A message from the Principal As you begin making important decisions about your child’s secondary education, I would like to thank you for your interest in Heartlands Academy. Our staff and governors are committed to providing a high-quality education for our students. Like you, we want the very best for our children – and because of this, we insist on high standards of work and behaviour.
At Heartlands, we learn together, respecting and understanding one another. We represent many different cultures. Many languages are spoken here, and people live and worship in different ways. We welcome this diversity – and we are proud to see it reflected in our academy. Because we are so proud of Heartlands, we would be pleased to show you our work and answer your questions. You are welcome to visit us at any time – I look forward to meeting you. Glynis Jones, Principal, Heartlands Academy
We value your input as a parent and will work closely with you to see that these high standards are maintained; giving your child the best possible grounding for further and higher education, and employment.
Our aims - At Heartlands, we:
I encourage our students to always work with a high level of effort
I insist on high standards of courtesy, self-discipline, respect for others, responsibility for others and cooperation with others I encourage students to understand and respect the religious and moral values of their own and other students’ cultures
I help students to develop their abilities to the highest possible level; acquiring the knowledge and skills needed for adulthood and the world of work I encourage students to enjoy learning, so that they can continue learning throughout life
I teach students to understand and respect themselves; developing their own self-esteem whilst respecting others
I encourage students to develop responsible attitudes towards caring for themselves, and the wise use of their time I help students understand how to care for their community and their environment
I provide an orderly, safe and stimulating environment in which children can learn effectively
I encourage students to gain a positive attitude to life, recognising their unique worth and enabling them to realise their true potential I help students to develop qualities of versatility and adaptability
I help students to develop a sense of responsibility and self-discipline.
Then and now Our academy has a recent history to be extremely proud of. As The Heartlands High School, we went from being in ‘special measures’ in 2003 to receiving an ‘outstanding’ report by Ofsted in March 2009. We have since worked in partnership with the charity Edutrust to turn our school into an academy. Academies are a new form of inclusive secondary school designed to meet the needs of students in the 21st century. They are independent of their local authority, but publicly funded by the Department for Children, Schools and Families (DCSF) and monitored by the Office for Standards in Education (Ofsted).
As Heartlands Academy, we are excited about building on our previous successes – both for our students’ futures and wellbeing, and for our local community. We aim to deliver a fresh and inspiring approach to learning for our students, while giving the rest of the community plenty of opportunities to benefit from our exciting new facilities. Heartlands Academy opened in the existing school building in September 2009. By September 2012, we will have an exciting new site ready to accommodate 750 students aged 11 to 16 – plus 200 places for students in Post-16 education. We will continue to focus on our school’s specialisms in sport and mathematics, becoming a Centre of Excellence for both subjects.
Ethos statement Key Principles As the academy’s sponsor, EACT’s ethos is based on high aspirations, expectations and achievements. The sponsor’s vision is to support Heartlands Academy to become an outstanding place of education within an inclusive ethos that promotes tolerance and respect for others. This will be characterised by diversity, equality and excellence. EACT’s expectations are that students will develop into citizens who actively contribute towards the building of cohesive and peaceful communities and are able to represent themselves confidently in all aspects of public life. To find out more about our sponsor, EACT - visit www.eact.org.uk
Core aims The academy will: I Significantly raise educational standards I Promote and nurture greater integration and community cohesion I Involve and work in collaboration with key stakeholders, partners and the community I Ensure that all aspects of the academy reflect a culturally inclusive ethos I Establish partnerships with organisations that will contribute to such an ethos I Ensure that key stakeholder groups are represented on the Board of Governors, including parents/carers, staff and the Local Authority
I Ensure that members of the academy staff and all those who contribute to academy activities are positive role models for students I Provide a programme of high quality professional development (CPD) and training for all members of staff to underpin and sustain improvements in the core functions of the academy.
