Academy Prospectus Academic Excellence and Holistic Development
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Academy Prospectus Academic Excellence and Holistic Development A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. ‘The unflinching vision of the Principal, which is shared by the senior leadership team and governors, has resulted in improvements in teaching. The quality of teaching is now consistently good’. Latest Ofsted report, March 2015 The Cedars Academy | Academy Prospectus Welcome to The Cedars Academy Academic Excellence and Holistic Development A very warm welcome to The Cedars We want to create a vibrant, engaging Academy. Rated ‘good’ by Ofsted, and caring community where everyone the academy is part of the Lionheart is a learner. By treating all our pupils Academies Trust, which is led by as individuals and planning for all their Beauchamp College, an outstanding needs, they can achieve their full potential. school and one of the highest achieving Beyond education, we offer a wide ride nationwide. range of extra-curricular opportunities from clubs and societies through to charity The vision ‘Academic Excellence and and community opportunities. Holistic Development’ means we are ambitious and aspirational for our staff At the heart of everything we do is and students, and we are committed to preparing young people for the next steps equality of opportunity. in their lives. We want to see our pupils flourish into independent, resilient and The Cedars Academy works closely with mature young people who are proud of primary schools, which allows us to have their education and ambitious to reach insight into primary education and help their full potential regardless of their pupils transition successfully from primary background. to secondary school. Jason Smith Head of Academy “We are excited by the continued growth and success of the academy and for education in Birstall and surrounding communities. By empowering our staff and pupils we can continue to provide the excellent education to which we all aspire”. Chair of Governors ‘Teaching is characteristically demanding, so that students are motivated and engaged in their learning’. Latest Ofsted report, March 2015 The Cedars Academy | Academy Prospectus Academic Excellence Curriculum Our close work with our primary Our curriculum is designed to ensure partners has enabled us to focus on that pupils not only have a rewarding and designing a curriculum which builds on enjoyable experience of school, but also prior knowledge, which can be further to ensure that it prepares them for the developed in order to stretch learners. rigours of future study at GCSE and post- 16. Computer Science 1 periods of 50 mins 1 periods of 50 mins Drama 1 periods of 50 mins Music English 2 periods of 50 mins 5 periods of 50 mins PE In Year 7, pupils Design will study the 2 periods of 50 mins following courses: Maths 5 periods of 50 mins RE 2 periods of 50 mins History 2 periods of 50 mins 4 periods of 50 mins Science Geography 2 periods of 50 mins French 1 periods of 50 mins The Cedars Academy | Academy Prospectus Academic Excellence We feel especially well-placed to deliver Stretching our more able a challenging curriculum because of our We want every pupil to feel challenged and partnership with Beauchamp College, encourage all pupils to take part in a wide- which has an outstanding Ofsted rating and range of extra-curricular opportunities. extensive A-level experience; an advantage However, we recognise that some of which was highlighted by the Education our brightest learners need specific Secretary and many other commentators, opportunities to push them further. We who suggest 11-18 schools are far better use our expertise in the GCSE and A-level placed to teach KS3 and GCSE because curriculum to help pupils develop skills they understand the nuances of the rigour and knowledge closely related to these and challenge required. programmes of learning. Assessment Working closely with our STEM partners, To ensure that pupils are making progress, we also have programmes such as The we feel it is important to regularly monitor Stem Stars to place a strong emphasis on performance. This is done through providing pupils with STEM career routes. assessments carried out throughout the year in each subject, so we can intervene We also work with the Brilliant Club, which when there are any concerns. We will offers our most able pupils the opportunity then use these assessments to track to study with a university lecturer to performance and inform parents regularly complete a thesis. This is designed to throughout the year through half-termly inspire and prepare pupils to apply for data snapshots, tutor evenings and Oxbridge and Russell Group universities parents’ evenings. through a range of events, seminars and university visits. “Two of our 2017 GCSE pupils on results day. Evie got 10 A*s including 1 grade 9. Ella got 10A*s