Catering - Bournemouth School

Bournemouth School offers a compelling mixture of high-quality, nutritious food choices, and are committed to providing a freshly-cooked food service in a convenient and fun way. All our main meals and desserts are cooked on site by our own professional team.

In our dining facility, Le Bistro, a two-week menu cycle is used and main meals (with vegetarian and gluten-free alternatives), desserts and drinks are available every day. The kitchen is well run by a dedicated and enthusiastic team and the meals are cooked using only fresh ingredients. Alongside the main lunch counter, a ‘grab and go’ area is available where the students have a choice of items such as sandwiches, hot filled baguettes, wraps and salads.

A meal deal is available, providing students with a small discount when purchasing a main meal with a dessert or drink.

For students who arrive early, we also provide a breakfast service. A mid-morning snack service is also available.

Grab 'n' Go - cold selection

Grab 'n' Go - hot lunch selection

Main lunch selection

Week 1

	Meal	Allergen information
MONDAY	BBQ chicken, diced potatoes and sweetcorn	Contains gluten	£2.75
	BBQ Quorn fillet, diced potatoes and sweetcorn	Contains gluten	£2.75
	or £3.30 with an oat and raisin cookie	Contains milk and gluten; may contain eggs, nuts and soya
TUESDAY	Sweet and sour chicken with noodles and salad	Contains eggs, celery and gluten	£2.75
	Sweet and sour vegetables with noodles and salad	Contains eggs, celery and gluten
	or £3.30 with chocolate pudding and chocolate sauce	Contains gluten, eggs and milk; may contain soya
WEDNESDAY	Baked chicken sausages with roast potatoes, steamed vegetables, Yorkshire pudding and gravy	Contains gluten, dairy, eggs, SO2 and soya	£2.75
	Baked vegetable sausages with roast potatoes, steamed vegetables, Yorkshire pudding and gravy	Contains gluten, dairy and eggs	£2.75
	or £3.30 with a fruit flapjack	Contains gluten and milk
THURSDAY	Spaghetti bolognese with peas	Contains gluten	£2.75
	Vegetarian bolognese	Contains gluten	£2.75
	or £3.30 with cherry and apple cobbler with custard	Contains gluten and milk; may contain eggs and soya
FRIDAY	Baked cod with chips, mushy peas or baked beans	Contains fish and gluten	£2.75
	Garlic mushrooms with chips and mushy peas or baked beans	Contains gluten	£2.75
	or £3.30 with a slice of strawberry cheesecake	Contains gluten and milk

Week 2

	Meal	Allergen information
MONDAY	Baked macaroni cheese and chicken with garlic bread and salad	Contains gluten and milk; may contain eggs, mustard, celery and soya	£2.75
	Baked macaroni cheese with garlic bread and salad	Contains gluten and milk; may contain eggs, mustard, celery and soya	£2.75
	or £3.30 with fruit cocktail and yoghurt	Contains milk
TUESDAY	Katsu chicken curry with rice	Contains gluten and soya	£2.75
	Katsu vegetable curry with rice	Contains gluten and soya
	or £3.30 with apple and sultana oat crumble with custard	Contains dairy, gluten and milk; may contain soya
WEDNESDAY	Roast chicken with roast potatoes, steamed seasonal vegetables and gravy	Contains gluten and milk; may contain celery, soya, mustard and eggs	£2.75
	Baked cauliflower cheese with roast potatoes, steamed seasonal vegetables and gravy	Contains gluten and milk; may contain celery, soya, mustard and eggs	£2.75
	or £3.30 with a brownie	Contains gluten and eggs; may contain milk and soya
THURSDAY	Beef lasagne with garlic bread and coleslaw	Contains gluten, milk and eggs; may contain mustard, celery and soya	£2.75
	Five bean and butternut squash lasagne with garlic bread and coleslaw	Contains gluten, milk and eggs; may contain mustard, celery and soya	£2.75
	or £3.30 with Eve's pudding and custard	Contains milk, eggs and gluten; may contain soya
FRIDAY	Baked cod with chips, mushy peas or baked beans	Contains fish and gluten	£2.75
	Broccoli and cheese quiche with chips and mushy peas or baked beans	Contains gluten, eggs and milk	£2.75
	or £3.30 with a fruit cookie	Contains gluten and milk; may contain eggs, nuts and soya

Please speak to a member of the catering team regarding any allergies or specific dietary requirements.

(Please note that the menu is subject to slight changes due to availability.)

We use a cashless system where credit is purchased via Wisepay. The credit is attached to the student’s ID card and, when presented to the cashier, the value of the meal is deducted from the account. There is a minimum credit top-up amount of £10 and we regularly contact parents when students’ accounts are running low.

We ask parents to ensure that students have a sufficient balance on their cards to enable them to make their intended purchases as we do not offer credit. Parents are able to view purchases on Wisepay, and request that their child is prevented from making specific purchases (e.g. from the vending machine). Lost cards should be reported promptly so that a stop can be placed on an account; cards will be replaced at a charge.

