Henry Morris and the village college model

Hope Valley College opened its doors to students for the first time in September 1958. The secondary school was modelled on the lines of the successful village colleges in Cambridgeshire, originated by Henry Morris.

The formal opening of the College took place in July 1959 by Henry Morris, formerly Chief Education Officer for Cambridgeshire. The newly refurbished Community Room was named after him in dedication, in July 2011.

The College came about as a result of a long campaign started in 1935 by local Parish Councils wanting to see a secondary school in the Valley. The 1944 Education Act created the opportunity for a college to be built catering both for school students, youth work and services for the wider community. The Cambridgeshire village colleges started by Henry Morris, provided the model. It was Jack Longland, then Director of Eduication in Derbyshire, who saw the value and relevance of the village college idea for the Hope Valley.

No fewer than five sites, two at Bamford and one each at Hope, Bradwell and Hathersage were suggested and subsequently rejected. Eventually, the directors of Hope Cement Works were persuaded to sell some land for £350 to Derbyshire County Council near its railway on Castleton Road.

At long last, 44 years after the local residents had first been promised a secondary school, building work could commence. There were considerable geological difficulties with the land, one expert proclaiming that the College was being built on the site of a prehistoric glacial lake. The original plans for the College, which had envisaged a larger building with more space for adult education and community services, also had to be scaled down at the insistence of the Ministry. Despite these difficulties, the builders, W.J. Simms & Sons and Cooke Ltd started on site in April 1957, working to a design produced by Willink and Dod of Liverpool who collaborated with the County architect, F. Hamer Crossley.

HVC opens to the public

Hope Valley College finally opened its doors to its first intake of 200 school students on Tuesday 9th September 1958. The cost of the building had ben £150,000, with a further £10,000 spent on furniture and equipment. The first Principal (or Warden as the title was back then) was Jack (John) Houghton. He had lived on the building site in a caravan trying to ensure it was ready on time and talked about the concrete still being wet two weeks before opening day.

Jack Houghton was Warden (Principal) for 16 years from 1958-1974.. Jack was known as a strict disciplinarian, although most of his staff would often overlook minor departures from the compulsory green blazer uniform with green and purple striped tie.

In his foreword from the 1959/60 Community Education brochure, Jack wrote:

“We are aiming to make the College an educational “power house” which will so stimulate people in the surrounding villages and hamlets, that they will take part in an ever increasing variety of activities, and so be able to enjoy the happiness and contentment of busy, creative lives. We wish also to preserve and develop the rural crafts, music and drama, which are an essential part of our English country tradition.”

Barry Foster (Principal 1975-1990)

During the height of Hope Valley College as a community college, Barry Foster was Warden (later changed to Principal). As well as educating some 570 school-age pupils, over 450 adults a week would board local buses and receive classes during the day (alongside the children) and in the evening. The College provided facilities for all ages including a crèche, community library, social club, evening, weekend and holiday activities.

As a huge advocate of the virtue and value of “family”, Barry introduced Hope Valley College’s now familiar vertical House system.

Barry was dismissive of “the dismal reign of chalk and talk, of the mechanical use of textbooks and the piling up of parrot facts unrelated to the child’s experience.” He championed a range of College events including performances, concerts, presentation evenings, open days, markets, carol concerts – events that brought all members of the community together.

 

Linda Hudson (Principal 1994 – 2003)

Under the leadership of Linda Hudson, Hope Valley College was awarded the status of Specialist Technology College in recognition of its achievement s in technology subjects including resistant materials, graphics, product design, food technology and textiles, also in maths, engineering and science. The College has to pull back on educating adults during the day alongside school-age pupils as a result of new safeguarding children legislation and guidance.

 

 

Bernie Hunter (Principal 2003-2015)

Under the leadership of Bernie Hunter, Hope Valley College is awarded additional Specialist College status (and funding) from the Government for its work as an Arts College (recognising its achievements in music, art and drama) and for Applied Learning (recognising its achievements in construction, child-care, catering and land-based science).

