Parent Information Booklet 2018-19 - St Edwards Academy
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
`
Parent Information
Booklet
2018-19
1
St. Edward’s Church of England Academy
Westwood Road, Leek, ST13 8DN
Telephone: 01538 714740
Principal: Mr. T. Hutchinson
http://stedwards.academy
Principal’s Message
I am very pleased to welcome you to St Edward’s Church of England Academy, Leek. Our Academy is a mixed
school for students aged 9-13 and is proud to be a Christian community.
We aim to provide the highest quality of education to the young people in our care within a community
whose ethos, vision and mission are based on the teachings of Jesus and the belief that every person is
loved and accepted by God. This is summed up in our motto: Learn for Life.
At St Edward’s, we want all our pupils to achieve well and take great care to ensure that we have an
appropriately broad and balanced curriculum together with pastoral structures to support this. The links
between the pastoral care, academic achievement and enrichment opportunities are designed to enable
every pupil to reach their potential.
To develop the whole person, a myriad of extracurricular and out-of-classroom experiences are available
from chess club and our vegetable garden to rugby and musical productions. Such activities foster a team
spirit and help to nurture those characteristics that set St Edward’s pupils apart. They are also a testament
to the commitment and enthusiasm of our staff to provide a setting where each child can flourish.
The school opened in 1981, in buildings formerly occupied by a boys’ high school and since then various
alterations and extensions have been made to improve the premises. The latest developments have
involved the construction of two new classrooms, the complete refurbishment of one of our labs, new
roofing, renovation of the gym into a Sports hall and, most recently, the refurbishment of the library.
We are part of the Leek Education Partnership, a partnership of 17 local schools, and we also have a
collaboration agreement with the Talentum Learning Trust which consists of Churnet View Middle School,
Westwood College and Leek High School.
I would like to extend a personal invitation to you to meet with both the staff and pupils, who will
demonstrate the outstanding education St Edward’s Church of England Academy, Leek has to offer to your
children.
God Bless
T Hutchinson
Principal
2
Contents: Page(s)
Principal’s message (2)
Contents (3)
Ethos and Values (4)
The Academy Prayer and The Academy day (5)
Who do I contact and other methods of communication (6)
Uniform (including PE kit and equipment) (7-9)
St Edward’s House Systems and RESPECT (10)
House Tutors and House Leaders (11)
Praise and Rewards and Behaviour for Learning (12-15)
Anti-bullying (16 - 18)
Attendance and punctuality (19 - 23)
School Terms and Holiday Dates (24)
Teaching and Learning (25)
Homework (26 - 27)
Assessment (28 – 29)
Friends (30)
Emergency Closure (31)
School Calendar (32)
3
St Edward’s Church of England Academy Ethos and Values
The ethos and values of St Edward’s Church of England Academy are based on the
teachings of Jesus Christ and underpin everything that we are and do, which is
encompassed in the word ‘RESPECT’.
Each letter links to the Academy motto – Learn for Life
‘Learn for Life’
Recognise and Encourage - everyone’s potential, individual skills and talents
Strive to be the best we can be
Prepare for the challenges of life
Empathise - promoting the values of respect, kindness, compassion, fairness,
forgiveness, love, honesty and trust
Christian – a community where we learn from the teachings of Jesus so that we can
contribute to the family of St Edward’s and beyond
Teamwork – an environment where we work together so we can all achieve our
potential
4
The Academy Prayer
Dear Lord,
Thank you for this day.
Let us pray that throughout this day you will remain with us.
Help us to find peace in this world.
Let misery, bullying and suffering be things forgotten forever.
May our school be a place where everyone matters and we are kind to one another.
From the rising of the sun to the evening, let us pray to you our Lord.
We bless you and your son, Jesus Christ our Lord.
Amen
The Academy Day
8.45am – 8.55am Tutor Group time & registration/ Collective worship
8.55am – 9.45am Lesson 1
9.45am – 10.35am Lesson 2
10.35am -10.55am Break
10.55am – 11.45am Lesson 3
11.45am – 12.35pm Lesson 4
12.35pm – 1.30pm Lunchtime
1.30pm – 2.20pm Lesson 5
2.20pm - 3.10pm Lesson 6
3.10pm – 3.40pm Tutor Group time & registration / Collective worship
5
Who do I contact?
If you wish to report an absence, please contact the school office on 01538 714740 giving your child’s name
and tutor group.
If you have an issue regarding academic or pastoral matters, these should be raised with the appropriate
House Leader so that they have the full picture of any pupil within their tutor group.
The House Leader will then liaise with the necessary staff and decide who then needs to follow up with
parent(s) / carer(s).
Telephone numbers:
House Leader Newton Mrs R. Ball 714762
House Leader Elgar Mrs L. Mountford 714746
House Leader Nightingale Mrs C. Mulroy 714756
Other Methods of Communication
The pupil planner is often a good way for the home and Academy to communicate. The House Tutor checks
the planner weekly, but a pupil can show their planner to their House Tutor during any tutor group period
if there is a note from home.
The Academy regularly informs parents(s) / carer(s) of forthcoming events. This is usually by letter which is
sent out as an e-mail (if the email address has been given to the office). Hard copies are sent home if no
email address has been submitted.
The Academy website has copies of all letters that are sent home and it also contains other valuable
information such as curriculum, policies and useful links.
In addition to this, the Academy also has a Facebook page. This is used to give match results and to keep
parents informed when pupils are on residential visits. Photographs are regularly posted here.
6
Uniform
Personal Appearance
Pupils should always present themselves in a smart, respectable manner within the Academy, and when
travelling to and from it.
All clothing and equipment should be clearly labelled with the pupil’s name to avoid them misplacing or
confusing their possessions with those of other pupils.
Trousers must be grey or black with no stripes or flecks. They should be classic style and loose fitting with
no exposed zips, external pop-rivets or pockets. Tailored pockets are allowed. Jeans, fashion shorts or other
fashion items are not allowed.
