• The highest quality teaching in all subject areas
  • High quality impressive outcomes
  • A focus on creative, digital and high-tech pathways underpinned by core subjects.
  • A curriculum and relentless focus on teaching and learning that meets student needs
  • The opportunity to work closely with employers
  • A programme of careers education and work related personal coaching in addition to tutoring.
  • Progression Pathways facilitate 14-19 learning
  • Good qualifications;
  • Sector specific learning;
  • Relevant sector specific skills and experience in an industry of individual interest;
  • Confidence to apply their learning in a work place setting;
  • Ambition to be successful in their chosen career field;
  • Clear direction on how to fulfil their career ambition

Digitech will provide a programme of regular opportunities for reflection on social and moral issues, learners’ futures and their personal and collective responsibilities in the school and in the wider community.

The personal coach is a role designed specifically for the Studio Schools’ curriculum. It is a varied and challenging role that places both pastoral care and employability at the heart of students’ learning. The Personal Coach plays a key role in working with students to develop fully into employable well-rounded individuals, helping them achieve and experience success within all subjects. This will take place in one-to-one and small group coaching sessions and will provide students with the opportunity to set and reflect upon their progress towards their own personal goals. Coaching sessions will focus on a wide range of topics including key qualifications, work placements and the CREATE skills framework.

A Form Tutor’s role is central in both caring for students and, crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, and high standards of work and behaviour. The Form Tutor should be active in looking after the interests of the “whole child”. A Form Tutor should:

  • Set the “tone” for the day, by creating a positive ethos, establishing/encouraging good student/teacher, Student/student relationships, and developing both a Tutor Group and a school spirit and identity.
  • Encourage high standards of work, behaviour and dress in students, and liaise with the Head of KS4 over referred behavioural problems; look to reward achievements positively and implement, where necessary, appropriate sanctions.
  • Promote, maintain and monitor attendance and punctuality.
  • Actively supervise students in Assemblies.  Form Tutors are encouraged to help with the organization and to participate in all aspects of the assembly.
  • Be aware of friendship patterns, family structures, leisure interests, contents of student records, social development, problems at home/school and relationships with other students and staff.
  • Monitor and review their students’ current progress across the curriculum using all the data provided.
  • Be aware of social and personal factors relevant to the student within and outside of school.
  • Observe members of their Tutor Group in curriculum areas, if and where possible.
  • Know all members of the Tutor Group
  • Communicate notices and participate in Parents’ Evenings and report writing.
  • Ensure school policies, Health & Safety and Fire Drill rules are explained and upheld.

Even though SRE is not compulsory at Secondary level we at Digitech feel that Children and young people have a right to good quality education that enables students to develop holistically and from numerous angles. As part of this development SRE plays a vital part in meeting the schools’ safeguarding obligations. Ofsted is clear that schools must have a preventative programme that enables pupils to learn about safety and risks in relationships.

Our students have also expressed that they want to be prepared for the physical and emotional changes they undergo at puberty, and they also want to learn about relationships and what healthy ones look like. Older students have frequently said that sex and relationships education was ‘too little, too late and too biological’ because of this we ensure that students have an open forum to discuss these topics in a safe and correct environment during lesson time and project immersion weeks. Schools maintain a statutory obligation under the Children Act (2004) to promote their pupils’ wellbeing, and under the Education Act (1996) to prepare children and young people for the challenges, opportunities and responsibilities of adult life.

A comprehensive SRE programme can have a positive impact on pupils’ health and wellbeing and their ability to achieve, and can play a crucial part in meeting these obligations.

SRE at Digitech focuses on three key areas:

Attitudes and values – learning the importance of values and individual conscience and moral considerations; – learning the value of family life, marriage, and stable and loving relationships for the nurture of children; – learning the value of respect, love and care; – exploring, considering and understanding moral dilemmas; and – developing critical thinking as part of decision-making. Personal and social skills – learning to manage emotions and relationships confidently and sensitively; – developing self-respect and empathy for others; – learning to make choices based on an understanding of difference and with an absence of prejudice; – developing an appreciation of the consequences of choices made; – managing conflict; and – learning how to recognise and avoid exploitation and abuse. Knowledge and understanding – learning and understanding physical development at appropriate stages; – understanding human sexuality, reproduction, sexual health, emotions and relationships; – learning about contraception and the range of local and national sexual health advice, contraception and support services; – learning the reasons for delaying sexual activity, and the benefits to be gained from such delay; and – the avoidance of unplanned pregnancy.