Central Features Heartlands Academy will provide innovative and personalised learning opportunities to ensure that all students learn effectively and achieve their maximum potential. EACT will promote the professional development of proven best practice in teaching approaches to be at the forefront of the academy’s drive for excellence, enhancing the current focus on raising educational standards. This will include flexible and original approaches to curriculum delivery in response to identified needs and initiatives. Heartlands Academy will expect students to support the principles that underpin social cohesion and be given the freedom and flexibility to succeed. In particular, there will be an expectation of high standards of behaviour, attendance, punctuality and commitment. There will be opportunities for students to assume increasing responsibility for aspects of the academy and to participate in its ongoing development through effective ‘Student Voice’ strategies.
The academy will actively encourage and support students to aspire to higher education through a range of opportunities, including bursaries and the involvement in university activities. EACT’s formal links with the local and national universities, particularly Brunel University, will help to support an ethos of high aspirations and ambition in students. Heartlands Academy will mobilise the active involvement of the business community through the sponsor’s network of local and national connections so that young people are able to gain full access to employment and training. Enterprise activities will underpin all aspects of learning, and help to develop students’ thinking, problem-solving and life skills. Access to a comprehensive programme of careers education and guidance, pastoral care, professional mentoring and personal, health and citizenship education will complement students’ academic study.
Academy specialisms Sport We are proud of our track record in sport here at Heartlands Academy and plan to build on it in the coming years with help from external partners and programmes. This is especially exciting in the run-up to the London 2012 Olympic Games. We do not merely focus on the competitive side to sport, but recognise its power to boost confidence and encourage healthy living – as well as helping students to work together as a team.
To stimulate further thought and discussion, we are proud to use ICT (information and communication technology) in the teaching of sportrelated subjects.
Mathematics Having made significant improvements in the teaching of Mathematics here at Heartlands, we consulted with senior staff, students and governors in the decision to make it one of our specialist subjects.
This has proved to be an excellent opportunity to introduce Mathematics into a range of subjects and show students how it applies to everyday life. And of course a good level of numeracy is an essential skill for progression into further and higher education, and into many careers. Again, we use ICT to further enhance our lessons.
The curriculum At Heartlands, we believe it is important to discover our students’ individual strengths and to give them appropriate support. As a result, some students are able to accelerate their learning, while others can focus for longer on certain curriculum areas before progressing to the next stage.
Heartlands students also benefit from mentoring, role models, individual learning plans and careers advice. Our curriculum ensures that: I students develop high standards of literacy and numeracy, as well as leadership and life skills I individual and special group tuition is offered, as appropriate I students get access to the most up-to-date technology and teaching resources in wellequipped classrooms I every young person leaves Heartlands Academy with qualifications that are valued in further and higher education, and in the workplace
I parents and carers are closely involved with their children’s education, with regular reports and reviews I a full programme of out-of-hours activities is available I students experience life outside of school through visits, contact with our partners and adult mentors I students develop into global citizens, through international links and activities. Students are taught in subject and focus-groups, and meet daily in tutor groups. Flexible timetables and project-based learning enables them to learn through experience as well as through teaching.
Our Key Stage 3 curriculum (example from September 2009) Subject
No. of periods (Year 7)
No. of periods (Year 8)
No. of periods (Year 9)
English
3-4
3-4
3
Mathematics
3
3
3
Science
3
3
3
Technology
1
1
1
Languages
1
1
1
Humanities: History and Geography
2
2
2
Performance: Music, Drama and Art
2
2
2
Sport
2
2
2
ICT 1 (Information & Communication Technology)
1
1
Citizenship and PSMHE 1 (Personal, Social & Moral Health Education)
1
1
Religious Education
1
1
1
Our Key Stage 4 curriculum (example from September 2009) Subject
No. of periods (Year 10)
No. of periods (Year 11)
English
3
3
Mathematics
3
3
Science
Single award Double award Triple award
Single award Double award Triple award
2
2
4
6
4
ICT
2
2
Physical Education/Sport
2
2
RE/Citizenship/ Personal & Social Education
1 (2 x 35 minutes)
1 (2 x 35 minutes)
Option A
2
2
Option B
2
2
Option C
2
2
6
Assessment and Reporting We will continually monitor your child’s progress by assessing their work, carrying out teaching group tests and, where necessary, holding termly and end-of-year examinations. In the summer term, Year 9 students take Standard Assessment Tasks (SATs) in English, Mathematics and Science. They undertake Statutory End of Key Stage Teacher Assessments in Design Technology, a modern foreign language, ICT, History, Geography, Art, Music and PE. Year 11 students take GCSEs in the summer term, although there may be modular examinations in Year 10. Some students may be able to undertake a few GCSEs earlier than Year 11, if they demonstrate the required ability. You will receive reports on your child’s progress three times a year. Consultative days and evenings are arranged, so that you may talk to your child’s Form Tutor, Subject Teachers and, if necessary, the Learning Managers. Our Principal and the Senior Management Team are also available on these occasions. Careers Officers will attend the meetings for students in Year 9, 10 and 11.