including 3 grade 9s, putting her in the top 2% of highest achieving pupils in the country..” ’All groups of students make good progress and achieve well, including disadvantaged and more-able students’. Latest Ofsted report, March 2015 The Cedars Academy | Academy Prospectus Holistic Development At The Cedars Academy, we pride ourselves Tutoring on ensuring that our school is not only At The Cedars Academy, pupils will be academically excellent, but also ensures placed into a tutor group where they will that young people are able to thrive under have a designated tutor and mentors a pastoral system which focuses on safety, made up of Key Stage Five pupils. We are well-being and enriching pupil educational keen to use our older pupils to support experiences. Every young person is a our younger pupils as we feel this is an valued individual and we want to create excellent way to break down barriers, a platform for them to soar beyond their provide role models for our younger expectations; parents can feel safe in the pupils to aspire to, and to help further knowledge that their child will be nurtured attainment. A key part of the tutor’s role to be everything they want to be. will be ensuring that your child feels settled into The Cedars Academy and will The Cedars Academy Pupil Support Team be the first point of contact for parents. We have a dedicated Pupil Support Team lead by our Director of Pastoral Care; Diane A key part of tutoring will centre around Cresswell. The team includes our Pupil pupil well-being and awareness of Managers; Rachael Farrell, Lee Flanagan key issues which affect them. This is and Louise Goodwin; Pupil Premium underpinned by a strong scheme of Mentors; Garry Thacker and Rebekah activities to develop personal, social and Whelan and our Attendance Officer; Hazel health education. Tutoring will also focus Neale. This highly experienced team are on helping to raise pupil aspirations and available throughout the day to deal with developing an understanding of future any queries or problems that pupils might education and career pathways; this will have, or to offer any guidance or advice. be facilitated through our close links with a wide range of partners, universities and businesses. The Cedars Academy | Academy Prospectus Holistic Development Attendance Conduct It is vital that all pupils aim to have We set high standards at The Cedars excellent attendance at school. Research Academy and believe that it is vital that shows that even a few days of absence pupils show respect and a positive attitude. can have a negative impact on pupils’ We want to reward and praise pupils as performance. The Cedars operates the much as possible for their achievements following attendance grid when reporting and excellent conduct; however, if to parents: necessary we will intervene when behaviour is not exemplary. Attendance Rating Percentage 98% and above Excellent 96 – 97.9% Good 94 – 95.9% Satisfactory 90 – 93.9% Cause for Concern Below 90% Unacceptable ‘Students of all abilities and backgrounds are treated with respect. Equal opportunities have a high profile in the Academy’. Latest Ofsted report, March 2015 The Cedars Academy | Academy Prospectus An Inclusive Academy The Cedars Academy caters for the needs Speech and Language of all pupils with Special Educational Needs Our specialist Speech and Language staff and Disability (SEND). provide a language-adapted curriculum with appropriate differentiation to aid We ensure that the curriculum is accessible learning. to all pupils and are committed to working closely with parents and outside agencies. The team works collaboratively with The aim of our SEND provision is to teaching staff to: promote and develop pupil independence • Train staff about speech, language by improving learning and raising and communication impairments achievement. • Share information about pupils’ strengths and areas of need We provide an inclusive environment for our pupils and they benefit from a • Develop strategies to enable range of learning opportunities including: pupils to access the curriculum one-to-one work, small group work and Our Speech and Language Therapists work appropriate integration into mainstream collaboratively with centre staff to provide classes with the support of our specialist pupils with appropriate support. There are staff. weekly language groups led by therapists, Each pupil is provided with a carefully who are also involved with assessment, structured programme to meet his or monitoring pupil progress, planning her individual needs. All staff share interventions for pupils and target setting. responsibility for pupils with special educational needs in their classes. Individual subject teachers provide the support required for both the more and less able pupils. “I love music and the opportunities are fantastic. I’ve have had the opportunity to pick up new skills, make new friends and be part of a rock band”.