Our School

School Values

‘Your Only Limitation Is Your Ambition’

We believe that students should have the ability to succeed in education and the wider world regardless of their background or ability.

The 6 R’s

Our learning across all subjects is underpinned by The 6 R’s. These are the values, skills and qualities that will help our pupils to succeed as they move through the school. These values have been taught to our Primary school under the title Learning Superpowers. We continue to celebrate our pupil's development of these values, skills and qualities into the Senior School. In particular, we focus on how developing these qualities helps to aid independent learning for life and exam success.

We want our children to be:

Spiritual, Moral, Social and Cultural Development (SMSC)

All staff are responsible for teaching SMSC. Here are some examples of how teachers may incorporate SMSC into pupils lessons:

Spiritual Development

* How beliefs inform their perspective on life and interest in and respect for different people’s feelings and values;

* Sense of enjoyment and fascination in learning about themselves and others;

* Use of imagination and creativity in their learning e.g. use of role play, presentations;

* Being prepared to reflect on their experiences e.g. self- assessment

Moral Development

* Able to recognise the difference between right and wrong;

* Understand the consequences of their actions;

* Interest in investigating and giving reasoned views about moral and ethical issues.

Social Development

* Using a range of social skills in a variety of contexts including working with pupils from different backgrounds to their own e.g. organisation of groups, seating plans;

* Willing to participate in a variety of social settings, cooperating well with others and resolving conflict successfully e.g. group work;

* Interest in and understanding of the way communities and societies work at a variety of levels e.g. learning about another culture, religious beliefs and the way they affect how people live.

Cultural Development

* Understand the wide range of cultural issues that have shaped their heritage;

* Willing to participate in a variety of opportunities e.g. artistic, sporting, mathematical, technological, scientific and cultural e.g. extra-curricular activities, joining in different activities in lessons;

* Interested in exploring, understanding and showing respect for cultural diversity. This is shown in attitudes to different groups in society at a variety of levels e.g. how they mix in social time.

 

British Values

As well as opportunities to develop SMSC in lessons, pupils also extensively experience the key British values of ‘democracy’, ‘individual liberty’, ‘mutual respect’, ‘tolerance of others faiths and beliefs’ and the ‘rule of law’ as part of our pastoral programme (assemblies, tutor programme and themes of the week).

As part of these sessions, pupils are given an opportunity to learn how these values shape our society and to discuss and reflect upon how they contribute to a positive community for all.

 

What Ofsted said

The school makes good provision for pupils’ spiritual, moral, social and cultural education.

Pupils have a good understanding of British values and the nature of life in modern Britain.

Pupils’ spiritual, moral, social and cultural development is integrated into the school’s curriculum. Assemblies, tutorial programmes, enrichment activities and learning opportunities in lessons provide effective and rich experiences for pupils, as do  organised trips both in Britain and abroad, particularly for fieldwork on history and geography, theatre visits for English and drama, and European visits to several countries.

Pupils understand the nature and responsibilities of citizenship in modern Britain and they demonstrate high levels of respect for and tolerance of diversity, with the growing understanding of how different religions and cultures enrich pupils’ lives.

Our Water Coolers are from AquAid

School Vision

Our School Vision is to provide our pupils with:​

  • Outstanding academic standards, with a particular focus on acquiring a foreign language, developing competency as a musician and performer, as well as encouraging sporting prowess - all in a timely fashion;​

  • Outstanding pastoral care based on nurturing each individual's self-esteem and ambition to realise their full potential;​

  • Outstanding opportunities to develop the 6Rs (resilience, responsibility, respect, resourcefulness, ready and reflective) and ‘character’ experiences to succeed both at school and prepare them for being a well equipped member of society and ready for the world of work.

Diversity

  • Young Stonewall – National organisation supporting members of the LGBTQ+ community,  including details youth programmes and ways to get involved, as well as a:  What's in My Area? tool that can be used for people to find local groups and organisations 
  • Mermaids is for young people and their parents. They work to raise awareness about gender nonconformity in children and young people amongst professionals and the general public. 
  • Gendered Intelligence (GI) specialise in supporting young trans people aged 8-25. 

Governing Body

Becoming a Governor at Mayfield School

Who are Governors?

Governors are Britain’s biggest volunteer group, with over 350,000 in schools across the country. They come from all walks of life and bring a range of skills to governing bodies. You don’t have to be an education expert to be a governor, but you do have to be passionate about education. Governors are people who:

  • Are willing to work in a team;
  • Offer an external perspective to the school;
  • Have a desire to help the community;
  • Are not afraid to challenge assumptions and express their opinion.

What do Governors do?

The school governing body is responsible for improving the school. They do this by:

  • Supporting the Headteacher and the staff;
  • Challenging the Headteacher and the staff;
  • Setting the direction of the school;
  • Promoting high standards;
  • Checking on school performance;
  • Using the school’s budget effectively.

They support the school’s staff, enabling them to provide the best possible standards of education which helps children throughout the school be able to realise their aspirations. An effective governing body is a source of tremendous strength for the school and helps its leaders cope with major issues and handle change.

Can I be a Governor?

