teams from any other Warrington school at the time. As it was they played just one match, beating a selection of players from Lymm High School.
There were just a small number of players from the year below when this group left; Mike Eaves and Ben Bennett, mentioned above, Lee Bailey, a natural basketball player in spite of his small stature, Shaun Wooldridge, excellent in defence and counter attack and Zead Elgaddari.

Back Into Competition In The Ball Hall Era
During my many years of coaching basketball at Boteler I have come to realise that the most successful and dedicated groups of players have always had at least one natural leader whose enthusiasm and ability at training or in matches has inspired confidence and self-belief in the others. When the Ball Hall opened in 2004 and participation in competition after almost 20 years became a real possibility for the school, we were fortunate to have such a player in Earl Francis. Earl had trained with older pupils from Y8 and showed natural ability with, in particular, an excellent shooting percentage and a strong layup technique, even under pressure. In the last season before we moved into the Ball Hall Earl scored more than 1000 points in training over the 35 weeks of practice. He brought with him three friends from junior school; Danny Conroy, still training with the squad although now at university and last year’s Priestley College trophy winner, Sam Sinclair-Smith and Sean Morris. Along with James Allen and Calum McAlinden, these players formed the nucleus of our new league team. Sam and James were excellent rebounders at both ends of the court and Sean’s pace and touch on the layup and short range jump shot made him a potent attacker, especially in the wide open spaces of the Ball Hall courts. Completing the Y11 contingent of the team was Calum, extremely fit and with a strong personality. By marking Woolston’s top scorer out of the game in a box and one defence, Calum effectively won us the away match (25-24) without hardly touching the ball. I had not seen that job done so well since Paul Screawn against Stockton Heath in 1981.
To mark its opening, we played an exhibition match in the Ball Hall at an event visited by Tessa Jowell and various local dignitaries along with officials from EBBA one of whom I discovered I had played against in the North East as a student at Durham University. Our first competitive match was in an end-of- season tournament at which the best we could manage was a draw against Birchwood’s reserve team. However, by the beginning of the Y11 league season we had become far more used to the larger courts and began with a close defeat to Birchwood by 5 points. Had I not tried to give everyone a game we may well have won. A fast and physical Beamont team were beaten by a small margin and thanks to 20 points from Sean Morris on the fast break we narrowly beat Great Sankey. Chris Yarwood, currently playing for Priestley College, made short but regular appearances and for experience Mark Brown, Darryl Cox, Sam Wernham and James Griffiths, all year 9, were given court time. In Sean Morris’ absence against Padgate HS, James made the starting five and obliged by scoring the first two baskets in a relatively easy victory, earning himself the nickname “Lebron” in the process.
We suffered a heavy defeat against an older and taller Penketh team, who won the league, but Woolston  were eventually defeated in a scrappy match and St. Greg’s completely outclassed. The starting five’s strong performance on that day allowed me to use a “five on five off” substitution system which gave the enigmatic Luke Rowe his debut. Our players struck up a number of good friendships with the Woolston players and the following year a number of them joined our training sessions as guests from Priestley College, notably Jordan Bibby, whose skills and enthusiasm provided a good example for our players to follow.
In the absence of an official league table at the end of the year we calculated we had come third in the league. The team was really well supported and had several spectators at matches. In January of 2005 we were invited to play against a touring side from Melbourne in Australia. The match was watched by about a hundred spectators and covered by the Warrington Guardian. Our team included the year 11 players plus Ben Bennett, Alan Sau and Anthony (Beef) O’Keeffe from Priestley College. Although we lost, it was an unforgettable event and many email addresses were exchanged. I recall the wording of my team sheet, displayed on tutor group walls that week;
  “The following players have been selected to represent the school against Australia...” how often do you get your name on a team sheet like that!
The final event of the basketball calendar in our comeback year was the Y10/11  tournament , held in the Ball Hall. We lost to Lymm, but managed to come third overall beating Birchwood twice in the process, the final game a nail-biting affair which we won by 2 points right at the end, thanks to Earl and Sean. In the end I think our supporters and parents just made the difference, so the competitive season ended on a high. We were back!

Consistency Established
Whilst occasionally featuring in the school team that year, a small group of year 9 players had become the first to set up their own Ball Hall league team under the name of “Boteler Bulls”. This gave them invaluable experience and with one or two additions would give us the basis of a strong league team for the next two years. By the time this team played its first match of the 2006 07 season, they had already played over 20 times together and had a good tactical plan in place, each player with his own role, all versatile enough to cover a team mate’s position.
Sam Wernham was an ideal point guard and his ball-handling skills and vision put him among the best who have played this role in my teams over the years. Sam worked consistently on his skills every day and could often be seen walking the streets of Latchford dribbling the ball as though it were attached to his hand by elastic. Blessed with an innate understanding of the dynamics of a basketball match Sam made other players around him play well. He was forceful in directing tactics and spent a lot of time studying basketball training websites. He is now a qualified coach and referee and in my view one of the former players most likely to run his own team in the future. He was a worthy inaugural winner of the trophy for overall contribution to basketball in 2006.
In Mark Brown we had a very strong rebounder who could shoot accurately from outside the zone but who was also highly effective close to the basket under pressure. Mark could always score points by picking up secondary phase possession after missed shots and with his size and agility was hard to defend against. Mark played the high post position as well as anyone I’ve coached and his touch around the basket, developed through hours of training, combined with his natural stability made him a nightmare for defenders. He contributed to every score line, often making baskets from nothing. In the Y11 vY10 match in 2008 he exceeded 50 points, mostly from 3-4 feet.
James Griffiths joined the school in year 9 and emerged as the top all round sportsman in the year. James was a match-winner of the highest quality for his age. He rebounded strongly, was fast and dribbled well under pressure and could lay up or shoot with a high percentage of success in competition. What gave him the edge was his strong will to win. In 2006 against Beamont we were 12 points down at the start. There was a point in the match where two Beamont players made a fast break with the ball and looked certain to score. James chased after them, rebounded two shots and went straight back down the court to score for us. His last minute jump shot against Beamont in 2007, which brought us victory by 47-46, remains one of the highlights of that season. In many ways James reminded me of Chris Lynskey from the early 1980s. James still trains regularly with us and always impresses with his positional sense, sophisticated passes and incisive breaks through the opposition’s defence.
In Rob Morris we had a team captain of great enthusiasm for the sport. Rob’s speed and eventual high consistency in converting fast breaks into points were complemented by a reliable close range jump shot. By the 2007/8 season, Rob had the upper body strength and balance to score regularly with this difficult shot, often flat to the baseline with no backboard to work off. Rob’s movement off the ball was exemplary and other teams found him hard to defend against. The coach of Culcheth High School, whose team reached the last 16 of the English Schools’ competition in 2008, told me after our narrow loss to them that they would have got further in the competition with a player like Rob in his side.
Ben Connelly was something of an unsung hero. He played every game for two years and made the starting five against Beamont in 2007. Ben’s tenacity and ability to steal the ball off over confident opponents often led to scoring opportunities for others in the team. Like Danny Conroy from the previous team, Ben rarely wasted the ball and was at the heart of many moves which other players completed. Always unselfish, he linked well with the rest of the team and had a high percentage success rate with his shooting. He is now a qualified referee.
In the 2006/7 season, the only player with any significant experience of school matches was Chris Yarwood. I recruited Chris to the team after watching his athletic performances as a goalkeeper in Y9. In this season he was the oldest player and offered much needed height and strength in defence. Against the taller players from big schools his rebounding kept us in the game, notably against really tall Woolston and Culcheth sides in 2007. I am delighted that Chris has gone on to further his basketball career and is currently in his second season with the Priestley College team.
With Chris due to leave at the end of the year we desperately needed a replacement. There were a number of tall boys in the year but with a strong involvement in Rugby League, none was able to make the commitment to another sport. Then one day I spotted Josh Campher playing netball in a PE lesson on the tennis courts. Josh was a perfect build for a basketball player; tall slim and with long arms and big hands and feet. He had a superb standing jump and great upper body strength to make long passes. Josh joined the squad and began a journey of self-improvement which saw him develop from a complete novice to one of the best rebounders in the whole of Warrington for his age in the space of 18 months. He was the missing piece of the jigsaw which would allow us to compete with any team. In 2007/8 Josh put in some awesome performances and began to contribute points in every game. In the match against Culcheth he man-marked a 6’6” player so well, we were ahead by 5-4 after 10 minutes and the opposition had no answers. Considering that team had beaten us 71-17 the previous year that was some achievement. Josh continues to train with us and will surely make the Priestley team next year.
In 2006 Darryl Cox emerged as a good all-round basketball player with a particular ability to shoot from 3 point range. In a Y9 tournament he won us the game against Great Sankey with such a shot and in the following season was a real threat from outside the zone, drawing defenders to him and creating gaps in defences. By half time against Woolston in 2007 Daz had scored 17 of our 21 first half points and this match, which we narrowly won away from home, remains the best example of how individual skills, teamwork and determination can be effective against physically taller stronger and faster opponents. Through a combination of illness and injury, Daz missed the whole of the 2007/8 season, which was not only personally disappointing for him, but will always leave us wondering how far towards winning the league we could have got with him fit and playing since we never lost by more points than he could have scored. Happily, Daz is back at school and approaching a level of fitness that will see him return to the team.
During the year,  Lee Beswick trained regularly but did not feature in many games due to injury. He remained a staunch supporter of the side though and has now returned to playing rugby league. Nathan Johnson played a few times for us providing important back up from the bench and Lewis Barker also attended practice sessions but was sidelined by injury before being selected.

At the end of the 2006/7 season, playing mostly against older teams, we were a creditable fourth out of nine in the league. There were regularly 15 school players plus guests at training and with almost the whole team still available in year 11, things were looking good.

A Team To Be Proud Of
Even with Darryl Cox missing, the build up to the 2007/08 season was characterised by a strong sense of belief in our ability to do well. Crushing defeats by Culcheth and Penketh were well behind us and every player was improving, helped by the new outdoor practice facilities. However, the first game against Birchwood did not go our way and we lost by a small margin. Things could however have been a lot worse as three days before the first match James Griffiths was in plaster with a suspected broken ankle. Amazingly after a couple of sleepless nights at the weekend wondering how we would cope without him, I saw James at the window of room 5 on Monday morning giving me the thumbs up sign. His X-ray had been wrongly interpreted and the ankle was just twisted. The plaster was off, but he was definitely restricted. Maybe that cost us the match, even though he did play.
The Beamont game turned out to be a classic, with yet another one point victory to ourselves at the end. I couldn’t believe it when the Beamont coach asked me to referee without him. Beamont had one player who scored 30 of their points and was hard to defend, but kept travelling on his layups. The atmosphere got very heated but in the end we kept our heads and retained possession for 20 seconds after James put us in front with a jump shot. We waited for Beamont to leave the Ball Hall before celebrating, to avoid another confrontation.
Mark Brown missed the Great Sankey Match and we couldn’t make up the points he would have scored, eventually losing by 10 points, but soon returned to top form by beating Penketh by 4 points. Considering they had beaten us by 50 points the year before this was a very satisfying result but didn’t go down well with either their players or staff.
St Greg’s and Padgate didn’t bring teams to play us. Both schools had suffered big defeats in the past and that left us with just three fixtures. Newman played well but were no match and we won with a fifty point margin. A similar result was achieved against Woolston. We have traditionally got on really well with their players and the match was a friendly affair but for the second game in a row we scored over 70 points and were easy winners. This left one match to play against Culcheth. They were doing well and in the last 16 of the English Schools’ competition. We knew it would be tough and raised our game. Everyone played at their best level and the margin of defeat was around 14 points. They had really panicked after a tough opening half which ended with the scores level. I was pleased that in our last league game we had such strong opponents to measure ourselves against.
Throughout the season I had introduced players from Y10 to competition on a rotation system so that six of them had been on the bench at some time and would qualify for a certificate at the end of the year. There were also four from Y9. By the end of the season, Morrison Kirk and Louis Haughton were regularly selected and scoring points in each match. They would be at the centre of the team for the 2008/9 season, with Mo as captain.

Back To The Top
As the 2008/09 season began I honestly had no idea how well we would perform. All summer on the outside court the Y11 players had been practising their shots and playing 2 on 2, 3 on 3 etc. and were looking really skilful. With three or four good Y10 players to add to the competitive squad we had more strength in depth than I can ever recall since the 70s. In addition to this the players were all very fit and athletic and I had no worries about any of them lasting right through a match. They were all playing in the Ball Hall leagues on a weekly basis and had experience to go with their ability. My only worry was how they would play together since unlike Sam Wernham’s team, they did not all play for the same team outside school.
At the start of the school year I discussed this with Josh Woodward, our club captain and we agreed that a message encouraging cooperation should go at the front of the training and performance log issued to all squad members at the start of the Autumn term. Regular Friday training began again in September and we had some extra sessions to work on tactics prior to the league starting. Attendance was at an all time high with 25-30 players at training every week and competition for places high. I interviewed four players for the role but decided on making Morrison Kirk captain. Not only was Mo a reliable points scorer and strong defender but he also played and led with passion for the Vipers and hated being beaten. He was the natural choice, reminiscent in many ways of Chris Lynskey.
Our first game turned out to be away against Padgate High School yet we played all our other matches at home. The team contained seven year 11 players and three from year 10. Padgate were weak and we were able to play rotations of two equal teams of five players throughout the match. Everyone scored and we dominated so much that the scoreboard ran out of space to put up our points. The eventual score was officially given as 117-11 but it may well have been more. Every credit goes to the Padgate team for persevering. The following year however they were to cry off and refuse to play us!
The combination of playing two alternating teams of five and a half court man to man defence worked well for us and we stuck with it against Woolston who were easily beaten by 30 points in our next match. The Woolston players had no answer to Morrison Kirk who scored at will from all areas of the offensive half  Our first real test came against a well organised Newman side who were only beaten by 12 points. Once again, the last 10 minutes of the game, when the opposition were running out of energy and unable to cope with our fast breaks was the key period of the game.
The first real challenge of the season was against Great Sankey. We had lost to them for the previous two years and needed a victory to set the record straight. A very close match was won 20-17. After an early Boteler lead, the teams were neck and neck all the way through with both defences dominating. Sankey had one very dangerous player but he was neutralised by Danny Craven whose tenacity and athleticism were too much for him to cope with. In defence Tom Taylor, Tom Bate and Temi Abimbola all rebounded powerfully.  Deep in the second half, Adam Hayes and Stephen Harding both ran in superb layups to leave us clear at the end. All those hours of practice sometimes give you the edge and that was certainly the case in this match. We reached Christmas joint top of the league with four wins from four.
The first game after the break was against fellow title contenders Penketh. In previous  years we had struggled against them and a close match resulted in a narrow defeat by 10 points. In the second half we had been within two baskets most of the time but they had two really strong rebounders and were just a little too strong.
The next game was against Birchwood and was probably the best match of the season. Emotions were running very high for this game and we began well before slipping slightly behind until the last minute. Two free shots by Adam Hayes and a powerful layup by Tom Bate put us a point ahead with 30 seconds to go but we lost possession in our own half and they edged the match by a point.
It has become a worrying feature of the basketball league that some schools pick and chose who to play so that they do not suffer heavy defeats. I have never believed this is right and reveals a real lack of character. I recall going to Culcheth with a team of seven in 1982, missing my best three players. On the morning of the match I asked the team if they wanted to cancel the match and the decision was to “fight on” with what we had. That has always been the Boteler approach. If you aren’t good enough don’t enter the league, but once you do see all the fixtures through.
This problem still exists in 2009 but last year St Greg’s and Beamont both failed to complete their fixtures with us and Culcheth did not rearrange a match that was postponed earlier in the year. Although we took the points we would have preferred the matches. As it was we ended up third in the league.
The end of year cup competition was held in the Bal Hall. We started strongly with a win against Woolston but then let Great Sankey get a lead and in spite of a strong comeback lost by 2 points. However an excellent fighting victory against a previously unbeaten Culcheth team took us into the 3/4th playoff match against Penketh who had amazingly lost to Birchwood in their pool.
We shared in a match which should have been the final, narrowly losing 16-13 to Penketh. The final was won 5-2 by Great Sankey in a really poor 15 minute match. Thus ended our competitive season for 2008/09.
However, training continued and the players played for their Ball Hall teams, improving and forcing up standards week by week. Our thoughts turned to the 2009/10 season for which we would have yet another strong and experienced team.
As the year neared its end the whole school community was rocked by the loss of Temi Abimbola and there were efforts by numerous sections of the school to raise money towards his family’s funeral expenses. Our tribute to Temi appears elsewhere on the website. This would be the reason for our last match of the year. All the players from years 10 and 11 turned out to play a memorial match which was watched by a number of students and staff from the school. The match was not competitive but the level of effort and enthusiasm was high and the event was a great showcase for the achievements of the basketball club during the year. It also underlined the fact that we had now firmly re-established basketball as the school’s most successful team sport.
Those who left the school in 2009 and were at the heart of the club’s success were the following;
Morrison Kirk, captain and leading scorer. Morrison played for the school for two years and set up the Vipers with a group of friends. By the time he left he was a prolific scorer inside the zone with tremendous touch close to the basket. He also had a high success percentage in shooting, including three pointers. Morrison enters the Hall of Fame and would have made the team in any of the last 32 years since I began coaching here.
Louis Haughton was a natural left-handed shooting guard. Since starting to play for the school in 2008 Louis refined and controlled his mid range jump shot to make it a reliable source of points for any team he played for. He was an unselfish player with good passing skills and a good layup. He was also a cornerstone of the successful Vipers team.
Adam Hayes always had natural speed and jumping ability which made him an ideal basketball player. In year 11, through regular practice and experience with the Vipers, he became far more consistent with his layups and was a perfect player to have on the fast break. By the end of the year he had enough control in his jump shots to become a threat from outside the zone and was a good exponent of man to man marking.
Temi Abimbola was recognised as the fittest and most athletic player in the team. He made unbelievable interceptions with his lateral speed and could rebound against players a foot taller. In broken play Temi was always a danger to the opposition and had the vision to make passes which would bring applause from his own team and opponents alike. He played for the Swish and later the Vipers before his untimely death.
Stephen Harding had great enthusiasm for the game which led him to set up a Ball Hall team called Swish, supported by his father, which continues to enter Ball Hall league competitions. Stephen moved gracefully about the court and had an ideal build for a basketball player. He rebounded and dribbled well and on his day he could produce layups of superb quality and could shoot from anywhere around the zone.
Tom Taylor played for Swish and though his own perseverance and training turned himself into a strong defender and offensive rebounder. He played all the league matches in 2008/09 and his defence against Great Sankey was crucial in taking the team to victory.
Daryl Cox missed most of his original year 11 through illness so it was a huge bonus for us to have him back in 2009.Gaining in strength week by week he played half the season and contributed a lot through his experience and all round unselfish play. By the end of the year e was back to full strength and hitting his outside shots again. Daryl is a great example of what can be achieved through having appositive mental attitude. During summer training in 2009 he looked really fit and ready to take on the next phase of his basketball career at Priestley College.
Danny Craven was unstoppable in one on one situations and in Ball Hall league teams the Flyers and Swish he regularly scored some amazing off-balance shots. Danny was supremely fit through his elite boxing training regime and had a resilience in his mental attitude to opposition players that they found difficult to deal with. His man to man defence against Great Sankey was simply awesome and an inspiration to others. In training Danny often gets fouled yet never complains or questions a referee’s decision. This is a great example of how to succeed in sport.
Sean Conroy played for the Invaders and the Flyers as well as being a reliable member of the squad. In any other school Sean would have been a regular team member and if we had not lost so many fixtures he would have featured in some of the later games in the season. Sean became a good shooter and scored regularly through layups. He was perhaps our most underrated player.
Adam Poulton did not look like a basketball player which is why so many people who had not seen him play were amazed by the standard of his play in training or matches with the Swish. Adam was an unselfish player who often won but rarely gave away the ball. He was a good dribbler and agile in defence. He rarely made a bad decision in his shot selection and in most other schools would have been a regular team member. His hours of training and dedication to the sport brought him this success.
Kyle Sutton Had a real passion for basketball although he looked more like o prop forward. Kyle never missed training and was always out on the outdoor court practising. He could shoot and drive really well from both sides of the basket and stood out in Temi’s memorial match. Kyle had an excellent attitude to basketball and in another school would certainly have made the team.
2008/2009 team players still studying at Boteler in 2009/10
Tom Bate was one of the top scorers for the team and would have regularly been in the starting five if we had not had a policy of rotation. He has been a key player for several Ball Hall teams, notably the Wizards. Tom defends really well and is unstoppable close to the basket. He also has a good set shot.We expect big things of Tom in the coming year.
Ashley Haughton has ball-handling skills to rival anyone who has ever played for Boteler over the years. He is athletic and tenacious in man to man defence and reads the game superbly.He also scores regularly from inside the zone. Ashley has made his mark for the Vipers against players older than himself and should really shine in 2009/10.
Josh Turner has played for the school since Y9 and is a very experienced basketball player and referee. He understands the game well and regularly works on his technique to become a better player. His shooting is good and he can lay up under pressure with either hand. Josh gives full commitment to every sport he plays and in basketball his defence is very tough. If he can stay injury free he will be a vital player for us in 2009/10
Declan Clarke broke into the team in early 2009. He is an excellent all round sportsman possessing both strength and speed and has worked on his passing and dribbling to make himself a tough opponent for any other team. Declan’s rebounding ability and close control near the basket ensure he will always score points and as his shooting continues to improve it is hard to find any weaknesses in his technique.
Ashley Latham was in contention for a place based on his rapidly improving rebounding , shooting and defence. Ashley has strong basketball intelligence and reads the game well. He is a courageous rebounder and scores regularly. He also has the important ability to learn from every situation and puts coaching advice into practice. He will be a key player in 2009/10.

