Over the past two years Hazeley has been working increasingly closely with Shenley Brook End School and the primary schools across the west of Milton Keynes. Initially the work was relatively ad-hoc, however this year it has developed into a more structured partnership.
There are 5 clear aims to our joint working which guide everything we do:
- The provision of a holistic education
- The rigour of academic challenge
- The creation of a positive and high performing environment for staff
- A supportive partnership with parents, carers and families
- A meaningful relationship with the wider community
The work has led to many benefits for young people in our schools including:
- Improved transition from primary to secondary school
- Sharing best practice between teaching staff (for example how to teach an assess new curriculums)
- Sharing best practice between school leaders
- Supporting with the appointment and training of staff
- Running joint events that link with the community such as Career Days and Business Breakfast.
The governing bodies at Hazeley and Shenley are now working with primary school colleagues to explore what the future might look like. Their aim is very clear; to develop a vision, structure and systems that benefit all of the young people across the western side of Milton Keynes.
What is already evident is that the individual ethos and characters of separate schools will be firmly preserved. As Principal I am very much behind partnership working as this this creates an exciting yet secure future for the staff, students and partners of The Hazeley Academy.
That Golden Buzzer Moment
I am sure that many, if not all, of you will have watched Hazeley student Sarah Ikumu’s amazing performance on the opening episode of Britain’s Got Talent.
A performance that culminated in the Golden Buzzer being pressed by head judge Simon Cowell.
Sarah has secured an automatic place in the live semi-finals taking place in May; not just a wow moment, also an amazing achievement.
What leads to this Golden Buzzer moment? Those who know Sarah are aware of the hours of practice she has invested into her singing and the depth of support she has enjoyed from her friends, her church, the academy and most importantly her family. We have seen this quiet, reserved girl step out of her comfort zone to compete in, and win, Hazeley’s own talent show, the H FACTOR and then only last year won the Milton Keynes Young Musician of the Year.
Your own Golden Buzzer moments may not involve being live on National TV on a Saturday evening, but the formula is relatively simple; talent + effort + support + seizing opportunities lead to amazing things.
The formula hides the level of challenge and achievement, personal sacrifice, wrestling self-doubt, overcoming failure, taking calculated risks, staying true to your values which all takes something special, something that Hazeley works hard to find in every student.
I am certain that Sarah can count on the support of the Hazeley community in the months and years ahead as her career blossoms and she continues to develop and share her beautiful gift.
Performance Link: LINK
End of Term Round-up and Reminders
Spring has certainly sprung and we are set for a lovely Easter break along with a very enjoyable and successful summer term.
The partnership between home and academy is a key factor in student’s progress and happiness. Parents who work closely with the academy almost guarantee greater success for their child.
The key questions below are designed to offer reflection on how we might be able to work in even closer partnership.
Working Together – Some Key Questions
Do you check your child’s planner on a weekly or daily basis?
The quickest way of finding out how your child is doing at school is by looking at their planner and we suggest this becomes part of a daily/weekly routine. A full set of stamps is a great sign. A missing stamp will normally be supported with a symbol such as a H (missing homework), L (Late to lesson) and a C1, C2, C3 or C4 (poor behaviour).
If you have any questions about your child’s planner and stamps the best person to contact is their form tutor.
Have you logged onto Go4Schools in the last month?
Our online reporting and communication system is Go4Schools. In it you will find a wealth of information about your child’s progress and homework. To find out more click HERE.
Are you confident that your child’s uniform will meet expectations at the start of the new term?
We are very grateful to our supportive parents/carers and continue to be very proud of our high expectations in relation to uniform. When we return there will be a particular focus on ensuring student skirts are an appropriate length and that trousers are not of the “skinny” variety. More information regarding uniform expectations can be accessed HERE.
Do you support your child being on time each day?
We will be having a further push on punctuality and your support is absolutely critical. Students who arrive late for school are placed at a real disadvantage, often missing out on key messages and preparation time.
Does your child always arrive at school with the correct equipment?
Where parents/carers encourage their children to have a rigid routine each evening which involves packing their school bag for the next day, support their child by removing barriers to learning. Please note delivery of non-urgent items such as PE Kits, catering ingredients etc. will not be accepted by the reception team.
If you have answered yes to all of the above with confidence than you should feel reassured that you are helping set your child up for a successful summer term.
Thank you for your support, it is deeply appreciated.
All students return to the academy on Tuesday 18th April 2017. Term and Key dates can be accessed on our website HERE.