Anyone over 18 can apply to be a governor and you will be required to submit to a Criminal Records Bureau (CRB) check. The most important quality you need is a desire to provide children with the best possible standard of education to give them the chance to realise their dreams. Everyone has his or her own unique perspective to bring, and all your experience will be of benefit. Generally speaking governors are not highly qualified individuals, they are just regular people with a passion for education.

How much time will it take up?

Most of the governors’ work is done through meetings. You will normally be expected to attend between 2 and 4 per term, which will mean you’ll go to a meeting of the whole Governing Body and then a Committee meeting too. There is an expectation that you will read all the paperwork for the meetings in advance, and also attend training regularly, which does add to the time it takes. On joining the Governing Body you will be provided with a detailed induction file, training will be provided and an experienced Governor will mentor and guide you through the early days.

Governors don't get paid, so what do I get from it?

Being a school governor is a unique chance to increase your own skills. You will learn about lots of different areas of school life, which can also be applied in other business environments. You’ll get first hand experience in HR, strategic planning, project management and budget control - experience you can take back to your working life. There is also specific training in each of these areas available from the City Council.

You will also gain a sense of satisfaction that the children in school will really benefit from your efforts. There is also an opportunity to work with people from a variety of different backgrounds and experiences. You may also be entitled to time off work for being a school governor - so check with your employer.

Still Interested?

If you feel that you can help our school become the best in Portsmouth, then please register your interest to become one of our Parent Governors by contacting Ms. Pat Janiec, Clerk to the Governors [email protected]

Financial Information

Local Authority Schools are required to report their financial information through a process of Consistent Financial Reporting.  The most recent Consistent Financial Reporting data that is available for Mayfield can be accessed through the link below:

Consistent Financial Reporting 2015-16

Resignation from the Governing Body

To resign from the governing body, the relevant governor would inform the Chair of the Governing Body of their decision to resign.  The Clerk to the governing body would then amend the details of committee memberships, roles and responsibilities and update information on the website, HCC governorhub and Edubase.

Governing Board

Leadership Team

David Jeapes

Headteacher

Louise Hillier

Head of Senior School

Fiona Rogers

Head of Primary

Matt Stedman

Director Of Business Operations

Erika Anders

Director Of Learning and SENCO

Anita Cleary

Director of Learning

Stephanie Richards

Director of Learning

Andy Tite

Director of Learning

Jen Lewis

Head of Juniors

Jo Buck

Head of Infants

Jude Firth

Director of Learning

House System

House Points

In May 2013, Mayfield School launched its new vertical house system to staff and pupils.

Tutor groups are now made up of pupils from years 7-11.

The house system is designed to embrace the family ethos that Mayfield School is striving to achieve. Students are organised into vertical tutor groups, featuring a mix of different year groups in order to provide role models and a 'family' feel that will enable students to understand what is expected of them in every year of the school.

Tutors are the first point of call for students and parents, and their Head of House is responsible for students' pastoral care throughout the school.

As part of the new structure, a split morning break has been introduced. Pupils from Intrepid and Endeavour have their morning breaks first, followed by tutor time. Pupils from Discovery and Victory go to tutor time first, followed by their morning break.

Throughout the year we run a variety of inter-house competitions:

Week beginning

House/Dept

Category

Competition

Staff

11/09/2017

Intrepid

Physical

Mob Race

REI

25/09/2017

Discovery

Academic

Computing/Gaming

CLA/ GIB

09/10/2017

Victory

Creative

Junk Modelling

 

30/10/2017

Endeavour

Physical

Benchball

CAM/ HUT

11/12/2017

 

Creative

Christmas Centrepiece

Tutors

Christmas

15/01/2018

Intrepid

Academic

 

 

29/01/2018

Discovery

Creative

Origami

CHA/GAR

12/02/2018

Victory

Physical

Football Tournament

 

05/03/2018

Endeavour

Academic

Science Competition

CLE/ TTE

19/03/2018

 

Academic

Chess

WIL

Easter

23/04/2018

Intrepid

Creative

Cake Boss

WIL/RGR

07/05/2018

Discovery

Physical

Zone Ball

RED/FAI/BAT/RIC

21/05/2018

Victory

Academic

Spelling Bee

 

11/06/2018

Endeavour

Creative

Dance Competition

FRA

If you have any queries or feedback about the house system please contact the relevant Head of House via their Email below:

Senior Meet the Staff

Louise Hillier

Head of Seniors

[email protected]

Ofsted Reports

Ofsted Reports

Previous inspection reports are available on the Ofsted website, which can be found here.

Term Dates

Schools may also close for training days, please check the Events Calendar for the latest information.

Term Dates

 

Uniform

Uniform Information

Students should take pride in their uniform and look smart at all times, including walking to and from school. Shirts must be tucked in and ties properly in place. Parents who accept a place at Mayfield School agree that their children will follow the school uniform requirements.   

Mayfield has a well-stocked pre-loved uniform shop on site.  Please email [email protected] for further information.   

