Witton Park School

Strategy for Change Summary

Witton Park School Strategy

For Change Summary
Background
Blackburn with Darwen is a compact,
predominantly urban authority
made up of two towns each with a
strong local identity. The borough’s
communities are diverse in terms of
ethnicity, faith, inclusion, aspiration
and economic well-being. Around a
quarter of the population is of Indian
and Pakistani heritage and the
proportion of the school population
from these communities is nearly a
third and increasing. Large areas
of the borough are highly deprived,
with just over a third of the long
term unemployed under 25, and
the figures for the number of young
people not engaged in education,
employment or training are roughly
double the national average.
Successful initiatives to close the
achievement gap and improve
attainment levels have been
developed and implemented. A
change in Blackburn with Darwen
Council’s status to a unitary
authority in 1998, saw excellent
progress made with levels of 5A*-
C GSCE grades increasing by
more than 15%. Blackburn with
Darwen Council and its community
of schools recognise there are still
key areas of underperformance that
need to be addressed and view
Building Schools for the Future
(BSF) as an exciting opportunity to
support this.
Blackburn with Darwen Borough
Council joined the Building
Schools for the Future programme
in January 2007 and will be
awarded approximately £202m
to develop schools fit for the 21st
century. Building Schools for the
Future investment will accelerate
improvements designed to transform
learning and community facilities
within the borough, to ensure better
outcomes for all pupils, their families
and the wider community.
The scheme will have a significant
impact on nine ‘learning centres’,
developed on eight sites, and
construction is scheduled to take
place between 2010 and 2015.
Each school, with support from key
stakeholders and the Council, has
developed an individual School
Strategy for Change (SSfC). This
document highlights the school’s
vision for the future and incorporates
a high level inspirational design
brief. Briefs have been developed
to provide architects with a guide
to the school’s aspirations and
the needs of the wider school
community. References to physical
design are absent, in recognition
that this is an area best left to the
professionals.
SSfC documents support and
complement the Council’s key
priorities, identified in Blackburn
with Darwen’s outline Strategy
for Change, which links to seven
strategic themes:
> ensuring diversity, cohesion,
choice and access
> tackling underperforming
schools
> personalising learning and
enhancing e-learning
> ensuring effective integration
through Every Child Matters
> providing a full 14-19
entitlement
> promoting inclusion
> implementing successful
change management.
Communication and engagement Sample schemes
All schools, with the support of the Council, have developed a comprehensive Two schools, Darwen Vale High
stakeholder communication and engagement strategy and plan to School (a major remodel) and
complement and enhance the wider consultation activities undertaken by Pleckgate High School (100%
the Council. Communication plans have been designed to ensure all key new build), have been selected as
stakeholders, including the wider school community, partner agencies and sample schemes for the project.
especially students, are provided with ample opportunities to genuinely and The sample schemes will form
constructively inform all aspects of the schools’ transformational change the baseline for other schools
agendas and subsequent developments. Communication plans will remain in the Blackburn with Darwen
living documents throughout the lifecycle of the programme, to ensure the BSF program, as well as schools
needs of school communities are met both now and in the future. impacted as a result of Bolton
Council’s BSF program our joint
All key stakeholder groups have contributed to the development of SSfC procurement partners.
documents and their accompanying appendices.
This document provides a
summary of the information
contained in Witton Park High
School’s SSfC. A copy of the full
Change management SSfC can be obtained on request
to bsf@blackburn.gov.uk. As part
of the BSF programme Witton
All schools recognise the challenges a major change programme such as Park High School will benefit
BSF presents. To address this schools, with the support of the Council and from a complete new build on the
other key partners, are developing robust plans and initiatives to ensure existing site. Construction work
disruption to pupils, staff, families and communities are minimised and the is scheduled to commence in 2010
transition period runs as smoothly as possible. and it is anticipated that the new
school will become operational in
2012
Witton Park high school
Witton Park High School is an inclusive school with
strong values that puts the needs of its students first. We
aim to provide our students with a positive experience
and opportunities with clear progression routes to
employment, training or higher education
The school’s Ofsted report described the school to be ‘a
good school’ which has many substantial strengths and
few weaknesses and provides ‘good value for money.’
Witton Park’s Catchment
Witton Park High School is an inclusive school with
Witton Park is a high performing 11-16 school with
1,050 pupils on roll. The school has the advantage of
being set in the surrounding beauty of Witton Country
Park. The school has a catchment area with locations
that are economically and socially deprived. Almost
40% of our pupils live in areas classified as being
in the bottom 10% nationally. There are four main
feeder schools, namely Wensley Fold, Griffin, Audley
Juniors and Longshaw Juniors. Witton Park plans to
Witton Park’s Specialism
The school acquired specialist status in Business and
Enterprise in 2004. The vision for enterprise is for
their aims to be based on co-operative values which
have been agreed upon by students’ staff, parents and
governors. These values should be evident within the
college and spread out to the community both locally
and internationally through links with other schools, both
primary and secondary, further education, business,
charities and other organisations. The school’s is to
develop their own enterprise skills by helping others.
In February 2009 the school was recognised by the
DCSF as being a High Performing Specialist School.
The award was given following a good Ofsted and very
Witton Park’s Transformational Brief
The schools transformation brief can be summarised
as ‘Achievement for All’. This is an exciting opportunity
for both Witton Park and Newfield schools. The new
school will provide transformational learning spaces for
1,200 students from Witton Park and up to 30 students
from Newfield Special School. The partnership work
The school acquired specialist status in Business
and Enterprise in 2004 and Science in 2009. Witton
Park is one of two schools in the borough to host a
City Learning Centre which the school has access to
and serves the community. The school has gained the
Healthy Schools Award, the Basic Skills Award and is
an Investor in People.
futher develop its existing strong relationship with with
Myerscough College, who are based within Witton
Park itself. Raising attainment levels, particularly in
maths and English is a school priority. A commitment to
ensuring all pupils achieve their potential has resulted
in a rise in attainment at Key Stage 3 and Key Stage
4 and has achieved a Combined Value Added (CVA)
rating significantly above expectations for the last three
years. CVA is a Government process to assess a
schools overall effectiveness.
good Key Stage 4 examination results. The school’s
CVA is significantly higher than some schools with
similar intakes. Witton Park has since gained Science
College specialism. This will provide students with
fantastic opportunities embracing science, technology,
engineering, and maths in the curriculum. The school
intends to use their new science specialism to further
establish strong partnerships with employers, training
providers and local colleges. This will allow Witton Park
to develop a Science, Technology and Engineering
(STEM) Curriculum that is innovative and provides well
defined pathways of progression for all learners, leading
to a wider range of Post-16 science opportunities.
between both schools will ensure that together they can
ensure ‘Achievement for All’
Underpinning ‘Achievement for all’, are some key
educational drivers:
Educational drivers
Lifelong
learning and
extended
school

