Student Life

School Curriculum




Learning beyond the classroom

Learning beyond the classroom




PE Extra Curricular Clubs

Click on the tabs at the bottom of the schedule to switch between terms



Year 7 Camp


Lower School Life

Lower School life

At Wheatley Park we begin working with many of our students in our partnership primary schools long before they start with us in the September of year 7. Projects have included working with Garsington Opera and Thrift Music Theatre including Photography, Singing, Film-making and Drama.

Our transition programme is tailor made to the needs of all students and parents with extra provision for those coming from outside the partnership and for those students with Special Educational Needs or those needing extra support in making the important first steps into learning at secondary school.

We are always open to talk to prospective parents and students andwelcome visitors to come and look at our school in action any working day of the year.

In year 7 and 8 we help students to develop their learning skills through a broad, exciting curriculum.

Year 7 students are grouped into form groups with the emphasis on supporting students to make excellent progress in all subjects. Every student has academic guidance and any student who is not on track to reach their targets is given additional support. As we get to know students and they have established good learning relationships with their peers we being to change groupings to ensure our learning ethos is focussed and appropriately challenging for all our learners.

We are proud of our pastoral work in the lower school and the work of the lower school student leaders. We work with students from year 11 who assist in the smooth running of tutor activities and our students also have opportunities to work with the Head Boy and Head Girl led Student Ministries.

Partnership with parents is important to us and we welcome opportunities to discuss the progress and well being of all our students throughout the year.

We encourage participation and leadership in learning and offer a broad programme of additional learning opportunities to enrich the curriculum. In year 7 this includes the very popular year 7 camp and in year 8 a day trip to France, alongside numerous opportunities in Sport and the Arts and other clubs.

Celebrating success is important to us in the lower school and a key focus in assemblies and tutor time. Heads of Year set challenges for their year team to encourage team work and work together and to develop independent learning skills. Recent PHSE projects have linked year 7 with the Olympic Game preparation ‘Be the Best you can Be’ and have encouraged students in year 8 to raise money for charity and to set themselves targets and goals as part of out Motive8 programme.

Safe at School

Safe to Learn

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School Health Nurse Service

School Health Nurse Service

The School Health Nurse Service offers a Tuesday Lunchtime Drop-in from 1:20 - 2pm.. The service is a ‘drop in’ service so no appointment is required. 

This service provides confidential and appropriate health care to young people aged 11-19. The service encourages young people to make informed choices about their physical, emotional and sexual health to prepare them for the responsibilities of adulthood. This includes information on a range of health issues. Support advice relevant to young people can be accessed including : smoking cessation, healthy eating and weight management, alcohol, substance and drug misuse, mental health and emotional well being, sexual health and contraception. 

Nursing Service

Parent Information Letter

School Ministries

Student Ministries

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Upper School Life

Upper School Life



WPS Careers



World Challenge

World Challenge

Borneo & Malaysia

In the summer of 2014 an unprecedented three teams, made up of forty six students embarked on expeditions to Borneo and Malaysia. These expeditions were to challenge the students both physically and emotionally as they worked together as a team to achieve their goals.

After three flights each team began their expeditions in the city of Kuching, capital of the Sarawak state of Malaysia on the island of Borneo. The teams quickly headed for the nearby national parks to begin their acclimatisation to the equatorial climate and the physical demands they were to face.  Day treks within the parks were used to get used to the high temperatures and humidity, not to mention the heavy packs that needed to be carried.  These reks were interspersed with dips in the South China Sea and interactions with the local wildlife including many monkeys (who were happy to help themselves to anything left unattended including cameras and toothpaste!) and bearded pigs. There was also an opportunity for the teams to see some of Borneo's most famous inhabitants, the orangutans. 

Soon, however, each team made its own way north, by boat, bus and plane towards the location of their main trek in the jungle of northern Sarawak.  Here several days were spent trekking and sleeping in either jungle lodges or hammocks.  The daily life of an early rise, cooking breakfast, trekking throughout the day across a variety of terrain, over and through rivers before stopping to set up camp, eat and then fall asleep with the noise of the jungle all around was a great challenge.  More wildlife was seen but the most attention was probably reserved for the monitoring of leeches who helped themselves to the blood of many a student!  By the time the teams returned to their bases, these basic guesthouses seemed like complete luxury.