Homework Homework is an important part of every student’s work. It is set by subject teachers and may include a variety of tasks, designed to teach problem solving, research work and study skills. At the beginning of every school year, your child will receive a homework timetable. You are encouraged to check your child’s homework every evening. You can also help your child’s progress by making sure they have a quiet place to work and a safe place to keep their books and equipment.
Extra curricular After school Heartlands students are encouraged to join in sporting and after-school activities, including homework and study clubs. These take place throughout the week. We also offer learning experiences during the holidays.
Academy trips School trips can be a valuable part of your child’s education. To enhance our students’ knowledge, we arrange activities, visits and field trips to art galleries, theatres, museums, exhibitions, and places of historical or scientific interest.
These trips may take place during the day or outside of school hours – but their success is due to the commitment and dedication of our staff who run them on a voluntary basis. Because of this, a student’s participation comes with the understanding that his or her behaviour, work and uniform are acceptable to our staff.
Charging for activities Although Heartlands Academy does not charge fees for tuition, we may occasionally invite you to make a voluntary financial contribution to extra-curricular activities. This is not obligatory – and our policy of providing these opportunities will always be maintained.
Facilities Heartlands Academy provides: I flexible classroom spaces that can be used in a variety of ways
I modern ICT (information and communication technology) resources I excellent fitness and sports facilities
I high-quality catering facilities, offering a wide variety of healthy meal options I high levels of security, including CCTV and controlled access.
Academy shop Our shop sells official Heartlands uniform, as well as many other items useful to our students, such as textbooks and revision guides, pens, pencils and rulers. During term time, the shop is open before and after school, at lunchtimes and at break.
Catering Heartlands Academy’s own catering service prepares a variety of hot and cold meals, including sandwiches, and serves them in a pleasant dining hall. The hall is also open for breakfast, and for snacks during morning break. Students are welcome to bring their own packed lunches. Our cashless catering system recognises each student individually; it records cash spent and received, on what food and at what time. For students receiving free school meals, the amount allocated for the meals will be activated by our software after morning break – and will only be accessible at lunch time. For safety reasons, it is our hope that students will stay at school for lunch. If you wish for your child to go home during the lunch break, they will require a special pass.
Library Our library is a friendly and comfortable room for reading, working or quiet relaxation. It stocks a wide range of recent fiction and up-to-date non-fiction to support subject areas and reflect students’ interests. The library has computers with access to the school network and the internet. Students are invited to attend a training course and become librarians for the school, helping it to run smoothly.
Our commitment to you Heartlands strives for best practice in teaching, stimulating our students with a state-of-the-art, exciting learning environment. We are proud to use the latest software, equipment and training to make sure lessons are interactive, fun and effective. There is a strong emphasis on personalised learning. Students are expected to take a role in the life and work of the academy, playing an active part in its success and their own. In return, we focus on the development of each child as an individual, as outlined in the government’s Every Child Matters and Extended Schools strategies. We also engage fully with parents and carers, so that they may jointly support us in enhancing their children’s learning.
Thanks to our strong links with Birmingham-based businesses and community organisations, there are many opportunities for our students to gain real-life experience; developing their learning, thinking, problem-solving and life skills. These strong ties ensure our students get the very best support as they progress to further and higher education, or employment.