Curriculum
Citizenship
diversity
Witton Park
Business and
Enterprise
College

Personalised
and innovative Inclusive
Witton Park high school: key principles

1. Curriculum diversity- linking with vocational courses and Newfield school

A strong feature will be personalisation, to meet the needs of all pupils

2. Lifelong learning and extended school

Preparation for post 16 opportunities, enriching the formal curriculum and involving the
community and outside agencies

3. Personalised and innovative

ICT and new technologies will underpin learning through collaborative process and shared
resources

4. Inclusion

Permeates and embraces our school vision- ‘achievement for all’, focusing on ECM
regardless of gender, ethnic disability, SEN and the more able

5. Good citizenship

Responsible and knowledgeable global citizens, providing support for learning in the local
and wider community

The Witton Park vision

Witton Park High School, Business
Enterprise and Science College, is
committed to Building Schools for
the Future, and remains dedicated
to providing an inclusive and
supportive environment.
As a Business Enterprise and
Science College, the school aims to
raise attainment across the whole
curriculum through a culture of
Enterprise, Business, and Science
along with improvements in ICT. Our
first phase of specialism has seen
an embedding of enterprise in all
aspects of school life and sustained
high achievement in business and
ICT curriculum areas.
Integral to its transformation the with after-school study support,
school will embrace advancements ICT courses for parents and KS2
in technology in order to enhance support sessions all on offer.
and personalise the learning
experience, whilst challenging and The school is optimistic in its
supporting ‘achievement for all’. commitment to building a sustainable
culture and curriculum which takes
Success, along with the desire to into account the richness and
work collaboratively with others is diversity of all those with a vested
central to the ethos of the school. interest in its success.
The school has extended its
partnerships with the community
and is the lead school for pathfinder
in the borough. Staff and pupils
will continue to work together to
promote an open, fair and equitable
community. The specialism has
contributed to the school provision,
The Witton Park vision
Working in Partnership with Newfield School
The transformation of educational opportunity afforded
through BSF has enabled Witton Park High School
Business and Enterprise College with Newfield School
to propose an exciting and innovative partnership
which addresses the difficult choice that parents make
between mainstream and special school education.
Through this partnership all young people who have
complex needs will have a Personalised Partnership
Plan (PPP) which entitles them to the best opportunities
that Witton Park and Newfield can offer. Each PPP will
flexibly select elements of the curriculum and extended
offer. Newfield pupils will be dual registered at both
Witton Park and Newfield Schools to enable access to
the best of both worlds.
ICT strategy
ICT will create a learning environment which
promotes and inspires pupils and underpins learning.
It will be an integral part of learning which will allow
engagement with learning anywhere anytime. It
will underpin learning both in school and through
extended opportunities for e-learning away from
school and will reflect our Business and Enterprise
College specialism.
Anywhere any time access will be available to
all pupils through a variety of devices. Pupils will
have access to assessments easily, target setting,
resources and will inform future learning through the
Virtual Learning Environment (VLE). It will provide an
exciting learning opportunity for all, allowing pupils
to have full access to their work and resources at
home, and giving them the ability to absorb new
technologies with confidence.
A seamless system is envisaged that integrates all
Innovation and Creativity through design
Witton Park want their new school to be an innovative and
transformational building which supports and enables all
our pupils to achieve. Through flexibility in the design of
internal spaces, walls, partitions and utilities, the school
will enable innovative practice to evolve to maintain
learning into the future, incorporating new technologies,
methods and pedagogy. By providing flexibility in internal
load bearing, re-modeling will be possible as the school
moves towards transformed learning and the demands
Both Witton Park and Newfield have a history of
separately meeting the needs of children with complex
needs on a full time basis and are conscious of the
'loss' that has been inevitable when that choice has
been made. Together the schools intend to share
expertise and resources to ensure that pupils who
come through our schools will have access to 'the best
of both worlds'.
Witton Park shares a vision with Newfield School that
young people with complex needs have the right to a
high quality learning experience where genuine choice
and diversity are available and where the presence
and participation of all enriches the learning lives of all
pupils and staff.
areas of the school curriculum and administration
systems. ICT technology will support parental
engagement and information sharing and
the development of extra curricular learning
opportunities.
ICT will enhance deeper learning. Through a greater
use of ICT learning and teaching resources, pupils
will be empowered to take greater control of their
learning.
ICT is a consistent aspect of accessibility that will
facilitate greater learning opportunities for students
with special educational needs and provide continuity
and consistency for students who are dual placed
from Newfield School. The school will have a smaller
number of dedicated ICT spaces as it is anticipated
that ICT will be embedded throughout learning zones
and across the school.
of learning in the 21st Century. Learning spaces will
allow for a variety of learning group combinations, from
large master classes (e.g. for half a year group – 125
students), project activities for larger groups (e.g. 50
– 60 students) to intimate group discussions (for 2 – 15
students). Accessibility in all aspects of learning and
teaching will ensure that the needs of students with
special educational needs are continually met.
 Inspirational Environment
How the new school will be organised

Witton Park want their new school to be an innovative and The school wishes to explore design options which
fully support the transformation of learning. Current ideas include a zonal pedagogy supporting the development
of each student’s personalised learning programme. This extends to meeting the needs of all learners including
those with special educational needs as part of the partnership between Witton and Newfield.