Alternatively, compulsory items available from our school uniform suppliers Skoolkit https://www.skoolkit.co.uk/ or Penelope Ann Schoolwear https://www.pa-schoolwear.co.uk/ 

Compulsory items which MUST be purchased from one of our suppliers of our pre-loved uniform shop are:

  • Black blazer with school logo 
  • Mayfield Year R or House coloured tie* (different design for Year 11) 
  • PE Kit: Short sleeve House coloured PE top with logo (different colour for Year R) 

*please note that ties can only be purchased from Skoolkit or directly from Mayfield School via Scopay 

Compulsory items available from the high street: 

  • White short/long sleeve shirt 
  • Black school trousers 
  • Black "polishable" shoes with a low heel (not canvas or trainers) 
  • Black or white socks 
  • Black or natural tights for girls 
  • PE Kit: Sports trainers 
  • PE Kit: Black shorts or navy / black tracksuit bottoms 

Optional items which MUST be purchased from the school supplier if your child wishes to wear them: 

  • Black V-neck jumper with school logo 
  • Black cardigan with school logo 
  • Black drop pleat skirt with school logo 
  • Summer uniform available to wear for Primary students from the start of Summer 1 until the end of Autumn 1 - blue and white striped Mayfield summer dress 
  • Summer uniform available to wear for all students from the start of Summer 1 until the end of Autumn 1 - black Mayfield shorts 
  • PE Kit: For pupils choosing option courses personalised t-shirts are available 

For outdoor Lessons:

Pupils can purchase and wear a Mayfield PE House coloured tracksuit top over their PE top. Additional Blue/black under layers may also be worn in cold conditions. 

Please note the following: 

  • hair must be tied back if longer than shoulder length and must be of a natural colour 
  • hair accessories or headwear of a religious nature must be black or Mayfield blue 
  • extreme haircuts are forbidden - hair length should be at least a grade 2.  This includes (but is not limited to) all over hairstyles, undercuts, tramlines and shapes being cut into hair 
  • make-up should be subtle and nail varnish of a pale or natural colour 
  • jewellery is limited to one pair of studs or sleepers (diameter no bigger than a little finger) in total. Only one earring is to be worn in the lobe of each ear.  

False nails are forbidden

Attendance Matters

At Mayfield we seek to ensure that pupils are in school everyday in order for them to make progress. Attending school regularly also helps to ensure that your child makes friends and participates fully in the social aspect of school.

Every child has a target of 95% attendance for this year. It is statistically proven that children who attend school less than 95% of the school year make less progress than those who do.

If your child does not attend school, and we receive no contact from you, we will contact you by text or telephone and may visit your home.

If you would like further guidance on attendance procedure within the school, please click here.

Attendance Matters.

Stop Bullying

Mayfield School – Anti-bullying

At Mayfield School, all students have a right to learn and all teachers have a right to teach free from intimidation and fear. As a result, we will not condone or tolerate bullying of any kind. We pride ourselves on providing a safe and caring environment for all of our pupils to flourish – all members of the school community (teachers, pupils, support staff and governors) are given training on how to spot bullying and how to deal with it when it occurs.

Everyone has a responsibility in ensuring that bullying does not take place and that all reported incidents will always be taken seriously. Support will be provided for bullied pupils – they will be listened to and helped with positive strategies to help them cope. Appropriate sanctions and challenge will be put in place to help bullies change their behaviour.

For more details, please refer to our Anti-Bullying Policy - on the Policies tab here:

Reporting and tackling bullying

The government defines bullying as:

“Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally”

If you suspect that you (or someone you know) is the target of bullying then there are several steps you can take. Please read the relevant sections below.

Pupils

Where you suspect that bullying has taken place towards yourself or another pupil you should report it to any member of staff as soon as you can. You may, where appropriate, also offer the following actions:

  • Step in to protect the pupil who is being bullied (unless it is unsafe to do so).
  • Offer emotional support to the pupil being bullied – ask them if they are ok and if there is anything that can be done to support them.
  • Encourage and support them to report the incident themselves to a parent or member of staff.
  • Email [email protected] – any emails received here will be passed on to the relevant member of staff.
  • https://www.thinkuknow.co.uk/ provides some good advice around cyberbullying – this should not be in place of reporting it to a parent or member of staff.

Parents

Be alert for any changes in your child’s behaviour as outlined in section 2 (page 5) of our Anti-Bullying Policy - on the Policies tab here. If you suspect that your child is the target of bullying then please reassure them and listen to their concerns. It is important to report the incident(s) to any member of staff (ideally your child’s form tutor or Head of House), even if your child doesn’t want you to – although these things sometimes ‘peter out’ by themselves this does not address the bully’s behaviour and prevent it happening again.

Under no circumstances should parents confront suspected bullies or their family members – this never calms a situation down and will often result in the bullying becoming worse for your child.

Cyberbullying

The misuse of technology and social media has become an increasingly common form of bullying.

Whilst the government have identified that the school have a responsibility to investigate and act upon reported incidents of bullying (including cyberbullying) it is important to note that we can only sanction pupils anywhere that they are “on school premises or under our ‘lawful control’ ”. This means that we cannot sanction pupils for any bullying whilst they are under the lawful responsibility of their parents. We can, however, work with the families of the affected pupils to ensure that sanctions are put into place by parents, to support the victim and ensure that they are safe at school and, where relevant, ensure that the relevant authorities are contacted.

Where you suspect that cyberbullying has taken place it is important to still inform your child’s house tutor (or in their absence their Head of House) as the bullying may also be taking place in other forms. We can inform you of the best actions to take and whether or not to report the incidents to the relevant authorities.

