A welcome from the Trust CEO

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2 A welcome from the Trust CEO Welcome to High Weald Academy The Academy is part of the Brook Learning Trust, a Multi Academy Trust of three secondary academies based in Cranbrook, Tonbridge and Dartford. The Trust recognises the power of education to transform lives and communities, promote social justice and champion learning for all. Our overriding ambition is to ensure outstanding achievement and progress, raising children s aspirations and maximising their potential. As Chief Executive of the Trust and as a National Leader of Education, it is my responsibility to drive forward the vision of the Trust and ensure that each Academy improves outcomes for its young people year on year. The Brook Learning Trust places great emphasis upon recruiting and developing only the best teachers. We know how important it is to have teachers who inspire learning. I am proud to be associated with High Weald Academy at this exciting time in its development. Debbie Coslett MBA, BA (Hons) PGCE, NPQH, NLE CEO, Brook Learning Trust SUPPORTING SCHOOLS INSPIRING EXCELLENCE

3 High Weald Academy Welcome from the Principal I am thrilled and delighted to welcome you to High Weald Academy. Part of the Brook Learning Trust, High Weald Academy is a small rural academy serving a rural community. The Academy provides an education for students of all abilities and is focused on ensuring We aim to ensure that all students are able to progress onto University, further education, training or employment and succeed in their chosen path. We provide the highest quality education, supporting and challenging students to achieve their best within and beyond the curriculum. We expect all students to participate fully in the life of the academy and to think about not only what they can gain from the opportunities afforded them, but also what they can contribute to the life of the academy. I look forward to welcoming you to High Weald and sharing with you our vision and plans for the future. Carrie Beech BA (Hons) PGCE, NPQH Principal, High Weald Academy

4 Extra-curricular Teaching and Learning and Enrichment High Weald Academy supports students of all abilities and aptitudes. The Academy consistently focuses on learning and applied skills, where students receive a continuous daily diet of great teaching. High Weald Academy provides an all-round the community in which it is situated, yet with a focus on experienced teaching and associate staff, who are committed to ensuring all lessons are engaging and challenging. They support students to ensure rapid and sustained progress in their learning. Students work in differentiated sets or bands in some subject areas to enable the teaching to be tailored to particular ability groups. We work in partnership with Cranbrook School to ensure that our most able students make rapid progress and transfer, if appropriate, to the grammar school in Year 9. Homework is an integral part of the learning programme and it is expected that all students complete the homework set. This will often consist of extension activities or preparation activities to help them embed their subject knowledge and develop their independent learning skills. As a small academy we know all of our students as individuals and ensure that their learning is personalised; supporting and encouraging them to thrive and succeed. We are able to offer small group sizes with more individual attention and support for each child.

5 High Weald Academy Curriculum All students follow a core curriculum of English, Maths, Science and PE alongside a range of other subjects to ensure a broad and balanced curriculum. The curriculum is designed to develop key knowledge, skills and understanding in each subject area, a mastery curriculum building key learning essential for each stage and phase. In addition we also run a weekly enrichment programme for an hour a week where students choose to study a range of programmes including cultural, sporting and practical projects designed to broaden their experience. In Year 9, students are able to choose from a variety of pathways in preparation for Key Stage 4 leading to a The core curriculum imparts key skills for learning and achievement. Using these skills, each student is able to related to their particular interests. We operate a 25-period week, with the curriculum arranged in hour long lessons over a two week timetable. We have links with other local providers, which enable us to run some courses and accreditation opportunities in keeping with our rural heritage. Key Stage 3 In Year 7, students are introduced to a range of topics with an eye on progression through to Years 8 and 9, and into Key Stage 4 and 5. The aim is to prepare our students for a pathway that best suits their aspirations and ambitions, and give them a secure grounding in a broad range of subjects. Key Stage 4 In Year 10, students are able to specialise in areas of further interest that once again match their pathway and future goals. At the same time they continue their essential core studies in English, Maths, Science and PE, and many will follow a complete range of EBACC subjects. Key Stage 5 (Post 16) Further specialism along their chosen pathway is available for students that wish to continue an academic or vocational route, or combination of the two. Level 2 (GCSE) and Level 3 (A Level) courses can be chosen to further suit the interests and ability of the student. We also work in partnership with Cranbrook School to extend the offer of subjects Post 16.