At the heart of our community Through our transformation from school to academy, it was always our plan for the Heartlands building to become an asset to the wider community. The site is open outside academy hours and during holidays, offering classes and activities for students, adults and community groups. Our sports specialism means we can promote good health by providing leisure opportunities for the local community. We have representatives from the local community on our governing body.
Your commitment to us Uniform The Heartlands uniform gives our students an identity and shows their commitment to the values of our academy. Students and parents alike usually appreciate our consistent approach – and many have worked alongside us to make sure the uniform is of a high standard, and appropriate to modern-day education. We expect all our students to wear their uniform correctly when travelling to and from school, and when on school trips. All items of uniform, including PE kit, must be clearly marked with your child’s name. Students may be disciplined if they are not wearing the correct uniform, so please seek our advice if you are unsure about anything.
Heartlands Academy does not accept responsibility for personal property, and students are strongly advised not to bring expensive items to school. While on site, mobile phones must be turned off. Taking photographs at school is only allowed with prior permission from the Principal.
Our behaviour policy We aim to: I ensure a consistent approach from staff towards all student behaviour I support effective teaching and learning I contribute to mutual respect.
We recommend that you buy your child’s uniform from our school shop. We have contracts with manufacturers of highquality clothing, who supply the correct uniform at competitive prices.
Our objectives are to:
Girls are expected to wear:
I challenge inappropriate behaviour that undermines the learning environment
I a black sweatshirt embroidered with the academy logo I a white polo shirt embroidered with the academy logo
I a black skirt or black tailored trousers (no jeans, cords, ski pants or leggings)
I flat black shoes (no trainers, platform or ballet-style shoes) I no jewellery, except for a watch and stud earrings. Boys are expected to wear: I a black sweatshirt embroidered with the academy logo I a white polo shirt embroidered with the academy logo I black tailored trousers (no jeans or cords) I flat black shoes (no trainers)
I no jewellery, except for a watch and stud earrings. PE kit for girls consists of: I a black and red polo shirt embroidered with the academy logo
I a black tracksuit embroidered with the academy logo I white socks
I a black PE skirt (optional) I trainers.
PE kit for boys consists of: I a black and red polo shirt embroidered with the academy logo
I a black tracksuit embroidered with the academy logo I black and red socks I black shorts I trainers.
I reward behaviour that is conducive to a learning environment
I develop in students a responsibility for their own behaviour, especially where it impacts on the learning of others.
Detentions We may hold a one-hour detention after school in response to unacceptable behaviour, but only as a last resort. Although parental agreement is not required, we will of course give you the statutory 24 hours’ notice before your child is kept in detention, and work with you in resolving the behavioural issue behind it.
Attendance Regular attendance at school is essential in preparing your child for the working world – and you play an important role in this. If your child is absent for any reason, please inform the academy by telephone or letter. In the interest of your child’s safety, we have a first-day contact policy, meaning that we will telephone you if no reason has been received for your child’s absence. The school will authorise your child’s absence if it is because of illness. Sometimes we may ask for a medical note. The school cannot authorise your child’s absence for going shopping, visiting a relative or if you are ill yourself. We do not advise you to take your child on holiday in term time. In exceptional circumstances please contact the attendance office. High attendance is celebrated in assemblies and presentation evenings with certificates and prizes.
Learning inclusion, pastoral care and parental concerns Policies
Free school meals
From our website at www.heartlands-academy.org.uk you can access our policies on many issues, including sex education, antibullying, child protection, health & safety, and good behaviour.
Free school meals are supplied to children whose parents are in receipt of Income Support Jobseekers’ Allowance, or Child Tax Credit. It is important that you complete and return any form regarding free school meals as soon as you receive it, as delays can affect your child’s entitlement.
Special educational needs Our criteria for admitting students with special educational needs are the same for other students, except where the local authority decides that mainstream education is not appropriate. If your child has special educational needs, it is a good idea to talk to us prior to making an application, so you can have peace of mind that you are choosing the right school.
Pastoral care Life in our academy is a partnership between staff, students and parents, and we aim to create a calm, stimulating atmosphere in which students can explore, learn and develop their full potential.
