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 ' The Home of Flexi-schooling '
   Service Before Self, Community and  Tolerance

        Hollinsclough C of E  Academy
'Developing Potential  and Christian Values' in a Nurturing School
© Stephen Malbon, Hollinsclough Academy 2018

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Our Statutory Information page

Academy policies cover a multitude of issues, below are links to various categories, in total, we have around 150 polices which have recently undergone review and include several new policies which we have recently adopted.

If however you wish to have access to a policy not listed or you feel it should be displayed here, then please select the Contact link to e-mail your request or notification.

British Values

Children who attend our academy experience an enabling environment in which they will develop self-knowledge, self-esteem and self-confidence. Coupled with this they will develop the ability to distinguish right from wrong and to respect the civil and criminal law of England.


Within this enabling environment, your child or children will develop the ability over time to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the academy and to society more widely.

Commonwealth Day 2016


While attending our academy parents can expect their children to acquire a broad general knowledge of, and respect for public institutions and services in England, and to develop a personal character that is tolerant and can foster harmony between different cultural traditions, along with respect for their own and other cultures.


We firmly believe and encourage our pupils to show respect for other people; and for democracy and the support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.


To be part of our academy, it is unacceptable on the part of any stakeholder to promote discrimination against people or groups on the basis of their belief, opinion or background.

Statutory Policies and Information

When schools convert to Academy status, they convert on an as is basis, i.e. staffing and related arrangements, policies and other legal and responsibility frameworks.

We will, therefore, continue to operate using existing policies and procedures, as little of any material significance is expected to change - examples of early changes will include letter-headings / rebranding etc. All references to the LA, are now taken on-board by the Bursley Multi-Academy Trust.

Revised policies will begin to reflect these changes, these expected to be in effect following Governor / Trustee approval from mid 2016.

Colour Coding format

Administrative Policies

Curriculum Policies

Child Safety Policies

General Policies

Policies, Procedures and Practice


Opportunities for Profound Learning

Safeguarding & Child Protection Policy

Equality & Diversity

SEND Policy

Admission Appeals Timetable 2018

Teaching & Learning Policy

Separated Parents Policy

Dress Code


Attendance Policy

Marking Policy

Educate Against

Gifts & Hospitality

Our Local Offer

Flexi-School Policy 2018

Sex & Relationship Education Policy

Equality & Diversity Policy

Winter Treatment Policy

LA Local Offer

Flexi-School Protocol 2016

Home 2 School Understanding

Restraint of Pupils Policy



Health & Safety
(School Specific)

PE Policy

Ongoing Medical Care & Medicines Policy

Freedom of Information

Risk Assessment process

Opportunities for Profound Learning

Behaviour & Discipline


 Ofsted Reports

Charging & Remissions Policy

 EYFS & Y1 Medium-term
Curriculum Plan

E-Safety & Acceptable Use


School Prospectus


EYFS & Y1 Long-Term Plan

Safer Recruitment Policy

  Right of Withdrawal

School Security

Badgers (Y2 to 4) Medium Term


 Complaints Policy 2016

Accessibility Plan 2018 update

Badgers (Y2 to Y4) Long-term Curriculum Plan


Complaints Form

Instrument of Governance

Foxes (Upper KS2) Medium Term



Whistle Blowing Policy

Performance Tables

Foxes (Upper KS2) Long-term Curriculum Plan




General Data Protection Regulation (GDPR) 2018 Hedgehogs (EYFS-Y1) Medium Term Curriculum Plan      

Public Benefit Statement

Collective Worship Policy



Privacy Notice Religious Education Policy    
  Marking Policy      
  Homework Policy     Contact Us
OfSTED and SIAMs Reports  and ParentView
OfSTED 2010 Interim Report Parent View Responses SIAMS Report 2013  
OfSTED 2013     SIAMS Report 2018  

Hollinsclough CE Academy  and The Praxis Trust - our relationship documents


Hollinsclough Supplemental Funding Agreement

Hollinsclough Church Supplemental Agreement

Hollinsclough Transfer Agreement
Governor Signed Counterpart

Hollinsclough Transfer Agreement
Local Authority Signed Counterpart

Founding Principals
Why we formed our MAT

Articles of Association

Bursley Deed of Variation of Funding Agreement

Hollinsclough Transfer Agreement
Academy Trust Signed Counterpart

MAT Trustees 2015 - 16

MAT Trustees 2016 -17

MAT Trustees 2017-18

Audited Accounts

Data Protection

* Please note that the information we provide regarding expenditure of our Pupil Premium and results of end of stage Assessments is presented in a manner that reflects the fact that we are a small rural academy and that because of the low cohorts we will omit information that has the potential to identify individuals or specific families

Attainment, Progress, Value Added

SAT's 2017

Key-Stage 2



Expected level

Above expected level

School Progress data



Above expected progress

























Overall average



Overall average



Pupils achieving expected level or above in all subjects 75%


KS2 DfE Comparison tables



DfE Comparison Tables 2016-17

DfE Comparison Tables 2

DfE Comparison Table 3





Key-Stage 1



Expected level

Above expected


School Progress


Expected Progress

Above expected progress

























Overall average



Overall average



Pupils achieving expected level or above in all subjects 100%


EYFS Data for Literacy and Maths 92% GLD / Year 1 Phonics 100% Pass


Pupil Premium Grant (PPG)

Revision of the premium grant expands this allocation to include not only pupils currently on FSM but all pupils who have been eligible for FSM within the last six years and registered at our school.

We are allowed to allocate the money in a manner that will benefit these children and to ensure they have the opportunities to achieve their full potential, both academically and socially; this allocation of funds is unique to each setting.