Advice for parents on cyberbullying is an extremely useful document for parents and provides good advice for how to deal with cyberbullying as well as links to other sites that can help you and your child if they are the target of cyberbullying.

For advice on how to report cyberbullying or abuse on social media please see here:

Facebook

Facebook does not tolerate bullying and say they will remove bullying content when they become aware of it and may disable the account of anyone who bullies or attacks another. They have a set of community standards that they adhere to and it states that they will not tolerate:

  • Pages that identify and shame private individuals,
  • Images altered to degrade private individuals,
  • Photos or videos of physical bullying posted to shame the victim,
  • Sharing personal information to blackmail or harass people and
  • Repeatedly targeting other people with unwanted friend requests or messages.

You can report bullying on Facebook using the report links which appear near the content itself, normally on a drop down arrow which gives you menu option to report the image, post or comment.

Twitter

If you receive a tweet or reply that you don't like, you can unfollow that person. If they continue to contact you, you can block the user (just click on the head icon on their profile and select block user). You may find that as they are unable to get through to you, they will lose interest. However, if this is not the case and you continue to receive unwanted replies, abuse or threats, you can report it here straight to Twitter directly. If you know a friend or family member is being abused on Twitter, they have advice pages that can help with step by step help.

YouTube

You have every right to use YouTube without fear of being subjected to bullying or harassment. Bullying can be reported and action taken when things cross a line.  To flag a video you think is inappropriate (click on the little flag bottom right of the video) and YouTube will take a look at it to see whether it breaks their terms of use. If it does then they will remove it. YouTube rules say you can't upload videos with hate content, nudity or graphic violence and if you find one on someone else's space, click on the video to flag it as inappropriate. If under comments, you are being bullied, harassed or threats are being made, they have a reporting tool page where you can report the bullying and they will investigate.

How to report bullying or abuse on messaging apps:

Instagram

Bullying or abuse on Instagram can happen in many ways. It can be either negative comments, fake profiles or hacking of accounts. Instagram take all of these violations very seriously and have plenty of advice on their pages if you or someone you know is being bullied or abused on Instagram. Their advice initially is to block and unfollow the person who is being abusive. However, if it continues or it has gotten worse, you can use their in-app reporting tool. This page has details on how to report the abuse directly to them.  

Snapchat

Snapchat is an app that allows users to send pictures to each other that disappear off screen within a set amount of time. Unfortunately, there is bullying on Snapchat in the form of screenshots, sending pics without permission, negative comments and more. If this is the case for you or someone you know they can block a user, tap the Menu icon, select “My Friends,” locate their name in the list and swipe right across their name. If you would like to delete a friend from your contacts, press “Delete.” Even if you haven’t added the user as a friend, their name will still appear in the “My Friends” list under “Recent” if they have sent you a message recently. If you receive an inappropriate photo or someone's harassing or bullying you, report it by filling out their online form.

WhatsApp

WhatsApp Messenger lets people sends instant messages, videos, photos, and short audio messages to either one person or within a group chat. Messages can only be sent to other smartphone users who also have WhatsApp. Once you install the app, it checks your address book to see if anyone else you know is already using WhatsApp, and connects you automatically. You have to be over 16 to use WhatsApp legally. Bullying can take many forms as it is a messaging service and we often hear of abusive group chats. You can block and delete the contact. You can find out more by emailing them at [email protected].

School Council News

Mayfield School Council aims to give every student in Mayfield a voice and an opportunity to involve themselves in the school community.  It is made up of representatives from across the school including house and tutor volunteers.  We meet every term to discuss issues raised by students and look for ways to make the school community even better by liaising with students, teachers and even governors.  

We also have four Revive Groups- the Community Focus Group, School Improvement Group, Eco Group and Rights, Respect and Responsibility (RRR) Group who would alongside the council on projects such as environmental  litter awareness, healthy food campaigns and they even deliver friendship workshops to other students.

We are very proud of the work we do, come and join us! 

See Miss Jones for more details.

IGNITE

IGNITE is our club for our Most Able students.

To be a member of this club, students must meet one of these criteria:

  • The student enters Mayfield School with the highest possible attainment of their Year cohort with the following data:
  • KS2 Reading Scaled Score
  • KS2 GPS Scaled Score
  • KS2 Maths Scaled Score

From these, an average is then calculated, and any student who attains 110 or above is then automatically placed on the ‘able register’ and will join the IGNITE club.

  • The student leaves Key Stage 3 with the highest possible attainment compared to the rest of their cohort in the same subjects;
  • The student is new to Mayfield (joining mid-way through an academic year), and consistently displays higher ability and attainment in these subjects when compared to their peers;
  • The student shows improved attainment whilst in a Key Stage, reaching the highest attainment possible in many subjects.

Members of IGNITE are presented with an enamel lapel badge to wear on their blazer, as shown above.