 
Boteler Basketball Hall Of Fame
Imagine for a few moments all the players from the last 35  years were available as Y11 students at the same time. I have often considered what our “Fantasy Basketball Squad” might look like and have put together some illustrious combinations of players below. As with any such exercise there are bound to be contentious selections and as soon as I have published this I am likely to remember some glaring omission.
However, at the risk of offending anyone here are my selections. It is worth noting that many players did not have the opportunity to play in competitive matches, so where I could not decide who to select, the decision has gone in favour of the players who proved their ability in games against other schools. Also, the decisions are based on how good each player was in Y11, not how good they became in subsequent years when matched against slightly younger players in training.
All Time Best Boteler Basketball Players In Zone Defence Formation
Anthony Higham 82                                                          Chris Lynskey 81
Nathan Weaver 13                                                                  Paul Manuel 84
Nigel Walsh 98                                                                     James Griffiths 06
Morrison Kirk  09                                                                 Declan Clarke  10
Ashley Latham 10                                                                 Neil Skelland 82
                                           Derek Flannery 81
                                            Neal Theunissen 03
                                            Tom Bate  10
                                            Paul Cooke 94
                                             Mark Brown 08
                                             Jacob Lloyd 13


Lee Turner 81                                                                         Paul Screawn 81
Renz Kae Agpoon 13                                                                    Rob Morris 08
Rob Tam 92                                                                              Sam Wernham 08
Nick Caddick 84                                                                       Alan Sau 03
Earl Francis 06                                                                          Josh Turner 10



Top Five Players In Specialist Positions
Man To Man & Box And One Defenders
Paul Screawn
Calum McAlinden 06
Danny Craven 09
Alan Sau
Michael Lyon 10

3 Point Shooters                                                 
Chris Lynskey
Earl Francis
 Darryl Cox 08
Paul Manuel
Neal Theunissen

Jump Shooters
Derek Flannery
Neil Skelland
Nick Caddick
Rob Morris
Morrison Kirk
Josh Turner

Defensive Rebounders
Chris Lynskey
Paul Manuel
Ashley Latham
James Griffiths
James Allen 06

Offensive Rebounders
Anthony Higham
Renz Kae Agpoon
Declan Clarke
Danny Inman 02
Nathan Weaver


Point Guards
Ashley Haughton
Sam Wernham
Paul Screawn
Alan Sau
Josh Woodward
Jacob Lloyd

Individual Basketball Honours
2005 Player Of The Year   Earl Francis
2005 Priestley College Player Of The Year  Alan Sau
2006 Y11 Players Of The Year Earl Francis  Sean Morris  Sam Sinclair-Smith
2006 Y10 Player Of The Year Chris Yarwood
2006 Y9 Player Of The Year James Griffiths
2006 Outstanding Contribution To Basketball Trophy Earl Francis
2006 Priestley College Player Of The Year Anthony O’Keefe
2007 Y11 Player Of The Year Chris Yarwood
2007 Y10 Player Of The Year Mark Brown
2007  Outstanding Contribution To Basketball Trophy Sam Wernham
2007 Priestley College Player Of The Year Ben Bennett
2008 Y11Players Of The Year Mark Brown   Josh Campher  Ben Connelly
                                                     James Griffiths  Rob Morris  Sam Wernham
2008 Y10 Players Of The Year Morrison Kirk  Louis Haughton
2008 Y9 Player Of The Year  Josh Turner
2008 Outstanding Contribution To Basketball Trophy Rob Morris
2008 Priestley College Player Of The Year  Danny Conroy
2009 Y11 Player Of The Year  Morrison Kirk
2009 Y10  Player Of The Year  Tom Bate
2009 Outstanding Contribution To Basketball Trophy Morrison Kirk
2009 Priestley College Player Of The Year James Griffiths
2010 Y11 Players Of The Year  Ashley Latham  Declan Clarke  Tom Bate
                                                      Josh Turner  Josh Woodward  Michael Lyon
                                                      Ryan Armitage  Ashley Haughton  Jake Tarburton
2010  Y7 Player Of The Year  Cameron Burrows
2010  Outstanding Contribution to Basketball Trophy  Josh Woodward
2010 Priestley College Player Of The Year  Ben Connelly
2010 Outstanding Commitment To Boteler Basketball  Ben Bennett
2011 Y9 Players Of The Year  Josh Carmichael  Renz Kae Agpoon
2011 Y8 Players Of The Year  Jacob Lloyd  Cameron Burrows
2011 Outstanding Contribution To Basketball Trophy  Nathan Weaver
2011 Priestley College Player Of The Year  Josh Woodward
2012 Y11 Player Of The Year Harrison Shaw
2012 Y10 Players Of The Year Renz Kae Agpoon Nathan Weaver
2012  Y9 Players Of The Year Josh McLean  Cameron Burrows
2012 Outstanding Contribution To Basketball Trophy  Jacob Lloyd
2012 Assistant Coach Of The Year  Kyle Sutton
2013 Y11 Player Of The Year  Nathan Weaver
2013 Y10 Player Of The Year  Jacob Lloyd
2013  Outstanding Contribution To Basketball Trophy  Renz Kae Agpoon
2013  Assistant Coaches Of The Year  Josh Woodward & Tom Bate

Boteler Basketball Team Honours
1980     WSBBA U15League Runners-Up

1981      WSBBA U16 League Winners  & WSBBA U16 Cup Winners
               WSBBA U15 League Runners-Up &
 WSBBA Cup Winners
1982     WSBBA U16 League Runners-Up
1983      WSBBA U16 League 3rd    WSBBA u15 League 3rd
1984      WSBBA U16 League 3rd
2006      WSBBA Y10/11 League 3rd   WSBBA Y10/11 Cup 3rd
2007      WSBBA Y10/11 League 4th
2008      WSBBA   Y10/11 League 4th
2009      WSBBA  Y10/11 League Runners-Up
2010      WSBBA   Y10/11 League Runners-Up   WSBBA Y10/11 Cup Winners
2011       WSBBA   Y9 League Winners
2012       England Schools U15 Conference North West Pool Runners-Up
                Cheshire U/14  Inter-Town Competition Runners-Up
2013       WSBBA Y10/11 Championship Winners
                England Schools U16 Conference North West Pool Winners
                England Schools U16 Conference North West Zone Winners
                Reached Last 16 of National Competition
Non-Warrington School Teams defeated in Competitions Since 2012
Deyes High School Maghull
Birkdale Grammar School
Ellesmere Port Catholic High School
St. Thomas Moore High School Crewe
Furness Academy Barrow in Furness
Congleton High School
Derby High School Bury
Helsby High School
Rudheath High School
Fallibroome High School Macclesfield

### Star Trek: The Search for Spok

The Gospel according to Star Trek: The Search for Spok
The third film of the Star Trek franchise, ‘The Search for Spock,’ is the second part of a trilogy, which seeks to postulate an answer to the eternal question, ‘is there life after death?’
At the close of ‘The Wrath of Kahn,’ Spock saved the crew of the Enterprise by sacrificing his own life. Those who saw the film on its first release no doubt remember the universal shock of this much loved character being written out of the script. It was unthinkable that Spock should die! Such feelings are not reserved purely for the big screen either.
I still remember vividly hearing of the death of my dear uncle, who I looked up to and as a child could never imagine him ever leaving me. He was always the one constant in my life and I couldn’t understand how it was possible. I’m sure I am not alone in thinking such things. It was at that time I seriously began asking the question what happens after death? Is there any hope of an afterlife?
The Search for Spock was not therefore an idle story line but one that sought to address a primal desire for meaning. In the film it is revealed that prior to his death, Spock had caused his Spirit to pass into Doctor McCoy, causing him to have flashbacks into Spock’s life experiences. Meanwhile, his body had been jettisoned into space to land on the planet being created by the Genesis probe. There his body was reborn and began to grow into adulthood, but without any knowledge of his previous existence. The filmmakers are saying humans have both a spirit and a body, with the spirit being our essential personality and life experience and the body the vehicle that enables us to engage with the world around us. Furthermore they propose that when we die there is a separation of that body and spirit, with the spirit living on. In the case of Spock, he chose to pass his spirit onto McCoy for safekeeping. At the conclusion of the film, Spock’s rejuvenated body is reunited with his spirit and he is said to be alive once more – resurrected. The bible endorses the view that we are both body and spirit and that when we die, we can entrust our spirits to God. I’m reminded of Jesus’ words on the cross, ‘Father, into your hands I commend my spirit.’ If we do likewise, putting our trust in God’s power to save us, then he promises to keep our spirits safe in heaven until our new bodies are ready.
The bible says that our new resurrected bodies will never grow old or wear out but will live forever. This is explained in 1 Corinthians chapter 15 verses 35-54, where it states ‘the body that is sown is perishable; it is raised imperishable; it is sown in weakness, it is raised in power; it is sown a natural body, it is raised a spiritual body.’ We also get a glimpse in the resurrected body of Jesus! When the day of the Lord comes, our new bodies will be raised up and we will be united with our spirits. We will be able to recognise one another and enjoy life with God in all its fullness even more than before – and our joy will never be taken away again.
To me it is a great comfort to believe that there is more to life than what we see now and that God doesn’t buy into a ‘throw away culture.’ We are precious and loved by him and he will restore us and make the world right again. We celebrate this glorious hope at Easter and so we keep our faith alive by looking to Jesus and believing in God’s promise that whoever believes in Jesus has everlasting life.

### Star Trek: The Voyage Home

The Gospel According to Star Trek: The Voyage Home
In ‘the Search for Spock’ we posed the question ‘is there life after death?’ We saw the scriptwriters endorse the biblical teaching of an eternal spirit and a physical rebirth. But what will that life be like? If we are suffering now, can we be sure our new life will be any better? Will there be animals and birds, mountains and rivers? Will there be an end to suffering? This is the concern of the final part of our Star Trek trilogy, ‘The Voyage Home,’ and not surprisingly it has an environmental theme, though the real message is that of Restoration.
The film opens with a mysterious probe approaching the earth, emitting a powerful signal that cuts all power and creates climactic storms that cause widespread destruction. Unless an appropriate response is given the world will be destroyed. The crew of the Enterprise, returning to Earth to face trial, encounter the probe. Spock realises the probe’s signal matches that of the humpback whale, which in the 23rd century has become extinct due to whaling. To save the earth from destruction, Kirk and his crew go back in time to locate some humpback whales.
After many adventures and comedy moments they rescue two humpbacks ‘George and Gracie’ (Gracie happens to be pregnant) and return with their handler, Dr. Gillian Taylor, to their own time. The whales are released into the ocean where they respond to the probe’s enquiry and humanity’s destruction is averted. Kirk and his crew are tried and all charges dropped with the exception of Kirk’s demotion from Admiral to Captain, which is great! The film closes with Kirk and his crew being escorted to their new starship, ‘The Enterprise.’ The earth is restored to its previous state and creation is set free to be cared for by a wiser and more loving humanity, represented by Dr. Taylor.
The Voyage Home has been called the ‘save the whale campaign,’ and this environmental message is very strong. On a deeper level it reminds us of humanity’s biblical call to stewardship, for our core purpose in creation was to rule over the earth and enable creation to flourish. However, through our disregard of God’s will, the bible says creation was bound over to subjugation and decay. In the film we find humanity being judged by the probe and it is left to the testimony of creation (notably George and Gracie) to secure our acquittal. The film’s message is that ultimately humanity will be held accountable for its poor stewardship of creation. But there is hope, for the renewed man (interestingly in the form of Spock) will understand and will bring about the restoration of all things.
The gospel says that there will indeed be a day of judgement and that afterwards a renewed humanity will reign over a renewed heaven and earth, with mountains and rivers, animals and birds – and whales. All will be restored and suffering will be at an end! This is the Christian hope, shared by our trilogy, from sacrifice to resurrection to restoration. Jesus died and has risen and he will come again in glory to bring about the creation of this new world, where we will live in harmony with all creation and in peace with God forever. The apostle Paul expresses it in these words, ‘I consider
our present sufferings are not worth comparing with the glory that will be revealed in us. The creation waits in eager expectation for the sons of God to be revealed.’ Speaking of our new home, Jesus said, ‘I am going to prepare a place for you.’ We are to see this new home as a beautiful new earth, restored to its former glory, cleansed of all hatred and greed, sin and pain. Is this something we are eagerly looking forward to? Are we excited about our coming home?
John Harries (Chaplain)

### Artist Ian Murphy visits Boteler

This half term Year 11 GCSE Art students have been looking at buildings from different perspectives.
Their new project initially made them reconsider a building that they are in everyday (our school!) as inspiration for Art work. All of the Year 11 Art students were then invited on a visit to look at different styles of architecture in Salford and Manchester. We visited the The Lowry Arts Centre and Imperial War Museum North at Salford Quays, both magnificent steel structures with bold, modern lines and the beautiful gothic inspired John Ryland’s library, which some pupils compare to Hogwarts , ‘like stepping back in time’.
This was a great day gathering photographs of the contrasting  buildings from different angles and details , which students will use to inspire them to create a number of final pieces.
To help them with new skills and ideas  the local artist, Ian Murphy, came in for the day to work alongside students and gave them a master class sharing some of his own techniques and expertise. Students made some fantastic samples that will help them towards their Art GCSE, we look forward to seeing the completed work!

### Latchford Albion Unicorns 

Four of our year 11 pupils who play rugby for school also play for Latchford Albion Unicorns and on the 13th October they played in a the Lancashire Cup Final at Halton Stadium in Widnes and won the cup against a strong Widnes team.
The pupils represent 3 of our houses and are Aaron O’Day, Alex Green, Tom Graham and Jake Singleton-Bennicke. As Jake’s Mother I am very proud of him but I am also proud of the others, I feel it is a fantastic achievement for them and also for the school as they are all either sports captains or house captains.
Joanne Bennicke

### National Poetry Day 2013

The classrooms of Sir Thomas Boteler were flooded with the sound of beautiful poetry as pupils took part in this year’s ‘water’ themed National Poetry Day.
Forms worked together to draft poems which were then judged by the Student Leadership Team. House Captains had a difficult task of choosing the best poems from their own houses and these were then judged to find the overall winner by Head Boy and Girl, Sam Osborne and Clarise Lawrence.
TJM were the proud winners of a tin of chocolates, with their wonderful imagery packed poem “A Waterfall.”
Selections of the best poems are now being displayed in reception, for everyone to enjoy. Please enjoy reading their fantastic poem.
A Waterfall by TJM
A waterfall, what a stunning sight
Shimmering in the daylight
The water of life so bright
A waterfall has a magical glow
Don’t you know?
It keeps you awake, it keeps you alive
For all of the days that you survive
A waterfall, what a stunning sight
Submerge yourself in its stormy might
To splash and jump to your delight

### Basketball Team Begins Preparations For New Season

We have now held two Friday evening training sessions in preparation for the forthcoming competitive basketball season. It will be very difficult to repeat last year’s successes, which saw us yet again win the Warrington School’s Title and reach the latter stages of the England Schools Basket Competition but we have a starting five who have all played for the school in previous years and continue to play for their clubs outside school
Renz Agpoon and Nathan Weaver are no longer available, having moved on to Priestley College, but the addition of Taylor Hindes to the squad will significantly improve our chances.
The number of local schools which have teams has fallen recently, impacting on our fixture list, but in our EBBA pool we are due to play home and away matches against St Thomas Moore High School in Crewe, King’s School in Macclesfield and Ellesmere Port Catholic High School.
There have been one or two new faces at training and we hope that more new players from any year group attend in the coming weeks. Our school team is always very welcoming and has an interest in developing the next generation to keep us at the top.
If you would like to start playing basketball, speak to Mr H Chambers or just come to the Ball Hall after school on Friday afternoon. Training is from 3pm to 5pm.
School Basketball Captain Jacob Lloyd is optimistic about our chances of success this season; “Our school has developed a great reputation for basketball over the last few seasons and this year we will be doing our best to keep that going. We have a really strong group of players at the centre of the team but less strength in depth than last year. If everyone in the team gives 100% and we all pull together and stay injury-free we should be OK but new players would be welcome.”

