for Parents, Carers and Students
Principal’s Welcome Contents
Principal’s Welcome
Our Ethos, Visions & Values
The Neale-Wade Way
Social Routines for Learning
Learning Expectations
Learning Routines
Structure of the school day
Social Routines
Reading
Tutor Reading Programme
Pupil & Parent / Carer Support
Safeguarding
Attendance
Holidays within school time
Child on Child Abuse
Electronic devices
IT Help
Standards Check
Uniform Expectations
Uniform & Equipment
Lining up
Transport to School
Home-School Partnership Agreement
Neale-Wade Academy Site Plan
Dear Parent / Carer
As a parent, I understand the importance of instilling confidence and pride in our children and wider community. With these attributes I know that we can be happier and approach the future with optimism.
We are very proud of our school, students and community that we serve. We are committed to ensuring your child has access to the best possible opportunities and experiences that Neale-Wade Academy can offer.
On a daily basis we strive to ensure that all of our community achieves their potential. This can only be done by fostering strong relationships with home and with our students. We believe that we will be more successful if we work in a safe, secure and happy environment. Our aim is not only to achieve at our best academically, but also develop the skills and attributes needed to be successful in later life.
This booklet contains some valuable information that will be helpful throughout your education at Neale-Wade. We are delighted to welcome your son/daughter and look forward to playing a part in the next phase of their development.
Yours faithfully
Mr G Horn Principal
Our
Ethos
Vision & Values
Our vision is simply explained as:
Opportunity + Success = Pride + Confidence
Simply put, having opportunities to be successful, will result in a growth in confidence and an overall sense of pride.
Our vision for Neale-Wade and our community is one of opportunity, success, confidence and pride.
Experience tells us that we are happiest when we are at our most confident. It is confidence in ourselves and others, that enables us to be proud of who we are and our community.
Being able to progress with our learning and approach the future with optimism is crucial, not only for our own wellbeing, but also ensuring we are successful in our ventures.
Confidence is learned. It is only through opportunity are we able to discover new talents, develop our interests or progress our learning. Providing a range of opportunities in and out of the classroom is fundamental to our curriculum at Neale-Wade.
Recognising our successes is how we embed and reinforce these attributes. It is only through the support and recognition from others, that we are able to have the courage and motivation to continue our development.
The Neale-Wade Way
To enable us to access the opportunities afforded to us and to be able to foster confidence and pride in ourselves and others, we, as a school community will be:
READY
Ready to learn
Ready for the next phase of our lives
Ready for our next challenge / opportunity
RESPECTFUL
Respect ourselves Respect others Respect our environment
SAFE
Keep ourselves safe Ensure others are safe
Social Routines for Learning Inspired Learning
Statement of Six Social Principles
We believe that the six core principles of positive behaviour procedures are.
High Expectations of all students are set and upheld.
Clarity of Systems and Processes - so everyone knows what is expected and what will happen.
Consistency of Application - the systems, processes and approach is consistently applied every time by every person.
Loving - Everyone in the academy acts with care, and kindness on behalf of, and with students.
Staff Knowledge and Understanding - Everyone working with students acts from a place of knowledge and understanding to support positive behaviour.
Parent Partnership - The academy works closely with parents in partnership to ensure positive behaviour.
Social Routines
At Neale-Wade Academy we recognise that fostering positive student attitudes is an essential prerequisite to achieving our main aims as a school. We value our relationships within the school community and this is reflected in our constant ambition to grow and instil a positive and respectful culture, where all our students feel safe, secure and confident.
We have high academic expectations for our students. We believe that every student deserves equal access to knowledge to reach their full potential. Subsequently, we do not tolerate disruption to lessons in any way and we expect homework to be completed as requested by the teacher.
Moreover, we are aware that before any sanctions are applied by staff, that we both model teach the characteristics we wish to see in our students. We front load our expectations via the teaching of our Character Curriculum and our Social and Learning Routines. We deliver and revisit this important part of our curriculum in just the same way we do our academic content, to make sure that students adopt appropriate behaviours and routines both in and out of the classroom.