Skirts must be grey or black with no stripes or flecks. They should be a classic style, loose fitting and no
shorter than 1 inch above the knee, with no exposed zips, external pop-rivets or pockets. Tailored pockets
are allowed.
Belts - only narrow plain black or navy belts may be worn.
Shirts - the school open-neck style polo shirts in gold must be worn.
Socks - only navy blue, black, white or grey socks should be worn. Black tights may be worn with skirts.
Footwear - sensible plain, all black leather (or leather like) shoes which cover and protect the toes are to
be worn. There must be no logos or ‘features’ (such as the Adidas three stripes, Nike tick, the New Balance
NB, Puma form strip, Converse star/circle, etc). Even if such shoes are sold as part of a ‘back to school
range’, they will not be allowed. In bad weather, boots or wellingtons may be worn to travel to the Academy
and then exchanged for normal school wear upon arrival. Any medical conditions requiring the use of
alternative footwear should be referred to the Academy.
Examples of Acceptable Shoes
Please see the uniform letter on the school website for clearer pictures.
Examples of Unacceptable Shoes
Sweatshirts - if wearing a sweatshirt, this MUST be the official Academy sweatshirt (see Academy website
for further information).
Hoodies are not allowed. Academy hoodies are only to be worn during sporting fixtures and PE lessons;
they are not to be worn at any other time, including break and lunch time.
7Hair must be a natural colour (and may include natural coloured highlights or lowlights). Hair must be at
least 7mm long (a number 3).
Long hair (i.e. below shoulder length) should always be tied up. Fashion cuts are not allowed, including ‘dip-
dyed’ hair, ‘tram lines’, ‘patterns’,’ shaved heads’, ‘Mohicans’, etc.
Dark coloured ‘bobbles’ are to be used when tying hair back. Hair bands are permissible but should also be
dark in colour. ‘Holiday braids’ are not permissible.
Jewellery, valuables and earrings (other than one small stud on the lobe of the ear) all piercings are not
permitted on the grounds of Health and Safety. A simple wrist watch or ‘fitbit’ may be worn (SMART
watches are not allowed).
Make-up and nail varnish must not be worn.
Coats and jackets must be plain in colour and suitable for unstructured time. They must not be worn in the
building. In the winter months, high visibility bands may be worn.
Summer wear, such as the authorised gingham dress may be worn during the summer term. Smart shorts
(of the colours and style described under ‘trouser’ section above) may also be worn. Tight shorts (including
cycling shorts, ‘hot pants’ and ‘wheelies’) are not acceptable.
Large amounts of money or items of value (including personal audio equipment such as MP3 players, iPods,
iPads or other tablet devices, electronic games or jewellery) must not be brought into the Academy. Such
items will be confiscated by staff and must subsequently be collected by parent(s)/carer(s) from reception.
Dress Code for non-uniform days (or educational visits)
Discrete and respectful clothing must cover the ‘trunk’ of the body from the neck to the knees, including
the shoulders (tight shorts are not acceptable, including cycling shorts, ‘hot pants’, ‘wheelies’, etc.).
Sensible and appropriate clothing and shoes must provide adequate protection and not include anything
inappropriate for a school setting (unsuitable captions, motifs, etc. are not acceptable).
Jewellery and hair must conform to ‘within the Academy’ requirements.
Face painting or fancy dress is not permitted (unless a letter has been sent home explicitly authorising it
for a special event).
The Principal reserves the right to make the final decision on what is or what is not appropriate.
Pupils who do not comply with uniform rules will be removed from lessons and break/lunchtime routines
until they do so. A uniform pass to allow a temporary exception to uniform requirements can be applied
for and issued at the Academy’s discretion should there be a need.
The Academy accepts no liability for lost or stolen items. All items must have a name label and pupils
must take care of their own property at all times.
We are aware that it is sometimes difficult for parents to identify what is acceptable and wish to work with
you to ensure that we are consistent in our approach to dealing with this matter. If you are unsure, please
contact the school.
8Equipment
In terms of equipment for school, our pupils are expected to bring each day:
Their school planner
A suitable sturdy school bag – examples of appropriate bags are on the school website
A pencil case
Two pens/biros (black or blue)
A pencil
A ruler
Headphones / ear-buds (for Computing)
A reading book
Other items that are useful:
A green pen
A pencil sharpener
A rubber
A calculator
Coloured pencils
PE kit list:
St Edward's Academy PE shirt or St Edward's Academy blue polo
St Edward's Academy shorts / skirt
St Edward's Academy socks
Short white sports socks / trainer socks
Trainers (not pumps)
Football boots
Shin pads
Mouth guard
St Edward's Academy reversible rugby shirt (optional)
St Edward's Academy hoody (optional)
Navy base layer (optional)
Track suits/ fleece / other warm clothes (preferably navy in colour) may be worn in bad weather at
the discretion of the PE staff
Swimming (Boys and Girls) Year 5 only:
Swimming trunks or costume (one piece) in any sensible colour
Swimming cap must be worn by all pupils who have long hair
Where to buy our uniform and sports kit
We have two outlets available for our school uniform, Supersport and Tesco Online with their F&F brand. To
view the ranges from each supplier, please contact them.
Supersport (Leisure Shirts) Ltd, Hope Silk Mill, Macclesfield Road, Leek ST13 8JZ Telephone: 01538
386226
Tesco Florence and Fred – visit Tesco Online and select Staffordshire and then St Edward's CE
Academy from the drop down lists
9St Edward’s House System and Respect
The House system creates competition, promotes good work and behaviour, encourages
teamwork, provides opportunities to take on responsibilities and brings everyone in the
school together. The system also helps us to focus on our values and ethos.
