Developing confident, respectful
and successful young people
Developing confident, respectful and successful young people
Receiving Ofsted's seal of approval is gratifying but we remain very ambitious for our school and the students who learn at Wellsway. We are focused on building on our achievements and raising our standards still higher. We are working hard to ensure we remain prepared for changing curriculum demands, to innovate in our teaching and to improve the experience for our students wherever we can.
As well as having high expectations of our staff and students, we also look for commitment from parents, families and carers. We hope that you will support our school’s pursuit of excellence. We want you to join us in a dynamic partnership that puts young people and their success and wellbeing at the centre of everything we do.
But, as well as being rigorous and demanding, inspiring and challenging, I firmly believe that school should also be fun – a place where the activities, teaching and facilities foster enthusiasm, enjoyment and strong relationships. Happiness and success at school are closely related, and our results, and particularly the findings of Ofsted, are evidence of a culture that is strong on challenge but also strong on support.
We are very proud of Wellsway, both for our results and for the quality of the school experience we provide. I know our staff and students share that pride and I'm sure, when you come to visit us, you'll be able to see why.
I look forward to meeting you.
The majority of our students are able to walk or cycle to school. A significant number of young people also join us from the neighbouring local authorities of South Gloucestershire and Bristol.
Wherever our children and young people come from, we are pleased to provide a distinctive, broad and rigorous educational experience that allows them to learn in a calm and well-ordered community, and prepares them to take on the challenges of adult life.
“Developing confident, respectful and successful young people.”
Our vision is for Wellsway School to be an outstanding school at the heart of our Multi Academy Trust and wider community.
Our values of confidence, respect and success provide a firm foundation on which to achieve our vision:
Our school moto is Futura Aedificamus, which means we build for the future. Working closely with our partners within Wellsway Multi Academy Trust, staff, governors, parents and students we are building futures…together.
We want our students to enjoy every aspect of their time at Wellsway and building strong and lasting friendships is an important part of every students’ journey through school. We are proud of how our pastoral system develops students’ confidence, resilience and life skills – from a dedicated Key Stage 2 to 3 Transition team to a tutor programme that includes a strong buddy system to integrate all students into the tutor group and a focus on teambuilding activities.
Joining Wellsway also means joining a strong community and we firmly believe in the importance of building partnerships with businesses and the local community to provide opportunities for students to benefit from these links. We are also committed to building partnerships across year groups, such as Sixth Form Officers leading clubs for younger year groups, peer to peer mentoring, Sports Ambassadors and our strong House Leader programme. Being part of Wellsway Multi Academy Trust provides a unique opportunity for our students to benefit from partnerships we have built across schools, for example developing key leadership skills in running workshops for primary school students and for our teachers to share and learn from one another to constantly provide the best possible education for our students.
Every young person deserves to leave school fully equipped to go on to lead a happy and successful life and we are committed to supporting all students on that journey, regardless of their individual needs and abilities. We want students to make the best possible progress in their subjects to allow them a wide choice of options when they move on from Wellsway School and we have a dedicated team of staff to guide them through each stage of their school career to support them in making these choices, whether that be guidance and motivation from the Competitive Courses Group for students who should be aiming for the most competitive destinations or support from our careers team in making successful applications to apprenticeships. The wide range of experiences we guarantee through both curricular and extra-curricular opportunities ensures that whatever a students’ destination, they leave Wellsway equipped with the skills and character traits necessary to make this transition with confidence and success.
We hope that this website gives you a flavour of some of what have on offer. We are rightly proud of the school community at Wellsway School. I know our staff and students share that pride and I'm sure, when you come and visit us, you'll be able to see why.
The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy. At Wellsway School these values are reinforced regularly and in the following ways:
Democracy is widespread within the school. Students engage positively with the realities of life in a democracy, and understand and appreciate the history, heritage and wide ranging cultural influences that underpin our individual and shared experience of life in modern Britain.
The school has a system of House Councils and a School Council, both of which meet on a termly basis. The council meetings provide a forum for students to discuss issues relevant to their experience of school life and to engage in projects to improve the learning culture, the school environment and support charity. Each Tutor Group elects two representative for the House Council.
The School Council has made a number of significant improvements to the school including implementing a cycle permit scheme to highlight safer cycling and Tutor Group litter picking rotas.