Able Student Activities at Mayfield School

We have a wide and diverse programme of activities for our IGNITE students. Some of our most recent ones include:

  • Students participating in the Portsmouth Maths Challenge;
  • Trips to BAE Systems;
  • Year 8 students having a day designing, building and then improving and racing model hovercraft;
  • Undergraduate and postgraduate students from both the University of Southampton and University of Chichester in to visit every year group so as to prepare our students to aim for and apply to study at university-level studies;
  • Trips to both of these universities to further students’ knowledge of university-based studies;
  • Year 7 and Year 8 Mayfield students not only Impressing the Mayor of Gosport at the Fareham College EBP STEM Fair, but also winning every competition they participated in;
  • Lecturers and Postgraduate students from the University of Portsmouth explaining how dinosaur bones become fossilised;
  • Participating in subject-specific ‘masterclasses’ at Havant College.

As a means of extra support, Mr Jackson operates a rolling programme of ‘IGNITE Tutorials’ for IGNITE students, held during Tutor Times. During these, Mr Jackson meets with three IGNITE students at a time, discussing students’ attainment, their individual aspirations, and emplacing any mechanisms required so as to support and assist with not only a students’ own personal timetabled subjects, but also their own revision-based requirements.

The Wilkie Scholarship

The Wilkie Scholarship was set up in September 2011, by Mr. Brian Wilkie, who attended Mayfield from 1960 to 1966, Mr. James Priory (Headmaster of Portsmouth Grammar School), and Mayfield School.

https://mayfield.portsmouth.sch.uk/images/images/Wilkie1.jpg

So far, we have had the following successful applicants:

2011-12

Charlotte Marchant

Taylor Richardson

2012-13

Cameron Hall

Alex Todd

2013-14

James Butler

Finlay Cookson

2014-15

Lucy Burroughs

Faith Menkah

2015-16

Courtney Hardyman

Danielle Todd

2015-16

Bradley Jackson

Jasmine Searle

2016-17

Francis Mitcheson

Laura Mayes

2017-18

Connor Storey

Iman Al-Sharrai

2018-19

Mary Tumbrok Helena Williams

2019-20

Tiana Fray Destiny Kennedy

who are all now studying hard at the Portsmouth Grammar School.

Students who wish to become a Wilkie Scholar should firstly write to Mr Jeapes, expressing their interest in this scholarship. Interviews for our next Wilkie Scholars take place during January and February, with a final decision being made in the following Easter.

The IGNITE Award

Mr Jackson presents the ‘IGNITE Award’ every year to the IGNITE student who has not only made great progress in the school year, but has participated as fully as they can in the activities provided to enhance and support their learning and attainment.

The Award is in the form of a large shield and is sponsored by the ‘Learn with U.S. (University of Southampton) Scheme’, and is proudly displayed in our School Reception.

 

Our IGNITE Conference

This year, we held our first ‘IGNITE Conference’. All of our most able students from Years 7, 8, 9 and 10 were off-timetable all day, based in the Main Hall. Mr Jackson devised a bespoke day of a mixture of practical and non-practical-based activities, combined with presentations and short films. We had Guest Speakers come in a present an aspect of learning that will greatly help our IGNITErs in any aspect of not just their future studies, but also their future lives.

Mr Jackson also introduced ‘Bee A’ to us, as he wants us to all ‘be a thinker’.

 

For information about some of the information we covered in our Conference, plus also other useful sources of information, please visit these links:

Mind-Mapping – click the image to explore more about this incredibly useful technique for organising thoughts.

Memory Techniques – another range of skills useful for not only learning, but also organising our busy everyday lives.

An inspiring person to listen to – listen to what Dr Dilworth has to say, and think about our own lives.

Snap revise – Tonnes of revision videos and resources to download (does require a FREE signup).

 

TED - A place where Technology, Entertainment and Design converge, this great website to peruse almost all topics — from science to business to global issues, all presented by many inspiring people from across the world.

BBC Bitesize – Always a good source of info for any subject, upon which our IGNITErs can then read further, so expanding their knowledge base.

Thinking Skills – Able students should be able to use a set of skills to think about ANY problem, and so consequently solve that problem. Use this website to see what skills could be employed.

Revision Skills – Everyone can always improve their revision skills – use this website to help boost my own range of such skills.

 

     
 

If anyone knows of any websites and/or resources that can help our IGNITE students, please let Mr Jackson know.

University Partnerships

We are pleased to announce the continuation of our formal partnerships with the University of Southampton, the University of Portsmouth, and the University of Chichester.

Our University of Southampton Partnership

The University of Southampton supports our IGNITE students through their ‘Learn with U.S. (University of Southampton) Scheme’. This scheme involves the University supporting our IGNITE students by offering each Year Group, every year, both:

 

  1. a trip to the university campus – students travel by coach and then receive a tour and ‘experience’ at the Main University Campus. The activities students participate in range from learning about the different styles of learning rooms within the campus buildings, to hands-on practical activities in a top of the range science laboratory.
  2. a presentation in our school - University staff and student ambassadors come in and hold two-hour long workshops, with a spiral theme that builds upon previous years’ knowledge about university life, choosing courses, finances, and many other aspects linked with studying at any university.

 

Our Links with the University of Portsmouth

As our closest university, several of our Departments use either the university facilities, or have university lecturers and students come in to our school to work with our IGNITErs and other students. Who else is best qualified to teach our IGNITErs about coprolites and dinosaur bone than one of the world’s most renowned palaeontologists!