In order to achieve this, the design will incorporate
spaces that are agile, flexible and adaptable:
> Agile spaces will be capable of being tailored to
the activity being undertaken at that particular
time, on a lesson by lesson basis.
> Flexible spaces will allow a theme, or special
event to be set up, support alternative variations of
space or organisation of teaching to be trialed, on
a weekly or termly basis
> Adaptable spaces will allow the more permanent
changes associated with the ongoing life of the
school, without impact on the teaching or day to
day running of the school.
The school views an initial pedagogy having its main
learning areas organised into 5 main learning areas
(zones) to provide;
> Year 7 Learning Zone
> Year 8 Learning Zone
> STEM – science, technology, engineering and
maths
> Global and Communications Zone – English,
history, geography, religious education, modern
foreign languages, business information
communication technology
> Performance Zone – Physical Education, Drama,
Music and Art

WITTON PARK HIGH SCHOOL - ORGANISATION OF LEARNING

External Play / GLOBAL &

Learning areas COMMUNICATIONS
Sports
PERFORMANCE &
Learning Outdoor
Studios / Performance
Faraday Lab

Business
STEM & To External
Enterprise Sports
Facilities

Kitchen
External Play / Dining
Learning areas Staff Auditorium/
Social Drama SLRC
Base
H E A R T
Admin /
Management

Small Visitor Reception

Seclusion Cafe
Year 8
NCEME
Homebase HA
EN

NT

Shared Facilities
Science / Tech
Prep
MULTI
Year 7 AGENCY
Homebase
Entrance
External Play / N
UR E
Learning areas TUR