Through tutor time students have the opportunity to feedback back opinions on their experiences in activities e.g. we have recently begun to hold Votes For Schools sessions which require students to vote with other school around the country. The issues they vote upon are topical and encourage students to think about life in modern Britain
The role of democracy is reinforced each year when the school held its own mock election through the Make Your Mark campaign where students throughout the school were then given the opportunity to part in the largest youth vote in the country. This voting determines what our local Member of Youth Parliament will discuss with MPs in the House of Commons. Prior to voting students discussed the importance of democracy and tutor and assembly sessions on the issue. Our Sixth form students have previously participated in a debate with representatives from the main parties; students had the opportunity to put their questions to the candidates on education, immigration, money, the environment and many other topical issues.
The rule of Law
The importance of the rule of law, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.
Students recognise the difference between right and wrong, understand that actions have consequences, and apply this in their own lives by respecting English civil and criminal law. Visits from authorities such as the police are used to reinforce tolerance and respect. In addition Religious Studies and PSHE respectively deliver activities on ‘crime and punishment’ and ‘drug and alcohol awareness’ in KS3 to reinforce the belief in personal and social responsibility and respect for British institutions.
Within school, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for students to make choices safely, through the provision of a safe environment and an empowering education. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through E-Safety and PSHE.
Students are given the freedom to make choices whether it is through choice of challenge or participation in extensive extra-curricular clubs and opportunities. They have a sense of enjoyment and fascination in learning about themselves and others, and the world around them, and participate actively in artistic, sporting or cultural activities.
Students make choices relating to the KS4 and KS5 curriculum that they wish to follow. Students have individual meetings with a member of the senior leadership team e.g. during year 9 GCSE interviews, year 11 sixth form interviews.
Mutual respect and tolerance
Our approach to school assemblies and behaviour is to have a values led approach. ‘Respect’ is an important value of the school’s code with all members of the school community treating each other with respect. Students have been part of discussions and assemblies related to what this means and how it is shown e.g. through our Them and Us campaigns which encourage our students to take part in community action to make our school and wider community a more respectful and tolerant place to be. Students also are mindful of other students within their classes whom are also demonstrating such values. Mutual respect is an integrated part of classroom behaviour, as well as our whole school approach to behaviour.
Through Humanities lessons students are reflective about their own beliefs and perspectives on life, and the extent to which they are the same as/different to others’ faith, feelings and values. Students are encouraged to show an interest in investigating and offering reasoned views about moral and ethical issues, and appreciate the viewpoints of others. The school’s curriculum provides opportunities to openly tackle controversial issues and challenge misconceptions. Students have the opportunity to visit places of significant cultural interest and places of worship. In addition we actively encourage visitors from a range of communities and organisations into the school.
The school promotes an environment where all students work and socialise with students from different religious, ethnic and socio-economic backgrounds, co-operating well, celebrating diversity and resolving conflicts effectively. Ethnic minorities are included in all aspects of the school e.g. leadership roles, sport, drama, music etc.
Places for September
This page provides information for parents/carers considering making an application for a child transferring from primary school in September. If you are considering making an application at any other time please read the "In Year" section below or for more information please contact us.
The timeline for allocating Year 7 places at Wellsway is determined by the Local Authority and is explained in the booklet A Secondary School for your Child in Bath & North East Somerset A Secondary School for your Child in Bath & North East Somerset which is issued to all parents/carers with a child in the final year of primary school in the B&NES area.
While parents have the right to choose a preferred school, the number of places available at that school may limit the choice. Usually Wellsway School is over-subscribed and therefore places are allocated strictly in line with the admission code and our criteria. If Wellsway is your school of choice it is important you put us as first choice on your application form for a Year 7 place.
Please note that applications for places in Year 7 for September must be made through your 'home' local authority and will be dealt with in line with locally agreed procedures.
Year 7 appeals: if you wish to appeal for a year 7 place the deadline for submitting an appeal to 1 April 2021. For applications made in the normal admission round, appeals must be heard within 40 school days of the deadline for lodging appeals. Appeals for Year 7 places are heard from the end of June onwards. The admission appeals process is administered by the Council’s Democratic Services which ensures that it is separate from and independent of the school and the admission authority.
More information about the B&NES appeals process.
All applications must be submitted to the child’s home Local Authority (LA) by the closing date of 31 October. Under the Bath & North East Somerset LA’s secondary coordinated scheme, any parents refused a place for the new Year 7 intake may ask for their child’s name to go on the waiting list where the name will remain until the end of the academic year. Any late applicants should complete their home LA’s common application form as soon as possible.
In year admissions
Requests for in year transfer school places are normally only considered approximately six weeks prior to a requested start date. If the place is being sought for a September admission to an existing year group, applications can be made in mid-June.
We welcome and recommend visits from parents and prospective students to see Wellsway School at work, before submitting an application. Please contact the reception team by phone or via email@example.com for further details or to arrange a visit.