Next was a flight back to peninsular Malaysia and an opportunity to make a contribution to the local community.  Each team chose a week long project and immersed themselves in a different way of life.  The projects involved working in an elephant sanctuary, with children and adults with learning difficulties or physical disabilities and working on the construction of facilities for a boarding school for children who would not have access to education in the jungle.  The climate remained very hot which added to the challenge but each team was able to help their project hosts and also build strong friendships with the local people.  Even after just a week, it was hard to say goodbye.

The final phase of the expeditions involved some well earned rest and relaxation.  There is much to do in Malaysia and some of the activities included snorkelling, kayaking, white water rafting, sunbathing on the beach, eating street food, visiting markets and ascending the incredibly tall Petronas Towers in Kuala Lumpur.  

After an incredible month each team made its way back to the airport for the long journey home with many tales of their adventures and to find out what they had missed during a month that seemed to take so long to arrive but flashed by so quickly.

India 2012

On the very last day of the summer term thirty-one students arrived at Wheatley Park, not looking forward to a summer of relaxation after a year of school, not looking forward to the spectacle of sport that was just around the corner but instead ready to embark on a challenging month long expedition to India.  This was the culmination of an eighteen month build up programme involving fund-raising, team building,  training expeditions in the Forest of Dean and lots of fitness work to prepare us for what awaited us on the other side of the world.

A long flight was followed by an unforgettable eighteen hour bus journey into the Himalayas.  A couple of days of acclimatisation in Manali flew by and suddenly we were climbing mountains, crossing freezing rivers and camping under the stars (in the monsoon season!) during a two week trek reaching altitudes of 5100m that challenged us in many ways.  It was, however, an incredible experience with many highlights and we all felt a great sense of achievement at the end.  Without pausing for breath the we headed for the overnight train from Chandigarh to Jaipur where we began our project work, in a school and orphanage.  There were lots of opportunities to interact with locals, especially the children, play games and teach English as well as several days of physical labour.  We improved the sports facilities at the orphanage and built foundations for a classroom at the school, all in some stifling Indian heat.  The final phase involved some well-earned "relaxation" as we spent a few days sampling the sights, sounds and tastes of Jaipur and visiting the Taj Mahal in Agra.  Before we knew it the month was over and we were soon on a flight back to the UK to find out what we had missed and to exam results that had been waiting patiently...



Costa Rica and Nicaragua 2010

During the month the students kept a group journal recording their experiences, here are some extracts:

30th July, School Project  Granada, Nicaragua

Today we had a productive beginning to the day, a large chunk of both the gravel and painting was completed.  I taught a two hour lesson today to 23 students, it was so much fun.  We sang heads, shoulders, knees and toes something like five times.  The kids appeared to really enjoy it which was fulfilling.  After the lesson the kids hung around after and we all became a lot closer to them.  So much so that we went and played football with their families at half three and came back at ten to six!  We lost but it was still so much fun.  We got a picture with the team we played against which I was happy about as I really enjoy those sorts of memories.  Tomorrow we’re going to a lagoon which should be amazing as we haven’t swam or showered for a long time! 

10th August, Main Trek, Los Maribios Volcanoes, Nicaragua 

Today we finally climbed Momotombo, our very last volcano.  We had to get up at 4 in the morning and were walking by 5.  The first half of the volcano was quite an easy walk, it seems like everyone is a lot fitter now compared to San Christobal.  We barely had any breaks and I was actually enjoying myself walking up a volcano, which I never thought I would say!  But the next half was the scariest moment of my life and probably everyone else’s.  We had to climb a slippy rocky path with gales of scarily strong winds blowing around us.  I thought we would never make the top.  We all made it to the summit but couldn’t go to the crater because the gas was way too strong.  Coming down was hard, everyone slipped over so many times and we’ve all got battle wounds now.  When we finally managed to get to the bottom Memo gave us a cold fizzy drink and some watermelon.  Beats tortillas and cheese any day!  I’m sure everyone was really proud of themselves for completing the five volcanoes in five days.  When we got back to the hostel we had to sort out the kit but after that we were able to shower and go shopping.  Then we had dinner with Memo who showed us some of the photos of us all climbing the volcanoes.  It was a really nice end to the trekking phase.


Learning at Wheatley Park


 At Wheatley Park School we take all aspects of "e-safety" very seriously.

This includes the filtering and monitoring of all internet access and email through the school's network, guiding and advising students through PHSE and ICT, warning them of the potential risks and dangers of all aspects of electronic communication - Facebook and other similar social networking  sites, MSM and other messaging applications, and of course the mobile phone and texting -  and providing a source of support in the event that things become threatening or undermine a young person’s well being. This support includes support  and guidance for individuals, sanctions and parental meetings and, when necessary, police involvement. 