Social
Routines - continued
We believe that educating our students in the accepted societal norms that underpin the British Values of Democracy, Rule of Law, Respect, Tolerance and Individual Liberty is just as important as their academic journey through school. Therefore, bullying, aggression, discrimination and derogatory language are not accepted and are dealt with accordingly.
We regard punctual attendance as an important learning behaviour and therefore expect students to have high attendance, come to school on time and be punctual to lessons, thus minimising the potential for lost learning and disruption.
We have just three sanctions at Neale-Wade; After School Detention, Suspension and Permanent Exclusion. Consequently, we train our staff to reward readily and sanction steadily, recognising the seriousness of any consequence applied. Our continued professional development programme uses the latest information and research to enable staff to understand students needs and adapt their approaches as required.
Therefore, we expect our staff to move through the sanction process with kindness and care, providing ample opportunity for students to correct causal transgressions before they escalate into more serious consequences.
Finally, we will always seek to engage with parents to best understand the needs of our students and to advise them on possible alternative provision if required. The core business of Neale-Wade is learning, therefore we will not tolerate those who disrupt learning for others or who seek create disharmony within our community.
Opportunity
Learning Expectations
Learning Routines
Homework Structure of the school day
We recommend that students complete an hour of homework every day. As well as this, they should spend at least 20 minutes every day reading for pleasure.
Tasks will be set by subject areas and could be online or on paper. Microsoft TEAMs may be used to set homework tasks. Students should record the tasks set by their class teachers in their Passports to Success.
Social
Reading
Students need to read widely and often a variety of different text types in order to be able to access all their subjects at school. All teachers are teachers of reading.
Students will read in lessons as well as during tutor time. We have created our Golden Rules of Reading for staff and students to understand the importance of reading across the curriculum.
Why read 20 minutes a day
Child A Child B
Reads 20 minutes per day
Reads 5 minutes per day
Child C
Reads 1 minute per day
hears 282,000 words per year hears 8,000 words per year hears 1,800,000 words per year
score in the 90th percentile on standardised tests
score in the 50th percentile on standardised tests
score in the 10th percentile on
The Golden Rules of Reading
Tutor Reading Programme
The Tutor Reading Programme aims to promote the enjoyment of reading as well as generating some discussion around important pastoral issues.
The books chosen for the programme have been selected to allow students access to a rich variety of fiction including comedy, dystopia, and historical stories. They are all examples of good quality teen fiction so that they are accessible and enjoyable in order to develop students’ reading skills.
In addition, books have been carefully selected to be age appropriate, challenging, and enjoyable. They cover a vast range of topics that will engage and inspire our students and further promote a love of reading.
Tutor Reading Programme -
The Academy’s values and character curriculum were in mind when we chose them. We are keen to promote the need for tolerance of people with protected characteristics and to generate empathy where prejudice exists in society. They provide students with an opportunity to delve into some diverse lives and discuss important issues.
For example:
‘Ghost Boys’ by Jewell Parker Rhodes links with respect and tolerance as it deals with the subject of racism.
‘Private Peaceful’ by Micheal Morpurgo links with determination and integrity as it is a story based on the horrors WW1 and how some young soldiers were treated.
‘Abomination’ by Robert Swindells links with tolerance as we learn about the bullying of Martha at school and the abuse at the hands of her family.
‘Moxie’ by Jennifer Mathieu links with respect and tolerance as the story teaches us about everyday sexism
‘Noah Can’t Even’ by Simon James Green links with respect and tolerance as it explore LGBT+ themes.
Many of the books chosen for the programme have won various awards – some of the books have been chosen because our students wouldn’t normally read them. The programme aims to expose students to this rich variety of fiction to not only promote the enjoyment of reading, but also to gain ‘cultural capital’ and to help shape their character.
Full List Of Books
Year
7
Private Peaceful, Micheal Morpurgo
Two Weeks with the Queen, Morris Gleitzman
A Monster Calls, Patrick Ness
Year
8
Abomination, Robert Swindells
Ghost Boys, Jewell Parker Rhodes
Maggot Moon, Sally Gardner
Year 9
Moxie, Jennifer Mathieu
Good Enough, Jen Petro-Roy
Long Way Down, Jason Reynolds
Year 10
The Boy Who Steals Houses, C G Drews
Noah Can’t Even, Simon James Green
Run Rebel, Manjeet Mann
Pupil & Parent / Carer Support
Pastoral Structure
At Neale-Wade we have a pastoral system which supports the personal development of students at the school. Each student has a form tutor. This should be the first point of contact for all parents. Each student also has a head of year who is supported by our Student Services team and together they work to ensure an effective personal development and character curriculum is delivered.