In 2011, Hope Valley College becomes an Academy. Governors of the new Hope Valley College Academy Trust take ownership of all assets from Derbyshire Local Authority and its funding now comes direct from the government via the Education Funding Agency rather than through the local Authority. Whilst students, parents and staff would notice any difference in the education being provided now that HVC is an academy, what is different is that the College is able to tap into direct government capital grants which are used to substantially up-grade large parts of the school.

In In 2013, Hope Valley College becomes an 11-18 school by launching a new Post-16 Pathways area-wide provision comprising mainly foundation learning programmes (incorporating work experience and life skills) for young people with specific learning difficulties or special educational needs. In 2014, the Post-16 Pathways provision moves into purpose built accommodation.

Every school offers clubs and activities for children to do. At Hope Valley College we do the same. What makes us different is the variety and uniqueness of what is on offer.  Our staff feel passionate about enrichment because it develops excellent relationship with students and it broadens the horizons of students. We aim to give our students unique and sometimes life-changing experiences. Many of our enrichment activities are core to our curriculum, for example our outdoor education programme. Other activities are extra-curricular, like our many trips and visits, some of which are overseas.

Below is a table of the ongoing activities that are part of our enrichment programme:

Extra-Curricular Programme – Autumn term 2018
MondayTuesdayWednesdayThursdayFriday
Pre-schoolBoys ChoirUpper Voices ChoirHomework ClubHomework ClubHomework Club
Debating Club (in Tutor)Homework Club(ICT 1)(ICT 1)(ICT 1)
(ICT 1)Student Council (Dining room)
Lunch-timeICT2 OpenKS3 Textiles ClubICT2 OpenFolk Club – Music Robotics Club – ICT2Y7 Drama club
Flute Choir ICT2 OpenSix PackDMVsoc (2 per half term)
String GroupSocial Seven (drop-in for Y7 in Hall 12.50 to 1.20)Fellowship club (fortnightly starting 18/09)?
LGBT+ - GeographyWarHammer Club – Ma 2ICT2 Open Film/photography group
French speaking Choir in MusicGCSE Photography support
Lunchtime GCSE RevisionTake 5 Cooking Club -KS4 French SpeakingMaths workshop 12.40-1.10KS4 Spanish club
Bring 5 ingredients and cook for fun!GCSE EnglishCreative writing (RFL)
GCSE German
After-school ClubsICT2 OpenICT2 OpenICT2 OpenRobotics Club – ICT2ICT2 Open
Childcare 3.30 – 4.30 ICT1Construction ClubDuke of Edinburgh (Y11)Wind Band
Bookeroo (3 rd Monday each month)Grade 5 Music theoryBig Band Gardening Club
Physics Olympiad (Y11)Childcare 3.30 – 4.30 ICT1
KS3 Tech Club
After school revisionBiology (MCA)Childcare 3.30 – 4.30 ICT1F1 in schools (Tech)GCSE D&T
Childcare 3.30 – 4.30 ICT1Tech/Art 3hrs once/half termGCSE History
Art/Photography support
Fixtures/Football FixturesCross-Country (in PE lessons, any day)Mixed Martial Arts Club (after school)Fencing Club (after school, Gym)Climbing Club 3.30 – 4.30
Sports Clubs Netball training (after school)Girls’ Rugby

Our vision is that all students should have a love of learning.  Teaching should be inspiring, inclusive and support the progress of all students.  We will aim to ensure that our students are fully prepared to make a full contribution to society, and be ready for the next stage of their lives.

We expect our teachers ensure that all students make progress in their learning. Individuality is recognised and the challenge of managing diversity is embraced. We also advise and encourage our staff to use differentiation not only in the tasks they set and resources they create, but also in how they present learning objectives and outcomes to students. Teachers use data and professional dialogue to ensure that they understand individual student needs and aim to match learning objectives, success criteria and lesson tasks to these needs.

Our Learning Wheel is a model for high quality teaching, learning and progress. It also provides a framework for leading, developing and appraising the quality of learning:

Inspire:

Students are engaged; they know what they are learning, how they are learning it and why.  There is a positive climate for learning.

Support:

Students can access the learning.  Work is differentiated using a range of appropriate strategies:

  • Assessment
  • Peer/adult support
  • Task
  • Structure

Feedback:

Effective AFL, including a range questioning techniques and high quality marking, ensure that the teacher understands how to help each student to learn and improve.

