Whatever the nature of the local community, students are growing up in a wider multicultural and multiracial society where they are subject to various attitudes towards minority groups, and also certain images of these groups portrayed by the media. The school’s Equality Objectives should be read in conjunction with the wider school policies.
Good schools go beyond a commitment to academic excellence; they aim to educate the whole person through holistic development and extra-curricular endeavours. At Humphrey Perkins School we endorse that aim in the knowledge that if we provide a good quality and exciting academic education, taking a close interest in each individual with the highest standard of teaching, we will produce well-rounded students; able and eager to fulfill their potential in all aspects of life.
We believe that all young people will respond to challenge as long as that challenge is relevant to their individual needs and aspirations. So we have developed a curriculum that meets the needs, sparks the imagination, and brings the best out of each individual student according to his or her ambition, aspirations, ability, interests and learning styles.
We aim to stimulate, motivate and cultivate intellectual curiosity, develop our students awareness and understanding as well as leadership and communication skills. We want all our students to be good citizens as well as good companions and to have fun! We encourage and expect high standards of behaviour and presentation and nurture strong character values.
There is a focused commitment on 'Teaching and Learning' and we are proud of what we do. There is an emphasis on mutual support through which we develop our shared professionalism. We are reflective and adaptive in our practice. We are happy to try out new ideas, because we want to ensure that every student succeeds.
Celebrating genuine success is an important aspect of building self confidence and developing a sense of pride and ambition. There are many ways in which we highlight achievement, from HP Award badges in assembly to photos around the site. All students are expected to celebrate the success of others.
Following government guidelines, Humphrey Perkins is now closed. The Cedars Academy in Birstall will be open to children of key workers at Cedars, Humphrey Perkins, Martin High and our primaries, Highcliffe, Riverside and Hallam Fields who have registered for a place
The Humphrey Perkins Science team is made up of highly qualified, innovative and enthusiastic teachers who endeavour to engage, challenge and empower our pupils. We have high expectations of every single pupil and believe that by encouraging world class learning that there is no ceiling to success.
Our aim is to ensure our students are prepared with the knowledge and skills needed to thrive when encountering Science post Humphrey Perkins. We aim for students to have the scientific ability to question news articles on their validity and form constructive questions to support this. They will develop scientific enquiry skills and will be capable of applying this to make reasoned, well informed judgments throughout their lives, as well as equip those students who wish to study Science at a higher level with the knowledge, skills and passion for the subject required.
Our rationale is to provide a fluid and dynamic knowledge rich KS3 to KS4 curriculum. This will be achieved through a comprehensive 5 year curriculum model where we will be establishing key knowledge and skills that include effective practical and analytical approaches with Literacy and numeracy embedded throughout. This curriculum model will enable learners to gain access to higher GCSE content in earlier years to support accelerated learning and the transition between the two key stages will be bridged effectively. The scientific knowledge and skills developed by learners will provide them with a secure foundation to access Sciences at post 16 and consequently STEM related career aspirations.
This curriculum is specified in detail to ensure that knowledge is remembered (not merely encountered) that enables cognitive retrieval through sequential mapping of key concepts and interleaving. Evidence has shown that treating thinking skills as abstract from content leads to students writing surface knowledge responses. By grounding skills in relevant and enriching knowledge, students become scholarly and confident demonstrating deeper understanding. Our knowledge rich curriculum reflects this approach to Science education that will lead to automaticity in our students.