They are responsible for checking the standards in the morning and delivering the tutor activities which is designed to develop skills such as speaking, listening, teamwork, resilience and problem solving as well as covering issues such as bullying and revision skills. They will also have conversations with your child around attendance and behaviour.
Contact information
Student services: studentservices@neale-wade.org
Transitions Coordinator – Claire Howlett transitions@neale-wade.org
SENDCO – Mrs Barnsley: sbarnsley@neale-wade.org
Safeguarding
At Neale-Wade Academy the Safeguarding and Welfare of our students is of upmost importance. This section contains information which we feel will be of benefit to parents/carers. By working together, we can provide our students with the information and knowledge they need to fulfil their potential in a safe environment.
We provide a safe and welcoming environment where children are respected and valued.
The school will therefore be alert to signs of abuse and neglect and will follow the procedures to ensure that children receive appropriate and effective support and protection.
Parents/carers should know that the law requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse. The school should make parents/ carers aware that records of safeguarding concerns may be kept about their child. They should be informed that school staff will seek, in general, to discuss any concerns with them including referrals to other agencies.
Safeguarding - continued
We will endeavour to provide a safe and welcoming environment where children are respected and valued. The school will therefore be alert to signs of abuse and neglect and will follow the Local Safeguarding Children Board (LSCB) procedures to ensure that children receive appropriate and effective support and protection.
Local procedures state that “Consent should always be sought from an adult with parental responsibility for the child/young person before passing information about them to Children’s Social Care, unless seeking consent would place the child at risk of significant harm or may lead to the loss of evidence for example destroying evidence of a crime or influencing a child about a disclosure made.” This includes allowing them to share information without consent, if it is not possible to gain consent, if it cannot be reasonably expected that a professional gains consent, or if to gain consent would place a child at risk.
Schools will contact Children’s Social Care when they have reasonable cause to suspect a child may be suffering or likely to suffer significant harm. Occasionally, concerns are passed on which are later shown to be unfounded. Parents/carers will appreciate that the member of staff in the school with responsibility for child protection (known as the Designated Safeguarding Lead or Deputy Designated Safeguarding Lead) was carrying out their responsibilities in accordance with the law
Under Section 3 (5) of the Children Act 1989, any person who has care of a child “may do what is reasonable in all the circumstances of the case for the purpose of safeguarding or promoting the child’s welfare”. This means that on rare occasions, a school may need to “hold” a child in school whilst Social Care and the Police investigate any concerns further.
The Designated Safeguarding Lead/ Senior Leader for Safeguarding is:
Mrs Elliott: lelliott@neale-wade.org
Confidence
Child on Child Abuse Attendance
We all want our students to succeed and one of the best ways for this to happen is for them to attend school every day. The Academy is keen to work closely with parents to ensure that all students attend school regularly and punctually, and any attendance problems are quickly resolved.
Parents/carers/guardians have a vital role in building up good attendance attitudes. Children should not be allowed to stay at home, for instance, when there is only a slight sickness, and medical and other appointments should, wherever possible, be outside school hours. Schools are obliged to record the absence of students of compulsory school age either as authorised or unauthorised, that decision being made by the school, depending on whether an acceptable reason has been given.
Punctuality
Please make sure that your child arrives at school by 8.45am ready for Tutor time to start at 8:50am. If a student is late to Tutor time or lessons three times in a week, they will be requested to attend an after school detention.
Absence
Absences can be reported in the following ways:
Phone the Academy on 01354 606000 - select Option 1 ‘Student Absence’
Text using schoolcomms
Please report each morning of the absence.
If we do not receive an explanation for an absence, it will be recorded as unauthorised. The Attendance Team will contact home each day should they not receive an explanation for an absence.