 

 

Our University of Chichester Partnership

The University of Chichester supports our IGNITE students through their ‘Widening Participation Scheme’. This scheme is designed to aid and raise the aspirations of students through a programme of both on-campus and in-school activities. This programme will reach all of our year groups and all groups of students. Keep watching this space as we establish a wide range of different activities and projects.

For further information, please contact Mr Jackson.

 

 

Cambridge University

During the spring term, the Trinity College Schools’ Liaison Officer visits Mayfield School and gives presentations to our Most Able students in Years 9, 10, and 11 who have expressed a wish to possibly study at not only Cambridge University, but any Russell Group University.

[email protected]

Current Year 9, 10 and 11 students should see Mr Jackson for details of Cambridge University’s forthcoming visit

 

Russell Group Universities

The Russell Group of 20 leading UK universities now publishes a guide to post-16 subject choices. Informed Choices, produced in collaboration with the Institute of Career Guidance, is a booklet aimed at all students considering A-level and equivalent options. It includes advice on not only the best subject combinations for a wide range of university courses, but also advice on the best choices if you don’t yet know what you want to study after school and need to keep your options open.

 

 

The Southampton University ‘Year 10 Challenge’

Mayfield School always send at least one team composed of our most able Year 10 students to participate in this two-day event, held every spring at Southampton University. The outline aim of the Challenge is to learn about the many aspects related to ‘disease control’, being taught in various departments across the university site, this then followed up with a day to prepare and then present a 15-minute presentation to a panel of judges, this made up of University lecturers and postgraduate students.

Mayfield School always sets a high benchmark, because, two years ago, not only did we win the whole Challenge but our team did so in spectacular style, being awarded a stylistic glass trophy which is now proudly displayed in our School Reception.

We recently won the ‘Best Teamwork’ and ‘Best Researchers’ Awards. Our students were extremely proud to win these, because they felt that, as they had travelled the furthest to participate (in horrendous traffic jams!), and had worked very methodically to research the required content at a higher level of understanding, to be praised by the University Lecturers for their effort and skills shown whilst researching was the perfect ending for our teams. Well done Year 10!

 

 

Further Information

In addition to supporting many of our students across our school, many establishments, companies and agencies have regularly worked with Mayfield School to support our ‘IGNITE’ students. A brilliant achievement, and this list is always growing as we continue to increase the support we are able to offer our Most Able students.

 

Talented Students

Commitment to the Most-Able and Talented

 

 

 

At Mayfield School, we aim to provide an inclusive and integrated whole-school approach for both our Most-Able pupils and our Talented pupils, with a focus on the unique strengths and talents of our young people.

We encourage all pupils to fulfill their potential through extension and enrichment. This is enabled by providing them with access to a broad curriculum, suitably challenging learning opportunities and activities that both extend and enrich their learning as well as promoting high aspirations, good progress and high attainment. As such we are therefore committed to creating a culture where we celebrate effort, progress and achievement.

For full details of how we identify and support our IGNITErs and Talented pupils please click on the link here.

Parental Form

Please use the form here to tell us about your child’s talents. We are interested to learn more about your child and the talents they have e.g. if they are highly skilled in a sport or instrument. Where applicable this information may be used to inform the Talented register for a particular subject.

Should you have any further questions regarding the identification of our IGNITE or Talented pupils, please do not hesitate to contact Mrs.Cleary: [email protected]

Student Descriptors

If your child has been identified as talented in the Senior section please click here for the descriptors.

Talented Students

 

SMSC and British Values

At Mayfield it is important to all of us that we develop the whole child and not just focus on academic qualifications. This involves us trying to develop each student spiritually, morally, socially and culturally. Examples of how we do this include:

Spiritual development

  • Ensuring that pupils reflect on and respond to feedback they are given from their teachers.
  • Allowing pupils to have regular time in tutor sessions to reflect on their own strengths and weaknesses (both in and out of school).
  • Encouraging pupils through assemblies to consider what makes them unique and individual.
  • Encouraging pupils, through regular ‘pop up sessions’ in tutor sessions to consider their own and others’ religious beliefs and faiths.

Moral development

  • Asking pupils in tutor sessions to regularly reflect upon their behaviour and achievements and the consequences of both.
  • As part of our ‘Dockyard’ programme asking pupils to work through real-life legal cases and considering how they should be resolved.
  • As part of ‘Voting Voice’ asking pupils to consider school, local and national current affairs and giving them an opportunity to explore and share their opinions.
  • As part of ‘Circle Time’ asking pupils to discuss moral and ethical situations and asking them how they would respond and what actions they would take.