Our pastoral system of guidance and care is led by our Assistant Principal, who is supported by a team of five Learning Managers – one for each year group. Concern for the individual underpins our whole pastoral system and “we care” is fundamental to the ethos of Heartlands. Just as staff care for the welfare of each student, students are encouraged to show consideration for one another too.
Expressing your concerns If you or your child has worries concerning school, please talk to your child’s form tutor or the learning manager. If your problem is not resolved that way, you can contact our Assistant Principal in writing or by phoning Heartlands’ reception. We aim to deal with your concerns within 24 hours – and always within five days.
Personal & social development Personal & Social Development and Citizenship Education are an important part of the curriculum in every UK school. Here at Heartlands, our aim is to help students to: I think about themselves as individuals – and about their own values and attitudes I prepare for adult life
I understand, develop and express their own views on various issues I take responsibility for their own learning
I develop self-awareness, self-esteem and self-confidence I develop choice-making skills
I learn how to use the knowledge they are given I foster positive attitudes towards others
I become aware of the processes by which environments are shaped – and help them to identify opportunities for protecting and managing the environment. Personal & Social Development and Citizenship Education are delivered by a specialist team of staff through ‘alternative curriculum days’ across the whole academy. Some issues are covered within the curriculum (in host subjects such as English and PE).
Sex education Sex education begins in Year 7, with discussion about the physical, emotional and social changes which take place at puberty. We cover the biological facts about reproduction, and discuss values, beliefs and morality. Older students are encouraged to develop a responsible attitude towards sexual behaviour. Our sex-education programme aims to: I develop the personal, moral and social development of all students
I ensure students are able to accept their own sexuality – and that of others
I teach students to enjoy relationships based on mutual respect, caring and responsibility I teach students to take responsibility for their own health – and that of people around them.
Parents have the right to withdraw their child from sex education lessons, apart from the compulsory part of the National Curriculum (covering the biological aspects of sexual behaviour). We will inform you when we are about to begin teaching sex education, and you are free to examine any teaching materials we use. Children often ask questions out of curiosity and our teachers will answer as naturally and clearly as possible, while suggesting that children also talk things over at home.
Admissions To help new students adjust happily to life at Heartlands, we have formed strong links with our main feeder primary schools. During the term before students join us, our Year 7 Learning Manager will visit all the schools, meet the students and discuss individuals’ needs with their teachers. Prior to starting at Heartlands Academy in September, all new students are invited to take part in a ‘transition project’, with taster lessons to help familiarise them with the academy and its routines. They will also spend a day working on a project with their new Form Tutor and form members.
Year 7 Intake: When there are more applicants than places available at the academy, the following criteria will be used to determine which children will be allocated places: I looked-after child (in public care) I children with a brother or sister already at the academy who will still be in attendance in September I children who live nearest the Academy.
Within each of these categories, priority is given to those who live nearest the Academy, calculated on the basis of a straight-line measurement between home and the Academy. There will be no selection by ability, specialism, gender or faith. Heartlands Academy follows the Birmingham City Council process for admissions, with the local education authority arranging admission of our Year 7 students from feeder primary schools.
For other routes, please write to: Heartlands Academy, Great Francis Street, Nechells, Birmingham B7 4QR Our admissons officer can be contacted on 0121 464 9475, to arrange an appointment to meet with the Year 7 Learning Manager or the Key Stage 3 Phase Leader. Parents are welcome to visit Heartlands Academy at any time, but we do recommend that you telephone first to make an appointment. Reception may be contacted on 0121 464 3931.
The following documents and policies are available on request: n Mission Statement n List of Governors n Child Protection policy n Health & Safety policy n Examination results (from Autumn 2009)
n The Academy’s Complaints Procedure n The Academy’s Special Educational Needs and Sex Education policies n The Academy’s Charging and Remission policy
n Year 9 Options booklet
n The Academy’s Charging and Anti Bullying policies
n All statutory instruments, circulars and administrative memoranda
n Current Annual Diary of Events
n
Information concerning the curriculum which is sent to schools by the Department for Children, Schools and Families
n All Schemes of Work currently used in the Academy n
All syllabuses followed, including Religious Education and the Academy’s policy on public examination entry
n Newsletters, case studies and other publications
General Information Academy Shop The shop provides many items useful in the day-to-day lives of our students. This includes a full range of textbooks and revision guides, as well as the sale of pens, pencils and rulers and ensures that the excuse of forgetting these items is a thing of the past. During term time, the shop is open before and after the Academy, and at break and lunchtimes.