However, this initial organisational arrangement may not continue for the next 20 years. The building design
should enable the organisational pedagogy of the school to flex and change over time.
Inspirational Learning Environment
The new school buildings will model sustainable and
renewable technologies in order to provide exemplar
sources for learning. It will have a clearly identifiable
and minimised carbon footprint and incorporate and
integrate recycling as well as energy/resource savings.
Learning areas will offer flexibility in terms of learning
spaces, storage and types of learning. There will be
high internal visibility and effectively use natural light
and passive ventilation. There will be access to smaller
spaces for individual or small group activities such as
mentoring or project planning. Spaces will be resourced
appropriately for learning within and across subjects.
Colour will reflect ownership (eg in the Y7, Y8 learning
zone)
Clearly identifiable specialist areas (e.g. science,
technology, PE) will provide learning over extended
periods with a variety of learning spaces and learning
resources. It is not necessary or desirable, for example,
for all science teaching to be carried out in a laboratory-
type space. A variety of spaces will be needed to
support practical science activities as well as research
and study activities. There will be a general vocational
learning area/centre with specialised resource areas
and a Simulated Office Environment to support the
teaching of the Business and Finance diploma.
Communal areas will be light, clean and adaptable to
enable the effective use of larger spaces for canteens,
assemblies, performance and examinations. The
technology used to manage these areas will be visible
to learners. These spaces will encourage independent
personalised learning and provide personal space for
learners to store their learning materials, possessions
and outdoor clothing. The school has concerns about
the quality of natural light reaching all learning areas
and about acoustics – neither should impact negatively
upon learning.
Toilet facilities will be modern, refreshing and safe.
Facilities will be dispersed across the school and offer
privacy whilst being passively supervised. Specialist
care and medical facilities for students with special
needs will ensure their needs are fully met.
Extensive display areas, combining traditional
wall displays with cutting edge ICT, will celebrate
achievement, model excellence through exemplar work
and stimulate and guide learning. We wish to continue
our practise of extensively displaying students work
through stick up displays, static boards, LCD screens
and wall projections.
Movement areas will be clear and wide with good sight
lines. Corridor space should be kept to a minimum.
Signage needs to be symbolic, contemporary and
aesthetically pleasing. Students know where they are
and can easily identify where to go. Signage needs to
be welcoming and clear to visitors. They will provide
swift and direct access to learning areas and communal
space. External routes will be protected by coverings to
create “inside – outside” space with fresh air but weather
protection. Students with special needs will have access
throughout the premises and grounds. The restaurant
will be sited to allow flexibility in breaks, lunches and
before and after school refreshment facilities.
Inspirational Learning Environment
External Environment
The school is located in the surrounding beauty of
Witton Country Park and offers an incredible location for
the new school. The school will seek a design which will
maximise the aesthetic nature of the site and allow the
vistas of open country to inspire students. The external
environment should be fully developed to maximise the
potential of the whole school site for outdoor learning.
Skilful design, siting and orientation should maximise
the natural site and vistas to enhance the learning
experience and inspire young people.
The external environment and extended school
grounds should be fully developed as a resource for
all curriculum areas. It must also include a variety of
recreational areas for active play, adventurous play and
controlled risk taking, socialising and quiet reflection. All
such areas should be safe and welcoming and include
elements of shelter from wind and rain appropriate
to their function. Environmental issues should also
be highlighted through the design with the external
environment.
Teachers, staff and learners should be drawn effortlessly
from the indoors to the welcoming outdoor learning
Staff satisfaction and the workforce
Communal staff areas will provide a social and shared
learning resource for all staff within each of the zones.
Whilst the predominant internal communication will