Image: School Basketball captain Jacob Lloyd

### European Languages Day

Thursday 24th of September was European Languages Day. The European Day of Languages has been celebrated every year since 2001 on 26 September, as an initiative of the Council of Europe in Strasbourg.
Throughout Europe, 800 million Europeans represented in the Council of Europe’s 47 member states are encouraged to learn more languages, at any age, in and out of school. Being convinced that linguistic diversity is a tool for achieving greater intercultural understanding and a key element in the rich cultural heritage of our continent, the Council of Europe promotes plurilingualism in the whole of Europe.   For the day, a range of events is organised across Europe: activities for and with children, television and radio programmes, language classes and conferences.
In order to celebrate the day at Sir Thomas Boteler, the languages department arranged a number of activities.
All Y7s started the day with a French breakfast which consisted of a croissants, pains au chocolat, orange juice, lemonade and chocolate spread.  After breakfast they had a table quiz on France and French culture and the worthy winners were rewarded with even more chocolate.
Every form took part in quizzes during form time and found out interesting facts about France and languages.  At lunch time Mrs Hughes and Miss Magee ran a stall in the canteen where pupils could come over and earn a bookmark if they were able to have a conversation in French.
At the end of  the day staff and pupils enjoyed different French cheeses with crackers all washed down with some apple juice.  It was amazing the numbers of pupils that didn’t even flinch as they ate the very strong Camembert.  To finish the day in true French style Mr Shelmerdine played Pétanque with a group of pupils on the field.
Thanks to all pupils and staff who helped to make European Languages Day such a success.
The French Department

### Destined for the charts

A group of Boteler year 10 GCSE Music students have enjoyed their class performances so much that they have decided to start a band.
The talented group will be performing as one of the warm-up acts at this year’s High School Warrington talent competition and are hoping to perform at events at Christmas and Boteler Out Loud. Singer, Jake has also managed to secure himself a place in the next round of the competition as a solo artist.
English Teacher Mrs Hughes says “I was lucky enough to hear them perform a fantastic rendition of Stevie Wonder’s ‘Superstition’ and they sounded amazing!” They describe themselves as a rock/ blues band and enjoy playing songs such as ‘Slide’ and ‘Fast Car.’
The boys are devoting a lot of time to practising, not just in their music lessons, but also giving up some of their lunchtimes and breaks also. These are definitely one to watch!
Mrs Hughes
Boys in picture are:  William Ritchie, William McDerra, Jake Gardener, Connor Dykes (sat), Craig Higham, Max Dowson.

### Key Communications for Parents & Carers

Click here for our Head's Herald Newsletters.
September 2025

Standards and Attendance

August 2025

Tyn-y-Felin 
 
---------------------
Previous academic years document archive 

### The Headteacher's Open Day Presentation



### Support our School

Our orchard project which is funded by Fruit-full Schools is entering the final phase. To celebrate the fact that they have funded the planting of over 200 school orchards across the country Fruit-full Schools have launched a competition called 100,000 reasons. The idea is to collect information on why people like to buy locally grown fruit. For example buying fruit from local growers is better for the environment as it reduces ‘food miles’.
Please support Sir Thomas Boteler by taking part in the competition. Individual entrants have the chance to win a fantastic Vigo fruit press and the school has a chance to win a day with a local artist.
To enter, please use the following link, and please remember to click on our school from the list!
www.fruitfullschools.org/reasons
Many thanks for your support and good luck!

### 2010 - 2011 Basketball Squad

[Show as slideshow]

### 2011 - 2012 Basketball Squad

[Show as slideshow]

	
	
		
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### Past Basketball News & Reports

2010 Boteler Basketball Showcase:

14th January 2011 - Boteler Teams Undefeated in 2010
26th November 2010 - Victory Against Birchwood in First Match
4th March 2011 - Rampant Team Score 100 Points vs Newman
11th February 2011 - Ruthless Y9 Team Overpowers Beamont
1st October 2010 - Report on Summer Training Camp 2010
9th September 2011 - Basketball Summer Training Camp Report
27th Nov - Culcheth and Woolston matches
19th March - Warrington Champions
15th Jan - Review of 2009
12th Feb - Victory over Penketh
11th Sept - Summer Training Report
5th March - Great Sankey drawn match
10th Dec - Newman beaten 64-33
1st Feb - Lymm beaten 61-12
Report On Summer Training Camp 2010
The Boteler Basketball Club - History up to 2008-09
In Memory Of Temiloluwa Abimbola
Hall Of Fame

### Star Trek II: The Wrath of Khan

The Gospel According to Star Trek II: The Wrath of Khan
This second film of the Star Trek franchise, ‘The Wrath of Khan,’ is the first part of a trilogy, including ‘The Search for Spock,’ and ‘The Voyage Home,’ which taken together exhibit close parallels with the Christian messages of sacrifice, resurrection and restoration. Following last years series on Disney, some may be wondering why it is that so many films, and especially these futuristic science based ones, have such clear references to biblical themes. I believe the answer is twofold; firstly, the bible is concerned with real life issues, which are hugely important to us, and films too, seek to address the same issues albeit in a variety of modern contexts. Secondly, the biblical narrative is a good news story, and one filled with hope, which we all need and long to hear over and over again. Filmmakers know this and so, consciously or unconsciously, the Christian gospel is presented to us in many different ways and contexts. This is especially true in the Star Trek trilogy that we will think about over the coming weeks.
Following that preamble, the Wrath of Khan introduces us to the Genesis Device, a terraforming torpedo that has the capability to transform planets making them habitable for life. However, in the wrong hands it can also be used to destroy life and when Khan, an exiled villain acquires it, he seeks to use it as a means of exacting revenge for the death of his wife. When Kirk critically disables Khan’s starship, Khan releases the Genesis device in an attempt to destroy the Enterprise. Spock saves the Enterprise crew by repairing the warp drive allowing the starship to escape the explosion. However, in doing this Spock himself sacrifices his own life and dies of radiation exposure.
The story has parallels with the biblical account of creation, sin and sacrifice. In Genesis chapter 1, we read of God transforming a dark piece of rock floating in space into the planet earth we now inhabit that is abundant with life. When God sees his creation, he says ‘it is good,’ but soon after God is distraught to see the way humanity uses his power and authority to pursue selfish aims that tragically spoil, pollute, corrupt and destroy his creation. Out of a thirst for revenge Kahn uses his knowledge of the Genesis device to destroy life, which is so often the story of humanity. I’m reminded of the devastation caused by the atomic bombing of Hiroshima and Nagasaki in 1945 in revenge for the attack on Pearl Harbour and the horrors of the holocaust and other acts of genocide.
In the film the only solution is for Spock to give his life to bring an end to the violence. As Spock dies to save his friends, so the bible speaks of Jesus as the one who sacrifices his life to bring an end to sin and death and to bring about the re-creation of the world. The film title, ‘The Wrath of Kahn,’ speaks of the anger of one man to bring about destruction and yet the film closes with the triumph of the love of one person, Spock, for his friends. In the same way the glorious hope given us in the bible is that all the hatred and anger of humanity has been overcome by the love of God, ‘for God so loved the world that he gave his one and only Son that whoever believes in him shall not perish but have everlasting life.’ We look at our world and wonder what hope we can have for the future. The answer lies in the love of one man, Jesus, whose death opens up a new way and a new life. As we accept Jesus’ sacrifice for us, so we find peace with God and with one another and we discover that his love does indeed conquer all.
  John Harries (Chaplain)

### Star Trek: The Motion Picture

The Gospel According to Star Trek: The Motion Picture
The opening lines of the Star Trek series begins ‘to boldly go where no one has gone before.’ As I contemplated this series I thought I might be breaking new ground – but no! Someone has already produced a book apparently on this very theme. Undaunted and a little uplifted to think I am not the only trekkie to find references to God in the annals of star date, I would like to offer some insights from the many star trek films, both old and new.
It seems only right that we should begin with the very first Star Trek movie, aptly titled ‘Star Trek: The Motion Picture.’ The movie records the return of the space probe Voyager to earth after exploring the outer limits of the galaxy for hundreds of years. The probe, which had been damaged, was found by a race of machines that reprogrammed it to learn all it could and then report back to its creator. However, on its return the probe gained so much knowledge as to achieve consciousness. Vger finds that despite all its acquired knowledge, devoid of its creator, its existence is empty and without purpose. To understand and relate with the crew of the enterprise Vger takes on the form of a crewmember named Llia. A crewmember, Decker, who is in love with Llia, merges with Vger and a new life form is created and finds fulfilment.

The message within the film is that knowledge of itself is not sufficient for complete fulfilment, which can only come from joining with our creator, God. For an essentially science based film this is quite an admission. There is so much in the world for us to learn and discover, but without a meaningful relationship with God, we will ultimately be left unfulfilled. We are not machines like Vger, but we have one thing in common, in that we have been created by a creator and given a purpose. It is the discovery of that purpose and the re-establishing of our relationship with God that leads to peace and joy. The gospel says that God came to us in the person of Jesus, so that we might relate to him and learn of him, even as Decker related to Llia. Furthermore, as we by faith give ourselves to Jesus, so God comes to live in us and we are made one with him – and so find true fulfilment. The apostle Paul writes, ‘if anyone is in Christ he is a new creation, the old has gone; the new has come.’
As we begin this new academic year, let us take every opportunity to learn and discover all we can of our world and of our God. Let us also not be satisfied with knowledge alone, but may we also seek to grow in faith and in a living relationship with God that we may discover the purpose of our lives and true fulfilment in Jesus.
John Harries (Chaplain)
 

### Pinocchio

The Gospel According to Disney – life springs
One of the most well known Disney Classics is the tale of Pinocchio, the wooden boy who wanted to be real. Disney’s version is highly moral with its portrayal of Pinocchio as an innocent lad trying to do his best, but constantly deceived by the world, represented by the Fox ‘Honest John.’ Towards the end of the film, Pinocchio is tricked on board a slave ship, where he begins to turn into a Jackass, to show what a fool he has become. Just in time, Pinocchio realises his foolishness and escapes to return home to his father Geppetto. The tragedy is that his father has gone to look for him and has been swallowed by the whale Monstro. Eventually, Pinocchio finds his father and they escape by making Monstro sneeze, but in the process Pinocchio dies.

It is at this point that we reach the climax for Geppetto is grieving the loss of Pinocchio and we can all identify with his situation. As parents, we feel for him because he had waited so long for a child, and he was such a loving father, even though his Pinocchio was not perfect, being made of wood. He had done his best to teach him the right way to live and he had done everything to find him – and now he was dead.

As children, we can identify with Pinocchio and his desire to explore the world. Pinocchio is inexperienced but he is also invincible, or at least we think so, and now it’s all over. We have come to see him as a real friend and we were there with him as he heroically tried to save his father – but now he is gone.

In so many ways we share Geppetto’s loss for life is full of tragedy and guilt, missed opportunities and mistakes, when we sought to do the right thing. It is then that we look for hope and we look to God. In Pinocchio, these are given through the intervention of the blue fairy, who judges Pinocchio as having proved himself through sacrifice, and she restores him to life, but not as a wooden toy but a real boy.

In the Christian faith, we are given the hope of resurrection. God raised Jesus from death and exalted him to the throne of heaven. By faith in him, we share that same hope. Paul says, ‘our present sufferings are not worth comparing with the glory that will be revealed in us,’ when we are raised with him and given new bodies. This is not to minimize what we are experiencing, but it is to give us hope that, like Pinocchio, our present life is ‘wooden’ in comparison with the ‘real’ life that awaits us.

 John Harries (Chaplain)

### The fox and the hound

The Gospel According to Disney – Unlikely Friends
One Disney classic that isn’t so well known is the Fox and the Hound produced in 1981. It’s the story of a young red fox named Tod, adopted by widow Tweed, and an equally young Hound dog called Copper, who is owned by a farmer called Slade. The farmer also has an older dog, called Chief who is to mentor Copper in the art of hunting. As pups, Tod and Copper meet up and pledge to be friends forever, but as they grow up, conflicts arise. Chief insists that Copper cannot be friends with Tod and his owner vows to kill Tod should he ever come near his chickens.

The question posed by the film is ‘can Tod and Copper’s desire and commitment to everlasting friendship overcome their native instincts and the social pressures around them?’ The story is quite simple but it addresses a theme that is all too relevant today around the world, reconciliation. In many lands there are age-old conflicts between peoples that result in the most terrible atrocities. In the last 50 years there have been several instances of ethnic cleansing in Rwanda, Sudan, Indonesia, Iraq, South Africa, Georgia and most notably between Israel and Palestine in the Gaza strip. Is there any way peace can be achieved in the face of such entrenched hatred?

In the bible the Apostle Paul writes to the Ephesian church, ‘Christ himself is our peace, who has made the two one and has destroyed the barrier, the dividing wall of hostility… bringing them together in peace through the cross.’ The message is that at the cross all can find forgiveness and can extend the hand of friendship. As the breaking of the Berlin wall opened the way for peace between West and east Germany, so the cross symbolises the place where all can meet in friendship, putting away ancient hatred.

It’s a message we all need to hear for we are not victims of our past, neither are we prey to the social pressures of the present; we are champions of our future. We can choose and we are responsible for the way we live alongside one another. Let us choose to be friends and support one another. In that way we change the world!

 John Harries (Chaplain)

### Tangled

Gospel according to Disney – Tangled
One of my daughters’ favourite Disney animations of all time is ‘Tangled,’ the story of Rapunzel.

The story opens with the baby Rapunzel being abducted by an old woman because Rapunzel’s hair has magical properties that will keep her young. Rapunzel therefore grows up in seclusion in a tall tower, never knowing that in reality she is the daughter of the king and queen.

What she does know is that every year on her birthday lights rise in the sky and she is intrigued to discover what they are and why they only appear on her birthday. Her chance comes one day, when she meets a man called Flynn Rider, who agrees to lead her to the lights.

In fact the lights are lanterns released by the king and queen intended to guide her home. Throughout all the years they have never stopped believing that their daughter is alive and their prayer is that she will see the lanterns in the sky and follow them back to the source – her true home.

In the bible Jesus is described as the light of the world, sent by God in love to draw us back to himself. Every Christmas we celebrate this in the birth of Jesus and we traditionally place a star on the top of the tree. It’s a reminder in our homes that God is calling each one of us to himself.

This took on particular meaning for me recently when I sat at the bedside of a lady who was dying. Her family was there and the unspoken question was, ‘will she be safe? Is heaven real?’ As the sun shone through the window lighting up her face, it was as if God was giving us assurance. In Tangled the most touching moment is when Rapunzel sees the lights and realizes they are being sent up for her by her father. In the same way, we are to understand that our heavenly Father has sent us Jesus, the Light of the World, who will lead us safe home.
 
John Harries (Chaplain)

### The Jungle Book

The Gospel According to Disney - The Jungle Book
One of my all time favourite Disney films is ‘The Jungle Book’ with the wonderful characters of Baloo, King Louie, Colonel Hathi and of course Mowgli. The story is of an orphan boy who is found and raised by wolves. Once he comes of age he receives further tuition from Baloo who wants him to grow up to be a bear and Bagheera who wants to take him to the man village where he can grow up among his own kind. Along the way, we meet King Louie who though an Orangutan wants to become like a man knowing the secret of fire.

The story is really about nature versus nurture. Will the secret of fire ever make King Louie anything other than an Orangutan? Can Mowgli, raised by wolves, taught the bear necessities of life by Baloo, ever be anything other than a man? The answer is given at the end of the film when Mowgli, after all his determination to be like Baloo, suddenly sees a girl. Without a moment’s thought his natural instincts take over and he is drawn to the ‘man’ village where he will eventually settle down.

When I was a teenager, I felt a bit like Mowgli. There were so many influences around me pulling me this way and that. I didn’t know who I really was and I found myself being tempted by others to experiment with alcohol and such like. The pull was very strong because I looked up to such people and in some cases wanted to be like them. But when I got to university I found people who talked about Jesus – and the pull was altogether different. It felt like I had found who I was meant to be. They say that when you find the one you love you will know. That is what happened to me – the others things didn’t matter anymore. Like Mowgli I found my true home.

When we began this series I spoke on the Lion King and Mufasi saying to Simba ‘You are more than what you have become.’ In a similar way, the lesson of the Jungle Book is to realise who you really are inside and not to listen to the messages put out by the media. Understand that you are precious in God’s sight, unique, cherished and chosen. Live up to your calling and don’t settle for anything less.

John Harries (Chaplain)

### The Lion, the Witch and the Wardrobe

The Gospel According to Disney
Following on from Easter it is no surprise that I should draw our attention to Disney’s Chronicles of Narnia and the Lion, the Witch and the Wardrobe.’ Based on the story by C.S. Lewis, it is an allegory of the death and resurrection of Jesus Christ.

Four children, Peter, Susan, Edmund and Lucy enter a strange world through the back of a wardrobe. It is a world where some animals can talk but also a world where it is always winter, because of the White Witch. Edmund falls under the White Witch’s spell and becomes her slave, as so many have before him. But Aslan the Lion arrives, the White Witch’s challenger. He represents Jesus and with him comes the hope of spring. To save Edmund, Aslan offers himself as a substitute. The White Witch gleefully accepts, ties him up, cuts off his mane and kills Aslan on a stone table. The White Witch believes she has won, but as morning dawns the table cracks and Aslan returns in awesome power. He defeats the White Witch and the land is reborn, being placed under the charge of the four children.

The Christian gospel speaks of a world held hostage under the power of Satan, represented in the story by the White Witch. In order to free the world, Jesus became one of us, lived among us and finally substituted himself for us on the cross. He died in our place so we could go free. But the story doesn’t end there for at Easter we celebrate Jesus resurrection and with that, his victory over Satan. His power is broken and a new life is born. No longer hostages, we are free to choose to live the new life Jesus offers and to reign with him in his kingdom.

It is a difficult story to grasp but it can be summed up in one short sentence, the most famous verse in the bible ‘God so loved the world that he gave his one and only Son, that who believes in him should not perish but have everlasting life.’

In all your circumstances and situations, I pray you may experience in your heart God’s eternal love for you, and in that experience you may find real joy and peace.