Challenge:

Work should be at the correct pitch and encourage deeper thinking and problem solving.  Students should be encouraged to work out of their ‘comfort zones’. Teaching builds on prior learning.

Behaviour:

Students behave well and this supports learning.  They understand expectations and are cooperative and polite.  Rewards and sanctions are used in line with College expectations.

Progress:

Students, regardless of their starting point, learn and make progress.  Students understand what is expected of them and how to improve.  There is evidence that students are making progress over time in line with expectations.

Marking and Feedback

Each department will have a statement in the front of all exercise books detailing how work will be assessed, what will be taught and how often it will be marked based on the following principles:

  • Work should be checked as per departmental policy, but should be ‘regular’. This means that you have read/reviewed work and identified any significant errors in learning.
  • Summative feedback (marking), including ILPs and homework, must be explicit and quantified, and include a level or grade and improvement target, which students should record in their progress tracker.

Marking:

  • Targets and feedback must be written in RED pen. Targets should be based on improving outcomes and progress for their next piece of work with clear guidance about how to achieve this.
  • Errors/corrections must be highlighted, not normally corrected.
  • Work will be ‘dot marked’; RED dots indicate that work is not at the required standard, GREEN dots mean that work is at the required standard and BLUE dots indicate that work is exceeding the student’s target grade.
  • Students should correct errors and respond to written feedback in GREEN pen. Staff should provide students with time and guidance as to how to do this effectively.

Presentation guidelines

  • C/W (Classwork) or H/W (Homework) written on the left hand side of the page and underlined neatly.
  • Titles and sub-titles written in the centre of the page and underlined neatly.
  • Date written on the right hand side of the page and underlined neatly.
  • Mistake indicated with a single line through it.
  • Write in black pen.
  • Work not completed to the right standard should re-done.

Accelerated Reader Programme

https://ukhosted48.renlearn.co.uk/2247137/default.aspx

Term & Holiday Dates

 

Autumn Term

3 September – 26 October 2018 (40 days)

half-term 27 October – 4 November 2018

5 November – 21 December 2018 (35 days)

Christmas: 22 December 2018 – 6 January 2019

 

Spring Term

7 January – 15 February 2019 (30 days)

half-term 16 – 24 February 2019

25 February – 12 April 2019 (35 days)

Easter: 13 – 28 April 2019

 

Summer Term

29 April – 24 May 2019 (19 days)

half-term 25 May – 2 June 2019

3 June – 22 July 2019 (36 days)

 

2018/2019 Inset Days

  • 3rd September 2018
  • 26th October 2018
  • 25th February 2019
  • 28th June 2019
  • 1st July 2019

 

2018/2019 Bank Holidays

  • 25, 26 December 2018
  • 1 January 2019
  • 19 April 2019 (Good Friday)
  • 22 April 2019 (Easter Monday)
  • 6 May 2019
  • 27 May 2019 (spring bank holiday)
  • 26 August 2019 (summer bank holiday)

 

2019/2020 Academic Year

  • 3 September – 25 October 2019 (39 days)
  • 4 November – 20 December 2019 (35 days)
  • 6 January – 14 February 2020 (30 days)
  • 24 February – 3 April 2020 (30 days)
  • 20 April – 22 May 2020 (24 days)
  • 1 June – 21 July 2020 (37 days)

 

2019/2020 Bank Holidays

  • 25, 26 December 2019
  • 1 January 2020
  • 10 April 2020 (Good Friday)
  • 13 April 2020 (Easter Monday)
  • 4 May 2020
  • 25 May 2020 (spring bank holiday)
  • 31 August 2020 (summer bank holiday)

 

Times of the school day

Students should arrive in College about 8:45am every day. Students arriving in their tutor room later than 8:55am will be marked as late.

8:55am                 Tutor, morning registration and assembly

9:20am                 Period 1

10:20am               Morning break

10:45am               Period 2

11:45am                Period 3

12:40pm               Lunch break

1:30pm                 Period 4

2:30pm                 Period 5

3:30pm                 End of school, time for clubs, rehearsals and other activities (See Parent tab/Enrichment details/Extra-curricular programme)