be via electronic systems, face to face interaction is
important and will be encouraged through relaxation and
refreshment areas as well as work areas for individuals
and for groups of staff engaged in joint planning or
learning activities. Some learning spaces will provide
opportunities to share pedagogy and practice through
recording and observation facilities.
Within zones, staff work areas and private spaces will
be available to all staff. All work areas will have access
to the ICT infrastructure and learning resources through
appropriate devices. Staff areas will focus upon learning
together and provide personal space to individuals as
spaces and from there they should be attracted to the
outdoor learning features in the extended grounds
beyond. The indoors should flow seamlessly in to the
outdoors, giving students and staff the opportunity to
choose their learning environment. The idea of ‘doors
to the outdoors’ should be maximised and there should
be good direct or easy access from each internal zone
to their corresponding external learning zone. Specific
resources for each learning area should be included
in each outdoor learning zone to promote learning,
investigation, creativity and inspiration.
Interesting, inspiring and functional use of terraces
and decks within and around the building should be
considered to provide additional outdoor learning
spaces. An outdoor performance area/ meeting space
for a large group of students would also be desirable.
There should be opportunity for students with special
needs to access all play and leisure areas: For example
tables and seating at appropriate heights for wheelchairs
and access to outdoor performance areas. Surfaces
will have to be ‘user friendly’ for wheelchair access to
reduce vibration and user discomfort.
well as on-hand storage, refreshment and shower/toilet
facilities.
A comfortable centralised social staff room is required
to maintain the collective ethos of the work force.
A variety of new and developed support staff roles will
enable teachers and facilitators to concentrate upon
supporting and guiding learning. These will include
data administrators; in-class technicians; Internet and
Intranet resource managers; media assistants; and
health and welfare professionals, as well as vocational
providers. Staff will also need workforce development
in relation to meeting the needs of a more diverse
population of students with special needs.
Witton Park high school: key principles
Student satisfaction
As enjoyment is a central pillar for this vision, the school
will incorporate facilities and resources that enable our
learners to make the most of their learning opportunities
and to enjoy their learning. Open access to a secure
and safe ICT environment; sufficiency of sheltered
recreational areas and safe pleasant toilets; access to
Inclusion
Witton Park is an inclusive school and will continue
to cater for and improve the life chances of pupils of
differing abilities and aptitudes. The school will provide
appropriate accommodation, first class facilities and
resources to support learners to encourage a fully
integrated, multi-cultural, multi-faith community valuing
and celebrating diversity. The school shares a vision
Community involvement
Through a well designed school building and the
aspiration for enhanced facilities on the school
site, Witton Park High School will contribute to the
neighbourhood resources that are available to the local
and wider community whilst maintaining the security of
young learners in its care. Accessible school resources
will include the Social Learning Resource Centre;
managed recreation and sporting facilities; meeting
areas, and access to health provision. The school
would like to offer a base to neighbourhood community
support and guidance mentors and tutors; extended
hours for learning and off-site learning; and high quality
sports facilities will enable learners to engage with the
school and to succeed personally. Learners will be
proud to attend Witton Park High School and the school
will be proud of its learners.
with Newfield School that all young people with complex
needs have the right to a high quality learning experience
where genuine choice is available. An atmosphere will
be fostered where the presence and participation of all
enriches the learning lives of all pupils and staff.
police and has medium term aspirations to link with a
pre-school facility for its own staff and for local parents.
Access to the performance space would be a bonus.
The school has been identified as a community hub
site with extended community access outside school
hours. This access would allow casual access and
skills development, in addition to pre booked groups,
clubs and events
The transformational process