The House names are as follows:
Newton (House colour: Blue)
Elgar (House colour: Yellow)
Nightingale (House colour: Red)
These people and their fields of expertise and experience encompass all of our faculty areas at St Edward’s.
Within each year group there are two tutor groups in each of the houses, i.e. in Year 5
Newton: 5Isaac and 5Newton
Elgar: 5Edward and 5Elgar
Nightingale: 5Florence and 5Nightingale
As can be seen, in Years 6, 7 and 8 the year group that your son or daughter is in precedes the tutor group
name.
Each House has a House Leader who oversees all matters regarding pupils.
10House Tutors and House Leaders
Newton Elgar Nightingale
House Leader: House Leader: House Leader:
Mrs R Ball Mrs L Mountford Mrs C Mulroy
Form Isaac Newton Edward Elgar Florence Nightingale
Mrs V Cooper Mrs M Loughran Miss K Ashcroft Mrs R Smith-Ruscoe Mrs E Salmon Mr C Burrows
Year 5 Rm 207 Rm 114 Rm 210 Rm 112 Rm 204 Rm 202
Mrs S. Breen Mrs R Rose
and Miss L. Broadhurst and Miss L. Newport Mr J. Renshaw Mrs R Aggett
Year 6 Mrs T. Dickinson Rm 108 Mr T Ellis Rm 123 Rm 102 Rm 122
Rm 110 Rm 101
Mrs L Harrop Mrs M Collier Mrs J Ibbotson Mr R Salmon Mr P Jones Mr D Cooper
Year 7 Rm 104 Rm 205 Rm 106* Rm 116* Rm 203 Rm 119
Miss H Swinson
Mr M Massey and Miss H Jones Mr L Braxton Miss L Batigan Mrs L Jeffery
Year 8 Rm 121 Mrs S Johnson Rm 103 Rm 124 Rm 208* Rm 206*
Rm 120
11Praise and Rewards
and
Behaviour for Learning
Please refer to the Praise and Rewards Policy on the Academy website for full details.
What is Behaviour?
Behaviour is the way we act and respond to people and to situations in which we find ourselves.
Good behaviour is a necessary condition for effective teaching and learning and for pupils to make progress.
Poor behaviour blights the learning and, possibly, the life chances of pupils. For any Academy to operate
successfully, therefore, we need agreed standards of behaviour which are well known to pupils and to
parents, and which are applied consistently and fairly by all staff. At St. Edward’s, we expect high
behavioural standards of all pupils, supported by our parents.
Definitions of Positive Behaviour
Good / Excellent Effort
Good / Exceptional work
Good / Excellent Improvement
Showing a mature attitude / Exceptionally good attitude
Extremely helpful
Representing the school
Sustained attendance or involvement in an extracurricular activity
100% attendance over a half term or term
This list is not exhaustive and there are many other types of positive behaviour that may be praised or
rewarded.
Our Approach to Positive Behaviour
A common culture of RESPECT including praise and rewards is employed throughout the school. Clear
rewards will be consistently applied:
Subject staff record a pupil’s Attitude To Learning (ATL) for every lesson using the 4 to 1 scale where
4 = outstanding, 3 = good, 2 = needs to improve, 1 = inadequate
All staff record all positive incidents on SIMS
Pupils are rewarded for identified milestones in positive behaviour and attendance, including end
of half term certificates / subject prizes, other special recognition prizes and eligibility for end of
year or term activities / trips
Special responsibilities / privileges
Texts / Letters / phone calls home / parents invited into school
12Our Code of Respect
We should show the following at all times:
Self-respect which includes showing a commitment to try our very best in all that we do
Consideration and respect for others and of their right to learn, demonstrating politeness and good
manners
Respect for property and the environment
Regular attendance and punctuality
Academy Ethos
All adults encountered by pupils at the Academy have an important responsibility to model high standards
of behaviour, both in their dealings with the pupils and each other. As adults, we uphold the ethos and
values of our Academy.
Learn for Life:
Recognise and Encourage everyone’s potential, individual skills and talents
Strive to be the best we can be
Prepare for the challenges of life
Empathise - promoting the values of respect, kindness, compassion, fairness, forgiveness, love, honesty and
trust
Christian - a community where we learn from the teachings of Jesus so that we can contribute to the family
of St Edward’s and beyond
Teamwork – an environment where we work together so we can all achieve our potential
13Expectations of Pupils
The Academy aims to seek “to encourage and expect from each pupil the very best in personal achievement,
attitude and behaviour, and thereby to prepare them for the opportunities, responsibilities and experiences
of life both now and in the future.”
Our expectations of pupils’ attitudes and behaviour are founded on RESPECT and this may be summarised
as follows:
Self-respect and self-esteem - this includes showing a commitment to try their very best in all that
they do
Consideration and respect for others and of their right to learn, demonstrating politeness and good
manners
Respect for property and the environment
Regular attendance and punctuality
Expectations of Parents and Carers
In order for a young person to achieve their potential, it is vital that an effective and respectful relationship
exists between the Academy and home and it is one where an open dialogue exists. If a parent or carer has
a concern, we will always listen and seek to address the matter.
Government guidance states that parents and carers:
are under a legal duty to ensure that their child receives a suitable full-time education and that
they attend regularly and punctually
have a clear role in making sure that their child is well behaved at the Academy
If parent(s) / carer(s) fail in their duty to do either of the above, then they may be asked by the Academy or
the Local Authority to sign a parenting contract or a court-imposed parenting order. In addition to this,
should a parent or carer be abusive or threatening, further action will be taken to ensure the safety of all
members of St Edward’s Academy, including pupils, staff, other parent(s) or carer(s) and visitors to the
Academy.
14Our approach to Inappropriate Behaviour
A common culture of RESPECT including praise and rewards will be used where pupils are encouraged to
do even better. Clear consequences will be consistently applied. Primarily, staff record in SIMS any incidents
where pupils’ behaviour / work falls below the standard expected of them. Staff then implement
appropriate consequences, where necessary, to encourage the pupil to modify their behaviour and thus
want to succeed.
