Hazeley Information Booklet 2018/2019

INFORMATION 2018/2019

ADMISSIONS Adapted from the Admissions Criteria for Students Aged 11+ (further details can be found on our website) The planned admission number for September 2019 is 240 students. Our local Partner-Primary schools are Two Mile Ash, Christ the Sower, Oxley Park Academy and Priory Rise School. As required by law children with a Statement of Special Educational Needs/EHC Plans that name The Hazeley Academy will be admitted.

The following criteria will be used in the order set out below to allocate places.

1. C hildren in Care: (Looked After Children) Including Children that were previously looked after but ceased to be so because they were adopted or became subject to a residence order or special guardianship order.

2. S ibling & Defined Area: Children who live in the defined area and have a sibling attending the Academy at the time of application. Proof of residence required.

3. ( a) Children of Staff: who have been employed at the school for two or more years at the time at which the application for admission to the academy is made, and/or (b) Children of Staff: who are recruited to fill a vacant post for which there is a demonstrable skill shortage. It is at the absolute discretion of the Board of Directors to determine when there is a demonstrable skill shortage.

4. P artner Primary Schools: Children attending one of our Partner-Primary schools (Two Mile Ash, Christ the Sower, Oxley Park, Priory Rise).

5. N o Sibling but defined Area: Children who live in the defined area served by the academy. Proof of residence will be required.

6. S ibling & Out of Area: Children who live outside of the academy’s defined area and have a sibling attending the academy at the time of application.

7. O ut of Area: Children living outside of the defined area

In the event of there being more applicants meeting one of the above criteria than remaining places available, proximity to the academy will be used as the tie breaker, with places being allocated according to distance from the academy as measured in a straight line from the academy’s main entrance to the student’s normal home address, using the Local Authority’s computerised measuring system.

For prospective students living in flats or multi occupancy dwellings, the distance will be measured from the academy’s main entrance to the front door of the prospective student’s residence. In the event of there being two or more applicants at a flat or multi occupancy dwelling vying for the last available place the tie breaker of a random lottery will be used which will be independently supervised as required by the admissions code.

Any application for a place at the academy received after the published date for return will only be considered after all prior applications have been looked at in line with the above. The academy will maintain a waiting list which will be administered by the Board of Directors, in partnership with the local authority, for the duration of the local authority’s coordinated admission scheme. Once the coordinated scheme is closed, the waiting list will remain open but will be administered by the Board of Directors of The Hazeley Academy.

If a place becomes available, a child’s position on this waiting list will be determined by the application of the academy’s published over subscription criteria, and length of time on the list will not be a factor in offering a place.

PROCEDURES FOR ADMISSION AT 11+ Although the academy will decide admissions, the Local Authority (LA) as required by the Department for Education (DfE), coordinates the admissions arrangements for all schools/academies in Milton Keynes and will therefore communicate all admissions decisions to parents.

Procedures for applying to The Hazeley Academy are explained in the “Admission to Secondary Schools in Milton Keynes - a guide for parents and carers”. .

Parents should make sure they are familiar with this information and take particular note of the definitions provided, dates and deadlines.

The Common Application Form is the only form that will be accepted. The timeline for admissions will be in line with that of the “Co-ordinated Secondary School Admissions Milton Keynes LA Scheme” as published in the parents/carers guide.

Any application for a place at the Academy received after the published date for return will only be considered after all prior applications have been looked at in line with the above

APPLICATIONS • No application forms will be accepted at the Academy.

• It is essential that application forms are completed and returned by the deadline date.

• Parents should note that for Milton Keynes Secondary Schools/Academies there is no automatic right to a place at the local school/academy.

• If you make an application for a school/academy which is not your local school/academy and subsequently are not allocated a place, there is no guarantee that secondary education will be available for your child at the local school.

• Prospective applicants should also note it is not the academy’s policy to allocate a place for a child to a year above or below that of a child’s chronological age, subject to consideration of the facts of each case.

EXPECTATIONS The Hazeley Academy enjoys an outstanding and wellearned reputation in the community. This extends to both the attitudes, behaviour and presentation of our students in the building and in the neighbourhood. As part of this, we expect our students to take pride in their appearance and to wear full uniform at all times.