 John Harries (Chaplain)

### Aladdin

The Gospel According to Disney - Aladdin
One of the most popular Disney animations is Aladdin in which a young street-wise boy, Aladdin, discovers an old oil lamp. He rubs the lamp and a genie appears who grants him three wishes. The genie, played by Robin Williams, is awesome and gives an account of all he can do, singing ‘you ain’t never had a friend like me.’ Now, Aladdin has fallen for Princess Jasmine, so understandably, for his first wish, he asks the genie to make him into a prince, which he does. However, Aladdin soon discovers that his newly acquired wealth and power do nothing to win the heart of Princess Jasmine. It is at this point that the all-powerful genie shows the true extent of his friendship, when he urges Aladdin, ‘Be yourself,’ for that is the only way to win Jasmine’s heart. Two thoughts occur to me.
Firstly, we should resist the temptation to try to be someone else. You do not need fame, fortune, fashion or any of those things we strive after to fit in; you just need to be yourself. You have been created in God’s image, you are special and interesting and worth knowing just as you are – so be yourself and you will come across far more authentic and believable and attractive.
 Secondly, the people of Jesus’ day, like today, wanted ‘the Son of God’ to come displaying awesome power, majestic, having great riches and with miracles as standard. Although Jesus could have done that he preferred to strip away all those distractions and show us the real character of his heart. He wanted to ‘be himself’ and so he was born in a stable, associated with the outcasts, cared for the sick and finally gave up his life for us on a cross. For those who look only on the externals he seems a loser, but for those who like Princess Jasmine, look to the heart, he is authentic, believable and attractive. Who else would set aside all his glory to win the heart of those he loves – you and I?
This Easter think about Aladdin and what he learned, and think to of yourself, how unique you are, and of Jesus, how to win your heart, he showed you his true self on the cross. Have a great Easter break.
 John Harries (Chaplain)

### Lady and the Tramp

The Gospel According to Disney - Lady and the Tramp
I received a request to see if I could identify the Christian message in Disney’s ‘Lady and the Tramp,’ so here goes.

In the film, Lady and the Tramp are two characters that are worlds apart in every way. Most noticeable is the fact that Lady is from a home where she is loved and cared for, whereas Tramp roams the streets, has nowhere to go and is constantly pursued by the dogcatcher. On the face of it, there is no way that Tramp has any chance with Lady; she is out of his league. Yet, Lady is attracted to him and they begin to form a close bond. Initially Tramp cannot understand why Lady should want to have a home for he is used to the streets. However, as their relationship develops he discovers that he wants to be where she is and to have a collar showing he belongs to her family.

People sometimes say to me, ‘I could never be a Christian, I’m not good enough,’ or ‘I don’t get, Jesus doesn’t seem to be part of my world.’ For many Jesus is like Lady, all posh, with not a care in the world, whilst they struggle through life, like Tramp, in the best way they can. Yet, when their worlds collide, Tramp finds that Lady loves him and he begins to long for the life she offers.

For me, the greatest wonder was when I discovered Jesus loved me, even though I was so far beneath him and had failed him so miserably. I too, like Tramp with Lady, found myself drawn to Jesus and longed to be part of the life he offered. Again, as Tramp who at first disliked wearing a collar, by the end of the film wears it with pride, so I once turned away from Jesus, but now I delight in wearing his collar and in being a part of his family. Being a Christian isn’t about being perfect, it’s about being accepted and loved. Being a Christian isn’t about duty and doing the right things, but about grace and being cherished for who you are by a God of love. Jesus is so far above us in his perfection, yet still he looks upon us with the deepest, most tender love. The biggest tragedy of today is that so many walk away and close their eyes because they do not think it possible that one so great could care for them. As you think of Lady and the Tramp, perhaps having their meal of spaghetti under the stars, spend a moment wondering what God, who has placed the stars in the heavens, might be saying to you.
                                                                                                John Harries (Chaplain)

### Beauty and the Beast

The Gospel According to Disney – Beauty & the Beast
Beauty and the Beast is a wonderful tale of how love conquers everything. A handsome arrogant Prince is cruel to a witch, who turns him into a beast until one should come along who can see past his ugliness and love the person within. That person is a beautiful girl called Belle, the only daughter of her father. Belle turns the life of this Prince upside down and gives him a hope that he never had before. After some twists and turns in the story, they fall in love and as they kiss he is transformed back into the Prince, but now his character has been transformed – he is no longer arrogant and heartless.

Last time I mentioned that the bible speaks of humanity being in exile, out of relationship with God because of sin. In other words we are under a curse. It was for this reason that Jesus came, for God so loved the world that he gave his one and only Son that he might lift the curse. Just as in the story of Beauty and the Beast, this can only happen as each person comes to love Jesus for himself or herself.

There is another twist in the story that is often overlooked, which is that all his servants are also caught up in the curse and they too are restored by Belle’s kiss. When we are unhappy it doesn’t just affect us, but all those around us. Similarly, when we are happy, our joy overflows into the lives of those around us. Knowing Jesus loves us, gives us a hope that has the power to transform all of our relationships.

Think of a time when you were the happiest you have ever been. Capture the moment, how you felt and the way your friends and family were around you. Where is that joy today? Jesus longs for you to be truly happy and to have that joy transform both your life and the lives of those around you. What is holding you back?
                                                                                                John Harries (Chaplain)

### The Lion King

I don’t know if you have noticed how much of the Christian faith is embedded in many Disney cartons. Over the next few weeks I thought it might be instructive to see how many references we can find. In this issue I thought we could start with the Lion King.

Simba has been tricked into thinking he is responsible for his father’s death. He runs away and spends the next few years in exile, while his uncle Scar rules over the pride. Simba feels guilty, ashamed and is reduced to living on bugs that Timon and Pumbaa bring him. It is then that Rafiki appears and talks to him of his father. Simba senses his father speaking to him, saying ‘you are more than what you have become.’ With those words ringing in his ears Simba returns to the pride to reclaim his throne.

The bible tells us that we are also in exile, out of relationship with God, feeling guilty for the things we have done and surviving more than experiencing the life that God wants us to have. The bible calls us to turn back and reclaim the life that God wants us to have, ‘we are more than what we have become.’

The parable tells us that we are not to be slaves to our past but masters of our future. This week write down all the areas of your life, those parts you are happy about, the things you don’t like and the bits that don’t bother you at all. Spend a moment thinking how you could make more of the good and minimize the effect of the bad. Consider how you could change those darker parts of your life to make them good news stories. Remember ‘you are more…’ more precious, more inspiring, more talented and able than you think you are. Jesus wants you to have life in all its fullness – the opportunity is there, will you take it?

John Harries (Chaplain)

### The Gospel according to....

The Gospel according to....

 
Star Trek: The Motion Picture
Star Trek II: The Wrath of Khan
Star Trek: The Search for Spok
Star Trek: The Voyage Home
Star Trek: The Final Frontier
Aladdin
Beauty and the Beast
Lady and the Tramp
Pinocchio
Tangled
The Fox and the Hound
The Jungle Book
The Lion King
The Lion, the Witch and the Wardrobe
 

### Inauguration Service 2013

On Tuesday 17th September our New Year 7 students were officially welcomed into Sir Thomas Boteler Church of England High School, through the Inauguration Service.
It was a fantastic service which was attended by over three hundred family and friends and eighty of our new year 7 students.
The address was given by The Reverend Paul Wilson, the Rector of Warrington who talked about a ‘New Start’ . He gave us some important messages and made us all think about who we are and the journey we have in front of us.
Head boy, Sam Osborne, and Head Girl, Clarise Lawrence, inspired all the students with their speech about our school and gave the Year 7 students some very important advice and guidance.
The students were formally handed over by their Primary Headteachers who spoke warmly about each individual student.
The service was beautiful and the physical elements complemented the prayers and readings. Our school mission statement - ‘Our school cares’ was clearly communicated throughout the service. The Year 7 students and their parents/carers and family went away knowing that Sir Thomas Boteler Church of England High School would ensure that their child was very well looked after, nurtured and cared for and that they would achieve at the highest level.

### Colin Parry Visits Boteler

Colin Parry, father of Tim Parry who was killed in the IRA bomb attack on Warrington twenty years ago, came in to Sir Thomas Boteler to speak to pupils. On the twentieth anniversary of the tragedy, Colin spoke to year 11 pupils to discuss his efforts in the Northern Ireland Peace Process and in the wider world.

For more information about Colin Parry, please click here.

 

 

 

 

### Blooming Boteler

Pupils chose the name Blooming Boteler, for our school Horticulture project.  It was set up in 2007 after receiving European Social funding.  The programme enables pupils to achieve a level 1 City and Guilds certificate in Work Based Horticulture.  This qualification is validated and verified by Reaseheath Agricultural College.
A number of pupils have progressed to complete their level 2 and 3 certificates in Horticulture, progressing to careers in landscape gardening, grounds and sports turf maintenance.
The garden centre is based in one of the school courtyards and our resources include a 30 foot poly tunnel to support the propagation of seeds and plants.
Two years ago we received a grant from the Big Lottery fund to extend the facility and set up a community allotment within our school grounds.  This is supported by pupils, our volunteers and staff who are involved in the maintenance and sales of our produce.  All income is ‘ploughed back’ into the project.
Last year we were backed by Fruitful schools to set up our Jubilee Orchard.  This has been established in the grounds at the front of school, enabling the local community access to this area. Also, we will be working with three local primary schools to help them to create an orchard in their own school grounds.

### The Colour Run

On Sunday 21st July, we successfully completed the 5k Colour Run in Manchester.
Although Hannah still had pink hair for several weeks later, it was a great event and everyone enjoyed taking part! We managed to help raise £720 for Millie’s Trust. We would like to thank everyone for their support and donations: we are already planning for next year’s run!
Sam, Jake, Hannah and Mr Vallender TVR

Watch the video here, made by Hannah!

### Open Day

Our Open Day takes place on Wednesday 11th September 2013, between 9.30am and 11.30am, and 6.30pm until 8.30 pm.

Below is Mr Sharples' Presentation.

 

### Bulletin Archive

2012-13

 	5th July 2013 (issue 18)
 	20th June 2013 (issue 17)
 	7th June 2013 (issue 16)
 	17th May 2013 (issues 15)
 	3rd May 2013 (issue 14)
 	19th April 2013 (issue 13)
 	22nd March 2013 (issue 12)
 	8th March 2013 (issue 11)
 	15th February 3013 (Issue 10)
 	1st February 2013 (Issue 9)
 	18th January 2013 (Issue 8)
 	21st December 2012 (Issue 7)
 	7th December 2012 (Issue 6)
 	9th November 2012 (Issue 5)
 	19th October 2012 (Issue 4)
 	5th October 2012 (Issue 3)
 	21st September 2012 (Issue 2)
 	7th September 2012 (Issue 1)

2011-12

 	6th July 2012 (Issue 14)
 	22nd June 2012 (Issue 13)
 	1st June 2012 (Issue 12)
 	18th May 2012 (Issue 11)
 	25th November 2011 (Issue 5)
 	11th November 2011 (Issue 4)
 	21st October 2011 (Issue 3)
 	9th September 2011 (Issue 1)

 

### Testhomebox

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### The Sharp System

Hello, welcome to the School Help Advice Reporting Page System.
We all work together at Sir Thomas Boteler Church of England High School to help with any problems you may have in or out of  school.
If you wish to contact us through Mrs Scott-Herron or PCSO Tony Spruce, you dont have to leave your details if you dont want to.
Please take the time to look through the pages and if you feel that you can help to keep our school a safe, friendly and fun place to be you can get in touch using the link.
This is a CONFIDENTIAL way to stop YOU or a FRIEND or SOMEONE you have seen SUFFERING.
Click here to visit the Sharp System webpage.
Click here for the letter regarding Operation Encompass

### Educational Visits

Dear Parents/Carers
I want to advise you of the proposed residential educational visit itinerary that we are planning between September 2016 and September 2018.
I hope you consider these exciting enrichment opportunities for your child.  We believe that learning outside the classroom environment in a different place or country will help develop our students into more confident and independent learners.
This list will hopefully provide you with the opportunity to make some informed decisions around what your son/daughter may like to attend and prevents the issue of children signing up for one visit and then wanting to change their minds because they prefer another one.
I appreciate there is cost involved and that is why I am trying to give you as much information and notice as possible.  We want to be able to offer a broad range of experiences for every year group. As we are becoming more successful as a school, we are able to give our students fantastic opportunities such as the ones I have outlined below.
If there are any questions then please do not hesitate to contact the teacher/s leading the visit.
Yours sincerely
Beverley Scott-Herron
Headteacher





 



 



Ski Trip
Department                      Whole School
Lead Teacher                    Mr Michael Morley   mmorley@boteler.org.uk
Date                                February Half Term 2018 (17th February - 26th February)
Who                                Year 7 – Year 10 students
Cost                                Approx. £800
Aim: An activity-based visit such as this is ideal for most young people of secondary school age who are seeking a degree of independence from their parents/carers and yet benefit from the security of a party of friends and adults they can trust. The purpose of the visit is heightened by one aim - to learn to ski or improve existing skiing. For many this will be the first time they have been abroad and would therefore serve to have a lasting impact upon the student. In parallel to this, students will build relationships with members of staff and create new bonds of friendship with students who they may not otherwise encounter. This is an opportunity for the development of life skills and experiences, as well as being able to learn a new skill or improving on an existing one.
 



New York Visit
Department                      Maths
Lead Teacher                    Miss Fiona Jones  fjones@boteler.org.uk
Date                                April 2018 (During the Easter Holiday)
Who                                Current Year 9 and Year 10 students (students who will be in Years 10 & 11 during academic year 2017-2018)
Cost                                Approx. £950
Aim: To explore New York’s history and culture, whilst experiencing Mathematics in context. Students will be exploring the financial district and exploring some of the Mathematical principles behind some of the world’s most iconic buildings. Students will get an incredible insight into just how far a career in Mathematics could take them.
 




 Iceland Visit
Department                      Geography
Lead Teacher                    Mr Matthew Jagger   mjagger@boteler.org.uk
Date                                Spring 2018 TBC
Who                                TBC
Cost                                Approx. £650
Aim: To experience Geography in the real world. Some of the places we will visit include: The North American and Eurasion tectonic plate boundary, the triple-drop Gulfoss waterfall, the Eyjafjallajokull Volcano, the Solheimajokull Glacier and the Geysirs.



 


 


 



 

### Wider Curriculum

BWC timetable 				
					trips (educational visits) catalogue				
		At Sir Thomas Boteler Church of England High School we really value the wider curriculum. We believe in offering our students a deep, broad and balanced ‘whole’ curriculum that will allow them to have a wide range of academic, creative, practical, sporting and character-building experiences.To ensure that each and every one of our students gets a complete educational experience, the wider curriculum is a substantial and vital part of the whole education of our students. The wider curriculum involves activities and learning experiences that take place beyond the formal curriculum of subjects that are taught, and in many cases take place outside the classroom – sometimes beyond the school. We see this area of the whole curriculum as being an essential part of every student’s learning entitlement, offering all our young people the opportunity to learn about life in its broadest context: its challenges and opportunities, and how to respond to its successes and occasional disappointments. Our emphasis on the wider curriculum indicates the importance that we place on extra-curricular and personal development activities within the ethos of our school, and the importance of achieving the right balance between academic focus and the development of wider knowledge, skills and qualities. We expect each and every one of our students to take an active role and to develop their skills, knowledge and qualities during their time with us.What is the Duke of Edinburgh? Follow this link to find out more  ☛ DofE-Bronze-What-is-the-DofEOur wider curriculum is designed to enable all students to have access it and to support all students in their aspirations. Students can attend activities/ council meeting at break, lunch and after school and we also direct them to activities in the community. We have a trips programme in place to enable parents/carers to plan in advance. Wider Curriculum – Sir Thomas Boteler Church of England High School We encourage our students to perform with Hope, Endurance and Compassion in the pursuit of excellence and their ambitions.Our wider curriculum aims to promote the benefits of students taking part in competitive and non-competitive extra-curricular activities including educational trips and visits.We encourage all students to get involved in our wider-curricular programme and have a very wide range of activities including a large variety of sports clubs and numerous music clubs as well as all subjects offering clubs which all providemanyopportunitiestoenhancestudentlearning.Clubs and activities take place  before school, at lunch times and after school. Please use the website for further information. https://www.boteler.org.uk/bwc/The school aims to offer all students the opportunities to take part in trips including international tours and ski trips. We have a very successful Duke of Edinburgh Award programme which many of our Year 9 and 10  students are actively engaged with. The NCS programme through Warrington Youth zone is available for Year 11 students.Part of our wider curriculum is our student leadership and ambassador programme where we encourage students to take on roles of responsibility in school and outside the classroom, to be custodians of what is right and what is good, developing their knowledge of British Values and putting others needs first and being a true Boteler role model.

### GCSE Results 2013

There were smiles all round at Sir Thomas Boteler Church of England High School, with 57% of students gaining 5A*-C grades including English and Maths, 7% up on last year’s figure, and once again, these were the best ever results for the school!
Highest points overall scorer this year with 773 points from her 15 GCSEs was Emma Clarke, while Nathan Weaver achieved the highest grades: he scored 4A*s and 5 As.
Both students were right at the heart of the school’s vibrant music specialism and headteacher John Sharples noted that the concentration, commitment and determination Emma and Nathan developed through music certainly contributed to their academic success.
“There are many other good news stories from the class of 2013.” he said. “This was an outstanding group of young people who contributed greatly to the life of the school and we wish them well in the future.”


 

 

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### Basketball News 2012-2013

Mixed Away Results Leave Basketball Qualification In The Balance

Wednesday 13th March 2013

Before half term we played Congleton High School in our first away match of the season. Our team was familiar with the opposition’s strengths and had a game plan designed to stifle Congleton’s best two players. Strong rebounding and excellent man to man marking led to Congleton finding it hard to score, whilst our offence worked well and many baskets were scored from fast breaks.
The scores were fairly even at half time but as is often the case, Boteler pulled away in the second half and at one point the difference between the teams was well over 20 points. This allowed us to use all our players on the bench, giving them vital match experience. By the end of the match there was still a 15 point difference and every player scored at least one basket.
The team was advised and managed by Mr Wood, Mr Lloyd, Josh Woodward and Mrs McLean who all provided valuable support away from home. The final score of 74-59 reflected a comfortable victory, which kept us at the top of the pool with one match to play.
Our final pool match was against Birchwood, again an away fixture against familiar opposition. Our team was not at full strength and our players found this a difficult venue to play at once again, being used to the excellent facilities in the Ball Hall. Birchwood won this match by 55-50, the first time they have beaten us since our first meeting in Year 9.
We now await a decision by England Basketball to see if we will progress to the Regional Round of this year’s competition. In spite of this uncertainty, the team is in a confident mood ahead of this week’s Warrington Schools U16 Competition in the Ball Hall. This is a competition we have won three times in the past. Photographs recently posted on the school’s website show previous Boteler winners.
The players who have taken us to this level are; Renz Kae Agpoon, Jacob Lloyd, Nathan Weaver, Josh McLean, Cameron Burrows, Liam Hickson, Aaron Ashton and Matthew McCready.