To apply for a school place in year, you will need to complete and return the below application form direct to the school.
In year appeals
B&NES Democratic Services section administers appeals for Wellsway School. To make an appeal the first step is to complete the appeal form sent to you and return to the school. We will inform Democratic Services about the appeal and they will contact you directly. The admission appeals process is administered by the Council’s Democratic Services which ensures that it is separate from and independent of the school and the admission authority.
More information about the appeals process can be found in the B&NES appeals information booklet;
Open Evening and Open Morning
Each year we arrange an Open Evening and an Open Morning for parents and their children to see the school facilities, meet the staff and students, and to experience the school in action on a typical day. These are highlights of the year, with the school absolutely packed full of excited children and their parents. It is why it is so disappointing that because so many would attend that due to the current situation with Covid-19 and the restrictions placed on us we will not be able to host our either our annual Open Evening or Open Morning.
Instead we will working with staff to create a series of videos, involving students and some of the staff you would have spoken to on the evening, including an address from the Principal. We hope that these will give you a flavour of what life is like at Wellsway School. We appreciate that this will not be the same or as exciting as coming to see us in action. However, it will allow you to see exactly what we are about and the exciting enrichment opportunities that make Wellsway such a great school.
At this time we are not be able to allow parents and their children to visit for a tour of the school during the school day. However, for children with additional needs, we are able to arrange meetings remotely or over the phone, with staff such as the Director of Inclusion or a member of their team.
We are always happy to receive any questions you may have via firstname.lastname@example.org
FAQs on admissions
1. What policy is used to admit children to the school?
A: The admissions policy is published each year by the school; any changes having been consulted on with the Local Authority and Community. For more information please see our admissions policy (Pdf).
2. What is your catchment area?
Wellsway School has a single area of prime responsibility (APR). We mainly serve Keynsham to the East of the River Chew, Chelwood Village, Compton Dando, Corston, Marksbury, Newton St Loe, Priston and Saltford. We also have students currently on roll from outside of this area in Keynsham, Bristol, south Gloucestershire and other regions of Bath & North East Somerset.
3. How does my child get a year 7 place at the school?
At the start of Year 6, you will be sent a letter about the secondary transfer process and about how to apply for a secondary school place. You apply to your home local authority by the closing date of 31 October, for a school place the next year.
4. When will I hear if my child has got a place?
On 1 March an offer of a school place is made to parents/carers who have applied by the closing date.
By mid March, parents/carers must accept or reject the offer made by the Local Authority.
5. What if my child is not offered a place in the first round of allocations on 1 March?
Although you may not be allocated a place at this point in the process, this does not mean that a place may not be allocated at a later date; there can be quite a lot of movement during the successive allocation rounds.
Parents/carers are asked to reply to B&NES Admissions and Transport to accept or reject the offer of a school made by mid-March. Some may turn down the offer of a place here in favour of an alternative school. This can result in more places at the school potentially becoming available. These places will be offered in the second round of allocations. A second round of offer letters is sent out by B&NES Admissions and Transport in the first week of May
6. How are places at the school allocated?
According to the admissions criteria which are published in our admissions policy (Pdf).
7. Do I need to submit a supplementary application form direct to the school?
Only members of Wellsway School staff (both teaching and non-teaching) applying for a place for their child need to complete a supplementary application form (Pdf).
8. How many students were admitted into Year 7 previously?
Our curriculum is designed to be broad-based and balanced to inspire and support students in their progression to Post 16 education and training, then to their chosen career path or destination. We also believe the curriculum has a vital role to play in preparing students for the opportunities, responsibilities and experiences of adult life; to promote spiritual, moral, cultural, social, intellectual and physical development and to promote British Values, for example democracy and the rule of law.
We have a well-developed care, advice and guidance programme to support students at each point in their school career, especially around the time when options are made in Year 9 for Key Stage 4 subjects and in Year 11 for Post 16 pathways. This is enhanced by our vertical tutor group structure that allows for peer to peer support and by events such as our Year 9 Pathways Evening.
Curriculum Policy (Pdf, 465kb)
Essential cross curricular learning
Cross curricular elements, including PSHE (personal social and health education), SMSC (spiritual, moral, social and cultural development), CEIAG (Careers education, information, advice and guidance) and British values, are delivered through the subject content of lessons, the tutorial programme, assemblies and discrete activities for year groups or identified groups of students.
Key Stage 3 curriculum
We believe a three year Key Stage 3 is important to allow students to fully experience a broad and balanced curriculum before they make option choices in Year 9 and begin a more personalised pathway at Key Stage 4.
In Year 7, students are divided into two groups of equal size and equally mixed ability. These two groups are then divided into smaller teaching groups and timetabled separately for lessons in the subjects listed below.
