Welcome

Welcome to the parent/carer section of our website, We hope you find the information useful.

Like you, we want your child's education to be amazing! On this page we'll keep you informed of key events coming up and exciting things that have happened.

This page is also useful to help answer questions you may have;information about admissions, uniforms, the way learning is organised, the Curriculum... everything is somewhere on this page! If you want to find out about things your child is doing in  school at the moment our weekly newsletter is available below!

Our mission: To provide high quality education to the community which offer life changing opportunities in a safe, creative, exciting environment. All are valued and inspired to flourish and grow as individuals, learning is believing the sky is the limit

Admissions

The admissions to this school are managed by Northumberland County Council.

The LA’s admissions policy and arrangements for appling for a place at the school either for your child to start at the beginning of their recepetion class or at any other time are detailed on the county’s admissions website which is accessed by clicking the link below.

Northumberland County Council’s Admissions 

If you have any problems or we can help in any other way, please call into school.

Our  school specific admissions policy can be found here.

Our nursery admissions form and policy can be found here.

Governance

Haltwhistle Academy is part of Wise Academies. In addition to a Local Governing Body, a Regional Board and Board of Directors oversees the work of the Academy, and takes a close interest in its performance and provision.  Further details can be found here .

We are always keen to hear from parents/carers who would be interested in becoming a member of the Governing Body; please get in touch via the 'Contact Us' page if you're interested.

Our Governance information can be found over on the trust governance website here

Our Ethos and Values

Our Mission Statement

‘To provide a high quality educational community which offers life changing opportunities in a safe, creative and exciting environment. All are valued and inspired to flourish and grow as individuals, leaving us believing the sky is the limit!’

In order to ensure that our mission is realised, all of our academies are governed by a firm set of non-negotiable standards, which all staff are held accountable to.

Ethos

Haltwhistle Academy has a fully inclusive ethos where all members of the school community are encouraged to have high aspirations for themselves. Learning, leading to high academic attainment, is at the heart of each academy with all children, irrespective of inherent ability, striving to fulfil their potential. Learning experiences are woven into an exciting curriculum which is broad, balanced and relevant, where children develop core basic skills which are transferable to everyday life situations.

Children develop as confident individuals, successful learners and responsible citizens in a safe, high quality learning environment which is up-to-date and equipped with the necessary technologies to prepare them for life in the twenty-first century. They have a strong voice along with their parents and wider stakeholders.  Comprehensive, extended provision supports children in developing specific gifts and talents and places the school at the heart of the community which it serves.

Haltwhistle Academy operates an open-door policy with parents, carers and the local community. All are welcomed into the Academy so that all can participate and share skills and experiences with the children.

 

Curriculum

Our intent is to provide a bespoke curriculum which acknowledges our school’s unique characteristics and meets the needs of our children.  The aim is to provide opportunities for all children to develop as independent, confident, successful learners with high aspirations.  Through the curriculum we deliver, Wise pupils will become understanding British citizens who make a positive contribution to their community and wider society.  Aspirational expectations will combine the acquisition of knowledge and the progressive development of skills to create a purposeful and imaginative learning journey for every child. 

The wise curriculum drivers are:-

    • SMSC
    • Oracy
    • Childhood Experiences
    • Basic Skills
    • Well-being

Please click here for our curriculum overview

E-Safety

E-Safety

Within school, pupils are taught about how to stay safe in our modern digital world.

The designated safeguarding leads in school are:

  • Susie Drake - Head Teacher

  • Sarah Gregson - Deputy Head Teacher

If you have any concerns about online safety please contact one of these members of staff. (01434 320467)

The CEOP website contains some really important information for parents and the Childnet site gives helpful guidance on social networking for parents. The SaferInternet site also provides advice on setting up parental controls on your home computer.

The Click Clever, Click Safe site has lots of useful information about Cyberbullying.

As parents you can help by:

  • Having open discussions about your expectations and how to stay safe online
  • Closely monitoring the sites your children are accessing
  • Limiting the amount of time your allow your child to spend online or using gaming devices
  • Discouraging the use of social network sites under the legal age of 13 such as Facebook, however, if your child does use social media remind them to only communicate with friends and family (people they know and trust in the real world), and also to ensure that their privacy settings are set high and to make them aware of how to report an incident if they feel uncomfortable.
  • Ensuring they do not give out any personal details to people they meet online including on games consoles such as Xbox and PS3.
  • Take notice of PEGI ratings – age rating is there for a reason and could mean that your child is being exposed to inappropriate materials if you do not abide by them.