The Academy may use one or more of the following sanctions in response to unacceptable
behaviour:
A verbal reprimand
Expecting work to be completed at home, break or lunchtime
Detention at break, lunchtime or after school
Referring the pupil to a more senior member of staff, e.g. Faculty Leader or Leader of Pupil
Engagement
Letters or phone calls home to parent(s) / carer(s)
Academy and parent(s) / carer(s) meeting
Placing a pupil on ATL report
Agreeing a Positive Support Plan
Off-site behaviour
Sanctions may be applied where a pupil has misbehaved off-site when representing the school, such as on
a school trip or whilst travelling to or from school on the bus.
Where pupils display behaviour outside the Academy that could have a detrimental effect on the smooth
running of the Academy and the welfare of its pupils or staff, this Praise and Rewards Policy will also be
implemented.
Anti-bullying
Our aim is to create RESPECT for one another in a Christian, caring and equal society, promoting the moral,
mental, physical well-being and development of all pupils by providing a healthy social learning
environment. The Academy rejects all forms of bullying and intends to provide an atmosphere of safety
and happiness for all pupils. Bullying of any kind is unacceptable at our Academy. If bullying does occur, all
pupils should be feel confident to inform the appropriate member of staff, and know that incidents will be
dealt with promptly and effectively.
15Definition, Types and Practices
Bullying takes many forms and in determining whether bullying has taken place, the views of the victim
must be taken into account.
Definition
Bullying is a deliberate attempt to make someone feel uncomfortable, unwanted or intimidated. It may
take place over a period of time and it can be carried out by an individual or a group. Examples of types are:
Direct Verbal - name calling, taunting, mimicking, insulting or hurtful comments, including
references about looks, ability, accent, families, race, gender or sexual orientation
Indirect - spreading unpleasant stories about someone, electronic messages, e-mails and
comments or photographs on web-sites, malicious texting or phone calls, excluding someone from
a group, writing hurtful comments, etc.
Physical - hitting, pushing, barging, tripping up, kicking, pulling hair, sexual harassment, taking and
hiding belongings, damaging property, etc.
Bullying is not when people have an occasional fight, disagreement or they have fallen out of friendship.
Practices
It is important to recognise that bullying can take place in various situations, such as, between children,
children and adults, or between adults. It can involve individuals or groups and be face-to-face, indirect and
use a range of cyber-bullying methods.
Signs of Bullying
Parents and teachers should always be alert to signs a pupil may display if being bullied:
A change in character, becoming withdrawn, anxious, nervous or alterations in eating habits
‘Loses’ money, possessions or has property damaged
Has unexplained marks, bruises or cuts
Is reluctant to come into the Academy or truants
Becomes aggressive, disruptive or is bullying other children or siblings
The Role of the Academy
The House Tutor's Responsibility
The House Tutor is the ‘front line’ of the pastoral care system and is responsible for creating a good
relationship with individuals so that pupils feel they can discuss personal issues, including bullying with
them if necessary. Tutors need to be vigilant in assessing the wellbeing of pupils, especially if they are
particularly vulnerable for any reason.
16How the Academy responds to any incident that is reported (suspected) incident of
bullying
St Edward’s Academy will establish and maintain the following activities to combat bullying behaviour:
The role of an identified Anti-bullying Lead as part of the roles and responsibilities of the Vice
Principal
An appointed Link Governor for safeguarding and anti-bullying
The establishment of a record through which all incidents are collated, periodically reviewed and
reported in appropriate quarters
Ensure that where appropriate, the Academy fulfils its legal responsibility by reporting incidents to
identified authorities, including the police, e.g. racist incidents
Communication of the policy and its periodic update, in order to ensure that staff, pupils, parents
and governors are continuously aware of the policy and also of their individual responsibilities
Examination of preventative measures such as alteration to the Academy environment, procedures
and practices, in an effort to reduce the risks of bullying occurring
Please refer to the flow diagram for a full overview of how the Academy deals with incidents that are
witnessed, suspected or reported as bullying.
Role of Parent(s) / Carer(s)
If parent(s) /carer(s) suspect bullying is taking place (whether in school or outside school), please
contact the Academy immediately - the easiest and quickest way is to telephone*
If you wish to speak to a member of staff in person, you may ask for an appointment with the House
Tutor or House Leader*
Encourage your child to inform the Academy, or allow you to contact us if they are being bullied*
The Academy will keep parents informed of any investigation by telephone and notify them of the
outcome in writing
Role of Pupils
The most important action is to TELL someone. If there is immediate danger, tell the nearest adult or
older pupil. Otherwise the following will help:
House Tutor
House Leader
Any member of staff whom you find approachable
Your friends
You should also tell your parent(s) or carer(s)
17*Please refer to our Anti-bullying policy for full details and appendices mentioned in this diagram.
The reported / suspected / witnessed incident is dealt with
immediately by the member of staff involved.
A clear account is recorded by the member of staff using Anti- The details are also recorded in SIMS.
bullying Incident Log (see Appendix 1). This MUST be completed
as soon as possible.
The Anti-bullying Incident Log is given to the Anti-bullying Lead
(Vice Principal) or Deputy Anti-bullying Lead (Pastoral Leader).
The incident is fully investigated with statements being taken by
person/s affected, ‘bully/ies’ and any witnesses present.
It has been deemed that bullying HAS taken place It has been deemed that bullying HAS NOT taken place
The parents of the pupil/s affected and the parents of the ‘bully/ies’ The parents of the both parties are contacted
are contacted and the details of the conversations are recorded in the and the details of the conversations are
communication log. recorded in the communication log.
Details of the incident are recorded in the anti-bullying log. The details of the incident are recorded in the
anti-bullying log.