Our Pupil Premium grant is being used for the most part to boost one to one support. This time is being focused on helping the children in this category towards attaining their full potential in both Literacy and Numeracy.

How much PPG Funding did we receive for 2016 - 2017?


Our Pupil Premium Grant for 2016-2017 amounted to just under £12,600

Notional SEND Funding £6,400 2016-2017

Combined fund of approx. £19,000.00

Summary of PPG and Notional SEND Expenditure


Contribution towards the cost of a part time Learning / Reading Mentor / Teaching Assistant


Teacher led Booster Classes


After School and Out of School Clubs


Trip reserve




School Improvement & Staff Proffessional Development


Parent Courses


Total amount of combined expenditure


Impact of PPG Funding - Our Pupil Premium Strategy

The use of pupil premium in this manner is reflected in the substantial and quantifiable progress of those children involved, which in some cases have seen pupils move up to 3 levels in Reading, which in turn boosted confidence in other subject areas.

Please see our SEND Progress chart below for further information.

SEN - Special / Additional Educational Needs / Education Health & Care Plans (EHCP)

Our academy
embraces the fact that every child is different, and, therefore, the educational needs of every child are different; this is certainly the case for children with Special / Additional Educational Needs.

schools/academies in Staffordshire have a similar approach to meeting the needs of pupils with EHCP / Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, are given every opportunity to make the best possible progress.

All schools
and academies are expected to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

he four broad ‘areas of need’ can be broken down as follows;


·         Communication and Interaction,

·         Cognition and Learning,

·         Social, Emotional and Mental Health Difficulties,

·         Sensory or Physical Needs.


SEND Progress 2016 -17


Expected or Accelerated












Swimming Proficency


We offer all pupils access to what we term 'Flexi-Swimming' where we provide funding for each child to have a place in group lessons at their local pool after school hours.


This approach allows us to meet and exceed DfE expectations by the end of Year 6 and also releases time in the curriculum otherwise used for swimming for other subjects, thereby easing pressure on teaching.


Since our introduction of Flexi-Swimming in 2012 we have see a 100% acheivement rate for end of Year 6 pupils and in 2013 at our last Ofsted inspection we were praised for an inovative approach by the inspector.


Physical Education (P.E.) / Use of PE-Sport Grant

Our first actions in 2013/14 and then combined with the first instalment of PE funding for 2014/15 gave us £8,000 to focus on the development of PE and PE facilities etc. here at Hollinsclough. Our first steps were able to develop a programme of replacement/upgrade, during which time we were able to renew most, if not all of our P.E. equipment.


Below is a review of our actions and activities over recent years.


Planning and Impact Reports 2015 to 2018


2017 – 18 Sports Funding Action Planning

2016 – 17 PE / Sports Funding Impact Report

2016- 17 PE / Sports Funding Action Planning

2015 - 16 PE / Sports Funding Impact Report


2016 -2017 Grant £8165.00


Outdoor Adventure week - the whole school


Chris Hill Community Sports / Outdoor Genius


Bespoke PE Advisor service


Staff Professional Development


Total amount spent in additional to normal expenditure approx.


2015 - 2016 Grant – approx. £8000.00


Outdoor Adventure week - the whole school


Chris Hill Community Sports


Bespoke PE Advisor service


Staff Professional Development


Total amount spent in additional to normal expenditure approx.


With our  2015 - 16 allocation (£8000) of PE funding we have ensured that specific staff undertake professional development in the form of the Level 5 & 6 qualifications in Physical Education Specialism and PE Subject Leadership at a total cost of £700 along with further development of our outdoor provision.

The knowledge gained achieving the L 5 & 6 will be utilised in future years as staff build these into their existing planning and assessment routines.

PE subject lead better able to strategically continue moving the school forward in terms of PE through the sharing of the knowledge gained with the rest of the staff.

Our Outdoor Week was also supported in part by the PE Grant. This year £2400 of the grant was used to support a week long range of outdoor activities including - canoeing, climbing, raft building and guided hill walking etc. This was also assisted by a £1400 parental contribution, which covered transport and other non-sport related features and activities.

We continue to develop our involvement with Chris Hill Community Sports and this last year we used £2160 to provide specialist P.E. coaching using their services. For 2016-17 we are planning a range of after school clubs and we are looking to extend our Flexi-swimming offer over and above current arrangements.

2014 - 2015 Grant
In addition to the renewal of equipment, we were also able to make a major acquisition through the purchase of two combined 3 in 1 Football goal and Netball / Basket Ball posts, along with new secure storage facilities, which together with the equipment replacements meant we spent approximately £7600.00.


Quality of lessons has improved in PE and pupils are all making better progress due to the new resources/ equipment we have.

60% increase in the number of activities pupils are taking part in during free time (lunch/breaks) due to the equipment that is available for them to use.

Staff increased subject knowledge and activity ideas for use in lessons.

Subject lead now feels more confident in own delivery and to also support other teachers within the school. The subject leader is also actively leading action planning improvements and monitoring the impact in school.                                                            

The equipment is long lasting and has a ten year guarantee. This ensures that we will be able to use this in future years. Also, the improved pedagogy of how to use the equipment that has been done with teachers and the opportunities for pupils to use in free time will have a long term impact on their skill level and health.

Equality Duty
We have carefully considered and analysed the impact the design of this website may have on equality, and its possible implications for pupils with protected characteristics. This approach forms part of our commitment to meet the Public Sector Equality Duty requirement to have due regard to the need to eliminate discrimination, advance equality of opportunity and to foster good relations.

Local Offer
See the two links shown in our Policy and Information table at the top of the page