Social development

  • Any pupil can apply for the following positions of responsibility. As part of these roles pupils are shown how to act as role models for others and assist in running key parts of the school. Roles marked with a * are voted for by other pupils as part of a democratic vote:
    • Head boy/head girl *
    • Prefect (year 11)
    • Young leaders (years 7-10)
    • House captains (years 7-11)*
    • House sports captains (years 7-11)*
    • School sports captains (year 11)
    • Dance captains (year 11)
    • Music captains (year 11)
    • Drama captains (year 11)
    • Student librarians
  • Vertical tutoring means that pupils are grouped with other pupils in years 7-11 – this enables them to get to know others’ that they would otherwise not know.
  • Many activities in tutor time are planned to encourage pupils to work together in groups and work with people of other ages.
  • The Infant section often join us for whole school activities (for instance Christmas lunches and Remembrance). Senior pupils are encouraged to modify their behaviour appropriately when working with Infant pupils.
  • Enabling the following opportunities for senior pupils to work alongside our infant pupils and pre-school:
    • Young leaders and prefects assist at Infants extra-curricular clubs.
    • Young leaders and prefects assist teachers as part of our daily Resilience sessions.
    • At our child-care club volunteer senior pupils work with our pre-school pupils on a daily basis.
  • House challenges encourage tutor groups to work together.
  • Pupils’ achievements (both individually and collectively) are recognised as part of the following House competitions:
    • Achievement points (every achievement point from every pupil is added together – the House with the most points wins the trophy).
    • Attendance trophy (the House with the best percentage attendance wins the trophy).
    • Christmas Decorations trophy (each House decorates one corner of the main hall at Christmas – the whole school then vote (not for their own house) for the decorations they feel are best.
    • Accelerated Reader trophy – every word read (and logged) by year 7 and 8 pupils are added together – the House who has read the most words wins the trophy.
    • Sports Day trophy – each House competes in our annual competitions in track, field, football, softball, zoneball and rounders. The House that wins the most competitions wins the overall Sports Day trophy.
  • Encouraging pupils through the following charity projects to consider the plights of others and how we can help:
    • Children in Need
    • Sports Relief
    • Comic Relief
    • Christmas Charity projects (unique to each House)
    • Biennial charity week (unique to each House)

Cultural Development

  • Regular Dockyard sessions and assemblies:
    • Give pupils an understanding of cultures and religious festivals that they may not be familiar with.
    • Allow pupils to explore achievements of famous and non-famous Britons and the impact they have had on international culture.
    • Encourage pupils to consider what living in the British Isles means and comparing this to other cultures.
    • Give pupils a sense of how democracy works in Britain and how it is central to our history and values
  • Pupils are given the opportunity to take part in the following activities and trips:
    • Drama performances (July 2015 – Into the Woods, December 2015 – Grease)
    • Rock Challenge (national dance competition)
    • Sports teams (football, netball, rugby, athletics, rounders)
    • Regular theatre trips (EXAMPLES)
    • Rewards trips to London (Madame Tussauds/London Eye/ London Dungeons)
    • Trip to London (Leisure and Tourism)
    • Trip to Chelsea FC (Business Studies)
  • Connections with the following organisations are fostered to allow pupils to raise their aspirations:
    • Portsmouth University
    • Southampton University
    • Faith in Football

STEM

The acronym STEM stands for Science, Technology, Engineering, and Mathematics.

At Mayfield, we recognise that STEM is our future. STEM covers the areas of our curriculum that our students need to be comfortable with so as to excel in their future.

STEM makes creators, thinkers, problem solvers, doers, innovators, and inventors. By exposing our students to as many aspect of the STEM subjects, in a cross-curricular, linked and themed, we hope to help our students start on both their individual educational- and career- pathways, succeeding as best they can in an ever changing technological world.

Mayfield School has the view that STEM is vital for the education of our students, and is recognised by the way we deliver STEM in our school:

  • Highbury College STEM Partnership: going from strength to strength every year, this Partnership has involved the designing a new STEM Room (for students from not only Mayfield School, but also Highbury College and many of our Feeder Schools), and also the co-planning and delivery of our very successful annual Year 5 and Year 6 STEM Days. Our last Year 6 STEM Day, with over 400 Year 6 students from our feeder schools attending, had a ‘dinosaur’ theme, and was part-delivered by not only Highbury Staff and studiers, but also world expert palaeontology lecturers from the University of Portsmouth;
  • Cross-curricular STEM Projects: covering a multitude of topics, these are delivered not only across numerous and varied subjects within a year group, but some are also delivered as multi-year group Projects as well, incorporating not only students from Years 7, 8 , or 9, but also our Nursery and Infants students too;
  • Whole Day, Whole School STEM Days: covering a multitude of topics, these are delivered not only across numerous and varied subjects within a year group, but some are also delivered as multi-year group Projects as well, incorporating not only students from Years 7, 8 , or 9, but also our Nursery and Infants students too;
  • Links with Local, National and International Agencies and Businesses: working with agencies and businesses such as:
    • BAE
    • The RNLI
    • Astrium
    • Lockheed Martin
    • Winchester Science Centre
    • QINETIC
    • Marwell Zoo
    • BT
    • University of Southampton
    • University of Portsmouth
    • RN Historic Dockyard
    • Wonderstruck Education
  • and many others, our students receive amazing support that enriches and enhances their experiences and learning.

Young Carers

What is a Young Carer?

  • Young people under the age of 18;
  • Providing care for/looking after a relative at home;
  • The duties they take on and help they give is more than someone their age usually does;
  • This may have an effect on their school or social life.

Who does a Young Carer look after?

  • Mum and/or Dad;
  • Or brother, sister or lots of siblings;
  • A grandparent;
  • Maybe even a neighbour.

Why may somebody be a Young Carer?