There are a number of excellent sources of information on the web, many of which we use in school. If you want to do a little research of your own have a look at these three sites:


E-Learning Code of Conduct 

Some More Useful Resources

  • Vodafone's Digital Parents Guide - well worth a look, includes a "Digital Magazine" with lots of useful information fior the parent trying to understand their childs involvement in the digital world.
  • Chat Danger - a website all about the potential dangers of interactive online services like chat, instant messaging, email and mobiles.
  • Childnet International - plenty of advice and teachers' resources. Look for the 'Prank or Pain' link through their 'Know it All' project link.
  • Internet Watch Foundation - support website with information on filtering, protection, and an area to report illegal content.
  • Kidsmart - part of the Childnet stable of websites, dealing with Internet safety programmes for schools, young people and parents.
  • "Staying Safe in a Wired World: a parent's guide to Internet safety" by Rob Nickel. A recently published book about most of the technologies used on the Internet and instructions on how to keep children safe while in cyberspace. Available from Amazon.
  • Yahoo's Parents' Guide to Safer Surfing.

(Please note that we are not responsible for the content or availability of the websites above)

Some Useful Contacts

If you feel you are being bullied through your mobile phone, either with phone calls or text messages, you will be able to seek help from your phone network provider using the phone numbers below:

  • Orange - 07973 100 150, or 150 from an Orange phone
  • Vodafone - 08700 700 11, or 191 from a Vodafone phone
  • O2 - 08705 678 678, or 4445 from an O2 phone
  • Virgin Mobile - 0845 6000 070, or 789 from a Virgin Mobile phone
  • 3 Network - 08707 330 333, or 333 from your 3 Network phone
  • T-Mobile - 0845 412 5000

If you are experiencing bullying phone calls through your landline, the numbers of the providers below may be useful:

British Telecom Nuisance Call Advisor - freephone 0800 661 441

Virgin Media  -  0845 454 1111 

If you are experiencing cyber-bullying through your email account, you may want to contact your Internet service provider for help.

  • Use this weblink to find a comprehensive list of providers. Click on the 'info' button after each name to access phone numbers:
  • Report abuse of school internal email or messaging to This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Report abuse on Yahoo's Messenger service by following this weblink.
  • Report abuse on MySpace by following this weblink.
  • Bebo users - read some Bebo safety tips here. To report abuse, you can use the 'Report Abuse' link on the offender's profile
  • Facebook users, or those affected by Facebook, can find help and advice at this link

Roger Nixon

Director of ICT


Exam Information


Results Day

Post Results Services 

Study your overall timetable (Download), plus your personal statement of entries. Identify the following:

  • what room you are in,
  • what seat you will be sitting in,
  • what time the examination starts!

Study the Examination Notice Board in either Sixth Form, or by the Quad in the main school, to see the weekly seating plans, plus any important update notices.

If the examination is either in the Gym/Hall, 15 minutes before examination start time, report to the Green Storage Bin by the bicycle shed to store your coats and bags.

Leave your IPODs, MP3s etc. in your bags! Ensure you are in the Quad, lined up in order, 10 min's before the examination start time.

Ensure you read the exam regulations, abide by them!

Please note:

Exam dates (start/end) are clearly shown above. Anyone phoning the Exam Office will be pointed to the webpage!

GCSE exam re-sit forms must be signed by: Candidate + Parent/Guardian + Subject teacher + Deputy 

Head teacher, Mr Steve Pearson.

AS/A2 exam re-sit forms must be signed by: Candidate + Parent/Guardian + Subject teacher, Head of Sixth Form, Mr James Staddon . 

Best of luck!

Kevin Gale Exam and Assessment Manager

Sue Stiff Data Manager/Exams Support


New timetables will be posted on this page.




Learning Zones

Learning Zones

Purple Zone Learning


Red Zone at Wheatley Park School Information for parents and students

The Red Zone is used as a consequence for poor behaviour.

Occasionally we have to deal with an incident of poor behaviour. The purpose of Red Zone is to ensure that poor behaviour leads to a consequence, and to make sure that the student concerned has the opportunity to reflect and to put things right. Red Zone involves up to three hours of silent supervised study, working on tasks which are relevant and purposeful. It is a form of ‘internal exclusion’ which avoids a loss of a day’s education.
After a Red Zone, we meet with parents to ensure that everyone concerned knows what went wrong and to support the return to Green Zone learning.

When do we use Red Zone?

The kinds of behaviours that will lead to Red Zone include the following. The list is not exhaustive but provides examples.