Anti Bullying

What do we mean by bullying?

At Haltwhistle Academy, we recognise bullying is a mixture of behaviours and impacts which can impact on a person’s capacity to feel in control of themselves. It is all about relationships and role modelling, and what happens when these go wrong.

Bullying is a mixture of behaviours and impacts which can impact on a person’s capacity to feel in control of themselves. Bullying takes place in the context of relationships; it is behaviour that can make people feel hurt, threatened, frightened, exploited and left out.

  • This behaviour can include:
  • Being called names, teased, put down or threatened
  • Being hit, tripped, pushed or kicked
  • Having belongings taken or damaged
  • Being ignored, left out or having rumours spread about you
  • Receiving abusive messages electronically
  • Behaviour which makes people feel like they are not in control of themselves
  • Being targeted because of who you are or who you are perceived to be
  • Being forced to be involved in activities that you are uncomfortable, including bullying by adults such as through emotional or physical abuse or sexual exploitation

This behaviour can harm people physically or emotionally and, although the actual behaviour may not be repeated, the threat may be sustained over time, typically by actions: looks, messages, confrontations, physical interventions, or the fear of these. But this is not an exhaustive list, and it is important to consider impact, intent and persistence when defining bullying behaviour.  Our curriculum ensures that our children understand that there are different kinds of bullying and what to do if they feel that they are being bullied.

IT'S IMPORTANT NOT TO GET HUNG UP ON 'HOW' SOMEONE IS BEING BULLIED, BUT INSTEAD FOCUS ON THE IMPACT THAT IT'S HAVING ON THEM

Is intent required?

Every bullying incident is looked at individually. In some cases, children may not be aware that their behaviour is actually bullying. They are perhaps modelling the behaviour of adults or other children and young people, not understanding that it is wrong because they have never been taught otherwise. In these circumstances, the intent to bully may not be present, but the impact and effect on the person being bullied will be no less severe because of this.

It is explained to the child bullying that their behaviour is unacceptable and why.  Intent is difficult to prove and it’s more important to focus on the behaviour and the impact it had, rather than trying to establish whether someone acted deliberately or not.

Does the behaviour have to be persistent?

The issue with persistence is that the behaviour has to take place more than once, but the impacts of bullying can be felt after a single incident.

Bullying doesn’t need to be persistent to have an effect on the mental health and well-being of a child. For those who have been bullied, the fear and anticipation of further bullying can affect their ability to be themselves and interact with others in a healthy fashion. Bullying behaviour and its potential impacts on children are addressed as they arise.

How persistence is viewed by one person - for example daily, weekly or monthly - may be quite different to how it’s viewed by someone else, leading to inequality and inconsistency of practice.   It isn’t helpful to wait and see if a pattern or repetition emerges before taking action.   It is vital to respond to the behaviour that you see and the impact this is having, rather than relying on a rigid definition. 

What about impact?

Bullying can affect children in different ways and this should be taken into consideration. If we are unsure if behaviour is bullying, look at the effect it is having on the child.  If they are unable to respond effectively and regain their sense of self and control in the situation, adults need to intervene to help restore it.  What we do about bullying is more important than how you define it.Keeping the focus on impact and response reduces the likelihood of getting caught up with issues of persistence and intent.

We should always remember that children will tease each other, fall in and out with each other, have arguments, stop talking to each other and disagree about what they like and don’t like. This is a normal part of growing up and should be distinguished from bullying.  However, in an environment where this behaviour is left unchecked, it can lead to bullying, making those being bullied feel afraid, uncomfortable and unsafe in their environment.

Labelling

Another core message that underpins the work we do is in our approach to labelling; we don't label children as ‘bullies’ or ‘victims’. Care is taken because labelling is not without its risks.  Labelling a child on the basis of bullying behaviour can result in a confirmed identity as a ‘bully’ or ‘victim’ resulting in ongoing behaviour patterns based on this identity. We have developed approaches to working with bullying which hopefully avoid the labelling dilemma.

This is not about diluting behaviour but is to keep the focus of the adult’s responses on the behaviour that is problematic, rather than the assigning characteristics to those involved. This is a solution focussed approach that is designed to help children change the way they behave, rather than attempt to change who they are. We help children change by telling them and naming the behaviour that is unacceptable, being clear that what they are doing is bullying and that it needs to stop.