An appropriate sanction is put in place. This is dependent upon the
gravitas of the incident and whether this type of behaviour has
occurred before. It can include detentions, removal, inclusion, police
involvement, fixed term exclusion or even permanent exclusion.
A letter is sent to the parents of both the person/s affected (Appendix
2) and the ‘bully/ies’ (Appendix 3/4).
Follow up conversations with person/s affected and ‘bully/ies occurs If there are any further issues in the four week
for the next four weeks and are logged using the anti-bullying log. period, the Academy behaviour policy will be
This may include restorative justice. followed due to the repetitive nature and
seriousness of these events.
Parents of both the ‘person/s affected’ and the
If there are no further issues, then at the end of the four week period ‘bully/ies’ will be contacted and further
letters are sent to the parents of both the pupils affected (Appendix strategies/consequences will be discussed.
5) and the ‘bully/ies’ (Appendix 6).
18Attendance and Punctuality
Did you know?
90% attendance = 19 days off school (equivalent to a day off every 2 weeks)
85% attendance = 29 days off school (equivalent to missing a whole half term)
At St Edward’s Academy we are aiming for 100% attendance as we recognise that attendance is essential
if a child is to make the most of the educational opportunities available to them and to help children achieve
more.
We also acknowledge that irregular attendance seriously disrupts continuity of learning, undermines
educational progress, can lead to underachievement and low attainment. It can also impede the pupil’s
ability to develop friendship groups within the Academy.
Statistically, there is a 60-70% chance that a pupil will fail to make the expected standard if their
attendance is below 90%.
Sometimes pupils are reluctant to attend school. Any problems that arise with attendance are best resolved
between the Academy, the parent(s)/carer(s) and the pupil.
What is expected of pupils:
To respect others and themselves
To do all they can to attend the Academy regularly and punctually
To inform a trusted adult if they feel they have concerns or issues which may make them reluctant
to attend the Academy or be punctual
To encourage friendship and build a sense of community
To be happy and encourage others to feel happy
What is expected of parent(s)/carer(s):
Parent(s)/carer(s) have the prime and legal responsibility for ensuring that their child attends the
Academy regularly and punctually. They also must ensure that their child remains in school for every
lesson following registration.
Parents/carers should also make sure that their child arrives on time, properly dressed, with the
correct equipment and in a fit state to benefit from the education offered to them.
Parents/carers whose children are experiencing difficulties with maintaining attendance and
punctuality should contact the Academy immediately. Working together we can help to resolve any
problems.
If a child is ill, parents should contact the Academy and inform them of their child’s absence daily.
Parents may be prosecuted if a child does not attend school regularly and punctually under the 1996
Education Act, Section 444. It aims to ensure that parents carry out their duty to secure suitable education
for their children. The maximum penalty on conviction is a fine of £2500 and/or three months
imprisonment.
19What is expected of the Academy:
To create a positive Academy ethos that pupils want to be part of
To encourage open communication channels between home and the Academy with the emphasis
on support and promoting positive attitudes
To develop procedures that enable the Academy to identify, follow up and record unauthorised
absence, patterns of absence and parent condoned absence with effective monitoring and
intervention
To consistently record authorised and unauthorised absences within the guidance of the 1996
Education Act
In following up attendance the Academy will follow the procedure below:
If not informed of absence the Academy will contact home.
Stage 1 Below 97% Text parents if a pupil’s attendance falls below 97%
Stage 2 Below 95% Write to parents for a second time if attendance falls below 95%
Stage 3 Below 93% Invite parents into school and / or have a telephone conversation if
attendance falls below 93%. Agree an action plan which includes no
further authorised absences unless a medical note or appointment
card is submitted to the Academy – EHA offered
Stage 4 Below 91% Phone call to parent/carer to inform them that if their child’s
attendance does not improve, then the matter will be escalated to the
Leader of Pupil Engagement.
Stage 5 Below 90% Letter sent informing parent/carer that if there is no significant
improvement in their child’s attendance within 10 days, then the issue
will be referred to the EWO, where more formal action will be taken,
up to and including the issue of a Penalty Notice
Stage 6 Where attendance
fails to improve Prosecution will be pursued by the Local Authority.
Punctuality
In following up punctuality the Academy will follow the procedure below:
Over a school year, five minutes late every day is equivalent to three days absent
Pupils who are late to school often find themselves disorganised for the rest of the day and this has a huge
impact on learning.
It is vital that pupils arrive at school before the bell at 8.45am
Stage 1 5 late marks Sticker in planner. Lunchtime detention issued. Warned of after school
detention.
Stage 2 6 Late marks Phone call to parents and follow up letter sent. After school detention
issued 3.40-4.30.
Stage 3 Every late mark after Phone call to parents and follow up letter sent. After school detention
issued 3.40-5.00.
20Guidance Notes for Parents requesting Leave in Term Time
Parents who want the Academy to consider granting leave of absence in school term time should read
these notes carefully and complete the attached form. This form should be sent to the Vice Principal well
before the desired period of absence. Parents are strongly advised not to finalise any booking
arrangements prior to receiving the Academy’s decision regarding their request. The Academy will not
authorise any leave of absence unless the request is received before the period of absence begins.
The Department for Education makes it clear that head teachers may not grant any leave of absence during
term time unless there are exceptional circumstances. Head teachers also determine the number of days
a child can be away from school should the leave be granted. There is no automatic right to any leave in
term time.
Staffordshire County Council understands the challenges that some parents face when booking holidays,
particularly during school holidays. However, we believe that, in order to ensure children receive the best
education and prospects, they should be in school during term time.
Each case will be considered individually and on its own merits. In considering a request, the Academy will
take account of the following:
the exceptional circumstances of the request
the stage of the child’s education and progress together with the effects of the requested absence
on both elements
the overall attendance pattern of the child
the frequency of similar requests
whether the parent made the request in advance
Please note: pupils on examination courses or due to take SATs will not normally be granted leave of
absence.