Science week at The Hazeley Academy (13th– 17th March)
Students in Year 7 have been experiencing a range of cross-curricular activities during Science week. The theme this year is “Change” and has been interpreted in many ways at Hazeley with some faculties looking at global warming, deforestation or the changes in warfare over time. Other year groups have been involved in quizzing activities during registration time and earned house points for their excellent efforts.
Interviewing some of the students, Dan and Rishi explained that science week was “fun and different as we are doing lots of new practical work”. A group of Year 7 girls were animated in their explanation of what “change” meant in forensic science and why it is so important to be able to use modern technology to identify evidence at a crime scene.
Communicating with the Academy
Effective communication is the basis of strong relationships. Success for the young people at Hazeley relies heavily on the creation of positive relationships between all stakeholders and academy staff.
The blog this week draws your attention to the on-line information portal (Go4Schools) and the Academy Communication Policy which can be accessed on our website HERE.
Some key points for effective communication with the academy include:
- Use of the online information portal, Go4Schools, is a crucial first step in communicating with the academy. The majority of parents/carers are now engaging on a weekly basis with the academy portal. Being able to support your child by knowing how they are getting on at the academy, both academically and behaviourally, places them at a massive advantage.If you are not already using Go4Schools then please take a look at the help sheet on our website Should you have any further questions please do not hesitate to contact our data team at: email@example.com.
- Contacting the right people. Form tutors and subject teachers work closely with your child and for the majority of enquires can be the most effective first point of contact. The reception team can also guide you to the right person.
- Email is usually the best method for initial contact. Details on how to contact staff can be found HERE.
- Staff will aim to respond to contact within 2 school days, for non urgent requests.
- Staff are not available to meet with parents/carers without a pre-booked meeting.
- If your enquiry is urgent the reception team will support in the escalating of any concern.
These guidelines are in place to help ease the communication process for stakeholders by encouraging informal engagement with the academy with the aim to reach the right outcome for students.
Thank you for your ongoing support.
The blog this week is brought to you by Director of Creativity, Mrs Jobling. She reflects upon the importance and meaning of Creativity at Hazeley.
Creativity is often banded around in many organisations as the current ‘buzz’ word. Many schools are desperately looking for the mythical beast and trying to bottle and inject this into children’s lives. But why is it important? And how does it impact long term on a child’s life and enhance their prospects? Lee Watanabe-Crockett talks about skills that are a necessity for learners to be competitive within the 21st century in which problem solving, analytical thinking and Creativity are at the top of the list. He talks about children needing a totally new set of skills to adapt to this ever changing landscape and braves a new concept called solution fluency which is quite simply the outcome of all of these skills combined.
The millennial child can deal with a vast amount of information and stimuli which is always at the end of a finger sweep, however do parents and teachers alike truly give children credit for their ability to work creatively in both digital and non-digital environments? Creativity in its purest form aims to provide children with the skillset necessary to develop unique and useful solutions to the challenges that they face within school and as part of the work place. As a result teachers are always in hot pursuit of this thing called Creativity.
In times gone by, the word creative has been associated with someone’s ability within specific subjects. For example if a learner had ability within Art or could draw particularly well this was an evident sign that ‘yes’ they are truly creative, however when we discuss Creativity within Hazeley we are considering it within that pure form ensuring that children have the opportunity to demonstrate these secret talents that we know make them truly wonderful individuals.
Mrs L Jobling
Director or Creativity
The blog this week is written by Mrs Lloyd-Jones and offers an insight into how we develop CONFIDENCE at Hazeley. It looks in particular at the work of our Confidence faculty which is made up of PE, Psychology, Law, Sociology, Health and Social Care and Personal, Social and Health Education.
CONFIDENCE IS RIDING HIGH:
Our core purpose at The Hazeley Academy is to develop Character, Confidence and Creativity in our young people and each other so that together we can gain fulfilment by playing a positive role in our community.
In the Confidence faculty staff work with students and each other to increase knowledge, understanding, skills and attitudes regarding many aspects of education and life. We work to build trust amongst our community, we encourage each other to take calculated risks where appropriate because we understand that honest mistakes can occur and yet it is important that we learn from them together.
Establishing routines and setting high expectations have a key role to play in the development of confidence. Supporting individuals to be successful and reach the heights they never thought possible and celebrating their achievements can help them feel and be more confident.