6 Extra-curricular Activities We believe that the opportunity to take part in a wide range of opportunities outside of the formal curriculum, is an essential part of academy life. Extra-curricular activities and our enrichment programme include a range of sporting, craft, music and other opportunities designed to extend learning and allow students to explore new interests. These opportunities help students learn new skills and get involved in the wider aspects of the academy. As part of the extra-curricular programme, students are able to follow the Duke of Edinburgh Awards Scheme. They can gain accreditation at Bronze and Silver level and some students will also work towards their Gold Award. This programme helps to develop leadership and team work in particular, as well as courage and resilience. The Duke of Edinburgh Awards Scheme includes work in school as well as expeditions, volunteering and community service. Many employers and Universities about the character of the young people they are considering. For students at Key Stage 4 and 5, some lessons are delivered after the remainder of the year groups complete their school day. We encourage students to take advantage of additional study and revision sessions as well as taking part in a broader range of activities to support the next steps in their learning and career. The students at High Weald Academy also play an active part in the local community, with opportunities for volunteering, peer support and mentoring. We also have an extensive range of inter-house activities, in which all students are encouraged to actively participate. Our Sixth Form play an active part in leading many of these activities. They help to inspire and act as role models for our younger students.

7 High Weald Academy Transition from Primary The Academy has an extensive transition programme to ensure that the move from primary to secondary education is as smooth as possible. We have close links with our partner primary schools and staff regularly visit them; working with staff and pupils to secure appropriate support for those children who need it most. Every student participates in academy induction days and we also conduct family interviews to enable both parents/carers and children to talk through the process of starting secondary school. There is an extended induction programme for some students to support transition to secondary education. We also run a week s summer school in August which helps children to get to know the academy and some of the staff, supporting them in this big step. We often operate an early start, one day ahead of the rest of the school in September, which allows new Year 7s to familiarise themselves with the school and meet their tutors and teachers. This gives them a real chance Pastoral care and Guidance The Academy places a high priority on ensuring that all students are safe and happy. supportive environment and that this can best be achieved by working in partnership. Each of our three school Houses has a Head of House and Student Manager, providing a direct link between school and home. Our school Houses are named after the attributes in our mission: Ambition, Aspiration and Achievement. Houses to support each year. Tutor groups meet for morning registration and every afternoon for a short period, where they follow a programme of activities designed to promote key skills; develop an awareness of the world and current affairs; and foster leadership skills and a sense of responsibility. Assemblies are also held regularly, providing time to develop the spiritual, moral, social and cultural curriculum and time students remain in the same House during their time at the academy, which enables staff and students to build close working relationships between home and school. Each student belongs to a tutor group, in which there are students from different year groups. This allows older students to provide mentoring and support for the younger students.

8 Behaviour and Engagement High Weald Academy sets high expectations of behaviour and engagement. We expect students to arrive in school smartly dressed with the right equipment and books for the day. We know and care for all of our students, whilst setting high standards of behaviour for learning, personal appearance and academic achievement. We have a clear behaviour policy with rewards and consequences. Good behaviour and effort are positively encouraged with praise, students are ambassadors for our school, both within the academy and in the local community. We expect good manners, mutual respect, honesty and politeness to be the foundations of how we work together. Students say that they feel safe and supported and enjoy school, they are proud to be a part of High Weald. Student Voice We listen to our students and work with them to help them grow and improve. Our School Council is chaired by the Head Boy and Head Girl, with elected representatives from all year groups. This, along with our House system, provides a forum for discussing views and ideas, and developing an understanding of the democratic process. It also provides opportunities for developing leadership skills, team work and problem solving. There are opportunities for many of our students to take on responsibilities both in the lower school and in the Sixth Form. Students in the Sixth Form apply for the posts of Prefects, House Captains (Senior Prefects), Head Boy and and outside of the school. They are amazing ambassadors for High Weald Academy and take their roles seriously.