Clinical Boteler Team Brushes Aside Crewe School To Top North West Pool
Wednesday 20th February 2013
Sir Thomas Boteler U16  75pts       St Thomas More U16   18pts


This was our second English Schools Basketball Competition pool match and was played at the Ball Hall against St Thomas More School from Crewe. We anticipate the final pool rankings to be very close so it was important for us to score heavily and improve our points difference against a team we always expected to be unable to play at our level. The start of the match was crucial and we needed to be faster out of the blocks than in our last match to avoid falling behind and giving the other team any encouragement.

In spite of some careless finishing, a substantial lead was established in the first 10 minutes. Our man-to-man defence created several fast break opportunities which Josh McLean and Cameron Burrows always looking to break. Following up the breaks, Jacob Lloyd and Renz Kae Agpoon were both physically stronger and more skilled in scoring from close range. Once again we drew a lot of fouls and free throw shooting was good. Liam Hickson continued his good run from the free throw line and later in the game used his energy to penetrate the defence to run in two layups. We were ahead 36-4 at half time.

The comfortable lead gave us the opportunity to bring on players from the bench at regular intervals, keeping everyone fresh. Josh Carmichael scored himself and combined well with other players to add to the total. Josh is slowly returning to full fitness and will be working on his acceleration over the coming weeks. Aaron Ashton took over fast break duties later in the game and also got on the score sheet. As the opposition tired, Nathan Weaver and Renz secured increasing amounts of rebound possession and finished well under the basket.

Gaps appeared with increasing frequency in the Crewe defence towards the end. Cameron’s pressing in the opponents’ half led to numerous turnovers and his unselfish distribution created scoring opportunities for several team mates. Jacob orchestrated our offence skilfully throughout the match and produced a number of high quality assists with his extensive passing repertoire. Our strength in depth was emphasised by the fact that every player scored and Josh, Mclean, Renz, Jacob and Nathan all hit double figures with Josh leading the way on 15 points.

We are once again grateful to several current and former students and parents for their organisational assistance and support for the team

 







English Schools Pool Match Victory Gets Basketball Season Off To A Good Start
Tuesday 19th February 2013



In previous seasons we have always played at least three matches by January but due to a lack of opposition from several local schools we have had to wait until …the New Year to play our first fixture in the National Schools competition. This was on January 10th against Furness Academy from the Barrow in Furness area. This school is twice our size and their basketball team currently tops the local league.

They arrived in Latchford last Thursday after a long drive and surprised us in the first few minutes of the match by their speed, taking an early 6 point lead. The fight back was led by Cameron Burrows with the first two baskets and an assist, so that when the first time out was called the scores were close at 12-10. Tighter defending and superior rebounding by Renz Agpoon, Josh McLean and Jacob Lloyd soon gave us greater defensive control whilst offensively we began to win more second phase possession too, allowing our outside shooting to compensate for a lack of open layup opportunities.



Josh Carmichael made an immediate impact on his return to competitive basketball and he pushed us further ahead with his first open shot. Liam Hickson came on to create problems for the Furness defence with his speed around the court and he was rewarded with two free throws at the end of the first half, both of which he scored to give us a five point lead of 23-18 at half time.In the second half with Furness Academy’s one-dimensional style of motion offence covered, we increased the gap between the teams. Aaron Ashton scored from outside, with the same confidence as we see from him each week at training and both Cameron Burrows and Josh McLean scored 3 pointers to stretch the lead as well as controlling possession with their match-playing experience and dribbling skills. The benefit of a large yet competent squad was evident when Dylan Waters and Matthew McCready joined the game to inject energy to our tiring defence, working hard underneath the basket at both ends in support of Renz and Nathan who both scored freely against physically inferior opposition.

Furness ultimately had no answer to Jacob Lloyd at point guard, whose individual skill on the ball and in distribution ensured we were never in danger of being caught in the final stages of the match. They were forced into committing fouls at regular intervals and our effective free throw shooting underlined the impact of regular practice in preparation for these competitive fixtures. The match was won 48-33, efficiently refereed by former students Josh Woodward and Tom Bate and played in an excellent spirit. This result gives us just the start we want with more challenging fixtures to come. Thanks to all those students and parents who came to support us.

### Basketball Squad 2012-2013

Tom Bate Assistant Coach
Priestley College
TJ Woodward Assistant
Coach
Ben Connelly Assistant
Coach Birmingham Uni







Danny Cox Assistant Coach
Priestley College
James Griffiths Assistant
Coach Liverpool JM Uni
Renz Kae Agpoon Forward
Team Captain Y11







Kyle Sutton Assistant Coach
Sagar Hussain Guard Y11
Reece Watts Guard Y9







Paul Hogden Guard Y10
Nathan Weaver Forward
Y11
Mathew Lloyd Point Guard Y7







Liam Hickson Guard Y10
Tom Berry Guard Y7
Josh McLean Forward Y10







Josh Carmichael Forward Y11
Jacob Lloyd Club Captain Y10
Dawid Zadelek Guard Y10







Cameron Burrows Point
Guard Y10
Aaron Ashton Shooting
Guard Y10

### Great strides with China partnership

In June 2013 we saw some significant developments in our partnership with the High School Affiliated to the University of Architecture and Technology in Xi’an, China. Firstly, we bade a very fond farewell to Mr Zhang Yi, or Roy as we all affectionately know him, our Chinese Language Assistant from our partner school. He has worked at Boteler for the last 10 months, teaching Mandarin Chinese to mainly our KS3 pupils. In addition, he has collaborated with the Geography, Design Technology and RE departments to raise our pupils’ awareness and understanding of Chinese culture. Finally, he assisted Mr Wood in coaching our highly successful Table Tennis teams.
His departure preceded a visit last week by Mr Wyss to our partner school in Xi’an. He spent a week meeting with the school’s Senior Leadership Team and teachers, teaching several English lessons and even learning Chinese calligraphy and Tai Chi! The main purpose of the visit was to plan for the next steps of our partnership that was first established by Mr Sharples in 2008. This will hopefully involve mutual visits by groups of pupils from both schools in the next 18 months.
On his return Mr Wyss enthused, ‘I must thank our Xi’an partner school for a truly unique and unforgettable experience. Their generosity is matched by the deep understanding of each others’ schools and cultures that we continue to forge. I am excited by the prospect of some of Sir Thomas Boteler’s pupils visiting China in 2014. Similarly we will be delighted to welcome our friends from Xi’an in the near future.’



		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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### Tatton Show 2013

Sir Thomas Boteler’s school entry achieved a Distinction at the prestigious show. This is the highest award in the schools section and is the equivalent of a gold!
Miss Wheeler the Horticulture teacher, would like to thank the pupils, volunteers, staff and sponsors who have all contributed to this amazing result and without whom our success would not have been possible.
In particular Miss Wheeler would like to thank Year 11 pupils: Conor Adams, whose design for the backdrop was so brilliantly executed by the Art department. Alex Arrowsmith whose sketch designs formed the basis for the final garden design. Ryan Cardwell for his enthusiastic research of medicinal plants. Year 10 pupils Jack Bailey, Connor Bailey, Ben Burns and Isiah Slater for their tremendous efforts in constructing and planting the garden in temperatures of 30 degrees.
The show finishes on Sunday 28th July and then the garden will be dismantled by staff and volunteers and brought back to school to be reconstructed over the summer in the Blooming Boteler area.
Well done to everyone! The garden also featured on the main

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### cat page test



### The Governing Body

The school’s Governors are responsible for the way the school is run.  The Governing Body meets at least once a term but there are also committees which deal with certain aspects of the running of the school.  All governors can be contacted via the school.
LEA Representatives                                             
Councillor S Wright
Mrs G Whitfield
 
 Staff
Mr N Carroll
Mr P Williams
Mr D Willcock
                                                                                    
 
Foundation Governors                                         
Rev J Bellfield
Rev M Finlay (Chair)
Rev J Goode
Mrs L Haddock
Mrs D Hipkiss
Mrs H Kelly
Mrs I Roberts                                                                         
Mr S Titchard
Mr R Whitticombe 
Rev P Wilson
Vacancy
Parent Governors  
Mrs S Fisher
Mr N Percival
Mrs C Robinson
 
Associate Governors
Mr B Carter
Mr P Gilmore
Mr M Grant
Mrs C Ratcliffe
Headteacher     
Mr J Sharples
                                                              
Clerk to the Governors
Miss J Morris

### The School Day

KS3 students will line up in their designated Tutor group lines between the Ball Hall and School. 
Students will have their uniform and equipment checked on arrival to school. Any issues will be dealt with before they get to Form. Please make sure that your child arrives to school every day with a fully stocked pencil case, scientific calculator, reading book and Independent Study Pack – ISP (which will have their Knowledge Organisers in). 
The new academic year will begin on Wednesday 4th of September 2024 and this will be Week 1.
Sir Thomas Boteler Church of England High School is open for 32.5 Hours each week.

The School Day  



 
Monday - Thursday
Friday 


Students arrive at school
8.20
8.50 for all students (later start as staff are in a CPD session)


 

Form Period 
 

8.30-8.55
 

8.55-9.10


Period 1
8.55-9.55
9.10-10.10


Period 2
9.55-10.55
10.10-11.10


Break
10.55-11.15
11.10-11.25


Period 3
11.15-12.15
11.25-12.25


Period 4
12.15-13.15
12.25-13.25


Lunch
13.15-14.00
13.25-14.00


Period 5
14.00-15.00
14.00-15.00



            
Lessons are timetabled over a 2-week period; the weeks are called week 1 and week 2 for organisational purposes.

### Safety

Your Child’s Safety
At the heart of the government’s “Every Child Matters” agenda lies the aim that children at school should “stay safe”.
Child Protection
Parents should be aware that the school will take any reasonable action to secure the safety of its pupils. Where there is reason to be concerned that a child may be subject to ill-treatment, neglect or other forms of abuse, staff have no alternative but to follow Child Protection Procedures and inform Social Services of their concern. The Senior designated Officers are Mr McAleese and Miss Boyne.
Bullying
Bullying is not tolerated at Sir Thomas Boteler Church of England High School. In PSHE lessons and in assemblies we work at preventing bullying and we always encourage children and parents to report bullying. If you have any concerns, please contact your child’s Head of House or Form Tutor.
E-Safety
The Internet is a powerful tool that can contribute to raising educational standards and help to promote achievement.  It is an essential element in 21st century life. The school has a duty to provide pupils with a safe and secure online learning environment. We use a monitoring and filtering system which is very effective in blocking inappropriate material and misuse of the Internet. If a pupil abuses the system the school will withdraw access for that pupil for a fixed period or permanently.

### Attendance

Attendance Booklet				
					Attendance Policy				
		Regular school attendance is essential if students are to achieve their full potential and matters more than ever given the impact of the pandemic on education.Sir Thomas Boteler Church of England High School is committed to providing all students with the best possible start in life and will work hard to ensure that all students attend school regularly. We believe that regular school attendance is the key to enabling students to maximise the educational opportunities available to them and become emotionally resilient, confident and competent adults. We will endeavour to provide an environment where all students feel valued and welcome, allowing individuals to realise their full potential and make a positive contribution to their community.We aim to:To promote good attendance and punctuality for all students with all stakeholdersTo enable all students to have full access to the curriculum through regular attendanceTo intervene and challenge all students who require the necessary support to achieve good attendanceTo meet targets set by the LA regarding attendance and to drive school attendance beyond national averages.We are committed to tackling poor attendance because:Irregular attendance seriously disrupts continuity of learning, leading to underachievement and low attainmentStudents with poor attendance will have gaps in their learningPoor attendance will hinder the students’ ability to develop friendship groupsWe want to make sure students are safeWe want to increase students’ opportunities.‘Through God, We Care’ and values all students; we will work with families to identify the reasons for poor attendance and try to resolve any difficulties.Attendance Officer and Senior Attendance Champion		
																														
		Miss Mannion - Attendance officer. Email: smannion@boteler.org.uk		
																														
		Mr Leonard - Senior Attendance Champion. Email: jleonard@boteler.org.ukThe school Attendance Officer is Miss Mannion and the Senior Attendance Champion is Mr Leonard. They will work closely with the pastoral team to work on a range of strategies to avoid absence and improve school attendance. Where necessary, Miss Mannion will carry out home visits to address absence; families will receive support if this is deemed necessary. Please do not hesitate to contact Miss Mannion or Mr Leonard at school should you have any questions regarding attendance.Parental and Carer responsibilitiesParents/carers have a legal obligation to educate their children and can be prosecuted if they do not meet this obligation.It is the responsibility of parents/carers to ensure that their child arrives at school promptly each day: the school, in loco-parentis, is responsible for the child from the start of the school day.Parents must contact the school on each day of their child’s absence.Parents must avoid taking students out of school for holidays in school time or, if they cannot do so, must apply to the Headteacher for permission in advance.Where possible, students should return to school following any unavoidable medical appointments during school hours.Monitoring students’ attendance:When a student is absent, it is expected that the parents/carers will contact the school's absenceline before 8:00am. You will then be given the option to leave a message and explain your child's absence. You must do this for each day they are absent. Where this is not the case, the school will aim to contact parents/carers to establish the reason for absence and if the child is safe. We will also use a system where a text will be sent to alert you if no contact has been made. This is a text messaging system which parents/carers can respond to.If it is the case where a member of staff cannot make contact home and the school is unsure whether the child is safe, a home visit for specifically identified students may be arranged.Should absence continue and patters emerge, then the Attendance Officer will work with the Pastoral team to develop a strategy to improve attendance for specific students.If truancy is identified, parents/carers will be notified via a phone call and/or letter.If there are punctuality concerns, parents/carers will be contacted and intervention will take place.Under the Education Act 1996, the Local Authority has a statutory responsibility to ensure that parents secure education for children of compulsory school age and where necessary, use legal enforcement.Holidays and extended leave in term timeParents and carers are strongly advised to avoid taking their children out of school for a holiday during term time. A holiday or leave of absence will only be granted by school in exceptional circumstances.All parents and cares who make an application for holidays will be required to discuss the circumstances surrounding the request before a decision is made. Should parents and carers take students out of school in term time without completing an application, then this period of absence will be categorised as ‘unauthorised’. As a result of unauthorised absence, legal action will be considered.Reporting your child’s absenceAll student absence must be reported via telephone. This means a text message or email will no longer be an accepted. Parents and carers should make every attempt to inform school of a student’s absence by:Calling school before 08.00 where possible on the school number of 01925 636414, following the guidance to ‘report a student’s absence’If you cannot call before 08.00, please follow the guidance to report your child’s absence with the Head of YearOur Attendance Officer, Miss Mannion, can be contacted at any time on 01925 636414 Ext. 179 or smannion@boteler.org.uk to discuss all matters attendance.Punctuality Good punctuality is essential for fostering a positive learning environment, promoting personal growth, and preparing students for success in all aspects of school life.Students can access school from 08.10 and can make their way to form rooms from 08.20. All students need to be onsite from 08.20 ready for standard (Monday to Thursday) checks.  On a Friday, students can access school from 08.35 and will make their way to form rooms at 08.50.As a school we have clear guidance to follow, where the Department for Education clearly state:‘Schools should actively discourage late arrival, be alert to patterns of late arrival and seek an explanation from the parent. All schools are expected to set out in their attendance policy the length of time the register will be open, after which a pupil will be marked as absent. This should be the same for every session and not longer than 30 minutes’.Where a student is late to school after 09.00 Monday to Thursday or 09.25 on a Friday, they will receive a U code. A U code is where a student has arrived in school after registration has closed but before the end of session (AM or PM). Students will automatically be issued with a 60 minute detention on the same day.Please note that a U code is classified for statistical purposes as unauthorised absence, where this may lead to more formal attendance procedures being put in place.Like with absence, punctuality and exceptional circumstances should be reported to our Attendance Officer or your child’s Head of Year.We are here to support, so please do not hesitate to contact us.Rewarding good attendanceThe school recognises the importance of celebrating good attendance and motivating all students to improve their attendance. A number of initiatives and reward events will take place throughout the academic year and will include:Attendance rafflesAttendance lotteryHalf termly bronze, silver and gold certificatesMost improved attendance rewardsSecret studentParent/carer rewardsTutor group competitions and rewardsTermly and end of year rewards tripsPlease see the school attendance policy on the school website for further information.If you have any queries regarding attendance please contact the Attendance Officer Miss Mannion (smannion@boteler.org.uk), or Deputy Headteacher Mr Leonard (jleonard@boteler.org.uk).Attendance Communications Reporting absence and punctuality Attendance Update September 2024    

### Mobile Phones

Mobile Phone Policy
Mobile phones, iPods and headphones are not allowed to be used or seen in the school building or on site.


 	On entry to the school building, mobile phone, iPods or headphones need to be switched off and put in a school bag.
 	Mobiles, iPods and headphones should not be visible on a student. They are to remain in bags.
 	Mobiles will not be allowed to be used in lessons for research, as a calculator or for telling the time. Students are not allowed to use mobiles as calculators in examinations and they need to have their own scientific calculator for this purpose.

Mobiles, iPods and headphones are not allowed to be switched on/used until students have left the school site.
We appreciate that you may require your child to have a mobile phone but it must be switched off and remain in their bags. In an emergency, please contact the Main Office and we will send a message to your child. The office staff are unable to deliver items to your child e.g. lunches/keys/bank cards. If your child forgets their lunch/money, they can borrow it from the main office.
If a mobile, iPod or headphones are seen in the building or outside during school time they will be confiscated.
Students will be able to collect the item at the end of the school day from the Main Office. Parents /carers will be informed.  Sanctions for persistent offenders will be escalated and parents/carers may be required to come and collect the item from the Main Office before 4.30pm (Monday-Thursday) and 4pm (Friday). We appreciate that this is inconvenient and therefore require your support in ensuring that your child knows and understands the rules.
 