Where we are now...

Evolving
curriculum

Integration Poor
-links with building not
special fit for
schools purpose

CPD
2008 Class
based
provision
learning

Limited Good
integration range of
of Newfield before and
pupils after clubs

...and where we will be

Learning
aones
Parents Motivated
active in highly and
child’s well trained
learning staff

2014
Creative
and Inclusion
personalised
curriculum PPP

High
Fully achieving
extended pupils who
school are good
New citizens
building fit
for purpose
Day in the Life of Rosie - Year 7 (2014)
8.00: I arrive at school and lock my bike in the ‘bike park’. As I enter the building, the auto recognition system logs
my entry into school. Walking through the atrium I take some time to check the large display screens showing
student notices for the day. I really like this area because it is light and spacious, I am particularly interested in the
advert for new members to join the ‘Community Group’, I must email to say I am interested. As I walk through, the
atrium, I speak briefly to some of the new friends I met on the year 7 residential trip that we went on last month.
Each morning there are a number of breakfast clubs that run. I like to go to the sports area to use the dance mats
but there are also lots of other ‘getting ready to learn’ activities- no time today though!

I now head to my home base where I turn on my handheld PC, which automatically logs me into the school wireless
system. I really like using these as I can access my work from anywhere. I can access learning resources, guides,
see and track my targets for the term, check my rewards and share work with others. I receive an instant message
to remind me that I am playing netball tonight, for my local team. I quickly send an instant message to my peer
mentor to see if she can meet me for lunch to talk about tactics for tonight’s game.

8.30 - 9.00: In the home base I meet up with other pupils I like working in this area as we have all got to know
each other quite well. I also notice that one of our home base tutors has put a display on the plasma screens on
our science project we did on climate change-it looks good. Our learning supervisor outlines the topic work we
are doing and I set my learning objectives for the day. Today’s topic is on Healthy Living. This will build into our
core learning for English and Maths by calculating calories and then producing some persuasive writing about the
benefits of healthy eating-I really enjoy this way of learning. We split into small groups to work on the task. One
of my group is Harry who spends part of his time at Newfield Special School and part of his time here at Witton
Park. Harry is physically disabled but the layout of our school means he is always fully included. I like working
with him because he has an interesting way of looking at things! His electronic wheelchair has sensors in it to
prevent her bumping into furniture

10.15: I take a flexi- break and head down to the café area. This is really good as they serve food more or less
all day so that you re not tied to certain times and there are no massive queues! I choose the healthy option- well
I have to really after what we are learning about this morning! I use the cashless catering to get a healthy option
of a smoothie which gives me healthy points. I meet my peer mentor and we discuss the game. I really like the
dining area as there is always a good atmosphere.

