Each student joins a tutor group within the appropriate year and spends time each day with the tutor. The tutor provides a first contact point for parents who have a pastoral question about their child. A Head of Year has pastoral responsibility for each year group, with a brief to ensure that each student fulfils his or her potential.
We work hard with parents/carers to ensure high attendance rates for all students. A telephone, text message and e-mail system ensures speedy contact with parents/careers in the event of any unforeseen absence.
The Academy has been given the opportunity to take part in a new project that will run jointly between schools and West Yorkshire Police. The project has been established to support children who are resident in households where there are incidents of domestic violence and abuse. We know that children can be significantly physically or emotionally hurt by being either present in the house or directly witnessing an incident of domestic violence.
The project will ensure that a member of the Academy staff is trained to allow them to use the information that has been shared, in confidence, and ensure that the Academy is able to make provision for possible difficulties experienced by children, or their families, who have been involved in or witnessed a domestic violence or abuse incident.
Target Setting & Monitoring
We collect and use data on student performance regularly: internal and external assessments, marks and test scores are all used to make sure we set stretching targets for all of our students. All of our students have individually set targets in all subjects.
Grade monitoring reports are sent home on a regular basis to parents/carers. There is at least one subject teacher parents’ evening each year, giving parents/careers the opportunity to discuss progress.
Students with Additional Needs
All students have the same curriculum entitlement, regardless of ability or need. We will ensure that students with statements of special educational needs / EHCPs will receive the appropriate support.
Students are screened by using standardised test scores when they start at the Academy. We also look at reports from present or previous staff.
Individual programmes of study are created for each student and we set targets linked to the needs of individual students. We then monitor how the student performs against these targets.
We work closely with outside agencies who have involvement with young people and ensure that all of our students are supported in their individual needs, including the most able.
A team of support assistants help students either by working in the normal classroom setting, by withdrawing students in small groups, or by working individually with the student.
The school’s learning support unit allows us to support students who find it hard for a variety of reasons to succeed in mainstream lessons. The intention is always to reintegrate these students as soon as possible.
Castle Hall Academy received notice that it achieved the Kirklees Inclusion Quality Standard in the summer of 2012. We are pleased that our well established approaches to inclusion have been recognised with such an award.