### The Pastoral System

year 7				
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		Our pastoral system uses the traditional horizontal system where students are placed in tutor groups with students from the same year group. The size of the cohort will determine how many tutor groups there are in each year group.The system allows students to benefit from sharing experiences with children of their own age with age specific tutor time. Students will have a tutor who will move through the years with their tutor group, watching them grow and progress together. Strong relationships can be formed between students, parents/carers and tutors.Tutors take pride in their role and strive for the highest possible standards with their tutor group. They will support students in ensuring that they are familiar with school rules and responsibilities.Each year group is cared for by a Head of Year who support the tutor teams and ensure consistency, whilst having an overview of all aspects of pastoral care across the year group.Students will also be assigned to a House. There is a strong House identity in the school and students will have the opportunity to represent their House during key events and competitions during the year.Click here for the Student Charter. Pastoral TeamThe Pastoral team plays a key role in supporting the whole child. The Pastoral team includes:Assistant Headteacher for Behaviour, Pastoral Care and WelfareHead of YearIn addition to this we also have a:Behaviour and Engagement MentorSafeguarding Officer and Mental Health and Wellbeing LeadAttendance Officer.The Pastoral Team are suitably trained in dealing with a range of mental health and wellbeing issues. They are also the driving force around the work we do towards anti-bullying, anti-racism and any form of peer on peer abuse. The school invests heavily in this area to ensure that we strive to meet the needs of all students ‘in-house’ with the understanding that, due to high number of referrals to outside agencies, access to appropriate support can often be lengthy process.The Pastoral team are able to signpost students to the appropriate in-school support and self-help resources, including Kooth and Happy OK Sad, in addition to the work carried out by form tutors and work carried out within the assembly schedule.  This forms one aspect of our approach to supporting children’s mental health and wellbeing.We believe that happy, healthy, resilient and confident students are more likely to achieve more, both academically and in their personal life. We ensure that we have structures and systems in place to achieve both of these things for our students. The foundations of our model are our school ethos, safeguarding of all, ensuring staff wellbeing and the appropriate training of staff.Bullying, racism and peer on peer abuseAbuse of any form will not be tolerated at our school and we will deal with it quickly and effectively if it occurs. Our school strives to create an environment where children feel safe and supported.The school aims to:Reduce and prevent any form of abuse in our schoolDeal effectively with incidents if and when they do occurEducation all students through our personal development programmeSupport victims of abuseEnsure proportionate sanctions for the aggressorPromote tolerance and fairness for allEnsure all students are safe in school 

### Pupils call for Action on Hunger at No. 10

 On Thursday 6th June, Pupils from Boteler joined ‘Enough Food for Everyone IF’ supporter, David Walliams, for a once in a lifetime opportunity to meet Prime Minister David Cameron yesterday and call for action to tackle global hunger. Boteler pupils who attended were Lucy Meakin, Jake Singleton-Bennike, Dominique Haughton, Erica Griffiths and Ozan Gulan. Sir Thomas Boteler were the only school who got to hand the Prime Minister the 30,000 signature petition!
The Prime Minister was presented with specially crafted plates from each of the children, representing more than 30,000 plates that have been decorated by school children across the UK. The plea came ahead of the G8 meeting in Northern Ireland later in the month and the Nutrition for Growth Summit that the UK Government hosted in London on Saturday, 8 June.
Lucy Meakin, 15, from Sir Thomas Boteler Church of England School, handed over some of the children’s plates to the Prime Minister. She said: “It was a great experience today. This was a really good opportunity for us to make our point to the Prime Minister directly. He seemed very passionate about the issue of making sure that children everywhere have enough food.”
David Walliams joined the children, chosen as one of 21 schools, in support of the ‘Enough Food for Everyone IF’ campaign, to show the Prime Minister that they are calling for action to tackle the global hunger crisis that is responsible for almost half of child deaths every year.
Around the world one in eight people do not have enough food to eat and nearly one in 4 children under the age of 5 are also affected by poor nutrition, leaving them unable to reach their full potential.

### Boteler’s Designer Volunteers in Ghana school

 On the 4th May, I flew out to Ghana for two weeks to join a voluntary project near Mpraeso, in the Kwahu region in south Ghana. The project was at a school in a rural village. The people lived in mud huts, and only a few of the village buildings had mains power. The school was a long building with open sides, dust floors and a tin roof. It didn’t have power or running water.

The kids were super friendly and climbed all over you – which was sweet at first but got a bit much in 35°C heat! For my first week I taught in the school. My kids were aged 9-11. Most of these kids didnt even have shoes. Art was not part of the curriculum and was not encouraged. I couldn’t accept this and had to do an art class! I taught the kids how to do caricatures.
The second week I helped to build the new toilet block for the school. In the week I was teaching, the building volunteers were actually making the bricks from scratch that they were to use to build the block. In my building week we were mixing concrete for the floor. This was hard going – it was all done with spades and the kids brought us water and dirt to mix the cement with, with buckets and pans on their heads. The kids were always desperate to help and pitch in – they were such hard workers.

What I have learnt from the project is how absolutely privileged we are here. It has also really made it apparent how with that privilege, how materialistic we are – there was no want for the newest XBox game, newest pair of trainers, tops that cost in excess of thirty quid just for the designer name on them… those things just didn’t exist in their world! For a westerner, life for them seemed so hard in comparison to life here. But it is all they know, and it taught me to be much more appreciative of what I’ve got here. Not just things like my car and my house and my PS3 – but even things like clean and easy to access water, access to health care, not having to walk miles to a lake to catch my next meal… we are very, very lucky.    Miss A Roberts

### Boteler schoolgirls raise money for the YMCA

On Saturday 15th June, three year 10 school girls from Sir Thomas Boteler High School, Alicia Bennett, Hannah Jones and Holly Mannering spent the whole day ‘bag packing’ at Iceland to raise much needed funding for the YMCA charity in Warrington. This charity is there to help and support the homeless of Warrington and the vulnerable in our society, any age and gender are welcome.
The girls were bag packing for 7 hours with only a short break for lunch, they worked tirelessly. They raised £240.55 and as you can see in the photo, Alicia Bennett (right) and Hannah Jones (left) handing the money to Sue Blythe (centre) who is the manager at the YMCA.
Sue Blythe thanked the girls for giving up their valuable time to help others. A big thank you to all of the customers who donated.

### Mr Wood nominated for Teaching Award

Andy Wood from Sir Thomas Boteler CE High School has been selected as a finalist for the 2013 Pearson Teaching Awards. He joins a list of exceptional teachers who are the stars of education this year.The finalists will receive the results… when they are announced by the Pearson Teaching Awards on Thank a Teacher Day, 17 May 2013. They will then be cheered on by pupils, parents and colleagues at school presentations.

Celebrating twelve years of recognition for unsung heroes, the Teaching Awards will focus on finalists – headteachers, teachers, teaching assistants and school teams – from across England, Wales and Northern Ireland. Each of the winners will receive a Plato – the Teaching Awards trophy representing excellence in education. Distinctions and commendations will also be presented.

Oscar-winning actress Emma Thompson, president of the Teaching Awards said: ‘I am genuinely proud and honoured to be the president of the Teaching Awards. I owe so much of what I’ve done to my fantastic teachers at school and university and it is exciting to join in celebrating what is probably the most important profession of them all.’

The Teaching Awards were founded by Lord Puttnam CBE to focus on inspired education professionals who make the positive achievements of pupils possible.

2013 is a record year for the Pearson Teaching Awards with over 24,000 nominations. Each and every nomination is a “thank you” to an education professional who has made a difference to the lives of children and young people.

Rod Bristow, President of Pearson UK said: ‘Supporting the Pearson Teaching Awards gives us a unique opportunity to champion exceptional teaching professionals across the UK. Pearson has long held lifelong learning to be at the heart of all its business. All young people deserve the very best chance to make progress in their lives through education.

‘That is why we believe it’s vital to recognise inspirational teachers, for their commitment to teaching and learning and improving the life chances of the next generation.’

### Business Partners

Follow Boteler Business @ twitter.com/botelerbusiness

#botelerbiz


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### Voucher System

Did you know… just registering your child for Free School Meals means that the school gets extra money?
Register now to make sure we don’t miss out!
The Government is giving money to schools to help children from lower income families do their very best.  The funding is called ‘Pupil Premium’.
For every child registered, our school gets £935 this year.
With this money we provide:


 	One to one tuition
 	Homework support
 	ICT support
 	Sports activities

 	Reduced class sizes
 	After school programmes
 	Additional Teaching Assistants
 	Support for school uniform

If you are registered for Free School Meals you would also be part of our £100 voucher scheme which could be spent on:


 	Educational visits
 	Music Tuition
 	Materials and equipment
 	Uniform
 	Leavers Ball
 	School photographs


Do you qualify for free school meals? You can register your child for Free School Meals if you get any of these benefits:


 	Universal credit
 	Income support
 	Income-based Jobseeker’s Allowance
 	Income-related Employment and Support Allowance
 	Support under part VI of the Immigration and Asylum Act 1999
 	The Guarantee element of State Pension Credit
 	Child Tax Credit, provided they are not entitled to Working Tax Credit and have an annual income (as assessed by HM Revenue & Customs)  that does not exceed £16,190
 	Working Tax Credit ‘run-on’ – the payment someone may receive for a further four weeks after they stop qualifying for working Tax Credit

Students can also register for Free School Meals if they get any of these benefits themselves.  
Sir Thomas Boteler Church of England High School Voucher Scheme – frequently asked questions
How much will I receive in vouchers? •£100 is allocated at the beginning of each school year (September). How long is the voucher valid? • The voucher is valid for one school year and can be used any time up to the end of July. If I want to use the voucher for uniform how do I do it? • You can do this in two ways: 1: If you provide the Head of Year with details of the item and size, the school can place an order with a local supplier and you will be notified when you can collect the goods. Or 2: You can buy the items and send the original receipt into school and we will send you a cheque (other arrangements can be made if you do not have a bank account).  If I am not sure what I can use the voucher for who do I contact? • You can contact your child’s Head of Year, Assistant Head of Year who will be happy to help. How will I know how much is left? • You can contact your child Head of Year who will be able to tell you.
 

 
 

### Sports Day 2013

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### Tatton Show 2013

Sir Thomas Boteler’s school entry achieved a Distinction at the prestigious show. This is the highest award in the schools section and is the equivalent of a gold!
Miss Wheeler the Horticulture teacher, would like to thank the pupils, volunteers, staff and sponsors who have all contributed to this amazing result and without whom our success would not have been possible.
In particular Miss Wheeler would like to thank Year 11 pupils: Conor Adams, whose design for the backdrop was so brilliantly executed by the Art department. Alex Arrowsmith whose sketch designs formed the basis for the final garden design. Ryan Cardwell for his enthusiastic research of medicinal plants. Year 10 pupils Jack Bailey, Connor Bailey, Ben Burns and Isiah Slater for their tremendous efforts in constructing and planting the garden in temperatures of 30 degrees.
The show finishes on Sunday 28th July and then the garden will be dismantled by staff and volunteers and  brought back to school to be reconstructed over the summer in the Blooming Boteler area.
Well done to everyone! The garden also featured on the main RHS website: http://www.rhs.org.uk/Shows-Events/RHS-Show-Tatton-Park/2013/All-Coverage/Photos/Tatton-highlights

### Main Slider



### Sports Day 2013

This year’s sports day was a huge success, with the whole event taking place on the school field owing to the development work taking place at Victoria Park.
The day started with the field events producing a number of outstanding throwing and jumping performances. The track races were run in the afternoon in front of a very supportive crowd of students, staff and family members who all basked in beautiful sunshine.



		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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 The following school records were broken:
Javelin Mollie Reynolds Y8 14.45
Shot Putt Adrian Ferrer Y8 10.28
Long Jump Harry Jenks Y8 4.65
High Jump Filip Przybysz Y8 140
High Jump Abigail Jarvis Y8 130
Long Jump Aaron Rodgers Y9 4.8 0
Long Jump Alice Clare and Lucy Ryan Y10 3.55
Triple Jump Alice Clare Y10 7.90
The event was brilliantly organised by Mrs Wright and the PE Team, with all staff and students of the school contributing to make the day an absolute success.
Students who enjoyed taking part in sports day should consider contacting Warrington Athletics Club to further their involvement in track & field athletics. The club can be contacted via e mail at WarringtonAC@gmail.com

### Tatton Show 2013

Sir Thomas Boteler’s school entry achieved a Distinction at the prestigious show. This is the highest award in the schools section and is the equivalent of a gold!
Miss Wheeler the Horticulture teacher, would like to thank the pupils, volunteers, staff and sponsors who have all contributed to this amazing result and without whom our success would not have been possible.
In particular Miss Wheeler would like to thank Year 11 pupils: Conor Adams, whose design for the backdrop was so brilliantly executed by the Art department. Alex Arrowsmith whose sketch designs formed the basis for the final garden design. Ryan Cardwell for his enthusiastic research of medicinal plants. Year 10 pupils Jack Bailey, Connor Bailey, Ben Burns and Isiah Slater for their tremendous efforts in constructing and planting the garden in temperatures of 30 degrees.
The show finished on Sunday 28th July and the garden was dismantled by staff and volunteers and  brought back to school to be reconstructed over the summer in the Blooming Boteler area.
Well done to everyone! The garden also featured on the main RHS website: http://www.rhs.org.uk/Shows-Events/RHS-Show-Tatton-Park/2013/All-Coverage/Photos/Tatton-highlights

### Vacancies

Thank you for your interest. We currently do not have any vacancies. 

 

Please download and complete the relevant Staff Application Form and the Rehabilitation of Offenders Disclosure Form and send to:
Miss Jenny Muckley, Headteacher's PA/HR, Sir Thomas Boteler Church of England High School, Grammar School Road, Latchford, Warrington, Cheshire WA4 1JL
Tel: 01925 636414, email: jmuckley@boteler.org.uk
It is with regret that Sir Thomas Boteler Church of England High School is unable to pay recruitment expenses, unless an agreement prior to interview has been made.


 	Teaching Post Application Form (Word - please download and save to your computer before editing)
 	Support Staff Application Form (Word - please download and save to your computer before editing)
 	Rehabilitation of Offenders Disclosure Form
 	Safeguarding and Child Protection Policy
 	TCAT DBS and Employment of Ex-Offenders Policy
 	Sir Thomas Boteler OFSTED Report 2021
 	Sir Thomas Boteler SIAMS Report 2017
 	Staff Code of Conduct 

 

 

### Xi’an Partnership, China

Links with China strengthen further
We have had a productive partnership with the High School Affiliated to the University of Architecture and Technology in Xi’an, China for several years ad recently this was strengthened further. In September Mrs Coleclough visited the school to experience first-hand a week in the life of Chinese education. She was able to participate in the weekly flag raising ceremony and was given a warm and enthusiastic welcome but staff and students alike. Throughout the week she taught several English lessons and gave a lecture to 250 17 year old Chinese students on British Culture. In return the Chinese students taught her the art of paper cutting and calligraphy in addition to Tai Chi which she picked up quickly. Mrs Coleclough observed many lessons to see how our Chinese colleagues work and was able to pick up some ideas to bring back to Sir Thomas Boteler Church of England High School.
It was also an opportunity to catch up with Mr Zhang Yi, or Roy as we all affectionately know him, who worked at Boteler for 10 months last year, teaching Mandarin Chinese to our KS3 pupils. Roy was very hospitable and showed Mrs Coleclough the sights and culture in Xi’an. It was an amazing experience which she can share with pupils and staff, to highlight the differences in culture between the two schools.
We were very fortunate in being able to arrange a reciprocal visit for the Head teacher of the Xi’an school to visit us in November 2014. Cheng ‘Catherine’ Xiaoling was given a warm Boteler welcome and thoroughly enjoyed her time with us. She was treated to the full experience and saw many aspects of school life. She particularly enjoyed watching the music lessons and the singing club, commenting on how talented the pupils are. She met with the SLT and also attended the Remembrance Service. Mrs Coleclough took her to London so she could experience the capital city and also see the wonderful exhibition of poppies at the Tower of London.
These two visits further strengthen the links between our two schools and it is hoped that mutual visits by groups of pupils from both schools in the next 18 months can be arranged.
 
 Great strides with China partnership
In June 2014 some significant developments in our partnership with the High School Affiliated to the University of Architecture and Technology in Xi’an, China. Firstly, we bade a very fond farewell to Mr Zhang Yi, or Roy as we all affectionately know him, our Chinese Language Assistant from our partner school. He has worked at Boteler for the last 10 months, teaching Mandarin Chinese to mainly our KS3 pupils. In addition, he has collaborated with the Geography, Design Technology and RE departments to raise our pupils’ awareness and understanding of Chinese culture. Finally, he assisted Mr Wood in coaching our highly successful Table Tennis teams.
His departure preceded a visit last week by Mr Wyss to our partner school in Xi’an. He spent a week meeting with the school’s Senior Leadership Team and teachers, teaching several English lessons and even learning Chinese calligraphy and Tai Chi! The main purpose of the visit was to plan for the next steps of our partnership that was first established by Mr Sharples in 2008. This will hopefully involve mutual visits by groups of pupils from both schools in the next 18 months.
On his return Mr Wyss enthused, ‘I must thank our Xi’an partner school for a truly unique and unforgettable experience. Their generosity is matched by the deep understanding of each others’ schools and cultures that we continue to forge. I am excited by the prospect of some of Sir Thomas Boteler’s pupils visiting China in 2014. Similarly we will be delighted to welcome our friends from Xi’an in the near future.’



		
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
				
						
			
				
			
		
							
			
	
	

		
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In July 2009, Mr. Sharples went to visit Xi’an in China to establish links between our two schools. We will be further enchancing this partnership with a number of events throughout the year.
Middle School attached to Xi’an University of Architecture and Technology No 13 Yan Ta Road Xi’an 710055
http://www.xajdfz.com/

### Youth Leadership

 
        Click here to view our Duke of Edinburgh information page. 
 
Archbishop of York Award
The history of the award
We are able to give students the opportunity to take part in the nationally recognised Archbishop of York award scheme, which was founded here at Sir Thomas Boteler Church of England High School. Students following this course learn about what Jesus taught and will have the opportunity to put faith into practice through practical projects that aim to improve the lives of others. We have enjoyed a lot of success with valuable projects taking place in the community that has not only helped and supported others but has empowered the students involved to ‘be the change they want to see in the world’. Initially part of the Religious Studies curriculum, the award has developed into a much bigger and prestigious opportunity and is now mainly extra-curricular as it feeds into so much more of our whole school approach and challenges students to have high aspirations.
The Award today
This award has become widely recognised nationally and we now offer students the opportunity to participate in it and take on the challenge to ‘be the change you want to see in the world’. This is via participation in one of our specialist leadership programs but also requires students to demonstrate their leadership skills and passion for issues and causes that affect the world today. Students who go above and beyond and complete the extra-curricular workshops are able to achieve the award and be able to mentor and coach subsequent participants. This award is a valuable opportunity for students to develop their leadership skills and to also be a part of something much bigger and part of the wider community.
For more information, please visit The Archbishop of York Youth Trust Website.  Or contact the Head of Religious Studies Mrs K Coleclough kcoleclough@boteler.org.uk
 Click here to visit the HOBY UK website 

 
Click here for details about the HOBY UK Youth leadership workshop
 

 



### The Boiler Room

The Boiler Room Learning Hub runs every day after school 3-4.30pm.
The Learning Hub will provide the opportunity for students to complete their homework independently or with support available if needed. The homework facility is available for the full duration.
The Boiler Room Learning Hub's focus is on education and mentoring.
 

