Hadleigh High School
Suffolk, United Kingdom
About Hadleigh High School
Hadleigh High School acquired academy status on the 1st July 2011. 2014 was an important year in the school’s long term development with pupils achieving the best set of the results the school has ever achieved in its entire history with 69% of pupils attaining % or more A*-C including English and Mathematics.
Our innovative changes to teaching and learning are proving to be highly successful.
In our last Ofsted inspection the Lead Inspector shared our belief that Hadleigh High has the potential to become an outstanding school. The main strategies we employ to achieve our aim of providing our young people with the very best learning are:-
- A positive ethos. Expectations are high, success is celebrated, the pastoral system is effective and the physical environment is supportive of learning.
- The focus is very much on pupils’ learning. A range of data is used for setting realistic but challenging targets for individuals. Regular feedback is provided, the curriculum is differentiated, children with special educational needs are supported and more able pupils are extended.
- The school is innovative: the learning power offered by ICT has been enhanced and the school has developed some original approaches to staff training and development. We have active involvement in Research and Development focussed on improving our practice.
- Quality Assurance systems are effective: the environment is data-rich and performance management for staff is closely linked to school improvement and self-evaluation reviews.
- The school has worked hard at gaining and maintaining the commitment of parents to learning through good communications. We understand that parents are crucial partners in ensuring children succeed.
- The Governors and Leadership Team provide clear strategic direction and focus. However, the world in which our school exists is changing radically as the new economy begins a process of transforming not just jobs but lifestyles and communities. Our response to the environment challenge must be to acknowledge that we live in a new age in which:
- learning is embedded in all organisations (not just school)
- there is a growing belief that public and private partnerships are positive and productive
- new providers exist, individual, corporate, value driven
- new forms of knowledge creation exist
- there is increasing polarisation of access and opportunity
OUR PURPOSE is to be a centre of excellence for Learning; unlocking the true potential of all members of our community and enhancing life chances.
OUR VALUES AND ASPIRATIONS
- To respect self and others, recognising our own developing values and others' rights
- To respect the living environment
- To react positively to questions about life, to keep an open mind and to value truth
- To value progress and achievement and to raise levels of achievement
- To cater for individuals
- To create a high quality learning environment
- To respect others and accept responsibility and consequences of our actions
- To develop all members of our school community
- To be outward looking
- To be learner focused
- To encourage personal responsibility
- To enhance self-management
- To be innovative and creative
Our school is a community mixed comprehensive and serves Hadleigh and its local village communities. Several of the villages have fairly affluent housing and there is also a large area of affordable housing with some pockets of poverty. Approximately 8% of pupils are from military families, based at Wattisham. We have a growing number of pupils who choose to attend Hadleigh from outside of our designated catchment area. Currently, approximately 15% of the school population comes from out of catchment as a result of parental preference. Our PAN is 168 and we operate a six form entry.
Attainment on entry, from catchment area pupils, is average based on KS2 results. There is little significant difference in attainment across the cohorts on entry. Current Year 11 are expected to achieve good outcomes – broadly in line with 2014 outcomes.
The number of pupils with statements of special educational need is above the national average
The percentage of pupils from minority ethnic groups is low with only a handful of pupils for whom their first language is not English. We currently have three Looked After children.
We seek to improve our buildings and resources every year. Over the last few years we have developed new computer rooms and refurbished library and built a Multi-purpose room. We have provided significant investment in our IT facilities, Wi-fi availability and tablet technology. We also possess a floodlit astro-turf pitch which we share with our community through our partnership with South Suffolk Leisure.
At present there are 52 full and part-time members of the teaching staff. They are supported by an excellent team of support staff. The school has been a member of the Suffolk staff "Worklife Support" project and supports staff as individuals through its Appraisal Policy. Our low staff absence and low staff turnover reflect our excellent retention and CPD strategies.
Several of our staff are Lead Practitioners in Suffolk and help other schools where specific subject teaching has been identified as a weakness. We also have Subject Development Leaders (similar to Lead Practitioners) in English, Maths, Modern Foreign Languages ICT who contribute to staff development and training. We have also strengthened our community links through outreach work with our feeder primary schools incorporating links with English, Maths, Music, Modern Foreign Languages, PE and Science.
We also work closely in partnership with the South West Ipswich and South Suffolk partnership of schools. This is a unique collaboration of nine schools, three special schools, two colleges and other institutions including training providers.