Academy uniform is sourced through our main uniform supplier, Kedaph Schoolwear who are based in Bletchley. They offer both online ordering, click and collect and welcome you to visit their store.

For non-branded items equivalent alternatives will be acceptable if they meet our expectations.

Jeans, cords, skin-tight or other fashion trousers, trainers, polo shirts, hoodies and caps are expressly not part of the uniform. Shirts should be tucked in and ties knotted and worn in a traditional manner.

Skirts should be black and of a suitable length, sitting just above the knee. Shoes are to be plain black and adhere to the academy shoe guide.

Rings, large earrings, necklaces and nose studs or other forms of visible piercing are not appropriate in the academy.

MOBILE PHONES The Academy recognises that the majority of students own a mobile phone but will not accept responsibility for replacing lost, stolen or damaged phones.

Phones and earphones are not permitted to be out in a lesson or in the academy corridors unless the teacher has given permission. Phones and earphones must only be used in the designated social areas.

THE UNIFORM • Dark green blazer with the Academy badge • Plain white formal shirt • Plain Black V-Neck Jumper with long sleeves (no logos on jumper and no cardigans) • Academy tie • Formal black trousers (straight legged and not ‘skinny’ style) or formal black skirt in-line with our recommended skirt which is available from our supplier.

• Head Scarves if worn should be black, green or white only • Plain dark or tan tights or plain black or white socks • Plain black shoes (Please see the academy shoe guide for clarity on permitted styles) • A watch and one pair of stud earrings are allowed if a student wishes A more detailed uniform dress code will be provided to all students successfully offered a place and can be viewed on our website.

THE LEARNING DAY The academy day begins promptly at 8:40am and ends at 3:15pm.

Students have a 30 minute lunch period staggered across the year groups during Period 4.

The academy gates close at 8.35am each morning and entry to the academy after this time is via the main reception where students will be marked as late.

Year 7 eat during the middle sitting. They attend the first half of Period 4 from 12:40 - 13:10, they then attend lunch for half an hour and return for the second half of Period 4 from 13:40 - 14:10.

Those who would like to arrive earlier can attend the ‘Breakfast Club’ in our restaurant with cereal and hot food available from 8.00am every morning.

Gates open to students from 8:20am.

At 8:40am the day begins formally with a 25 minute Personal Tutor Group session or a Lead Lesson (assembly). The first of the five lessons begin at 9:05am.

There is a 20 minute break for all students at 11:15am with hot and cold food available to purchase at this time.

Our caterers Cucina™ provide an exceptional, high-quality healthy menu which includes at least one vegetarian (often vegan) option each day.

The final bell is at 3.15pm with enrichment sessions held most evenings until 4.15pm. The academy gates are locked at 3.30pm and all students exiting after this time must do so via reception and be accompanied by a member of staff.

KS4 CURRICULUM EXPLAINED The GCSE curriculum and exam grading have undergone a number of changes. In 2018 almost all GCSE grades have been reported on the 9-1 scale, with 9 being the best possible grade that can be achieved.

As an Academy we monitor student progress against their targets at regular points and offer support and challenge where required. This is a table showing the general equivalence between the old letter grades and the new number ones.

Old Letter Grade

New Number Grade

9 A* 8 A

7

B

6 5

C

4

D

3

E

2

F 1 G U

U

HAZELEY + AND ENRICHMENT The Hazeley learning experience stretches far beyond the confines of the classroom and periods 1-5. We offer a vast array of enrichment opportunities via several routes. Central to our belief that the 3Cs come alive both within and beyond the classroom, students develop their 3Cs through traditional extra-curricular clubs (Sport, Music, SMSC, homework club).

Hazeley+ is part of the school’s extra-curricular offer with a difference. Students sign up to learn a new skill/ develop existing skills further, for example learning about Macbeth and writing an A level standard essay in Year 8, learning how to sail, extending their Maths ability on a specific topic to A level in Year 9, entering national competitions in Science or learning new creative skills such as technical baking. Because Hazeley+ is high quality provision, there is a cost attached. There’s always an end goal that students will be able to achieve.