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
Football (January to Easter) You demonstrate good ball control under pressure and consistently make accurate passes in dynamic game situations. You understand and apply team tactics, contributing to both attacking and defensive play. Health and Fitness (January – Easter) You demonstrate proper form in a variety of exercises, showing understanding of different fitness components (strength, endurance, flexibility). You set realistic fitness goals and work towards them consistently. Basketball (January – Easter) You demonstrate improved dribbling, passing, and shooting skills with greater consistency, applying them in dynamic game situations. You demonstrate an understanding of team tactics and contribute effectively on both ends of the court.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* Football (January – Easter) You showcase exceptional technical skills, including advanced dribbling, passing, and shooting, under high pressure. You demonstrate a deep understanding of game tactics, leading the team in both defensive and attacking situations. Health and Fitness (January – Easter) You designed and followed a comprehensive fitness plan that targets multiple fitness components, showing excellent progress. You demonstrate a high level of fitness and self-motivation, regularly exceeding personal goals. Basketball (January – Easter) You execute advanced basketball techniques, such as complex dribbling manoeuvres and fast-break plays, with confidence. You lead the team with excellent decision-making, defensive play, and communication.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Meeting	Exceeding
Football (January to Easter) You demonstrate good control of the ball and pass accurately to teammates. You apply basic defensive and offensive tactics with consistency. Health and Fitness (January to Easter) You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout. You participate with effort and enthusiasm. Basketball (January to Easter) You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations. You understand the key rules of basketball and can execute basic strategies and tactics.	Rugby (January to Easter) You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence. You display a high level of skill and leadership on the field. Health and Fitness (January to Easter) You created a specialized warm up, workout, and cool down. Your technique during all exercises was excellent. You display exceptional consistency and effort, showing improved fitness levels over time. Basketball (January to Easter) You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure. You contribute to both offence and defence with a high level of skill and leadership.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

Meeting	Exceeding
You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy. You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961. You will be able to describe and explain why the Berlin Wall was built in 1961. You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.	You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy. You understanding of the summit meetings is precise and you can evaluate their importance. You will be able to precisely recall details of how why the Berlin Wall was built in 1961. You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You will be able to write a response that explains why each source is useful to an historian (i.e. what we can learn from the source) You will be able to explain the utility of one of your sources source more convincingly than the other. You will be able to show you can analyse the provenance of each source by considering the impact nature/ origin/ purpose has on the source’s utility. You will be able to deploy your own knowledge to test the source reasonably well. You will be able to write with minimal narrative. You will be able to explain which source is the most useful.	You will be able to convincingly explain why each source is useful. You will be able to evaluate aspects of the provenance of each source, considering impact on usefulness, with your selected aspect of provenance being evaluated convincingly and in depth across both sources. You will use precisely selected own knowledge to test source content to show how this may affect utility, demonstrating an excellent understanding of the topic. You will avoid including unnecessary narrative in your writing. You will have written a conclusion that convincingly identifies the more useful source, justifying your reasoning clearly.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Utility skills: written task

Meeting	Exceeding
You will be able to write a response that includes three causes of the outbreak of The Great War (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three causes from: military, alliances, imperialism and nationalism). You will demonstrate the skill of analytical writing by demonstrating the Point, Evidence, Explanation, Link technique (PEEL) on each paragraph. For each cause, you will be including sufficient factual detail/proof to justify judgements rather than unsupported statements. You will be able to show secure explanation on each cause and link to why it was a reason for World War I breaking out.	You will apply precisely selected evidence, giving more weight to the judgements drawn. The quality of your evaluation will be in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). You will be able to write a response that can also contain evidence of more independent research gathered from outside of the content studied in class.
Assessment Methods
Do Now tasks Retrieval quiz (factual recall) in class End of Unit 2 assessment (Skill: causation writing)

Meeting	Exceeding
Your written response analyses each source. The written response explains why each source is useful to a historian (i.e. what we can learn from the source) Your written response analyses the provenance of a source, considering the impact on usefulness, Some aspects (nature, origin, purpose) are explored less convincingly. You have applied your own knowledge to test the source content, and how this may affect usefulness, but this may lack detail, or show inconsistency between sources. You include some evaluation of utility using some of your own knowledge to support.	You have convincingly analysed both sources with utility explained in equal depth. Your written response discusses the nature, origin and purpose (provenance) of each source, considering its utility with all elements considered convincingly in depth. You include detailed and precise own knowledge and deploy this to test the source content to explain how this may affect usefulness, showing an excellent understanding of the topic. There is no unnecessary narrative.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Skills based written response on source Utility

Meeting	Exceeding
You will be able to produce a written response that includes three distinct causes of the Break with Rome (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three factors) Each of your causes contain sufficient factual detail/proof to justify judgments rather than assertions. Each cause is analysed/explained and linked to why it was a cause of the break with Rome	Your selected evidence is precise and detailed giving more weight to the judgments drawn. The quality of your evaluation is in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). Your answers may contain evidence of independent research outside of the work covered in class.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Causation writing (PEEL Paragraphs)