Where parents have children in more than one school, a separate request must be made to each school.
The head teachers of the schools concerned will make separate decisions based on the factors relating to
the individual child. However, head teachers may choose to liaise with each other as part of their decision-
making process.
Should the Academy decide to grant leave of absence, but the child fails to return to school at the
expected (i.e. following the expiry of the granted leave of absence period) and no further information has
been provided, the continuing absence will be recorded as unauthorised.
Any pupil removed from school without the appropriate authorisation will receive a mark of unauthorised
absence, which may be subject to a Penalty Notice fine of £60 per parent* per child. This fine will increase
to £120 if not paid within 21 days. Failure to pay the £120 fine within the period 22 to 28 days may lead
to Court proceedings.
The Local Authority will continue to monitor all school absences during term time and support head
teachers in challenging parents who ignore the law.
* Generally the DfE states that parents include all those with day to day responsibility for a child.
Should the parent/carer decide to appeal against the decision made by the Vice Principal, they may have
the right to appeal using the template in Appendix 4
21Request for leave during term time
To: The Vice Principal of St Edward’s Academy
Date…………………….......... I request consideration of a grant of leave of absence from the Academy
during term time for:
my child (full name) …………………………………………………………………………….......................................
for the period from (date) ..…………………............... to (date) …………………..............................................
The exceptional circumstances and reason for this request are:
………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………….
I have another child/other children in another school/other schools:
Child(ren) (full name(s) ) ………………………………………........ School(s) attended .…………………………........................
……………………………………………………………………………………. .....................................................
.......................................................................................... .....................................................
Signature of parent(s)/carer(s)……………………………………. Print name...............................................
Please return completed form to the Academy office. The Academy will write to you and inform you of their
decision.
For Office Use Only
Current Attendance……………………….% Last Year’s Attendance……………………..…%
Number of Academy sessions taken as leave during term time …………………………....(this academic year)
Agreed/Not Agreed
Request for leave is agreed/is not agreed for the above student to take leave during term time between the above
dates.
Rationale to decline request: ………………………………………………………………………………
Mr J Parrish
22Authorisation procedure for request of leave of absence during term time
Please refer to our Anti-bullying policy for full details and appendices mentioned in this diagram.
Parent / carer requests absence at least one month before start date of request.
The Academy ensures that the request is made in writing (SEE APPENDIX 3).
Academy make decision regarding written application (school may wish to liaise if there are other children
in the family in other schools).
Leave is authorised because exceptional Leave request denied – circumstances are
circumstances are accepted deemed not to be exceptional
Letter is issued by the Academy to parent.
(SEE APPENDIX 4 – Academy letter leave authorised)
Pupil returns to the
academy on The Vice Principal will inform parent / carer in writing that the request
has been denied giving the reason why, also that if the absence occurs it
agreed date will be unauthorised and a Penalty Notice may be issued. (SEE
APPENDIX 5 – Academy letter – leave not authorised).
If a parent wishes to appeal against the decision then the template in
Appendix 6 should be used
Attendance is
monitored School must be aware that they may be called as a witness in court.
Where unauthorised leave of absence occurs, the Academy must
determine whether or not the case meets the criteria for issuing a
Penalty Notice. The EWW may advise the Academy if needed
Pupil does not
return to the
Academy on agreed
date
Unauthorised absence occurs
Does the student meet criteria for Penalty Notice?
Absence is recorded as
unauthorised and reported to
NO YES
the LST via the Request for
Service Form
Record absence as unauthorised and School complete Penalty Notice
monitor for any future unauthorised request paperwork as detailed on
absences with a view to future action page 3 of the Code of Conduct and
sends to LST inbox with
if appropriate accompanying Request for Service
Form
LST responds to the Academy regarding the request within 10 school days and outlines to the
Academy the next steps
23St Edward’s Academy
School Terms and Holidays 2018 / 2019
Autumn Term 2018:
Inset Day: Monday 3 September
Inset Day: Tuesday 4 September
Term starts: Wednesday 5 September - Friday 26 October
Holiday: Monday 29 October - Friday 2 November
Inset Day: Monday 5 November
Term starts: Tuesday 6 November - Friday 21 December
Holiday: Monday 24 December - Friday 4 January
Spring Term 2019:
Inset Day: Monday 7 January
Term starts: Tuesday 8 January - Friday 15 February
Holiday: Monday 18 February - Friday 22 February
Term starts: Monday 25 February - Friday 12 April
Holiday: Monday 15 April - Friday 26 April
Easter Sunday: Sunday 21 April
Summer Term 2019:
Term starts: Monday 29 April - Friday 24 May
May Day: Monday 6 May
Holiday: Monday 27 May - Friday 31 May
Term starts: Monday 3 June - Friday 19 July
Inset Day: Monday 22 July
Holiday: Tuesday 23 July - Friday 30 August
School Visits
During their four years at school, pupils may be invited to take part in a number of educational visits. The
Governors of St. Edward’s Academy reserve the right to refuse participation in any educational, sporting
or leisure visit because of Health and Safety issues related to behaviour. A contract for good behaviour
will be signed for residential visits.
When the number of places for a visit is restricted, it may be necessary to use a method of selection. In
this case, details of the selection system will be included in the initial letter to parent(s) or carer(s).
24Teaching and Learning
At St Edward’s Academy, we are committed to providing a high standard of education for all children. This
education provides them with the necessary skills for each subject and engaging and creative experiences
to enhance and embed learning. Teaching and Learning are the central activities of the Academy and our
success is judged against the quality of our children’s learning, progress and outcomes. We subscribe to
Plutarch’s maxim that “…the mind is not a vessel to be filled but a fire to be ignited”. So it is our ambition to
ensure that all children are given the opportunity to learn, grow and flourish within the family environment
of our Academy.