  • Mental Health difficulties such as depression, bipolar;
  • Physical Disabilities;
  • Long-term illnesses such as cancer;
  • Alcohol or drug issues and addictions;
  • Acting as a translator.

Types of Care:

  • Physical - helping to wash or dress, helping to use a wheelchair;

  • Practical - cooking, cleaning, shopping, paying bills, getting brothers or sisters up and off to school;

  • Emotional – supporting family members emotionally – such as keeping the person they care for company, spending time with them.

How do I know?

  • There is no one way a Young Carer may act or behave;
  • It could be the person sat next to you;
  • Or it could be you.

What if I don’t want to tell you?

  • FEAR: Some may be scared they’ll let the family down or be taken into care;
  • TRUTH: That’s not why I’ve got my role – it’s to provide a space for you to be yourself and leave behind any worries you’ve got;
  • Caring for someone does not, in itself, put you in danger or at risk;
  • It’s about making your caring role easier.

What is out there for Young Carers?

  • Under 14s group - Saturdays in the John Pounds Centre;
  • 14+ group - Monday nights in the Carers Centre;
  • Annual Young Carers Festival;
  • One to ones for more information.

How should I treat a Young Carer?

  • Don’t use it against a Young Carer (not that you would);
  • But on the same note, don’t go on and on if you do know – respect their privacy;
  • Young Carers work really hard for their families - so try to be understanding.

Who can I talk to? If this sounds like you then you can speak to:

  • Your Tutor;
  • Your Head of House;
  • Your contact at school: Mrs E Anders, Mrs Michelle John and Miss Holliday.

Restorative Practice

 

 

 

 

 

 

 

 

 

 

 

Mayfield is a restorative school.  This means that we try to take a restorative approach to resolve conflict both inside and outside of the classroom.

Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.

Being restorative helps to support both pupils and staff and enables us to deal with incidents in a way that focuses on rebuilding relationships rather than punitive sanctions.

Restorative meetings are voluntary and may take place between pupils and peers or pupils and staff.  Any person taking part in the meeting is welcome to bring a trusted person with them from within the school community e.g. a friend, tutor or Head of House.

For more information to Portsmouth as a restorative city, please go to:

https://www.portsmoutheducationpartnership.co.uk/services/emotional-health-and-wellbeing/test-child-page/

 

School Finance Information

The information below regarding the school's income and expenditure follows the Consistent Financial Reporting (CPR) format designed by the Department for Education (DFE) .

This information is supplied to the DFE by the school and Portsmouth City Council for benchmarking purposes.

Financial Reports

Financial Reports

 

History Of Mayfield

In 2012, Mayfield School celebrated its 80th birthday and in recognition of this remarkable event we are seeking information, stories, photographs etc. to showcase its history for all to see. If you can help us in any way please contact [email protected]

Introduction

For 16 years from the late 1980’s the pupils at Mayfield School undertook a project for their GCSE History in which they studied the history of their school [i]. During that time the history department and the pupils collected boxes of evidence including old photos, school magazines, reports and newspaper articles to help with their research. In 2000 we were invited by Portsmouth museum to contribute towards the Millennium project [ii], and further evidence was collected by a team of pupils who interviewed former pupils and people who worked in the school during the Second World War when the pupils were evacuated. In this history of the school I have used these resources and the coursework from three of these pupils as the starting point to compile my history of the school.
Stephen Sheehan, Mayfield School 1983 to 2012

Northern Secondary School 1932 to 1939

Northern Secondary school opened its doors to pupils in 1932. At that time secondary education was only available for those pupils who passed the entry exam. The rest went to elementary schools and the School leaving age for these was 14. The new school was open for Boys and Girls. Northern Secondary School for Boys was housed in the building opposite St Marys Church on Fratton Road that is now part of the Portsmouth Housing Association. Previously there was no Secondary School for Girls in the North of the City.

The building was divided into two schools, the western half for girls and the eastern half for boys. The only shared area was the assembly hall. The school provided places for 570 boys and 570 girls and at the time was seen as cutting edge with “every modern convenience.” It was officially opened by the Lord Mayor of Portsmouth, Alderman Ferdinand Foster on the 7th October 1932 but boys had been attending the school since the previous Easter. The official opening was filmed for Pathe News and was shown at local cinemas. The School cost £104,000 to build with a total cost of £125,000. In 1995 it cost the same amount to build the library in the East Quad.

One of the first pupils at the school was Leonard James Callaghan who after a short career as a Naval Officer during the Second World War entered politics and became the only politician in the 20th century to hold all four of the highest political offices Home Secretary, Foreign secretary, Chancellor of the Exchequer and finally Prime Minister. There is some dispute about whether he attended the Mayfield site. In the Mayfield Magazine of 1982 he said that he left whilst the school was based in Fratton. However a school friend of his who was interviewed during the Millennium project claimed that he was one of the boys who attended the Mayfield site for the last few weeks of the summer of 1932.

[i] Raymond Lee: GCSE Coursework, Kristy Clifford: GCSE Coursework

[ii] Michelle Bush, Jessica Dillon, Rachel Taws, Kelly Badger, Daniel Moore, Rachel Atkins: The Millennium Project 2000

 

Maps:

History-Of-Mayfield

Photo Gallery

The 1960s

The 1970s

The 1980s