Help

If you suspect that your child is being bullied, do not hesitate to get in touch with a member of the Academy team.  We will always do whatever we can to make a child's situation better.  Along with our WISE Academies Family, we have developed a range of policies and procedures that enable us to take swift action to investigate allegations of bullying and put support in place for all concerned to eradicate the undesirable behaviour and offer support.  Policies available include:

  • Anti-bullying policy
  • Anti-cyberbullying policy
  • Child Protection and Safeguarding Children policy
  • Behaviour Policy

These documents may be viewed here.

Bullying is neither accepted nor tolerated at Haltwhistle Academy. 

Working together with children and families, we can make things better for everyone.

Attendance

Why It Matters

At Haltwhistle Academy we recognise the importance of being in school, on time, every day.

The national average expected for children is 96%.

Did you know that an attendance percentage of 90% is equivalent to missing 19 school days a year?

If your child is not in school regularly they will miss out on fundamental learning in the classroom. This is extremely difficult to catch up on and affects all aspects of their future education, as well as forming bad habits.

As part of our on-going support system for children and their families you will receive regular updates on your child’s attendance with a strong focus on how it affects their learning.

Please see the document here for Guidance on Infection Control from the Public Health agency. If your child has an infectious illness you can see how long they recommend you keep them off school e.g. Chicken Pox.

If you have any questions about attendance you can pop in to the school office or give us a call, we're here to help!

What you can do

We understand that children will need time off school when they are poorly.

However you can avoid attendance becoming a concern by engaging with school and not taking unnecessary days off e.g. holidays during term time. Trying to make appointments for your child, and other family members, out of school hours will reduce time missed in classroom. This will make less of an impact on their school life.

You may not realise how quickly the odd day off can lead to a big dip in attendance percentage, indicating to school and other agencies that there may be problems to address.

Punctuality is just as important as attendance. If your child has 100% attendance but regularly arrives up to half an hour late they are still missing vital learning.

Most importantly we have an open door policy. If you have ANY queries or would like support on any matter we have a great welfare team who can provide referrals or advice.


Holiday Requests

If you wish to request time off during school term time there is a form you can complete. Please know that permission for holidays are only granted in exceptional circumstances.

You can view a copy of our attendance policy here

Vacancies

Why work for WISE Academies

We want WISE Academies to be the employer of choice for talented staff looking to work in the North-East of England.  Below are some of the benefits of working for us: –

  • Full access to Teachers’ Pension Scheme and Local Government Pension Scheme.
  • Strong induction processes.
  • A wide range of CPD opportunities offered through the Town End Teaching School Alliance, through joint working between the academies within our Trust and through other opportunities.
  • Access to a well-being package for staff which provides a range of free benefits including counselling, physiotherapy, GP helpline and access to consultants and medical operations*.
  • Full statutory rights around maternity/paternity and sickness schemes.

* exclusions may apply

You can find a list of our current vacancies and supporting  documents below.

 

Uniform

School uniform can be ordered online from Emblematic here

Fundamental British Values

The Department for Education states that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

The government set out its definition of British values in the 2011 'Prevent Strategy' and these values were reiterated by the Prime Minister in 2014. At Bexhill Academy, these values are reinforced regularly and in the following ways:

Democracy

Democracy is embedded at the school.  Children are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard.  Children also have the opportunity to air their opinions and ideas through our School Council and regular questionnaires.  The elections of the School Council members and House Captains are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action.

The Rule of Law

The importance of laws whether they are those that govern the class, the academy or the country, are consistently reinforced.  Our school has ‘School Rules’, which are deeply embedded in our work every day.  Each class also discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.  Our children are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken.

Individual Liberty

Within the academy, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment.  As an academy, we educate and provide boundaries for our children to make choices safely, through the provision of a safe environment and an empowering education.  Our children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in our e-safety and PSHE lessons.  Whether it is through choice of challenge; of how they record; of participation in our numerous extra- curricular activities; our children are given the freedom to make choices.  They understand that with rights comes responsibility.

Tolerance of Difference and Respect for Others

Our core value of tolerance of and respect for those who have different faiths and beliefs, different genders, different sexual orientations, different abilities, different families and different economic circumstances underpins our work.  Bexhill Academy enhances children's understanding of different faiths and beliefs through Religious Education studies and different social circumstances through PSHE work.  Visits out of the academy and visitors to the academy provide a richness of experience for our children.  Through this our children gain an enhanced understanding of their place in a socially and culturally diverse society.

Special Educational Needs

For any SEN related enquiries, please contact our SENCO Mrs Gregson.

Our SEND Policy is available here and our latest SEND information report is available below.

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School Term Dates

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