  • Persistent and seriously disruptive behaviour
  • Confrontational behaviour/obscene language towards students or staff including obscenity, offensive language, racist, sexist or homophobic language
  • Fighting/ assault
  • Refusal to cooperate
  • Repeated incidence of smoking
  • Vandalism
  • Theft
  • Anti-social behaviour in the community

The procedure

At the end of each day we investigate any incident of poor behaviour and agree on Red Zone if necessary for the following day. A member of staff calls the parents, using the agreed form. We are very keen to make sure that consequences happen promptly and do not drift.

On the Red Zone day the student arrives at the lodge at 8.30. The process starts with a discussion, and an explanation of what is expected. Mobile phones are handed in and an agreement is made for the day. We make sure that the student has lunch and a snack. The silent study is normally from 9am-2.30pm.The final session of the day is dedicated to reflecting on how the student can behave more appropriately in future. Most students meet the required standard of behaviour, but if they do not, they will have to repeat the Red Zone the following day.

We ask to see parents either just before or just after the Red Zone. We discuss what happened and look at how we can put it right. We put the student on report and the report is monitored and supported so that we know that a lesson has been learned. Any student who fails the Red Zone report may be asked to repeat the Red Zone.

How do we support parents?

We are  flexible about the timing of the parent meeting to readmit the student to Green Zone. We know that most parents appreciate the chance to talk to us about how to get the best out of their child. Most students never enter the Red Zone! For those that do, the majority do not repeat the poor behaviour.

Thank You for supporting this procedure. We appreciate the support of parents.




Access the school library at

Also available through the Student Pages are a variety of online resources. Look out particularly for the Science Resource Centre which covers Science in its widest sense and the Philip Allan Reviews. We subscribe to the Issues Series and many other resources can be accessed via your Public Library website using your Library card.


The Librarian is Mrs Hood who is a Chartered Librarian and has worked in school libraries for several years. She is helped by volunteers and 6th formers.

Library Activities

Lessons are held in the Library on various subjects, either to use the resources, to develop reading or to improve information literacy. Mrs Hood can provide reading lists for different ages and abilities and also has a framework for doing a project from scratch.
In addition to formal lessons the Library can be used at break and lunchtime for homework or leisure and various activities are organised such as Bookclub and Chess club. Look out for posters about the days when these are running. Occasional events during 2012-13 have seen Year 8 taking part in the Guinness World Record attempt for creative writing, a balloon debate, research for the Year 7 speaking and listening debate, 6th form debates and outside speakers.

Lit Quiz

For many years Wheatley Park has entered a team of Year 7s and Year 8s in the Oxfordshire heat of the Kids Lit Quiz. In autumn 2009 a team of Year 8 boys won the Oxfordshire heat, won the UK final 4 days later and so went to the World Final in Edinburgh in August 2010.

We also have our own KS3 Lit Quiz run by form tutors during registration with a playoff in the Library in Terms 3 and 4. This is extended to the Partnership schools who again have a playoff in the Library at the end of Term 4.


We hold Bookclub on Wednesday regularly at lunchtimes where we discuss particular books or good books in general. A popular feature is the home baking. We also look at various Award shortlists and enjoy participating in the Oxfordshire Book Award most of all.

Author Visits

With the help of Friends of Wheatley Park School we have been able to have authors to visit to talk about their work and sign copies of their books. We look forward to having more.

Other websites to look at:- which gives ideas for reading and information on authors the Oxfordshire Children’s Library website click on different bars, slide from one type to another then press GO!

Project Guidelines

Special Educational Needs

Special Educational Needs

SEN and Inclusion : Our beliefs and vision

At Wheatley Park School we believe that every child has the potential to achieve their very best and to enjoy their learning. This means that we have high expectations for all of our students and are aware of, and plan for, their varying needs. It is our aim that our pupils are happy, confident and successful learners at all times.

How this looks in our school...

For most students their differing learning needs are met by excellent planning and teaching in our classrooms every day. For some pupils, a variety of additional interventions may be used to meet their specific needs over time. This could mean, for example, working in a different and smaller group to support literacy improvement or by benefitting from 1:1 support to build stronger learning to learn skills.

How we work…

Here at Wheatley Park School we understand that the most significant and powerful factor in supporting learning and progress lies within the positive relationships that we build with parents/carers. For that reason, all parents of students who have an identified additional need are invited on a regular basis to discuss how their child’s needs are being met and to work in partnership with school to ensure that every pupil is enabled to make good progress.