Insurance Parents are reminded that the Academy does not accept responsibility for personal property. Students are strongly advised not to bring expensive items to the Academy. Parents should initially check their household insurance policy to see that they are covered. (The Academy does not accept any liability.)
Mobile Phones and Cameras Whilst we understand that mobile phones have, to an extent, become a useful security item, they bring with them significant problems. Whilst on site, mobile phones must be turned off and remain off. Students are advised to be discreet in the use of their phones to and from the Academy in order to prevent becoming a target of aggravated phone theft. The taking of photographs of any kind on the Academy site is done so with the prior permission of the Principal only. Possessing images taken on our site, even if it is of friends, can lead to problems.
Calculators It is beneficial for students to have a simple scientific calculator. They can be purchased from the Academy shop and are suitable for students up to the end of their GCSE courses. Maths and Science teaching staff will be pleased to offer advice on such a purchase.
Charging for Activities Heartlands Academy does not charge fees for tuition. Charges may be necessary for activities which take place in Academy time or which form part of the curriculum studies of the Academy. In some cases, the Academy may invite parents to make a voluntary financial contribution to activities which are in addition to the basic curriculum. However, there is no obligation to make such contributions and equality of opportunity for all students will be
maintained, irrespective of any voluntary contributions.
Academy Trips Trips are a valued part of our provision. Their success is due to the dedication and commitment of the staff that carry out these voluntary duties. It must be remembered that there is no automatic right for students to participate in these activities, and the Academy therefore reserves the right to decide on the composition of any trip. The inclusion of students is on the understanding that their standard of behaviour, progress in their work and commitment to wearing of their uniform is acceptable to the Academy. If they fall short in these areas, the Academy reserves the right to exclude students from the trip. Similarly, as students act as representatives of Heartlands Academy, it is essential that their behaviour reflects our high expectations. Failure to adhere to the requirements of the trip, including the wearing of smart casual dress (as set out in the kit list) and excellent behaviour throughout, could result in students being sent home from the trip and/or being prevented from involvement in future trips. The Academy’s decision is final.
Detentions There is an Academy detention which takes place for one hour at the end of formal lesson time. Students are placed in this only as a last resort and parents are given the statutory twenty-four hours notice before this occurs. This is not a voluntary activity and although parents’ agreement is not required we seek to work together on this.
Behaviour Outside the Academy Students must apply the same high standards of behaviour when wearing uniform outside of the Academy as they do within it.
Summary of the Sex Education Policy
There is a programme of sex education within the curriculum in order to assist students to have due regard for moral consideration and the value of family life. In particular, the aims of the Academy’s Sex Education Policy are to support the personal, moral and social development of all students and ensure that they have
the ability to accept their own and each other’s sexuality. They should learn to enjoy relationships based on caring, mutual respect and responsibility whilst learning to take responsibility for the health of themselves and those around them.
Arrangements for Students with Special Educational Needs The criteria for admitting students with SEN are the same as for other students except in cases where the LA decides that mainstream Education is not appropriate. Parents of a student with a statement for Special Educational Needs should discuss their child’s needs with the Academy before an application is made.
Race Equality Policy The Academy is committed to providing equal opportunities for all. The Academy’s policy can be viewed on the website.
Website The Academy website has a parents section on which a full range of policies can be accessed. These include: Sex Education, Anti Bullying, Child Protection, Health and Safety, The Promotion of Good Behaviour and Sanctions Adopted in the event of students misbehaving.
Expressing your concerns We are fully committed to providing the best possible education for your child. However, we realise that sometimes things go wrong and that this can be an anxious time. Most concerns can be resolved through contact with your child’s Form Tutor or by contacting the Learning Manager. If you feel that an issue has not been resolved then our Vice Principal can be contacted in writing or by phoning the Academy reception. We will try to deal with your concerns within twenty four hours, but certainly within five working days. If you are still unhappy, we will provide you with information about your rights and the different ways in which you can pursue your concerns.