### International



### Prospectus old


Click here to view our prospectus as a PDF.
We are more than a school, we are a community; a family. We pride ourselves on not only looking after the academic success of our students, but also their holistic development. Outside of our four walls, we see our role in the community as absolutely crucial. Our Community Video showcases the many ways we reach beyond those walls and collaborate with the place we live, learn and grow - and the people within it.  From delivering breakfasts, to working with the Warrington Wolves: Through God, we really do care.
 

 


### Admissions

click here to apply				
					click here for our supplementary form				
		Admissions Consultation 2026-27Sir Thomas Boteler Church of England High School is a member of The Challenge Academy Trust (TCAT) which is a multi-academy Trust with 12 academies within the Warrington local authority area. Legally, TCAT is the Admissions Authority for all its member academies and has developed Admission Arrangements which ensures all academies within the Trust have a unified approach to admissions whilst ensuring the individual character of each academy is maintained.All state-funded schools have a set of admissions rules, published admission number and oversubscription criteria to help them process school applications consistently, transparently and fairly in accordance with the 2021 School Admissions Code. The Trust is consulting on the unified policy for the Trust’s Warrington academies. There are also specific proposals in relation toThe Published Admission Number (PAN) at Broomfields Junior School, Penketh High School and Padgate AcademyAmendment to oversubscription criteria 2 for Broomfields Junior School onlyInclusion of Dallam Community Primary School within these Admission ArrangementsFull details are given in the consultation document and policy.TCAT Admissions Consultation 2026-27 Document (PDF)TCAT Admissions Policy 2026-27 (PDF)TCAT Admissions Consultation Response 2026-2027 (PDF)The consultation is open from 6 December 2024 to 31 January 2025. We would like to hear what you think about the proposed admission arrangements for these academies. If you have any comments, queries or concerns about the school admission arrangements, please email admissions@tcat.uk.com . Any comments or queries can also be sent to academy trusts direct via their general enquiries form but please include the words ‘Admissions Consultation 2026/27 ’ in the subject header. Feedback provided through the admission consultation will be treated confidentially and will be considered by the Trust Board in deciding the final arrangements.Admissions Consultation 2025-26Sir Thomas Boteler Church of England High School  is a member of The Challenge Academy Trust (TCAT) which is a Warrington -based multi-academy Trust. Legally, TCAT is the Admissions Authority for all its member academies and has developed Admission Arrangements which ensures all academies within the Trust have a unified approach to admissions whilst ensuring the individual character of each academy is maintained.All state-funded schools have a set of admissions rules, published admission number and oversubscription criteria to help them process school applications consistently, transparently and fairly in accordance with the 2021 School Admissions Code.The Admissions Consultation for the Admission Arrangements for 2025-26 has now closed. The Trust Board has considered all responses and their response to the consultation is attached here. Having considered all responses, the Trust board have determined the published Admission Arrangements for 2025-2026 for the Trust’s Warrington primary and secondary academies as attached below.TCAT Determined Admissions Arrangements 2025-26Admissions Consultation 2025-26 Final ResponseAdmissions Consultation 2025-26 Final DocumentThank you for your interest in applying for a place for your child at Sir Thomas Boteler Church of England High School.To ApplyYou will find it useful to have your letter to hand and your council tax reference number when starting your online application form.  Please click on the link below to register and apply.Click here to register and apply online for admission to secondary school. Please note this link will redirect you to WBC's website - this is for Year 7 admissions and in-year admissions.Supplementary formsPlease be aware that in applying for our Faith school, then you must complete our schools own supplementary form as well as the online application form. These supplementary forms are used by the school, to provide us with relevant information to help us decide the correct oversubscription criteria that your child falls under. Completed forms should be returned directly to us, via post. Please click here for the form. Admissions policyThe Governing Body review the schools admission policy every year. It tries to ensure that the school serves its associate primary schools yet meets the needs of the wider community who want an Anglican secondary education.For admissions enquiries, please contact the Main Office on 01925 636414 or email info@boteler.org.uk.CLICK HERE FOR THE 2024 ADMISSIONS POLICYCLICK HERE FOR THE 2025 ADMISSIONS POLICYCLICK HERE FOR THE 2026 ADMISSIONS POLICYAppealsIf your child is refused a place at any school, you have the right to appeal to an independent school appeals panel.  Please follow the procedure outlined on the Local Authority website by following this link:https://www.warrington.gov.uk/school-admission-appeals

### Boteler Bulletin


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Click here for the Boteler Bulletin, dated 19th June 2015
Click here for the Boteler Bulletin dated 5th June 2015
Click here for the Boteler Bulletin dated 15th May 2015
Click here for the Boteler Bulletin dated 1st May 2015
Click here for the Boteler Bulletin dated 2nd April 2015
Click here for the Boteler Bulletin dated 20th March 2015.
Click here for the Boteler Bulletin dated 30th January 2015
Click here for the Boteler Bulletin dated 16th January 2015
Click here for the Boteler Bulletin, dated 19th December 2014
Click here for the Boteler Bulletin dated 5th December 2014
Click here for the Boteler Bulletin dated 21st November 2014
Click here for the Boteler Bulletin dated 7th November 2014
Click here for the Boteler Bulletin dated 17th October 2014
Click here for the Boteler Bulletin dated 3rd October  2014
Click here for the Boteler Bulletin dated 19th September  2014
Click here for the Boteler Bulletin dated 18th July 2014
Click here for the Boteler Bulletin dated 4th July 2014
Click here for the Boteler Bulletin dated 20th June 2014
Click here for the Boteler Bulletin dated 6th June 2014
Click here for the Boteler Bulletin dated 16th May 2014
Click here for the Boteler Bulletin dated 2nd May 2014.
Click here for the Boteler Bulletin dated 4th April 2014.
Click here for the Boteler Bulletin dated 21st March 2014.
Click here for the Boteler Bulletin dated 7th March 2014.
Click here for the Boteler Bulletin dated 14th February 2014.
Click here for the Boteler Bulletin dated 31st January 2014.
Click here for the Boteler Bulletin dated 17th January 2014.
Click here for the Boteler Bulletin dated 20th December 2013.
Click here for the Boteler Bulletin dated 6th December 2013.
Click here for the Boteler Bulletin dated 22nd November 2013.
Click here for the Boteler Bulletin dated 8th November 2013.
Click here for the Boteler Bulletin dated 18th October 2013.
Click here for the Boteler Bulletin dated 4th October 2013.
Click here for the Boteler Bulletin dated 20th September 2013.
Click here for the Boteler Bulletin dated 6th September 2013.
 

 

### Headteacher's Welcome

Welcome to Sir Thomas Boteler Church of England High School's website.At Sir Thomas Boteler Church of England High School, we aim to provide all our students with outstanding educational provision, in a supportive and inclusive environment which is underpinned by Christian Values. Students are at the heart of everything we do and no child will ever be left behind. All our students will receive an inspiring and balanced learning experience which is delivered by dedicated and committed staff, who go above and beyond to secure the best outcomes for each student.Our school was founded in 1526 and we became a Voluntary Aided Church of England High School in 2002. We serve the Diocese of Liverpool and Chester and have a Christian Ethos founded upon Anglican beliefs and practices. We are nationally recognised for putting our Christian values into action. We are a founder member of The Challenge Academy Trust (TCAT) and lead on Faith, Ethics, Vision and Values across the Trust. We formally became an academy in June 2017.The commitment from the teaching staff comes from the 5 K’sKnowing the contextKnowing their classKnowing the individuals in their classKnowing the school and wider communityKnowing that they will have an impact on the lives of every individual in their care.Hope, Compassion and Endurance are the values which the whole community live for and are the firm foundations on which our Boteler Family stands. Our whole school community is relentless in the pursuit for excellence and are committed to raising standards so that every student reaches their full potential.“High Expectations, High Aspirations and High Standards - You will succeed”, is a non-negotiable for every member of staff and student in our school community.We are determined to diminish the difference in school variation, so that all students make the progress they are capable of regardless of their starting point. Every young person in our care is equally important and deserves the best education possible.At Sir Thomas Boteler Church of England High School, we have a strong moral purpose to develop the whole child both academically and pastorally because ‘Through God We Care’. We equip them with the skills, knowledge and understanding for lifelong learning in an ever-changing society. We will inspire, support and challenge the students, making sure they seek to attain the highest grades, make as much progress as possible and fulfil their potential.All our students have a right to learn and our teachers have a right to teach. We are tolerant of one another and build strong relationships. We learn from each other and from our mistakes. We find only solutions to problems and not barriers. We overcome adversity as a team and focus on the ways forward. As a staff we are resilient and ensure that no matter what, the students come first.Each member of staff is a role model for our students and models the ‘High Expectations, High Aspirations and High Standards’ throughout all they do. They are clear on their roles and responsibilities and the impact needed. They all instill the belief in the students that they will succeed.Everyone in our school community has the passion and drive to ensure all our learners succeed and that they are happy and safe. At Sir Thomas Boteler Church of England High School, we will support all our students to the best of our abilities to help them succeed in becoming lifelong learners, equipped with the knowledge and skills to achieve their goals.Beverley Scott-Herron, HeadteacherClick here for more information about our Senior Leadership Team.		
			OUR ETHOS		
			OUR VISION		
			OUR TRUST		
			the head's herald

### Term Dates

SCHOOL TERM DATES FOR 2018/2019
AUTUMN TERM 2018
Open Tuesday 4 September 2018
Close Friday 19 October 2018
Open Monday 29 October 2018
Close Thursday 20 December 2018
 SPRING TERM 2019
Open Monday 7 January 2019
Close Friday 15 February 2019
Open Monday 25 February 2019
Close Friday 5 April 2019
Easter Weekend – Friday 19 April and Monday 22 April 2019 falls within the 2 week April break.
SUMMER TERM 2019
Open Tuesday 23 April 2019
Close Friday 24 May 2019
Open Monday 3 June 2019
Close Friday 19 July 2019
INSET DATES
Monday 3 September 2018
Friday 21 December 2018
Friday 28 June 2019 (Walking Day)
Monday 22 July 2019
Tuesday 23 July 2019
BANK HOLIDAYS
Christmas Day : Tuesday 25 December 2018
Boxing Day : 26 December 2018
New year’s Day : Tuesday 1 January 2019
Good Friday : Friday 19 April 2019
Easter Monday : Monday 22 April 2019
May Day : Monday 6 May 2019
Spring Bank Holiday : Monday 27 May 2019
 

SCHOOL TERM DATES FOR 2019/2020
AUTUMN TERM 2019
OPEN - Monday 9 September 2019
CLOSE - Friday 25 October 2019
OPEN - Monday 4 November 2019
CLOSE - Thursday 19 December 2019
SPRING TERM 2020
OPEN - Monday 6 January 2020
CLOSE - Friday 14 February 2020
OPEN - Monday 24 February 2020
CLOSE - Friday 3 April 2020

SUMMER TERM 2020
OPEN - Monday 20 April 2020
CLOSE - Friday 22 May 2020
OPEN - Monday 1 June 2020
CLOSE - Wednesday 22 July 2020

INSET DATES
Friday 6 September 2019, Friday 20 December 2019, Friday 3 July 2020 (Walking Day),  Thursday 23 July 2020, Friday 24 July 2020
ANY FURTHER INFORMATION
Easter Weekend – Friday 10 April and Monday 13 April 2020 falls within the 2-week April break

SCHOOL TERM DATES FOR 2020/2021
AUTUMN TERM 2020
OPEN - Monday 7 September 2020
CLOSE - Friday 16 October 2020
OPEN - Monday 26 October 2020
CLOSE - Thursday 17 December 2020

 SPRING TERM 2021
OPEN - Monday 4 January 2021
CLOSE - Friday 12 February 2021
OPEN - Monday 22 February 2021
CLOSE - Thursday 1 April 2021

SUMMER TERM 2021
OPEN - Monday 19 April 2021
CLOSE - Friday 28 May 2021
OPEN - Monday 7 June 2021
CLOSE - Thursday 22 July 2021

INSET DATES
Thursday 3 September 2020, Friday 4 September 2020, Friday 18 December 2020, Friday 2nd July 2021 (Walking Day), Friday 23 July 2021
ANY FURTHER INFORMATION
Easter Weekend – Friday 2 April and Monday 5 April 2021 falls within the 2 week April break

### school news old buttons



### Calendar of Events

{CALENDAR}

### Keeping in Touch

We believe that a child’s education is most successful if all parties – parent, teacher and student – work in partnership. This will only take place if there is good communication.
Parent’s Evening dates can be found on our school calendar – click here.   

 
Data sheets, used to collect contact information for your child, are sent out each year to all parents/carers.  
However, it is important that the school is kept informed of any changes to you and your child’s circumstances so that if we need to contact you during the day or there is an emergency we have the correct information.  Please ensure that if you change your telephone number, address or other details that you contact us as soon as possible so that we can update our records.
In the event that the school has an emergency situation one of the ways we communicate information to you is by text so it is important that the first number listed for contact is a mobile number, if possible. We also send information to parents/carers using social media i.e. Twitter, Facebook and the app ‘School Gateway’ which you need to download to your phone.

School Gateway App download request
The school continues to look for ways to improve communication with parents and carers in order to work together with the goal of ensuring your child achieves their potential.  We use a free system called ‘School Gateway’.
You will be able to:


 	Keep up to date with the latest information about your child/ren
 	View your child’s timetable
 	View attendance information about your child
 	Review attitude to learning
 	Notify us of any reason for absence
 	Check and update your contact details
 	View the latest news from School

We can:


 	Send real time notifications to you when new information is available
 	Save money on admin time, printing and paper
 	Ensure our contact details for you are up to date

You will need to register for a School Gateway account in order to view this information. This can be done via the “New User” tab at www.schoolgateway.com or via the School Gateway app which can be downloaded from the Apple app store or Google Play store for free. We are set to save a lot of money which can be spent on resources for the students should we have full engagement from parents.
Next steps:


 	To get started you will need to register for a School Gateway account - This can be done via schoolgateway.com or via the School Gateway app
 	Upon registration you will be asked to enter your email address and mobile number. The school will use the email address and mobile number that we hold for the Priority one contact(s). If you are not certain that we have your correct details, please contact a member of the Pastoral team
 	To register via the School Gateway website, go to schoolgateway.com and select the “New User” tab; enter your email address and mobile number that we have on record for you. Select Send PIN and a PIN number will be text to your mobile phone
 	If you do not have an Apple or Android device, skip to step 7
 	To register using the School Gateway smartphone app, go to your app store and search for “School Gateway” or navigate to schoolgateway.com/apple or www.schoolgateway.com/android on your phone and download the app
 	Once downloaded, select the “I’m a New User” button; enter your email address and mobile number that we have on record for you. Select Send PIN and a PIN number will be text to your mobile phone
 	Log in with your email address and the PIN, your account is now active and you will receive instant notifications of any new information in your notifications bar
 	If you change your contact details, please let the school know as soon as possible- you can check and send us an update via the “About Me” section

School Gateway is part of Schoolcomms, which is registered with the data protection act. All information you provide will be kept private and will not be passed on to any other organisation. Your details will only be used for the purpose of school business. You will not receive any SPAM or marketing material. Once you are set up you will receive all text messages via the app.
During the year there will be times for formal and informal contacts. Four times a year you will receive a report on your child’s progress.
 
The routine contact is by using the student planner which parents and form teachers should see once a week at least. 
There are also many opportunities to meet in person, including:


 	New Intake Evening, when parents can meet their child’s future form tutor and order the school uniform.
 	Parents’ Evenings, (held annually for each year group) when you are invited into school to receive a full record of your child’s progress and meet with subject teachers.
 	Open Evening, when work is on display and parents can chat with staff.
 	Achievements Evenings, held in the Summer Term to celebrate the achievement of individual students.
 	School performances, productions and sports events. Parents are always welcome.

If you need to see a member of staff for any other reason, simply arrange an appointment through the school reception.
Do you have a specific enquiry? Please click here to see who to contact. 
Tel: 01925 636414
 
Making a Complaint
Problems will generally be dealt with promptly and effectively if you contact a member of staff with your concern. More serious or complex problems should be addressed to the Headteacher. In the unlikely event that your complaint is not resolved or if your complaint is about the Headteacher, you should inform the Chair of Governors or Warrington Borough Council in writing.
 Click here for the School Complaints Procedure

### Pupil Premium & Recovery Premium

 

Pupil Premium and Recovery Premium 2022-2023
 
 
 
 
 
 
 
 
 

### Policies

All of the following policies are presented in PDF format.


 	Accessibility Plan
 	Accessibility Policy and Disabled Equality Scheme
 	Admissions Policy 2026
 	Admissions Policy 2025
 	Admissions Policy 2024
 	Anti-Bullying Policy
 	Assessment Policy
 	Attendance Policy
 	Behaviour Policy
 	Behaviour Principles
 	Careers Policy 
 	CCTV Policy
 	Charging and Remissions Policy
 	CIC Policy
 	Collective Worship Policy
 	E-Safety Policy
 	Emergency Closure Policy
 	Equality and Diversity Policy
 	Examination Policies
 	Intimate Care Policy
 	Medical Needs Policy
 	Preventing Extremism and Radicalisation Policy (Under Review)
 	Provider Access Policy Statement
 	Pupil Premium and Recovery Premium Strategy
 	Religious Education Policy (Under Review)
 	Relationships, Sex Education and Health Education Policy
 	Remote Learning Policy
 	Safeguarding and Child Protection Policy (TCAT)
 	Special Educational Needs and Disability (SEND) Policy
 	Special Educational Needs and Disability (SEND) Information Report Inc Local Offer
 	Spiritual, Moral, Social and Cultural (SMSC) Development Policy
 	Student Mental Health and Wellbeing Policy
 	Substance Misuse Policy
 	TCAT PREVENT Statement
 	TCAT PREVENT Risk Assessment
 	Whole School Food and Drink Policy

 

 	TCAT Access to Trust and LGB Papers Policy
 	TCAT Attendance Policy
 	TCAT Complaints Policy
 	TCAT Curriculum for Excellence Policy
 	TCAT Data Protection Policy (GDPR)
 	TCAT DBS and Employment of Ex-Offenders Policy
 	TCAT Equality Information and Objectives Policy
 	TCAT Freedom of Information Guide to Information
 	TCAT Freedom of Information Publication Scheme
 	TCAT Health and Safety Policy
 	TCAT Re-Route Safeguarding Provision
 	TCAT Risk Management Policy
 	TCAT Safeguarding Policy Statement
 	TCAT Scheme of Delegation
 	TCAT School Admissions Arrangements 2024-25
 	TCAT Staff Grievance Procedure
 	TCAT Suspension and Permanent Exclusion Policy
 	TCAT Whistle Blowing Policy

 

For Gender Pay Gap Reports, Modern Slavery Statements, Union Duties Statements and other TCAT Reports and Information, please click here.

