HEADLINES
By James
Saunders
AUTISM AWARENESS DAY
As we approach the end of the month, as well as the end of the Spring term, we are approaching World Autism Awareness Day on April 2nd. This day serves as a poignant reminder of the importance of understanding, acceptance, and inclusion for individuals on the autism spectrum. It’s an opportunity for us to reflect on how we can create a more supportive and inclusive society for children and individuals with autism.
“If you have met one person with autism, you have met one person with autism.”
Autism spectrum disorder (ASD) is a developmental condition that affects communication, social interaction, and behaviour. Each person with autism is unique, with their own strengths, challenges, and perspectives. As a community, it’s essential that we recognise and celebrate this diversity, embracing neurodiversity as a fundamental aspect of our school culture. At Honywood, we are proud to serve an inclusive community of learners with ASD. As a secondary school we have the highest proportion of ASD learners in Essex.
Inclusive Education: One of the cornerstones of creating an inclusive society is ensuring that all children, regardless of their abilities, have access to quality education. At Honywood, we are committed to providing a supportive learning environment where children on the autism spectrum can thrive. Our systems and structures are designed to create a calm and consistent climate that ensures that all learners are able to thrive as an individual and learn freely in a supportive environment.
Promoting Understanding: Education is a powerful tool for promoting understanding and empathy. It’s important for learners, teachers, and parents alike to learn about autism and how it may impact individuals in our community. Honywood also runs an Essex Local
Authority Enhanced Provision: an autism support hub. Far from being a separate entity this hub is intentionally fully integrated within the school. Whether members of the hub or not, all ASD learners receive the same support and access to the mainstream curriculum and all our teachers are supported to understand their needs.
Creating Supportive Spaces: In order for children on the autism spectrum to succeed, it is crucial that they feel supported and accepted in all aspects of school life. This means creating sensory-friendly environments, implementing visual supports, and providing opportunities for learners to regulate their emotions and sensory needs. By making simple accommodations and adjustments, we are able to ensure that all children feel valued and included.
Encouraging Peer Relationships: Peer relationships play a vital role in the social development of children with autism. As a school community, we can support the formation of meaningful friendships by promoting inclusive activities, facilitating social skills groups, and fostering a culture of acceptance and kindness. By encouraging empathy and understanding among our learners, we can create a supportive network where every child feels accepted for who they are.
Celebrating Differences: Inclusion is not just about accommodating the needs of individuals with autism; it’s about celebrating the unique strengths and perspectives that they bring to our community. Whether it’s through art, music, athletics, or academic study, every child has something valuable to contribute. By celebrating differences and embracing neurodiversity, we can create a school culture that values and respects all individuals.
Parental Involvement: Parents and carers play a crucial role in advocating for their children and promoting inclusion within the school community.
Open communication is essential for this, to ensure that families feel empowered and valued as partners in their child’s education.
Community Engagement: Creating an inclusive society requires collective effort and collaboration. As a school community, we can work together to raise awareness, challenge stereotypes, and advocate for inclusion for individuals with autism.
As we approach World Autism Awareness Day, let us reaffirm our commitment to creating a more inclusive and compassionate society for all. By embracing neurodiversity, promoting understanding, and fostering acceptance, we can ensure that every child has the opportunity to reach their full potential and be part of a community where they feel seen, heard, and valued for who they are.
On behalf of our ASD population, thank you for supporting the Honywood community to be an inclusive, safe and supportive place for our learners.
Have a lovely weekend.
REPORTING TO FAMILIES
James Saunders
Throughout the year we report on learners’ progress and our reporting structure allows us to offer feedback on how they are working and any areas for development. All learners will have a traditional style parents evening once during the academic year. This is an opportunity to meet with the teachers to discuss course aims, progress and areas to focus upon.
The data that is included in the reports will vary depending on the cohort the learner is in.
For KS3 learners, we report a ‘progress grade’ that says if they are making above expected progress, expected progress or below expected progress based on their KS2 SAT scores and any baseline tests that they have sat.
At KS4 we report a ‘working at grade’ (to indicate at what level a learner is working at within what has been studied so far.) In KS4 attainment will be reported against GCSE grades or equivalents. This will be on a 9-1 grading system. Working at grades will include the following sub grade indicators:
Meeting the minimum of that grade (e.g 7-)
Secure in that grade (7)
Working towards the next grade (7+)
As learners progress through KS4 we will also report on any mock exams that they have sat - these will be shown as a whole grade (4, 5, 6).
Progress Reviews
Progress Reviews act as a mid-point reflection for what a learner has achieved and to focus on the next steps in their learning.
Learning Summary Reports
In order to provide particular comments about learners’ strengths and achievements from throughout the academic year, Learning Group Leaders will provide a written summary in the summer term for cohorts 7-10 and Spring term in C11.
Below is a summary of the reports learners will receive throughout the year and the information contained within them:
To support our C11 learners as they approach the GCSE season, teachers are running revision sessions during the Easter Holidays. Please see the timetable below.
As the last Sunday of March approaches, it is time to move our clocks forward. Whilst this means that we will lose an hour of sleep, the changing of the clocks means that summer is right around the corner. Known both as daylight savings time and British summer time, this event happens every year. But why do our clocks go forward, and what's the history behind our shifting time zone?
Why do we have Daylight Savings?
In 1916, as a response to Germany's decision to implement daylight savings to reduce energy use in World War One, the UK made their clocks go forward as well. Similarly, it was to save energy and resources, and in doing so, aid the war effort. However, this was not the first time the idea was proposed in England. Almost 10 years prior, in 1908, a bill was proposed to make the clocks go forward over summer to provide more daylight hours after work. However, it was deemed unnecessary and eventually rejected. Like the UK, many European countries have been using daylight savings since WW1, but it wasn't until 1996 that the EU standardised daylight savings across all EU nations. This means that all EU countries now make their clocks go forward by one hour on the last Sunday of March.