At St Edward’s this ambition is enshrined and embedded in a Teaching, Learning and Assessment Policy
which seeks to ensure that:
There is a high standard of teaching and learning in all classes across all years
There is consistency of practice between year groups to facilitate consistency of outcomes
There is a shared belief across the Academy in the way teachers teach and children learn
Everybody in the Academy is clear about the roles they fulfil in facilitating excellence in teaching and
learning
There is equality of access and opportunity for all children regardless of ability or starting point
The Academy is committed to providing teachers with the highest quality of training and
development to accelerate rapid and sustained standards in the classroom
In our Academy, we believe passionately in our core business of teaching and learning. Our children, and
their parents, should expect and demand a high quality of education that demonstrates the Academy’s
commitment to achieving high standards of excellence including academic, personal, cultural and spiritual
development.
Pursuit of excellence, the development of good habit and contribution to the Common Good are honourable
and dignified endeavours. These are central to our understanding of a Christian education. We maintain that
the key to our success as an Academy and to developing high standards of teaching and learning, are based
upon development of positive and respectful relationships between staff and pupils.
It is our purpose to ensure that the highest standards of teaching and learning are at the centre of Academy
life. Every member of staff has a duty to ensure that every child, under their tutelage, fulfils their undoubted
and God given potential allowing them to become the best they can be. In addition, every pupil has the
responsibility to participate fully in the learning experience, giving their best consistently. This successful
teaching and learning relationship is enhanced when the attitude of all is positive, the behaviour of all is
exemplary and co-operation of all is necessary.
“The mediocre teacher tells
The good teacher explains
The superior teacher demonstrates
The great teacher inspires”
William Arthur Ward
25Additional Needs
Inclusion underpins the ethos of St Edward’s Academy to ensure that all members of its community are
valued, have high aspirations and ultimately achieve. The Additional Needs Team, led by the Assistant
Principal for Personal Development Behaviour and Welfare and the Special Educational Needs Coordinator,
work together with individual class teachers and the pastoral staff to provide appropriate
interventions/support for those pupils who experience varying levels of difficulty in their learning. By liaising
with parents, other relevant professionals and the pupil themselves, we aim to meet the education, social,
emotional and physical needs of all pupils and are dedicated to enabling all students to achieve their
potential.
How we achieve this in the classroom:
Quality First Teaching - whereby teachers adapt resources and the environment in which they teach so
that all pupils can make progress.
Information Sharing - pupil profiles are compiled, detailing strengths as well as highlighting areas of need
and appropriate strategies to support the pupil identified with an additional need.
Ongoing training - for all staff, ensures that we maintain a current skills and knowledge base to enable us
to meet the needs of those with general and specific learning difficulties.
Teaching Assistants - work closely with teaching staff, enabling students to access the curriculum alongside
their peers, and supporting them to overcome barriers to learning and develop independent learning skills.
The Additional Needs Team
Our team of teaching assistants have a wealth of experience in supporting pupils with a wide range of needs,
including specific learning difficulties, dyslexia, autism and visual and hearing impairments.
Homework
Following consultation with pupils and parents regarding home learning (June 2017), the following has been
written to confirm the Academy’s expectations.
St Edward's Academy believes that home learning is an integral part of the learning process. We set home
learning regularly to enable all pupils to fulfil their potential by:
Encouraging good work habits and independent study skills
Encouraging a self-disciplined and self-motivating attitude to study
Practising and consolidating skills learned in the classroom
Extending work begun in the classroom
Making greater use of materials and sources of information which may not be available in the
classroom
Involving parents / carers to oversee their child's learning and progress, offering support where
necessary
Pupils in all year groups are expected to complete home learning tasks. Teachers will set a variety of exercises
to build on the learning taking place in the classroom or to prepare pupils for new learning. Activities may
include spellings, reading, practicing skills or researching a topic.
26To help pupils, parent(s) and carer(s) monitor home learning, we use a web based platform: 'Show my
Homework'. This allows you to see what task have been set, find out the due date, see a copy of any
resources and access any web links. Both pupils and parents will receive a log in to access the site, although
it is possible to see the homework calendar without logging in. A 'Show My Homework' app is also available.
Each day, a computer room is available at lunchtime for pupils to check their tasks and complete any online
activities, such as 'My Maths' or 'Timetables Rock Stars'.
Expectations
Pupils are expected to write their home learning in their school planner (the task and deadline date); to
complete their home learning to the best of their ability; and to hand it in on the given deadline.
Teachers are expected to set appropriate home learning that will challenge, extend or consolidate the
learning from the classroom; provide feedback on submitted pieces; and award merits to reward excellent
effort and quality of home learning.
Parents/carer(s) are expected to monitor their child's home learning and to sign the pupil planner; provide
a suitable quiet place for their child to work; encourage full engagement and effort in the home learning;
helping their child to manage their time in order to complete their home learning and meet given deadlines;
and to inform the subject teacher of any concerns via the pupil's planner.
House Tutors are expected to monitor and sign pupils' planners (checking that home learning is being
recorded); and follow up any concerns with pupils, parent / carers and subject teachers.
A Home Learning timetable is issued at the start of the academic year for every pupil; this can be found in
each pupil's planner.
KS2 Home Learning (up to 30 minutes per evening)
In Years 5 and 6, pupils are expected to learn, revise, practise and consolidate their learning from the KS2
English and Mathematics curriculum in order to be fully prepared for their external SATs
examinations. There will be home learning set by other subjects, where appropriate, but not at the
detriment of time allocated for English and Mathematics.
27Changes to Assessment at
St Edward’s Academy
As you may be aware, the government has announced radical changes to the structure and assessment of
GCSE qualifications. The grades pupils receive have moved away from the familiar A*-G to a new system that
employs numbers 1-9, where 9 is the top score. In addition to the changes to the structure of the
examinations, the government is also raising the grade that will be considered as a ‘good pass’. To prepare
pupils and you (as parent(s)/carer(s)) to use this new grading structure, we are also moving to this more
simplified system for September 2018 with regard to all our assessment tracking, target setting and
reporting.