10.35: We all meet in the lecture theatre where my teacher has organised a video link with a college professor in
France who has done a study on ways of improving healthy eating and lifestyles amongst teenagers. We are able
to pose questions using one of the three cordless microphones available to the class. This gives us lots of useful
information to put into our English work and gives us a chance to practise our languages! We meet back in the
home base and share our thoughts in small groups. I plan out my work and access two additional articles from the
school resource site and start to write. My learning supervisor is on hand to give guidance. At 11.00 I decide that
I need some data for my project so I set up a survey in my homepage on the VLE and send an instant message
to every year 7. I start to write up my project so far

12.15: I have 15 minutes before I have to meet my friends for lunch. I quickly go to a working pod on the corridor
to check my progress file and targets in preparation for the meeting with my progress tutor tomorrow morning -I
think I have made really good progress so far. My mum and dad can also access this file and I am sure they will
be very happy, although they have one or two questions attached for my progress tutor. There is a message to
remind me that my homework from DT needs to be submitted and some feedback form my humanities homework.
I submit the homework and download the feedback to study later
Day in the Life of Rosie - Year 7 (2014)

1.00: I meet my friends in the café to get a quick sandwich and a drink. We find one of the free social areas to sit
and chat and listen to music. We then decide that we need some fresh air so go for a walk around our beautiful
school grounds. I take some pictures for my homepage as it is such a fantastic day, it is cool, press a button and
it is uploaded! A couple of our friends have volunteered to help out in the community crèche for half an hour so we
will meet up with them later

1.45: Back at the home base we are given a topic in humanities involving mapping skills; we will be working in
groups for this activity. Our home base tutors show us a map of the area which we all download onto our PDA’s.
The map is of the surrounding park which we will be following. At point 10 during the walk, we have to stop and
register our positions-this shows the teacher if we are reading the map properly. Tomorrow we will share our work
and collectively work on our video presentation about the importance of GPS; I am responsible for writing the
script. I will then record a copy of my finished project to the school network.

3.00: I go into the one of the mini conference rooms within the library learning centre to join the Community Group;
I am really interested in taking part in their new project, Mr Smith from a local IT business is coming to speak at
the next meeting about how to get our project started. It is only a short meeting as the room is being used by the
‘green thumbs, gardening group at 3.30.

Some of my friends’ head off to the multi media centre where the music studio is located–a local DJ is coming to
show them how to do some mixing. I must write myself reminders about the maths booster session tomorrow at
4. I’ll set an alarm on my PDA.

3.30: As I have got to be back for my match, I cycle home to get something to eat and collect my sports kit. I just
have enough time to access some information in my technology I book which I need to read before tomorrow’s
technology lesson and upload a copy of my presentation to my mentor.

6.30: Luckily my dad is doing an ICT course at school, so he will be able to give me a lift back for my match.

7.00: The netball match is against another local ladies team which we win thanks to a last minute goal by me!
Whilst I am waiting for my dad, I decide to watch the basketball match which is being played in the sports hall.
I meet my dad in the community café area; he is really pleased with his course. I never thought I would see my
dad back at school at his age! Tomorrow is my favourite day as we have technology and sport. Although it is late
I email my first English draft to my teacher who will give me feedback during tomorrow’s lesson

Things I particularly like about school

• Being able to take some of my GCSE exams early

• Working with pupils from Newfield school

• Water available throughout the school

• Social areas around the school with comfy chairs!

• Fantastic sports facilities and lots of extra curricular activities

• I always know how I am getting on in all areas and what I need to do to improve

• Lots of project based work

• Email and msn

• I get to work with students from other years and sometimes from other schools
Contact details:
BSF team
Innovation Centre
1 Evolution Park
Haslingden Road
Blackburn
BB1 2FD
Tel: (01254) 584476
Email: bsf@blackburn.gov.uk
Web: www.blackburn.gov.uk/bsf