Holidays within school time
The school understands that it is sometimes necessary for students to be granted leave of absence from school, for example, to attend a music exam or for a family occasion such as a wedding or funeral, however taking time off for holidays interferes with students’ learning and progress. In addition, students’ exam results may be affected; they may miss important exams or controlled assessments.
In line with the Local Authority it is the policy of Neale-Wade Academy to expect attendance to be 100%, unless there are exceptional or unavoidable reasons for absence, which may then be authorised.
Any absence which is not authorised will be shown as such on the student’s record. We would encourage parents to familiarise themselves with the school Attendance Policy which is available on the website.
The definition of bullying is “The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or online.” (Anti-Bullying Alliance, 2024)
Our aim is to minimise the impact of Child on Child abuse and to prevent it occurring whenever possible through education and support. We aim to create a school community that is prepared to stand up to Child on Child abuse in all its forms.
At Neale-Wade Academy, we look to education, before or alongside, punishment. We carry out restorative approaches at all levels and staff are offered training to develop their skills in this area.
The school promotes ‘Ready, Respectful and Safe’ not only in the schools dealing with behaviour but also in the dealing of bullying. We aim to help pupils towards an understanding of what is right and wrong.
As a school we believe in:
Supporting everyone in forming good relationships with adults & peers.
We believe that students should be fully involved in the writing, implementation, monitoring and review of an anti-bullying policy
We believe in tackling incidents of bullying by encouraging an environment where individuality is celebrated, and individuals can develop without fear. This involves including and engaging everyone’s perception of bullying.
If a student is being bullied, they should speak with a trusted adult or complete a MyVoice log, which can be found on the school website.
Standards Check Electronic devices
(including phones, headphones)
Smart devices, such as phones, are not permitted to be seen, heard or used in school time. Staff will be asked to confiscate such items.
Students can bring in such equipment at their own risk, as this may be a useful way to contact home after school, but this should not be used on the school site.
Students can have access to communications home through Student Services or Reception. Parents / carers can contact reception or year teams through the main switchboard. Visits to the site are by appointment only.
SEE IT HEAR IT TAKE IT
IT Help
If you are ever having trouble accessing work, please send an email to our IT Helpdesk where we are more than happy to help.
Email address: itsupport@neale-wade.org
The school day starts at 8:50am. This is the time students are expected to be in line with their tutor group. Students will be encouraged to be on site before this and therefore we will ask students to be on school site by 8:45am.
When the weather allows this, this will be conducted outside.
The first part of the tutor session will involve the tutor and head of year checking the standard of uniform. This also gives time for any messages to be given out to the year group.
Uniform Expectations
It is our vision to build confidence and pride in our students, through opportunity and success. Our behaviour policy begins with students being Ready, Respectful and Safe. Wearing our school uniform is an essential part of this. All students should wear school uniform when attending school or when participating in school organised events outside normal school hours.
Our policy regarding school uniform is based on the notion that school uniform:
Promotes a sense of pride in the school
Engenders a sense of community and belonging towards the school.
Is practical and smart
Identifies the students with the school
Protects students from social pressures to dress in a particular way
Reflects the ethos that school is a place of work and purpose.
Is regarded as suitable wear for school and good value for money.
Can assist identification of unauthorised people on site.
General Uniform
Black blazer with a school logo to be worn at all times. Blazers will not be required be worn from the May half term each year.
Gold, orange and red School tie.
Embroidered blazer available through SWI school supplier. www.swischoolwear.co.uk
Plain black blazer available through other retailers. An embroidered badge will need to be purchased and sewn on.
Purchased through SWI school supplier. www.swischoolwear.co.uk
Can be purchased from any school clothing retailer.
Long or short sleeve white shirt with a collar which can hold a tie.
Neale-Wade Blazer
Neale-Wade tie
White Shirt
Black trousers / Tailored shorts
Black/dark socks or plain dark tights
Black footwear
General Uniform - continued
Trousers / tailored shorts should be standard trouser material, such as cotton. Denim, corduroy, Lycra, leggings or jeggings are not permitted.
Must not be coloured nor patterned.
Smart and sensible black shoes or trainers can be worn.