Parental sessions will be run explaining the new system in September so that you can support your children
in their learning.
What do the new numbers mean?
Each pupil will be assigned a target and then a grade associated with their
chronological year group. As illustrated above, a child targeted to achieve 5.5 by the
end of the year will begin that year at 5.2 with a view to making progress towards their
target throughout the academic year. If a pupil falls behind their expected progress,
interventions will be put in place should they be required. It is important to note that
pupils can exceed their expected/target grade. When a pupil subsequently transitions
to the following year, Year 6 in this example, they will begin that year at 6.2 and work
towards 6.5 as their end of the year target. Grades will be appropriately adjusted for
those pupils who exceed their targets.
There are five assessment windows over an academic year. Therefore, pupils may remain on the same grade
at some point in the year.
GCSEs may seem a long way off; however, to prepare pupils for this revised process, we will be adopting the
9-1 grading system.
We have included an explanation sheet from OFQUAL on the back page. This provides further information
concerning the proportions of pupils that receive each new GCSE grade compared with the old system, which
will now be reflected in our internal tracking.
2829
THE FRIENDS OF ST EDWARDS
Registered Charity 1058569
Dear Parents/Carers/Guardians
‘The Friends of St Edwards’s Academy’ is a small group of parents, carers and teachers who usually get together once
per half term for an informal chat about ways to raise funds for extracurricular items and activities for the Academy.
You may be more familiar with the term ‘PTA’ at your child’s first or primary school.
Our aim is to organise social activities that our children and their families will enjoy, as well as raising funds to
supplement the Academy’s regular budget and help enrich their education.
Our hope is that the children will remember their school days fondly, particularly the fun after-school events.
To give you an idea of what we have achieved in previous years, currently, we have raised an average of £5,000 per
year. This has been used to fund additional reading and maths materials, sports, music and IT equipment, to name
but a few.
Holding regular discos and family events such as a Summer Fayre and Christmas Raffle have all helped us to achieve
this. These events have been thoroughly enjoyed by everyone: the children, their families, their friends and teaching
staff.
If you are able to help support us when you child starts at St Edward’s Academy in September, please contact the
Academy office so you can be included in the Friends List for updates about meetings and the latest events being
organised.
Please provide your name, your email address and telephone numbers.
Helpers are always needed, and we welcome new faces and fresh ideas.
Welcome to St Edward’s Academy!
The Friends of St Edward’s
June 2018
30Emergency School Closure
In adverse weather conditions or other emergencies, it is our usual policy to send pupils who travel by bus
home early. The appropriate buses will still be used to transport pupils to their regular drop off points. All
remaining local pupils will stay in school until 3.40 pm.
However, in some emergencies or in severe weather conditions, we may need to evacuate the whole
Academy early.
Parents, carers or those with parental responsibility are therefore requested to complete the closure form
to provide the Academy with their instructions should an emergency closure arise. This form may be
obtained from the Academy office.
In the event of adverse weather, a text message will be sent to the mobile phone number of the primary
contact for a pupil. A message will also be displayed on the Academy website and our Facebook page. It is
important that any change of mobile phone number, email address or other details be reported to the
Academy at the earliest opportunity.
We also advise parents to listen to:
Radio Stoke (94.6FM, 104.1FM) www.bbc.co.uk/england/radiostoke
Signal Radio (102.6FM) www.signal1.co.uk
Moorlands Radio (103.7FM) www.moorlandsradio.co.uk
When a decision is made to close the school, these radio stations are immediately notified and will make
regular announcements.
You can also visit the Emergency Closure page on the Staffordshire.gov.uk website for more information
about school closures.
31St Edward’s Church of England Academy
Key Dates:
Autumn Term 2018
Wednesday 5th September Pupils start
Thursday 6th – Tuesday 11th September Year 5 drop in to speak with House Leaders 4.30pm – 5.30pm
Wednesday 17th September School photographs
Thursday 20th September Open Evening
Monday 1st October Y5 Parents Evening with House Tutors and House Leaders
Friday 26th October End of Autumn half-term 1
Tuesday 6th November Pupils start Autumn half-term 2
Monday 12th November Start of antibullying week and Primary Maths Challenge this week
Year 5 English and Maths Evening
Friday 16th November Reports to parents
Friday 23rd November Y5 Theatre trip
Friday 14th December Christmas lunch
Tuesday 18th & Wednesday 19th December Christmas Concert
Friday 21st December Celebration assembly/Church am or pm and last day of Autumn
term
Spring Term 2019
Tuesday 8th January Pupils start Spring term
Friday 18th January Reports to parents
Wednesday 13th February Solo’s Concert
Friday 15th February End of Spring half-term 1
Monday 25th February Pupils start Spring half-term 2
Friday 8th March Reports to parents
Tuesday 9th –Thursday 11th April Academy Production
Friday 12th April Celebration assembly / Church am or pm and last day of Spring
term
Summer Term 2019
Monday 29th April Pupils start Summer term
Friday 3rd May Reports to parents
Monday 6th May May Day Bank Holiday
Friday 24th May End of Summer half-term 1
Monday 3rd June Pupils start Summer half-term 2
Friday 7th June School team photos (Day 1)
Thursday 13th June Y5 Parents Evening
Friday 14th June School team photos (Day 2)
Tuesday 2nd July Sports Day
Thursday 4th July Summer Concert
Monday 8th July Awards Evening
Tuesday 9th – Thursday 11th July Transition Week
Wb Monday 15th July End of year trips
Friday 19th July Celebration assembly / Church am or pm and last day of Academic
Year
Please refer to the Academy website for a full and up to date list of events
32You can also read