9 High Weald Academy Facilities High Weald Academy is a small school with big ideas. We have extensive grounds and a wide range of specialist facilities. We have been selected to be part of the next phase of the national Priority Schools Building Programme which will see the site rebuilt and redeveloped over the next few years. We have already had 1.2 million spent on our sports hall and changing facilities. Last year saw the installation of a new heating system and redecoration of the science, English and ICT block; with over half a million pounds of funding from the DfE to support this work. Building on our recent academic success, the Trust Governors, KCC and the DfE are supportive of the need to invest in our facilities. We are looking forward to the next phase of development. These are truly exciting times!

10 Our Farm The prize-winning High Weald Academy Farm is an outstanding facility, supporting learning across all subjects and enriching every student s experience. We are one of only a few schools that still have a farm, and ours is one of the highest performing school farms in the county. It is run largely on a commercial basis and the dairy and beef cattle, sheep, pigs and to market. The Academy students work with the Farm Manager to run the farm. This unique setting helps them to develop their qualities of a few. We also use this brilliant resource to support learning right across the curriculum, from Science, Geography, English and Maths to Environmental Studies. Any student with a pair of wellington boots is welcome to join in and gain a unique opportunity to work closely with animals and members of the public. The Young Farmers take animals to a range of county shows We have a growing partnership with Plumpton Agricultural College which is allowing us to begin to develop the horticulture dimension and offer some oppurtunities to students for studying some specialist courses such as Forestry and Animal care alongside other academic and vocational courses. We have a range of other specialist facilities that support learning and achievement. We are continually exploring ways of improving and developing our extensive site to make the most of the opportunities it affords.

11 High Weald Academy Progress and Achievement Before students even begin their secondary education at High Weald Academy, we gather information on their learning and progress to date. We have the highest expectations for the progress and achievement of all students, regardless of their starting points. This assessment of strengths and areas for development enables us to ensure that learning is tailored to their needs and that students are supported and extended academically. For those students in need of additional support, we have an Additional Educational Needs Department. Here they receive individual or small group teaching to help accelerate their also takes place here and individual educational plans can be created to guide and support every child s learning journey. We also work closely with outside agencies to draw in additional support and resources for children and families as appropriate. We are also mindful of supporting our academically most able, through extension activities and learning challenges. Some students are able to pass the entrance test to go onto Cranbrook School. Reports and grades are regularly sent home to parents to inform them about the progress their child is making. We then issue a longer report once a year and this, alongside consultation evenings, allows time to really focus on discussing each child s academic progress and targets.

12 Sixth Form It is expected that the vast majority of students will stay at High Weald Academy untill year 13. Students entering Year 12 have a range of experiences ahead of them that will shape the next stage in their lives, whether it be further learning or the world of work. We are working with the other academies in the Trust and the Trust Post 16 Director to extend and develop our sixth form offer. Under the guidance of the Head of Sixth Form, supported by a student manager, students are led through Year 12 and 13 courses. Many make successful UCAS (University) applications or start exciting careers. As well as academic and vocational studies, we provide a programme of careers advice and guidance, study skills support and additional events and to apply to become a Prefect or even Head Boy or Head Girl. Although a separate Key Stage, Year 12 and 13 students are an integral part of the school and integrate with the rest of the years in tutor groups and activities beyond the curriculum. Partnerships We place a strong emphasis on close relationships between home and school. This is essential for the success and well-being of the students. Communicating effectively and regularly with parents/carers is a priority. We ensure that parents are kept fully informed and up to date. The Principal holds periodic surgeries where parents can express any concerns or ask questions they may have about their child s schooling. Good attendance and punctuality are encouraged and rewarded. The absence if we are not already informed. We ask for parental support High Weald is an integral part of the community. We are building a body of volunteers to help our students in a variety of ways, whether through business links, reading support or other activities. We serve the local rural area and are keen to further develop local community links.