All students are taught the core subjects: English, Mathematics, Science and PE.
In addition, they are also taught the following:
For further information please see our Year 7 curriculum map (Pdf)
Key Stage 4 curriculum
Our Key Stage 4 curriculum has been designed to ensure students have a balance of subjects that allows them to move on to their desired pathway at Post 16.
All students study English Language and Literature, Mathematics, Science, PE and PSHE (Personal, Social and Health Education). Students select a further four option subjects. Details can be found in our 'Study Pathways' guide which we publish in December on this website. The option subjects currently offered in Years 10 and 11 are: 3D Design. Art and Design, Business, Computing, Dance, Drama, Food, Geography, Health and Fitness, Health and Social Care, History, Media Studies, French, German, Music, PE, Product Design (technology), Religious Studies and Textiles. These courses are either GCSEs or equivalent vocational qualifications such as Cambridge National Certificates and VCERTs.
We believe homework makes an invaluable contribution to our students’ progress, and so we support them to develop good independent learning habits, either at home or in the school library and use the extremely popular Insight portal for setting homework and supporting students to manage deadlines.
The majority of our teaching takes place in classes of mixed ability. However, we do group students in subjects where are there are strong reasons to do so in terms of the curriculum they study. Mathematics will group students from early in Year 7 and throughout the school. Children in each year will be divided between a foundation and a higher band, but these groupings remain fluid until Year 11.
Year 9 Study Pathway for September 2021
All documents are under review and will appear here in Term 2.
Results for 2020
Due to national school closures due to Covid-19 pandemic, examinations in the summer of 2020 were cancelled and students were given Centre Assessed Grades. A summary of these grades is shown below. Please note that Department for Education Performance Tables for schools have been suspended for this academic year.
Headline results for 2020
Key stage 4 (end of secondary school) results
Key stage 5 (16 to 18) information
Academy Governance Committee
Mrs J Ware - Chair
Mrs D Drury - Vice Chair
Mr D Biddleston
Mrs C Britton
Mr C Cooke - Staff
Mr A Moir
Mr S Parsons
Mrs H Neal – Staff
Mr M Woodville – Principal
To contact the Chair of Governors please write to Mrs Jane Ware via the school office or email: email@example.com FAO the Clerk to the Governors.
Register of interests and attendance record
Governing bodies are required to publish their register of interests which sets out the relevant business interests of governors and details of any other educational establishments they govern. The register should also set out any relationships between governors and members of the school staff, including spouses, partners and relatives. Please ask at the school office if you wish to see a copy.
Mr M Woodville
Vice Principal (Teaching and Learning)
Ms S Francis
Vice Principal (Progress)
Mr D Cooper
Assistant Vice Principal
Mr P Comber (Student Support)
Assistant Principal (Director of Post-16)
Mr A Littleboy
Assistant Principal (Assessment)
Mr S Hill
Assistant Principal (Culture and Ethos)
Mr S Knowles
(Acting) Assistant Principal (Student Support)
Mr S Ive
Design, Art and Technology - Miss R Davies
English - Ms S Brooks
Humanities - Mrs E Hazell
Inclusion - Mr C Cooke
Languages and Business - Mrs M Wharf
Maths and Computing - Mrs C Mitchell
Physical Education and Performing Arts - Mr R Evans
Science - Miss P Bassett
Burnett - Mrs S Ive
Compton - Mr B Stirling-Turner
Newton - Mr J Tanner
Stanton - Miss H Davies
The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). For schools, this means that it is unlawful to discriminate against students or treat them less favourably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.
Under the act, the school is expected to comply with the Public Sector Equality Duty. This requires us to:
As a public organisation, we are required to:
Our equality objectives reflect the school's priorities and draw upon available data and other evidence. Careful analysis of this is undertaken in order to ensure that we are working to achieve improved outcomes for different groups.
Our equality objectives are:
Specific tasks relating to these objectives are covered within the school improvement plan.
The school's contact details are: Wellsway School, Chandag Road, Keynsham, Bristol BS31 1PH
T: 0117 986 4751 | F: 0117 916 1039 | E: firstname.lastname@example.org
Principal: Mr Matthew Woodville
Chair of Governors: Mrs J Ware
Wellsway Multi Academy Trust
Wellsway Multi Academy Trust is a partnership of schools which span the Bristol - Keynsham - Bath area that are now working together to provide a high quality educational experience for all students in their care.
Please remember: if anyone in your household has symptoms, you should all isolate until the result of the Covid test is known. If the result is positive you will all need to continue to isolate in line with national guidelines.