Exclusion Policy 1 Introduction The decision to exclude a student will be taken in the following circumstances: In response to a serious breach of the Academy’s Behaviour Policy; If allowing the student to remain in the Academy would seriously harm the education or welfare of the student or others in the Academy. Exclusion is an extreme sanction and is only administered by the Principal (or, in the absence of the Principal, the Vice Principal who is acting in that role). Exclusion, whether fixed term or permanent, may be used for any of the following, all of which constitute examples of unacceptable conduct, and are infringements of the Academy’s Behaviour Policy:
n verbal abuse to staff and others n physical abuse toward/attack on
staff
n physical abuse toward/attack on
students
n indecent behaviour n damage to property n misuse of illegal drugs n misuse of other substances n theft n serious actual or threatened
violence against another student or a member of staff
n sexual abuse or assault n supplying an illegal drug n carrying an offensive weapon n arson n unacceptable behaviour that
has previously been reported and for which the Academy sanctions and other interventions have not been successful in modifying
This is not an exhaustive list and there may be other situations where the Principal will make the judgment that exclusion is an appropriate sanction.
2 Rationale This policy is an appendix of a redrafted Student Behaviour Policy and deals with the policy and practice which informs the Academy’s use of exclusion. It is underpinned by the shared commitment of all members of the Academy community to achieve two important aims:
n to ensure the safety and
well-being of all members of the Academy community, and to maintain an appropriate educational environment in which all can learn and succeed
n to realise the aim of reducing
the need to use exclusion as a sanction
Complaints Procedure Overview and Scope 1. From 1 September 2003 Governing
Bodies (GBs) of all maintained schools and maintained nursery schools in England were required, under Section 29 of the Education Act 2002, to have in place a procedure to deal with complaints relating to the Academy and to any community facilities or services that the Academy provides.
2. This procedure is to deal with all
concerns or complaints relating to the actions of staff and application of Academy procedures where they affect individual students,
except matters directly related to curriculum, or to a particular exclusion, child protection, special needs statementing or admission issue, all of which are dealt with under separate procedures.
3. Similarly, any complaints by members
of staff should usually be dealt with through the appropriate separate procedures such as grievance, capability or anti- harassment.
The details of the number of complaints registered under the formal complaints procedure are available upon request.
Behaviour Policy Aims 1. To ensure a consistent approach
from staff towards all student behaviour.
2. To support effective teaching and
learning.
3. To contribute to mutual respect. Principles & Objectives 1. To reward behaviour that is
conducive to the learning environment.
2. To challenge inappropriate
behaviour that undermines the learning environment.
3. To develop in students a
responsibility for their own behaviour, especially where it impacts on the learning of others.
4. To create an ethos whereby all staff
are able to deliver lessons effectively.
Procedures
Staff, Parents and Students accept the Academies Home Academy Agreement. A copy of the Home Academy Agreement is signed on the first Review Day in September by parents / guardians. All staff are responsible for implementing the Home Academy Agreement. Staff must be sure they have followed correct procedure before referring students to the Head of Department [HOD] or Learning Manager [LM.] Staff should deal with incidents in the classroom in the first instance. Sleuths must be completed on E-portal before the end of the lesson, and or the end of the Academy day. All incidents are referred to HOD using ‘Events’ in E-portal. Concerns over individual students should be shared with both the HOD in order that support packages can be put in place, and the Form Tutor [FT] who will liaise with the LM. More serious behavioural incidents should be referred to the LM as quickly as possible, and then
entered into E-portal. Parents will be involved in the reintegration of students returning after serious incidents A weekly Behaviour for Learning [BFL] focus will be shared with both staff and students to ensure a consistent approach. The aim of the BFL is to focus on a certain aspect of behaviour that has a negative impact on the teaching and learning that takes place in a lesson. Students achieving the BFL focus for the lesson receive a stamp as a reward. The details of the number of good behaviour registered under the behaviour policy are available upon request.