13 High Weald Academy Admission Arrangements For entry into Year 7 (age11): NB within these criteria, the term parent is used to refer to parents or legal guardians. Students will be offered places without reference to aptitude or ability. From September 2016, the published admissions number for admission of students in Year 7 will be 150. Applications for admissions are co-ordinated by KCC. Application is made by completing the KCC Secondary Common Application Form (SCAF). You can make an application via the KCC website or a paper copy is available through your child s primary school, along with an information booklet. Applications must be completed by the end of October. Students who are offered and accept a place at High Weald Academy are invited, with their parents, to an interview later in the academy year. This helps to establish a working relationship between the Academy and parents and gives us the opportunity to explain the process of home/academy partnership and the Academy Code of Conduct. There is an expectation that both parties agree Expressions of interest for in-year admissions are made directly to the academy. This can be done by initially calling or by to enq@highwealdacademy.kent.sch.uk Over-subscription Criteria: In the event of over subscription for places, the following criteria are used in the order given here, to decide which students should be offered a place: Where the student is in local authority care. Admission to the Sixth Form (Post 16): Students are able to join High Weald Academy in Year 12 for Sixth Form studies. Students in Year 11 at High Weald Academy have priority over those seeking to join the Sixth Form from other schools. No more than the PAN (now 150 students) are admitted to Year 12, and in the event of over-subscription, the criteria to be applied for admission will be those listed in the previous paragraph. No more than 50% of this number will be new admissions from other institutions. For those wishing to follow A level or vocational level 3 pathway, the current entry requirement is for a student to have 5 GCSE grades or equivalent at grade C or above. the Sixth Form prospectus. For those wishing to follow A level 2 pathway, GCSE or equivalent, a study programme is agreed on a case by case basis. Parents have a statutory right of appeal, should an application be refused, by writing to the Clerk of the Governors, care of the Academy. The Academy will apply to the Schools Adjudicator for any in-year changes to its admissions arrangements. If you would like further detailed information then please go to the academy website or get in touch: High Weald Academy Angley Road Cranbrook Kent TN17 2P T: E: enq@highwealdacademy.kent.sch.uk Where the student has a sibling on roll at the time of application or admission. Proximity of the student's permanent residence to High Weald Academy, measured by a straight line, with those living nearest being accorded the highest priority.

14 The High Weald Academy Key Stage 4 analysis Headline measures and GCSE subjects Difference 5 A* - C [inc Eng & Maths] 56% 58.2% * +2.2% GCSE English [A*- C] 64.9% 67.5% +2.6% GCSE maths [A*- C] 66.9% 76.1% +9.2% GCSE Science core [A*- C] 57.9% 76.1% +18.2% 3 Levels of Progress English 60% 66% +6% 3 Levels of Progress Maths 64% 77% +13% *Some papers are currently being re-marked and this figure may go up GCSE A*- C Difference Art 63.3% 85% +21.7% French 61.9% 53.3% -8.6% Geography 53.3% 58.2% +4.9% History 55.8% 43.3% -12.5% Literature 44.4% 51.8% +7.4% Religious Studies 77.8% 80.1% +2.3% Additional Science 77.4% 86.4% +9% Triple Science [New in 2015] Biology n/a 90.9% Chemistry n/a 90.9% Physics n/a 90.9% Assessment is integral to teaching and learning. It acknowledges progress, highlights underachievement and is essential to inform teacher s planning. The process provides accurate and useful information for students and parents/carers, in order that they understand what they have achieved, what they could attain and what they need to do in order that they achieve their High Weald Academy Target grade. Objectives: To ensure that every academy student makes as much progress as they possibly can. To ensure that every student is set a challenging target, The High Weald Academy Target Grade [HWA] [minimum of 4 Levels of Progress, based upon their Key Stage 2 entry data]. To ensure that there are strategies in place to allow each and every student to meet and in some cases to exceed their HWA. To ensure that progress that is measured against the HWA, is recorded regularly, and reported to parents [every 6-7 weeks].

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