School days, weekends and holidays are filled with Bushcraft adventures, sports fixtures, university visits, work experience events, author visits, field trips, language trips abroad, outings to theatres, museums, castles, theme parks and of course the end of year proms for Years 11 and 13.

The Duke of Edinburgh’s Award is offered at Bronze level to all in Year 9. The Academy’s 3Cs align well with the requirements of the Award to complete aspects of Volunteering, Skill, Physical Activity and Expedition. Silver and Gold levels are offered in collaboration with Shenley Brook End School.

The experience during the school day is equally rich; students enjoy music, dance and drama events, guest speakers and a range of Drop Down Day activities where each year group follows a different timetable for the day to explore topics such as mental health and wellbeing, finance, cross-curricular learning, volunteering and careers in innovative and exciting ways.

Inter-house competitions are a central part of a student’s journey as they build character, confidence and creativity by seizing the opportunity to represent their house in one of the twenty plus events.

There is no such thing as an “average day” at Hazeley!

PRINCIPLES OF OUR DISABILITY AND ACCESS POLICY STATEMENT OF PRINCIPLE Our academy strives to ensure that our culture and ethos are such that, whatever the abilities and needs of members of our academy, everyone is equally valued and treats one another with respect. Students are provided with the opportunity to experience, understand and value diversity.

We are committed to reducing barriers to learning and to improving access to an inclusive education for all learners with special needs or disabilities.

The academy has a duty in law not to discriminate against children and young people with disabilities.

The Hazeley Academy is committed to avoiding discrimination against current and prospective students.

The Hazeley Academy’s duties include: • Not treating disabled students less favourably than other students.

• Taking reasonable steps to avoid putting disabled students at a substantial disadvantage.

The Hazeley Academy supports the provision of a mainstream school place for a child with Special Educational Needs so long as it is appropriate for the child and is compatible with the education of other children and the efficient use of resources.

ACCESSIBILITY AND THE PHYSICAL ENVIRONMENT All teaching areas have been built for ease of access by students and staff with disabilities. When necessary and as appropriate, the Directors’ Standards and Personalisation committee considers what the academy can do to improve the physical environment within the resources available.

ACCESSIBILITY AND THE CURRICULUM The academy is responsible for providing a broad and balanced curriculum for all students and this includes access to the curriculum for students with disabilities and special educational needs. The academy will provide additional provision to enable students with a range of disabilities and learning difficulties to access the curriculum through Special Educational Needs (SEND) provision.

Although, as an academy we are not bound to most of it, we nevertheless use the National Curriculum Guidelines as a tool for making the curriculum accessible to all students and these can be used to audit patterns of achievement and participation by students with disabilities in different areas of the curriculum e.g. the inclusion of children with a physical disability in PE. The Hazeley Academy uses a variety of approaches when planning and delivering the curriculum in order to draw on the different strengths and aptitudes of students, including using flexible grouping arrangements, where students with disabilities can work with their peers and encouraging peer support by, for example, setting up “buddying” or mentoring arrangements.

The Disability and Access Policy will, over time, show how further adaptations can be made to improve access.

This policy should be read in conjunction with all other academy policies, in particular, Equal Opportunities, Teaching, Learning, Admissions and Assessment.

STATEMENT OF PRINCIPLE This policy is in keeping with the academy’s aims, its teaching and learning policies, and its policy on equality of opportunity.

The Academy is committed to a policy of inclusion: one in which the teaching, learning, achievements, attitudes and wellbeing of all students matter including those identified as having special educational needs. The culture, practice, management and deployment of resources are designed to ensure all students’ needs are met.

The Board of Directors believes that all students, regardless of ability and behaviour, are valued equally at The Hazeley Academy. SEND children are not viewed as a separate entity but are part of the whole academy approach, and different student’s needs are recognised and met through the provision of a varied and flexible curriculum.

Objectives & Guiding Principles of the SEN Policy • To ensure that all students, including those with SEND, have access to a broad, balanced and relevant curriculum that is differentiated to meet their individual needs.

• To ensure early identification, assessment and provision for any student who may have special educational needs.

• To help every student realise his or her full potential and optimise their self-esteem.

• To enable all staff to play a part in identifying SEND students and to take responsibility for recognising and addressing their individual needs.