How we are structured…

All of our students with SEN are supported across the school through high quality teaching brought about by teachers planning for the individual students’ needs using their SEN profile.

In some classes a Teaching Assistant may be deployed to support specific needs so that all learners within the classroom are enabled to make good progress in their learning.

Our curriculum is reflected upon each year and courses are planned around each particular cohort of students.

We offer a diverse range of interventions which can be tailored to individual needs. These are offered through our 3 Learning Support Hubs and this provision is led by our HLTAs. The hubs are the Literacy Hub, Maths and Science Hub and Amber Zone Planned Hub.


Working in partnership…

We work closely with a wide variety of external services to ensure that every student’s individual needs are understood and can be met. These external services include:

Autism Support Service
Educational Psychologist
Hearing Impairment Service
Language and Communication Advisory Teacher
Physical Disability Service
Speech and Language Therapist
Visual Impairment Service


Useful links and information  General information about SEN Information about autism/aspergers Information about dyslexia British Institute of Learning Disabilities Information about speech and language difficulties Information about sight difficulties Information about hearing difficulties
Special educational needs and disability code of practice  



All students follow the full national curriculum. In Key Stage 3 (Years 7 to 9) pupils study English, Mathematics, Science, Art, Music, Drama, French, Geography, History, Religious Education, Design Technology, Physical Education and Computing. In Year 9 some students also study Spanish or Latin

In Key Stage 4 (Year 10 and 11) all subjects can be continued to GCSE level or equivalent. Some subjects, such as English, Mathematics, Science, RE and PE, are compulsory. Youth Award qualifications are introduced, as are GCSEs in subjects such as Business Studies, Media. 

Our Sixth Form offers a broad range of vocational and academic qualifications including AS and A2 level courses in over twenty subjects. We also offer intermediate level courses and vocational A levels in Art and Design, Performing Arts, Business and Media Studies. For more information about courses on offer, visit the Sixth Form web pages.

All subjects are organised in faculties. Heads of Faculty are responsible for the curriculum in their area. Heads of Faculty are:

Arts: Ms R Landrethlearning
Technology & Enterprise: Mr C Bateman
English: Miss C Strange
Humanities: Mr G West
Inclusion: Mr A Greenhalgh
Mathematics: Mr J Gurung
Modern Languages: Mr S Cajkler
Physical Education: Mrs J Green & Mrs L Strange
Science: Dr J Jones
Library: Mrs G Hood



The Arts

Media Arts Specialism

Specialist Media Arts College Status

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Wheatley Park was one of the first schools to be awarded Specialist Status in the Media Arts. We promote excellence in the Arts and encourage all students to be literate in interpreting the vast amountsof information presented to them by the Media that surrounds us.

We have a wide programme of extra curricular Arts events which have ensured we have achieved Arts Mark Gold on three consecutive occasions and encourage our students to participate in regional and national arts events.

This year we have been working with Artswork (who are linked to the Arts Council). We have received funding that have enabled us to create a variety of projects involving visiting practitioners and working with other schools. 

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Our Grade two listed Arts centre and our Modern Eco- friendly Mediaand English centre are homes for the specialist departments. We haveexcellent facilities for film making, photography, screen printing,ceramics, drama performance and technical theatre, music technology (including a ICT suite and a recording studio). Our wonderful school grounds provide inspiration for all our learners and a backdrop to many creative projects. We work with our partner primary schools and with community groups throughout the year. Our programme of concerts, events and exhibitions celebrates the partnerships we have developed over the years that ensure our learners are inspired to produce work of the highest quality standard.

At Wheatley Park we are a creative learning community. This informs the way that we work together and plan for our schools development. Creativity in teaching and learning is celebrated and encouraged through our zones concept. We plan to create exciting learning opportunities for all our learners to experience the highest levels of engagement and challenge in their learning and we celebrate this.

Our Big Learning Days and programme of learning outside of the classroom support this philosophy. Active learning and reflection on learning skills and outcomes are key parts of these days when we invite key partners to come into our school to inspire our students and teachers with new innovative practise.

We look forward to welcoming you to our Arts events and sharing with you the many talents of our students.


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What we Expect

Behaviour Expectations

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Welcome to Wheatley Park School

WheatleyPark End of term. We are ready for a break and take happy memories of a good year of everyone learning. See you in September.
WheatleyPark Good to see some of our alumni on Wednesday. Thanks for sharing your stories with our students. It means a lot.
WheatleyPark Year 7 camp was incredible again this week, students working together and enjoying a special place. Great sense of community.

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