The Hazeley Academy information booklet

CHARACTER CONFIDENCE CREATIVITY

A LEARNING JOURNEY ACADEMY INFORMATION

ADMISSIONS Adapted from the Admissions Criteria for Students Aged 11+ (further details can be found on our website) The planned admission number for September 2016 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.

In the event that there are more applications received than there are places available, and admissions to The Hazeley Academy are oversubscribed, the following criteria will be used in the order set out below to allocate places.

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

4. No Sibling but defined Area: Children who live in the defined area served by the academy.

Proof of residence will be required.

5. Sibling & 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.

6. Out 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 of the academy, 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.

CHARACTER CONFIDENCE CREATIVITY

Procedures for Admission at 11+ Although the academy will decide admissions, the Local Authority (LA) as required by the Department of 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 Information for Parents” handbook. Parents should make sure they are familiar with this information and take particular note of the definitions provided, dates and deadlines.

The Local Authority (LA), as required by the Department of Education (DfE), coordinates the admissions arrangements for all academies in Milton Keynes.

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’ handbook.

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 academies 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.

02

CHARACTER CONFIDENCE CREATIVITY

UNIFORM Taking Pride The Hazeley Academy enjoys an outstanding and well-earned reputation in the community. This extends to both the attitudes 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.

Most items of our academy uniform is sourced by an agent who offers both a web and academy-based service although for some items, equivalent alternatives will be acceptable.

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. Plain black shoes adhering to the academy shoe guide.

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

Students are encouraged not to bring valuables of any type into the academy. This includes items of jewellery, and mobile phones. If such items are brought to school they are brought in at the family’s own risk. They must also be turned off and kept out of sight and not used on the corridors or, without permission, during lessons.

The Uniform • Dark green blazer with the Academy badge • Plain white formal shirt (or open-neck blouse without tie for Year 10 and 11 girls if they wish) • 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 (skirts should be at the knee) • 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.

Extremes of hairstyle including bright colours, tramlines and shaved heads are not permitted. Headscarves if worn, should be plain green or black.

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, except where negligence can be proven.

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

Year 7 eat during the middle sitting. They attend the first half of Period 4 from

Enrichment sessions are held most evenings until 4.15pm.

Students sign up for activities via the Enrichment booklet published termly.

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 go to the ‘Breakfast Club’ with cereal and hot food available in the restaurant from 8am 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 - once a week).

08:40

09:05

Tutor/Lead Lesson

The Cucina™ Restaurant is open most of the day.

09:05

10:10

Period 1

10:10

11:15

Period 2

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

11:15

11:35

Break

11:35

12:40

Period

12:40

14:10

Period 4

14:15

15:15

Period 5

15:15

16:15

Enrichment (Optional)

The first of the five lessons begin at 9:05am. Break: There is a 20 minute break for all at 11:15am, with hot and cold food available at this time.

There can be some changes to the sittings for certain year groups due to exam requirements, etc.

The one-hour and a half hour lunch session is actually a full one hour lesson with three lunch sittings.

Lunch Years 8 and 10

Lunch 12.40-13.10

Period 4 13.10-14.10

Year 7

Period 4a 12:40 - 13:10

Lunch 13:10 - 13:40

Years 9 and 11

Period 4 12:40 - 13:40

Period 4b 13:40 - 14:10 Lunch 13:40 - 14:10

04

LOOKING AFTER YOUR CHILD – CORE BELIEFS AND VALUES Our Beliefs Lifelong Learners We believe that all young people are capable of becoming fervent independent and collaborative learners and that the academy community should provide them with many opportunities and guide them to realise this. In this age, the only certainty is change. Therefore, we also believe that to be successful, school- leavers now, more than ever, will need to see themselves as lifelong learners. We must help them to learn to embrace change; transferring skills and competencies as they reinvent themselves amongst the shifting sands of work, community, economy and leisure.

As a body of staff, we believe that we must model this; in effect showing ourselves, whatever our roles, to be the ‘lead learners’ of the community.

Professionalism We believe in the integrity and equality of a ‘one-staff’ concept and that it is vital that all staff demonstrate respect and high regard for each other and all stakeholders.

We believe that there must be a consistent approach towards creating and sustaining a well- ordered, highly functional learning environment and a ‘can do’ culture. With this in mind, all staff will model excellent behaviours in, for example, their

effort, presentation, punctuality, conduct in public, life-balance and commitment to their own and others’ learning.

The Individual We value students as individuals and the absolute right they have to an excellent education. For students this is best manifested through an excellent, personalised provision leading to the reaching and exceeding of challenging targets. At The Hazeley Academy we also recognise and truly value the contribution of all staff members to securing this end, whatever their role or remit within the organisation.

Diversity We recognise and value the significant diversity in our community. We celebrate it and accommodate it in our planning and provision, in all its guises, thus ensuring equal opportunity for all and enriching our community experience.

Moral Choices We value honesty, fairness, compassion, kindness, humility, patience and respect for others as being moral and ethical choices that we all make in our day to day lives at school and at work.

CHARACTER CONFIDENCE CREATIVITY

Working Together

Enrichment

We recognise that to be highly effective, we must work together; staff, students and families with an agenda of mutual respect and that we work creatively in teams, truly valuing the opportunities for such collaborative and co-operative working at every level.

3:15 pm is definitely not the end of the day and all students are encouraged to attend one or more of the enrichment sessions that take place from 3:15 to 4:15 pm.

Challenge We value the opportunity to be the best that we can be - to stretch ourselves and each other - facing challenges of the highest order; to persevere in the face of difficulty and failure, reviewing our targets when they are not achieved.

Academy Home Agreement Children arrive at The Hazeley Academy age 11 – alive with energy, hopes and dreams. They leave at 18 or 19 as adults; needing, quite simply, to be ready to thrive in the adult world.

Academic qualifications themselves are not enough. In the twenty-first century, with the staggering pace of change; social, technological, economic and environmental, the now global, young e-citizen will, without doubt, need a different view of themselves and the world in which they live than any other previous generation of young adults. They will need to possess a deep-rooted confidence and self-belief, a level of creativity, resilience and competitiveness that borders on the entrepreneurial and above all a well-rounded character, rooted in care for self, others and their environment; values-based

These activities are, in some cases, provided by external providers and they work to encourage students to try new and varied things as well as develop existing talents. Activities do change regularly and each half term the full range of enrichment activities on offer is publicised to students, who can opt to attend one or more of them.

Extra-Curricular Opportunities We value the contribution that extra-curricular activities make to the progress of our students - the opportunity to take part in a broad range of trips, visits and other activities enhances the learning experience and gives the students a chance to have some fun in the process. All such visits and trips are funded either centrally or legitimately via voluntary contributions as per our Charging and Remissions Policy - available on our website.

Crafting Confidence In addition to securing the highest standards of achievement, the three Cs underpin all that we seek to do to nurture the same in the young people whom we are privileged to serve for the seven formative years of their lives that they are with us.

Success at The Hazeley Academy is about more than just academic success. We pride ourselves in the fact that students, in all year groups, have opportunities to take a leading role in all aspects of academy life through a variety of different roles or responsibility, whether as tutor group representatives and members of the Academy Student Voice council or through involvement in the wide range of clubs, societies and other extra-curricular activities. If a successful three-way relationship between the academy, student and parents/carers, based upon mutual trust, respect and a commitment to improve learning outcomes can be established all barriers preventing progression can be removed. The engagement of all three stakeholders is powerful in raising achievement in schools. Where parents, students and teachers work together to improve learning, the gains in achievement are significant.

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CHARACTER CONFIDENCE CREATIVITY

PRINCIPLES OF OUR DISABILITY AND ACCESS POLICY Statement of Principle

Accessibility and the Physical Environment

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.

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.

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

Accessibility and the Curriculum

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 sees its duties as: • 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.

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 (SEN) 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.

Principles of our Special Educational Needs Policy 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. SEN 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.

Parent Partnership

Objectives & Guiding Principles of the SEN Policy

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

• To ensure that all students, including those with SEN, 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 SEN students and to take responsibility for recognising and addressing their individual needs.

• To encourage the whole academy community to demonstrate a positive attitude towards SEN. • 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 (SEN) Code of Practice for 0-25 years (2014).

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.

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 SEN 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.

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2015 PERFORMANCE RESULTS Higher Grade Pass Rate: % achieving A*-C Faculty

English

Mathematics

Science

Creativity

Character

Confidence

Subject

2015

2014

2013

UK National Average

English Language

77%

76%

77%

65%

English Literature

100%

92%

90%

76%

French

39%

57%

81%

71%

German

67%

88%

100%

75%

Spanish

66%

83%

85%

73%

ASDAN (CoPE)

100%

100%

100%

n/a

Mathematics

76%

83%

83%

63%

ICT (GCSE)

87%

90%

85%

68%

Biology

96%

100%

88%

91%

Chemistry

100%

100%

96%

91%

Physics

100%

100%

96%

92%

Science (2 or more awards)

69%

70%

81%

n/a

Art and Design

63%

73%

66%

76%

Design Technology

n/a**

70%

60%

-

Catering

58%

53%

78%

61%

Hospitality

71%

67%

87%

-

Drama

51%

79%

83%

74%

Performing Arts

n/a

n/a

100%

n/a

Music

68%

64%

76%

76%

Media

80%

76%

44%

64%

History

55%

57%

71%

69%

Geography

72%

74%

76%

69%

Business Studies

90%

93%

100%

82%

PE

56%

62%

77%

70%

Psychology

81%

70%

72%

63%

Sport

n/a

100%

100%

n/a

Law

67%

100%

100%

46%

Health and Social Care

90%

100%

100%

82%

*nationally specifications changed in all sciences leading to standards falling across the country. ** DT Resistant Material 57%, Graphics 50%

CHARACTER CONFIDENCE CREATIVITY

English Baccalaureate (EBacc) - the core academic curriculum (Set to replace GCSEs to become the official ‘standard’ qualification for most students in 2017 - current year 7).

To be awarded the EBacc, a student must achieve a grade A*-C in the following GCSEs: English, mathematics, science, geography or history, a language.

Students at Hazeley consistently achieve amongst the highest outcomes in this challenging measure.

Key Stage 5 (Sixth Form) Highlights - see website for details • One of the fastest growing sixth forms in MK - from 50 students in the first cohort to 240 in 4 years.

• 100% of A level & IB students who applied to University were accepted - three years running.

• Standards now competitive with the best sixth forms in the town.

Higher Grade Pass Rate: % achieving A*-C With a 100% GCSE pass rate in the vast majority of subjects, around 25% of students achieving A/A* in each subject and with consistently over 75% achieving A*-C grades in English & mathematics The Hazeley can boast to be one of the highest achieving academies in the area. The individual higher grade pass rate (A*-C) since 2009 is shown here.

Higher Grade Pass Rate: % achieving A*-A Faculty

Subject

2015

2014

2013

UK National Average

English Language

25%

23%

22%

15%

English Literature

28%

39%

18%

22%

Mathematics

Mathematics

21%

26%

22%

17%

Biology

48%

30%

42%

42%

Science

Chemistry

52%

45%

63%

43%

Physics

52%

37%

42%

43%

English

10

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