### Ofsted

In October 2021, we were graded a ‘Good’ school.
This was the first routine inspection of the school since 2014, and this is the first time in the history of the school that it has been judged as ‘Good’.  Inspectors met with the Headteacher, the senior leadership team, middle leaders and a range of teaching and support staff, as well as the students. An inspector spoke with the chief executive officer of the multi-academy trust, the local governing a representative of the local authority and The Director of Education for  Diocese of Chester.
The report states: “Pupils are immensely proud of their school. They value the sense of belonging that they feel in this tight-knit community. Many pupils told inspectors that they feel part of the ‘Boteler’ family. The school community celebrates diversity. Pupils said that the school is a safe space where they can grow, free to be themselves. They are happy.”
“The school has been on an incredible journey since it was placed in Special Measures in 2014,” said Headteacher Mrs Scott-Herron. “I remember standing in front of the parents and carers (as I had only just been appointed) and promised them that we would get the school to ‘Good’. That moment has never left me. Our young people have always been our priority and remain so. Our moral purpose and vision and values have remained steadfast. We do what we do because it is the right thing to do to improve life chances, and we will continue to go above and beyond. The love, care and compassion has not changed, and never will.
“I am extremely proud of all my staff and we have been able to achieve this wonderful report because we work consistently as a team. Everyone in the organisation is as important as each other and we have all had a role to play. We love our jobs and we love being at Sir Thomas Boteler Church of England High School. It is a pleasure to educate the young people of tomorrow and to play a small part in their success.
“We are really excited about the future of the school. I really do have the best job in the world.”
You can read the full report by clicking here. 
Click here for Ofsted Parent View. 
You may wish to visit our Ethos page to read our SIAMS report, 2017. 
 
 

### Homework & Independent Study

We believe in the value of homework. We also believe that homework should be purposeful and reinforce classroom learning. Students need to take responsibility for their homework and ensure that they have all the correct information in order for them to complete the homework that has been set on time. Our ‘principles of homework’ are set out here:




Developing Learning Habits  
Using the Knowledge Organiser  


Develop organisational skills

Engage with Satchel One

Embedding routines

Promote independence

Assessment preparation

Develop study skills
Retrieval of knowledge

Consolidation of knowledge 

Read, cover, write, check, repeat (RCWCR) 

COLD & HOT Questions from the knowledge Organiser

Deepen Learning



 
The Read, cover, write, check, repeat (RCWC) highlighted in the table above relates to a learning technique to enhance retrieval skills. Students are expected to apply this technique when answering the COLD & HOT questions on the reverse side of their knowledge organiser. This technique enhances knowledge retention.

Satchel One
All Sir Thomas Boteler Church of England High School students are provided with a Satchel One account. Parents/carers also have an account that they can access online to monitor the homework that is being set for and completed by their child(ren).
All Sir Thomas Boteler Church of England High School teachers set homework using Satchel One. This is then accessible by students and parents/carers either via the app that can be downloaded or by logging on via an internet connection.
Once students have logged on for the first time using their PIN, they will be able to log on using their school user name and password which is set up to help students manage their Office 365 Account.
Parents/Carers of new Year 7 students will receive their PIN information during the first week of their child being at Sir Thomas Boteler. All Year 7 students will be provided with an opportunity to log-in to their Satchel One account during the first fortnight at school as part of their Computing lessons.
 

### History

Sir Thomas Boteler was founded in 1526. For nearly 500 years, we have provided high quality secondary education to the people of Warrington. 

A brief history
The founder of the school was a medieval Lord of the Manor, born at Bewsey in 1461, and knighted by Henry VII.
Sir Thomas Boteler made a will in which 500 gold marks out of his estate were to be put aside for the purchase of land to yield rent “to found a free grammar school in Warrington to endure for ever”.
On 27 April 1522, Sir Thomas Boteler died and was buried in the Parish Church. Each year, around that date, a service is held in the Boteler Chapel in his memory.
Sir Thomas Boteler’s wishes were carried out when a deed was signed on 16 April 1526, four years after his death, establishing a school “whereby men’s sons might learn grammar to the Intent that they thereby might the better learn to know Allmighty God”. The Master was to be an “honest and discreet Priest, learned in grammar”.
Richard Taylor was the first Master. The school was located near the Parish Church so that boys could pray every morning “and likewise at night before they depart”. During the winter they were to be at the church “between six and seven in the morning” and not depart “till five in the afternoon”. In the summer they had to arrive one hour earlier. No scholar was to wear “any Dagger, Hanger or other weapon invasive, other than his knife to cut his meat with”.
Although the earliest buildings have long since been replaced, the Boteler Grammar School of  1863 could until recently still be seen at School Brow behind the Sainsbury’s store. A stone tablet originally erected by Samuel Shaw (Master from 1687 to 1718) was built into the west wall of the 1863 building and the sun dial erected in the time of Thomas Hayward (Master from 1720 to 1757) is currently on display in the Memorial Garden of the present school.
In 1932 the independent status of the school came to an end when it became clear that governors of the school would not be able to finance a new school building and responsibility was transferred to Warrington Corporation.
Amalgamation with the Warrington Secondary School and the move to the present site at Latchford occurred in 1940. The school’s architectural design was given “every consideration to securing a distinctive appearance of dignity and character in keeping with a school of this importance.”
During recent years a great deal of money, energy and imagination have gone into ensuring that the standards set in 1940 are maintained for future pupils.
The introduction of comprehensive schooling in 1979 (and the creation of a mixed school for the first time) was followed by the amalgamation with the Richard Fairclough High School in 1983,   the school being known as Victoria Park High School until it was changed again in 1988 to the Sir Thomas Boteler High School.
In 2002, the school’s original association with the Church was renewed, as it became Warrington’s first Church of England High School.
In addition to this, in 2008 the school achieved Specialist Music College status.

Extract from Sir Thomas Boteler's will
“And where I, the saide sir Thomas, have delyvered by indenture tripartite into the custody and kepynge of the right reverend father in God John th’abbot of Whalley that now is 500 markes in gold, savelie to be kept to myn use and to be disposed at my pleasure, it is my full will and mynde that myn executors shall have the dispocion and orderinge of the saide summe of 500 markes to purchase and obteyne lands and tenements or rents to the yerelie value of ten pounds above all chardges, or as much thereof as shall be unprovided and unpurchased by me the saide sir Thomas, and therewith to founde a free grammar scolle in Weryngton to endure for ever .....
And it is my will that my executors during theire several lyves, and after theire decease that my heires from tyme to tyme shall denominate, name and appoynte an honeste preste, groundely lernede in grammar, to be maister of the saide scolle, whiche shall saye masse, pray and do dyvine service at the saide paroche churche of Weryngton for the soule of me the saide sir Thomas, dame Margaret my wyffe, myn ancestors, and myn heires after their deceases”.
 

 	450th Anniversary Commemoration (1976) 

Headteachers of the school:
1526 -1576 RICHARD TAYLOR
1576 - 1605 JOHN WAKEFIELD
1605 - 1619 OTUELL KINSEY
1620 - 1673 NATHAN ASHWORTH
1673 - 1679 JOHN WRIGHT
1680 - 1683 J.CLAYTON
1683 - 1686 JOSEPH WILLOTT
1687 - 1718 SAMUEL SHAW
1718 – 1719 JOHN TATLOCK (acting)
1720 – 1757 THOMAS HAYWARD
1757 – 1807 EDWARD OWEN
1807 – 1814 ROBERT A. RAWSTORNE
1815 – 1828 WILLIAM BOARDMAN
1828 – 1842 THOMAS VERE BAYNE
1842 – 1861 HENRY BOSTOCK
1863 – 1881 OFFLEY HENRY CARY
1881 – 1907 EDWARD JOHN WILLCOCK
1907 – 1932 HORACE GRAY
1932 – 1940 EVAN PRICE EVANS ( acting)
1940 – 1950 NATHANIEL CLAPTON
1951 – 1973 PETER MARTIN JACKSON
1973 – 1981 ROBERT JAMES ENGLISH
1981 – 1983 ERIC PERCIVAL M.A. (acting)
1983 – 1986 JOHN ROBERT BAKER
1986 – 2001 JOHN HIGGINS
2001 – 2014 JOHN SHARPLES
2014 – present BEVERLEY SCOTT-HERRON

### Governing Body

The school’s Governors are responsible for the way the school is run.  The Governing Body meets at least once a term but there are also committees which deal with certain aspects of the running of the school.  All governors can be contacted via the school.

LEA Representatives                                    

Councillor S Wright

Mrs G Whitfield

Foundation Governors                                        

Rev M Finlay (Chair)

Rev J Bellfield

Mr B Carter

Rev J Goode

Mrs L Gough

Mrs L Haddock

Mrs D Hipkiss

Mrs H Kelly

Mrs C Rafter

Mrs I Roberts

Mr R Whitticombe

Associate Governor

Mr P Gilmore

Mr M Grant

Mrs C Ratcliffe                                                                 

Clerk to the Governors

Mrs M Miller

Staff Governors

Mr N Carroll

Mr P Williams

Mr D Willcock

Parent Governors

Mrs S Fisher

Mr N Percival

Mr S Titchard

Headteacher

Mr J Sharples

### Free School Meals

If you think your child may be eligible for Free School Meals it is very important to register, not just to save money but to benefit the school too. Each child registered for Free School Meals brings more funding into the school. This funding is called the Pupil Premium.
You can apply for free school meals by visiting www.warrington.gov.uk/freeschoolmeals or by collecting an application from school.
Additionally, the school operates a scheme where we provide vouchers for the parents/carers of students’ registered for Free School Meals. The aim of the scheme is to make sure that these young people are not disadvantaged when it comes to their education. For example, the voucher can be used to buy revision guides, uniform and to pay for educational visits.  Application forms are available from Warrington Borough Council’s Education Department or from the Main Office, where staff will be happy to give help and advice (Maximum of £100 per academic year).

### Curriculum old

[Content is password protected]

### Bus Network

Warrington Network October 2022 WEB

### Church of England

‘We are a good Church school with outstanding Leadership and Management’ – SIAMS 2017
Sir Thomas Boteler became a Church of England High School in September 2002 and since then has developed an outstanding and very distinctive Christian ethos, which permeates the school.
When the National Society launched its ‘Christian Values 4 Schools’ website in 2008, we were the secondary school featured.
We shared examples of our good practice and this website is now used as a valuable training resource for all church schools across the country.
We also featured prominently in the 2012 Church School Awards.

Collective Worship
Our Christian Values Are Hope, Compassion and Endurance
We are proud to be a Christian community and Church of England School and 'Through God, We Care.'
Worship is a key theme within the life of the school and students along with staff are provided with regular opportunities to celebrate their faith and Christian values, including 'God is our Hope,' which Sir Thomas Boteler himself acknowledged almost 500 years ago.
Each morning, every tutor group undertakes an act of collective worship by way of prayer and weekly assemblies provide opportunities for the development and support spiritual well-being.
Each week, there is an opportunity for all students to attend the 'Sharing of the Supper,' which enables all that attend to share in the 'Body' and 'Blood' of our Lord Jesus Christ. This service is led by our part time Chaplain.

### Care, Guidance, Support & Safety

Click here to see some information about apps your child may be using. 




 
Your Child’s Safety
We pride ourselves on creating a safe and nurturing environment where student wellbeing is at the centre of everything we do.
Every child will be placed in a tutor group and it is made clear to students and parents that the form tutor is the main contact for a parent and the first port of call for any pastoral issues. Each year group will also have a Head of Year and Assistant Head of Year.
Please click here for the Designated Provision Overview.
In school we also have Designated Safeguarding Leads, they are:
John Leonard  - Designated Safeguarding Lead
Elaine Enescott - Safeguarding Officer
To ensure appropriate conduct and high standards, we strive to build a partnership with parents and students. Click here for the home school agreement.
Students are expected to follow the school rules, work in line with the student charter and always show 'RESPECT'. Please click the links below to see what we expect:
Student Charter
RESPECT initiative
Student's attitude to learning are monitored in every lesson across all subjects, this allows for intervention at the appropriate time. Click here for the 'Attitude to Learning' criteria.

Keeping children safe in education
Child Protection
Parents should be aware that the school will take any reasonable action to secure the safety of its students. Where there is reason to be concerned that a child may be subject to ill-treatment, neglect or other forms of abuse, staff have no alternative but to follow Child Protection Procedures and inform Social Services of their concern. 
Parent's Protect is an information and resources website which aims to give adults the information, advice, support and facts, they need to help protect children.

 
Click here for the letter regarding Operation Encompass
Bullying
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms:


 	Physical - e.g. assaulting a person or property
 	Verbal - e.g. name-calling or teasing
 	Indirect - e.g. damaging the reputation of the character of the victim or socially excluding them from games or conversation
 	Cyber-bullying - e.g. using technology, particularly mobile phones and the internet, deliberately to upset someone else
 	Social media or gaming – this could include videos, images or various communication streams
 	Disability related – name calling, using gestures, tormenting, threatening, because of, or focusing on, the issue of disability or special need.

We will not tolerate bullying of any kind and will aim to deal with it quickly and effectively if it occurs. Our school strives to create an environment where children feel safe and supported.
The school aims to:


 	Reduce and prevent bullying behaviour in school.
 	Deal effectively with incidents of bullying.
 	Support victims of bullying and educate the perpetrator.
 	Ensure proportionate sanctions and support is in place for bullies.
 	Promote tolerance and fairness.
 	Ensure all students are safe in school.

Students can report any bullying incidents to any member of staff.
Sir Thomas Boteler Church of England High School recognises that serious bullying can also occur as a one off incident as well as repeated over time. Bullying incidents are sometimes complex issues which require full investigation of root causes in each instance.
 
E-Safety and Cyber-Bullying
The internet is a powerful tool that can contribute to raising educational standards and help to promote achievement. It is an essential element in 21st century life. The school has a duty to provide students with a safe and secure online learning environment. We use a monitoring and filtering system which is very effective in blocking inappropriate material and misuse of the internet. If a student abuses the system the school will withdraw access for that student for a fixed period or permanently.
The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. Cyber-bullying is a different form of bullying which can happen anytime, with a potentially bigger audience, and more accessories as people forward on content at a click. (DfE October 2014).
The school will not tolerate cyber-bullying and will aim to keep parents/carers up to date with emerging trends and provide advice and guidance to ensure children remain safe.
A website that addresses a number of the current concerns that schools and parents/carers face is
http://h2bsafetycentre.com/h2report-iphone and it is recommended that you visit the site when you have questions about your child’s use of the internet.
At Sir Thomas Boteler Church of England High School we aim to create a positive school ethos where effective teaching, learning and personal development can take place. We aspire to maintain a disciplined, orderly and friendly atmosphere which fosters the fullest spiritual, academic and personal development of our students. We are continuously committed to raising the standards of behaviour and attitudes to learning. The sharing of common goals is essential to our school community and to the fulfilment of the high aspirations we have for all our students as a Christian school.
This approach will also adhere to section 89 of the Education and Inspections Act 2006 which states that the measures in a behaviour policy should aim to:
Promote good behaviour, self-discipline and respect.
Prevent bullying.
Ensure that students complete assigned work.
Regulates the conduct of students.
Lunch Arrangements
The school offers an extensive cafeteria menu in pleasant surroundings. The menu offers a range of healthy options and we encourage sensible choices and promote healthy eating. We operate a biometric cashless system at the tills, where students scan their fingerprint to deduct the cost from their account. A machine which uses biometric information is used to pay cash into their account. Those entitled to Free School Meals have their account credited automatically.
The dining room is also available for those students who opt to bring a packed lunch. All students must remain on the school site during lunchtimes. Because of the short lunch break, it is not practical for students to go home for lunch, except in exceptional circumstances.

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### Basketball

Left: The Boteler Basketball Team.

Right: Chris Lynskeys undefeated League and Cup winning team of 1980-81. Left to right back row Coach Chambers Flannery Skelland Lynskey Grady Forbes Hibbert G. Screawn (Scorer) Front row; Gardner Ditchfield Turner Screawn Burke

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Sir Thomas Boteler’s school entry achieved a Distinction at the prestigious show. This is the highest award in the schools section and is the equivalent of a gold!
Miss Wheeler the Horticulture teacher, would like to thank the pupils, volunteers, staff and sponsors who have all contributed to this amazing result and without whom our success would not have been possible.
In particular Miss Wheeler would like to thank Year 11 pupils: Conor Adams, whose design for the backdrop was so brilliantly executed by the Art department. Alex Arrowsmith whose sketch designs formed the basis for the final garden design. Ryan Cardwell for his enthusiastic research of medicinal plants. Year 10 pupils Jack Bailey, Connor Bailey, Ben Burns and Isiah Slater for their tremendous efforts in constructing and planting the garden in temperatures of 30 degrees.
The show finishes on Sunday 28th July and then the garden will be dismantled by staff and volunteers and brought back to school to be reconstructed over the summer in the Blooming Boteler area.
Well done to everyone! The garden also featured on the main RHS website: http://www.rhs.org.uk/Shows-Events/RHS-Show-Tatton-Park/2013/All-Coverage/Photos/Tatton-highlights

### Contact Us

Sir Thomas Boteler Church of England High School, Grammar School Road, Latchford, Warrington, Cheshire, WA4 1JL

01925 636414
info@boteler.org.uk
Do you have a specific enquiry? Please click here to see who to contact.

 	

 	Headteacher: Mrs Beverley Scott-Herron - Please address all your enquiries for the Headteacher for the attention of Miss J Muckley, PA to the Headteacher. Telephone: 01925 636414, email: jmuckley@boteler.org.uk
 	SENDCo: Miss F Power. Telephone: 01925 636414, email: fpower@boteler.org.uk
 	Chair of Governors: Mr Geraint Williams. Telephone: 01925 216037 (via Miss M Alexander, Clerk to the Governors), email: m.alexander@tcat.uk.com 
 	GDPR: Mr M Frodsham. Email: dataprotection@boteler.org.uk. The Data Protection Officer for TCAT is Adrienne Laing who can be contacted at dataprotection@bridgewaterhigh.com.



For GDPR Information, please click here.

To contact TCAT, please click here.
 
 
 
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OPEN EVENING
25TH SEPTEMBER
17:00 - 20:00HEADTEACHER'S WELCOME AT 17:30 AND 19:00As ‘The Boteler Family’, we cast all our care on God because He cares for us (1Peter 5:7). Inspired by the God of Hope, guided by the Compassion of Christ and empowered by the Endurance of the Holy Spirit, we aim to provide all our community with an outstanding educational provision in a supportive and inclusive Christian environment.		
																														
							‘As soon as you walk through the door, you are made to feel part of the Boteler family.’ - Jo Swinfield, parent
							‘Everyone is important here; you can see it.’
- Chris Penn - Director of 
Education for Chester Diocese
							'Students are immensely proud of their school. They value the sense of belonging that they feel in this tight-knit community.' - Ofsted, 2021