If trainers are purchased they must be plain black, with no coloured logos or embellishments.
A burgundy school jumper is optional. This is a sensible option for colder days.
A discreet necklace and/or bracelet may be worn as long as it does not interfere with learning or represent a safety hazard.
A wrist watch may be worn.
A single pair of simple stud earrings, one in each ear, is allowed.
Nose piercings are not allowed.
Black trousers / tailored shorts can be purchased from any schoolclothing retailer.
Can be purchased from any school clothing retailer.
Black shoes / trainers can be purchased from any retailer.
Uniform & Equipment
General Uniform - continued
and
bag
Extreme hair styles and colours are not permitted.
It is important to have a coat for cold and wet weather.
A plain, dark coat is needed.
A plain, rucksack or sensible, strong bag is needed to carry a book or other reading material, as well as necessary equipment.
If a student has hair which is not a natural colour they will be isolated until it is changed back.
Hoodies or any hooded top /jumper are not permitted as coats.
Purchased through SWI school supplier.
www.swischoolwear.co.uk
No other piercings are allowed. If seen, students will be asked to remove them.
If this is refused we will implement our behaviour policy.
Black and gold sports shirt
sports jumper
Black socks
Sports/PE Uniform
This is compulsory.
This is optional, but hoodies or students’ own jumper is not permitted.
Available from any school uniform retailer.
Available from any school uniform retailer. White socks Black shorts
Available from any school uniform retailer.
Black base layer/ tracksuit bottoms
Available from any school uniform retailer.
Can be purchased through the school uniform supplier. Can be purchased through the school uniform supplier.
Make-up and nails
Nail extensions are not allowed in school.
Discreet level of make-up can be worn.
Mobile phones / Electronic devices
Students may bring mobile phones to school, but they must be kept switched off and in bags during the school day. They are not permitted at break and lunch times.
Students will be asked to remove extensions. Make-up must not be applied in lessons.
If mobile devices are seen, they will be confiscated.
The school cannot take responsibility for the loss of any electronic device.
Trainers/ Football boots
Available from any school uniform retailer.
Where students are unable to participate in PE lessons they will be expected to take part in a non-active role to ensure all learning time is used.
Maths set Protractor, pair of
compasses
Reading book/material
Neale-Wade Jumper
Jewellery
Hair style
colour Outdoor coats
School
Black
Transport to school
Wherever possible, students should walk, scoot or cycle to school. We have recently increased our facilities to include a more secure scooter shed and fixed bicycle pump for student and staff use.
Lining up
To assist with the movement around the academy and to help with events like fire evacuation we ask the students to line up before school.
Students are expected to do this in form lines, in alphabetical order and in silence. The students are expected to move around the academy safely at all times. Students who are unable to do this will be sanctioned
Success
NEALE-WADE ACADEMY
Home-School Partnership Agreement
The Academy will:
Provide a clear guide on expectations of students in terms of both work and behaviour. This will include a reward process to congratulate students who keep to the guidelines and the consequences should students choose not to.
Communicate with parents and carers to inform them of their child’s progress.
Monitor attendance, punctuality and uniform and inform parents of concerns as soon as possible.
Respect each child as an individual and work with them to ensure they reach their full potential.
Undertake all National Curriculum, Special Needs and all other statutory requirements.
Set appropriate homework; mark it and feedback to the student.
Parents and Carers will:
Ensure their child arrives on time, attends regularly and wears the full Academy uniform.
Inform the Academy immediately of any absence.
Attend parents’ evenings and, if applicable, invited to academic mentoring sessions to support academic progress.
Encourage their child to respect all members of the Academy community and maintain a positive attitude towards their learning.
Support the Academy in implementing the rules in terms of both work and behaviour and any consequences which may be required as a result of breaching these rules including after school detentions.
Ensure their child completes any homework set and hands it in.
Students will:
Work to their full potential at all times by following the Learning and Social Routines.
Follow the Academy expectations at all times observing all rules.
Attend regularly, be punctual and wear full uniform.
Respect their environment and other members of the Academy community.
Bring the correct equipment for lessons.
Complete homework to a high standard and hand it in on time.
Signature of Parent:
Signature of Student: Print name of Student:
