|
You said…
|
We did…
|
|
Some parents would like to know more about what their child is learning throughout the year
|
- The academy website has a dedicated Curriculum section which explains each subject in detail, and how it is taught to each year group including any specific topics or focus, and details of exams and assessments
- The “My Child At School” (MCAS) App is available to all parents/carers and, amongst other things, provides information about their child’s achievements
- Staff are available via email for any parent who may wish to contact them and find out more about what their child is learning
|
|
Some parents asked for more information about their child’s progress at school
|
- Parents are issued with Progress Reports at least 3 times per year, more frequently for Yrs 11 and 12, which outlines each subject their child is studying and how they are progressing. Every student is issued with an ‘Attitude to learning’ (ATL) score. This score is between 1-4 stars, 1 being “…very little effort…”, and 4 being “…always works hard…”, and is calculated based on each child’s attitude to learning in the classroom and with homework. At the end of each Key Stage, this report also shows their child’s assessment scores and ‘Most Likely Grade’ (MLG) for each subject. The MLG is a prediction by the school on what grade is most likely to be achieved at GCSE, A-Level or BTECs
- Parents’ evenings are held annually for each year group which provide parents/carers with an opportunity to meet their child’s teachers and discuss their progress
|
|
A greater range of subjects could be offered to students
|
- At Key stage 3, the modern foreign languages offer has increased to include Spanish
- The curriculum offer for Sixth Form has been extended to include French, Spanish, further mathematics, DT product design, physics and computer science
- HAOC’s Personal Development curriculum includes a wide range of enrichment opportunities built into students’ weekly timetable. Subjects include debating, code-breaking, cooking for university, jewellery making, personal survival and lifesaving, performance skills, script writing and STEM
- Students undertake community projects which include celebrating events from different cultures, caring for the local environment, baking, writing, first aid, peer support for younger students and helping at local primary schools
|
| A focus was requested on supporting your child’s wider personal development |
- Personal Development lessons are held throughout 4 dedicated weeks per year, whereby students follow a different timetable for one period each day, and explore topics such as cyber-bullying, relationships and families, drugs and alcohol, body image and equality
- House Competitions run throughout each year. This allows students to showcase their skills in topics such as art and design, computer programming, spelling, maths challenges and literacy quizzes, promoting healthy competition between peers
- Our Citizenship and Religious Education (CRE) curriculum aims to equip students with the knowledge, wisdom and passion needed to educate the mind and heart as well as an understanding of responsible citizenship according to British values. Students study a range of topics from exploring the western world in which we live, to historical, religious challenges that people faced. They explore the main religions including Christianity, Buddhism, Islam, and Sikhism
- 'Making Memories' activities aim to allow students to be taken out of their ‘everyday experiences’ and discover something new. Activities include trips to historical buildings and places, outdoor pursuits days, visits to museums, exploring the sites and culture of London, Sports Day, and a range of in-house competitions
|
|
Teachers could be resourced more consistently throughout the school
|
- To better manage staff absence, some students are grouped together and supervised by senior members of staff while they undertake supervised study. They follow their intended curriculum, and complete work set by their normal teacher which follows the same content as if they were in normal lessons, so no learning is missed. Staff are present to support students throughout the lesson, and resources are provided inline with the needs of the topics being taught
- The academy uses regular cover teachers who are available to cover classes. They teach work set by the normal class teacher, in their usual classroom, following the curriculum as intended. On rare occasions when regular cover teachers are not available, experienced subject specialists are sourced from educational agencies to support lessons
|
|
Some parents asked for easier methods of communicating with staff about their child
|
- The ‘contact us’ page of the website has been modified to give parents/carers the option to direct emails to a specific staff member depending on the nature of their query, as well as continuing to maintain a general enquiry platform
|
|
Some parents requested clearer explanations of behavioural expectations, including the range of sanctions and/or support available to students, including SEND support
|
- The HAOC charter reflects the academy’s culture of ‘work hard, be kind, take responsibility’ and all students are encouraged to enjoy being the best they can be. Students have received tuition on what the charter means and how they should follow it. The Charter is displayed in all classrooms throughout the school
- A system of rewards and sanctions are in place at the academy to recognise and celebrate achievement as well as address any poor choices or unsatisfactory behaviour. Staff follow this system consistently with all students, reminding them of the expectations required and supporting them in making good choices
- The ‘Home-Academy Agreement’ outlines the expectations required from the school, from students and from their families during their educational journey at HAOC. Students and their families meet with senior members of staff as part of new-student induction to discuss and sign the agreement, so all parties are aware of what is expected of them from the outset
- Each year group has an Achievement Leader and Pastoral Manager designated to support them. In addition, the academy has an in-house Counsellor, a Special Educational Needs and Disabilities (SEND) team, and access to a range of external agencies for more in-depth or specific support
- Our SEND team has expanded to include more Teaching Assistants as well as the team undertaking a range of extensive training to support them in their roles
|
