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

        Hollinsclough C of E  Academy
                                                                                        
                                                                                                                 '
Developing Potential'    - in a Nurturing School

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

 

Whilst 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 a 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.

Please note that since our conversion to Academy status, and joining the Bursley Multi-Academy Trust, all of our policies are under review; as you can imagine this is a mammoth task - until such time that this process is complete each academy in the Trust will continue to operate under its existing arrangements unless legislation required immediate modification.

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 of these changes, these expected to be in effect following Governor / Trustee approval from mid 2016.



 Admissions Opportunities for Profound Learning Safeguarding & Child Protection Policy SEND Policy
Attendance Policy Teaching & Learning Policy Separated Parents Policy SEND REPORT
 Flexi-School Policy 2016 Marking Policy Educate Against Our Local Offer
Flexi-School Protocol 2016 Sex & Relationship Education Policy Equality & Diversity Policy LA Local Offer
Accessibility Plan 2015 update 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 EYFS Long-term
Curriculum Plan
2016-17
Behaviour & Discipline  Ofsted Reports
Charging & Remissions Policy KS1 / KS2 Long-term Curriculum Plan 2016-17 E-Safety & Acceptable Use School Prospectus
Winter Treatment Policy
(Grounds)
KS1 Autumn
 Curriculum 2016
Volunteers  Complaints Policy 2016
Parent View Responses KS2 Autumn
Curriculum 2016
SIAMS Report Complaints Form
Instrument of Governance 2015on Religious Education Policy Data Sharing Information Whistle Blowing Policy
Performance Tables Collective Worship Policy
Public Benefit Statement Right of Withdrawal Privacy Notice Contact Us


Hollinsclough CE Academy / Bursley Multi-Academy Trust relationship documents
Hollinsclough Supplemental Funding Agreement Hollinsclough Church Supplemental Agreement Hollinsclough Transfer Agreement
Governor Signed Counterpart
Hollinsclough Transfer Agreement
Local Authority Signed Counterpart
Articles of Association
(Bursley)
Bursley Deed of Variation of Funding Agreement   Hollinsclough Transfer Agreement
Academy Trust Signed Counterpart
MAT Trustees 2015 - 16 MAT Trustees 2016 -17    


Data Protection

* Please note that the information we provide in relation to Pupil Premium and end of stage Assessments will be assembled in a manner that reflects the fact that we are a small 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 2016

Key-Stage 2

KS2 SATs

2016

Expected level

Above expected level

School Progress data

Expected

Progress

Above expected progress

Reading

43%

29%

Reading

86%

29%

SPAG

57%

14%

Spelling

57%

43%

Maths

43%

29%

Maths

57%

43%

Writing

71%

29%

Writing

57%

14%

Overall average

54%

25%

Overall average

64%

32%

Pupils achieving expected level or above in all subjects 29%



Key-Stage 1

KS1 SATs

2016

Expected level

Above expected

level

School Progress

data

Expected Progress

Above expected progress

Reading

60%

40%

Reading

80%

40%

SPAG

60%

 

Spelling

80%

80%

Maths

60%

40%

Maths

20%

 

Writing

60%

 

Writing

60%

40%

Overall average

60%

20%

Overall average

60%

40%

Pupils achieving expected level or above in all subjects 40%


 SPaG = Spelling Punctuation and Grammar


Pupil Premium Grant (PPG)

During 2011-12 the DfE launched the Pupil Premium. This new funding stream is allocated to schools and academies based on the number of pupils in them who qualify for Free School Meals (FSM). Revision of the premium in 2012-13 now expands this allocation to include all pupils who have been eligible for FSM within the last six years.

Schools and academies are then 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 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.

To Further boost the Pupil Premium funding, our Governors have also made additional funds available to cover the costs of specialist equipment to aid writing and related IT / Computing skills.

How much PPG Funding did our we receive for 2015 -16?

Our Pupil Premium Grant for 2015 -16 amounted to just under £8050


Summary of PPG Expenditure

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

£6000.00

Software and other specialised equipment / resources

£500.00

Trip reserve

£500.00

Booster Classes

£1,000.00

Total amount spent in addition to normal expenditure

£8000.00


Impact of PPG Funding - Our Pupil Premium Strategy - Document Link

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.

All
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.

T
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

Subject

Expected or Accelerated

Accelerated

Reading

87.5%

37.5%

Writing

87.5%

37.5%

Maths

62.5%

50%




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

2015 - 2016 Grant

Outdoor Adventure week - whole school

£2400.00

Chris Hill Community Sports

£2160.00

Bespoke PE Advisor service

£1700.00

Staff Professional Development

£700.00

Total amount spent in additional to normal expenditure approx.

£7000.00

 

2015 - 16 PE / Sports Funding Impact Report

2016- 17 PE / Sports Funding Action Planning




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 qualification 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 and 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 a new secure storage facilities, which together with the equipment replacements meant we spent approximately £7600.00.

Impact

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 amount of activity 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. Subject leader is also actively leading action planning improvements and monitoring the impact in school.                                                            

Sustainability
The equipment is long lasting and has a 10 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





© Stephen Malbon, Hollinsclough Academy 2017

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