• To encourage the whole academy community to demonstrate a positive attitude towards SEND. • To encourage an effective parent partnership in developing and implementing a joint learning approach at home and at the academy.

• To encourage and support children to participate in all decision making processes that occur in their education i.e. their views are sought and taken into account.

• To follow guidance in Special Education Needs (SEND) Code of Practice for 0-25 years (2014).

PARENT PARTNERSHIP As earlier discussed, the aim is to develop a partnership in which professionals and parent/carers work together in the best interests of the student.

The Hazeley Academy recognises that positive attitudes, sharing of information, procedures and awareness of needs are all important.

The views and wishes of the student are also sought and taken into consideration.

Parents are fully involved in the academy-based response for their child, and The Hazeley Academy will ensure that they understand the purpose of any intervention and any subsequent programme of action. Parents are informed when a teacher considers that a student’s needs are significant enough for the student to be placed on the SEND register. Regular meetings are held with parents, teachers, SENCO and the student, as appropriate, to review the student’s progress and the programme of learning.

During the procedure of applying for a statutory assessment (which may lead to an education, health and care plan), parents will be given as much help, advice and support as possible.

The Hazeley Academy formally reports all students’ progress in detail to parents a minimum of 3 times a year through an electronic report and also through frequent reports on academic monitoring. In addition parents are welcome, at a mutually convenient time, to talk to the SENCO whenever they have a concern about their child. Whenever a specific concern is mentioned by a parent, it will always be investigated and the results reported back/discussed with parents.

2018 PERFORMANCE RESULTS KEY PERFORMANCE INDICATORS Measure

2017 9 to 4 Standard

2018 9 to 5 Good

9 to 4 Standard National

9 to 5 Good

National

Hazeley

National

Hazeley

Hazeley

National

Hazeley

English Lit

68

79

52

63

80.3

57.7

English Lang

67

73

51

57

72.4

61.5

Mathematics

69

71

48

41

81.6

63.2

The Basics

63

66

42

39

77.4

54.4

The Department of Education’s terminology now defines a Grade 4 as a standard pass and Grade 5 as a good pass.

The English and Basics measure is defined as the best of English Language and English Literature. In 2018 a lot more subjects were on the new 9-1 specifications and we continue to offer a wide range of courses.

Subject

4+

5+

7+

History

70.9%

53.5%

16.3%

Philosophy & Ethics

100%

81.3%

50%

BTEC PE

100%

66.7%

20%

Psychology

79.3%

58.6%

24.1%

VCERT PE

88.5%

67.2%

18%

Art

81.6%

67.3%

22.4%

Dance

86.7%

46.7%

0%

Drama

90.9%

81.8%

50%

Subject

4+

5+

7+

72.%

52.3%

29.5%

Music

81.3%

56.3%

0%

Product Design

79.5%

66.7%

20%

Computer Science

79.3%

51.3%

17.9%

IT

79.2%

47.9%

14.6%

Biology

100%

100%

60.4%

Chemistry

100%

97.9%

60.4%

Physics

100%

100%

54.2%

Media Studies

BREADTH AND DEPTH At Hazeley Academy we are proud of how we use the 3Cs to inspire and motivate our students to achieve their very best by developing a love for the subjects they study and understanding the content that they taught rather than seeing it simply as a qualification to gain. As a result we can boast to be one of the highest achieving academies in the area.

We have included a taste of this in the table above from 2018 figures.

HAZELEY POST 16 Hazeley Sixth Form concludes the seven year journey for our students, as well as seeing many students choose to join us from both across the city and internationally. Over the two years students will not only be offered a wide curriculum including both vocational and academic qualifications but also: • Enrichment activities that will prepare them for modern day society • An exclusive and extensive STEM programme • The opportunity to shine as a role model across the academy • The potential to go on to top destinations at Post 18 including Oxbridge, a wide spectrum of Universities, Apprenticeships at all levels and the world of work • Their own community to develop flourish and grow

Emperor Drive, Hazeley, Milton Keynes MK8 0PT Tel: 01908 555620 • Fax: 01908 508357 Email: enquiries@thehazeleyacademy.com Web: www.thehazeleyacademy.com