It is not about always getting it right and more often than not we have conversations with people about it being ok to make mistakes; but the fear of getting something wrong can be the driving force that stops people today even trying in the first place.
Most people, if honest, would say they are afraid of failing, at least some of the time. However having a fear of failure is when we allow that fear to stop us doing the things that can move us forward to achieve our goals. Part of our work as members of staff within the Confidence faculty is to encourage small steps towards greater achievement by questioning decisions, challenging actions and supporting effort. If tasks can be broken down they can seem more manageable for everyone, yet what happens behind the scenes is often key to future accomplishments.
The outcome may be success but the process to get there often requires hard work, sacrifices, disappointments and dedication. It is how we help students to understand this that will assist them in their future.
From work in form time regarding metacognition and understanding the Growth and Fixed mindsets for Year 7 students to Year 11, 12 and 13 being supported through structured revision techniques.
In Health and Social Care and psychology understanding how mental health can impact on daily life and yet how exercise in PE can be part of a programme to strengthen someone’s mental health.
Our January Year 9 Drop Down Day focused on health and well-being with students and staff rotated around various activities from first aid and supporting life by knowing the recovery position to playing indoor golf or trying the martial art of Aikido. Discussing mindfulness and the notion of living in the here and now – we cannot change yesterday or predict tomorrow but we can affect the now.
We have football teams who entered the County Cup this year and had more teams reach the quarter finals than in any previous year – a success to build on and strive to improve next year. We have achieved improvement through students committing to training and fixtures and putting in the effort to reap the reward. This creates the feeling of accomplishment – the buzz of doing well.
As with anything confidence will grow with a willingness to try and to fall down but get back up; to seek and accept feedback and challenges, because without these we will only stand still.
Austin’s Butterfly is a great example of how being persistent, determined and willing to listen to feedback, the ability to demonstrate improvement through effort, this can be achieved. .
Director of Confidence
End of Term Round-up and Reminders
It has certainly been another action packed start to the term. Please find below a few key reminders and some reflections on the activities that have taken place at the start of 2017.
We are very grateful to our supportive parents/carers and continue to be very proud of our high expectations in relation to uniform. When we return there will be a particular focus on ensuring students’ skirts are an appropriate length and that trousers are not of the “skinny” variety. More information regarding uniform expectations can be accessed here.
Please encourage your child to walk/cycle to school if at all possible. If you do need to drive students to school we strongly suggest that you drop them off at a safe place, a distance from the academy and avoid the local round-a-bout as this causes congestion.
If you drop your child in the academy car park please let them exit your car near the main entrance; this prevents students from needing to cross the busy road and helps the traffic flow. The car park is much quieter 15mins before the opening of the academy and 15minutes after the final bell.
We will be having a further push on punctuality and your support is absolutely critical. Students who arrive late for school are placed at a real disadvantage, often missing out on key messages and preparation time.
After School Clubs
Students are encouraged to take the opportunity to attend as many after school clubs as they can. Students should not be on the academy grounds outside of the school day unless they are registered at an organised club.
The academy term dates can be accessed here.
A great start to the New Year
2017 began with last year’s record breaking sixth form students returning to join us for an awards evening.
Helping students make the right choices has been a theme for the start of this term. Year 8 have been supported through the start of their preferences process, we have received over 300 applications to our 6th Form and there has been a great buzz amongst the Year 13 students as the offers to Cambridge, Loughborough, Bath and other top Universities come rolling in.
Our young enterprise team have been at work, wheeling and dealing. Please look out for details of up and coming events where you can support them. The links with local industry have been cemented further with a range of individual careers talks from Worktree.
The maths team have filled the term with challenge days and gifted and talented events, helping explain how and why they help students gain the very best results in the city. As always other subjects are keen to emulate this success and have offered a vast array of trips and events to support the already excellent classroom provision.
Our focus on the more able students has gathered momentum; high flying Y7 students have been studying A level texts with the support of Miss Batson, whilst our newly formed TOP 50 group have grasped the additional challenges and opportunities given to them.
Working closely with Shenley Brook End School has helped create more opportunities for the students and staff at both schools. Joint business breakfasts, careers fairs, staff training, gifted and talented sessions. This is just the start of things to come from this mutually beneficial partnership.
Parents continue to play a big role in the term. Attendance at parent evenings has been around 80% and the Parent Voice group have helped sharpen and improve our new online reporting system.
Thank you to all the parents and carers who took part in the recent Parent Governor elections both as candidates and voters. We are pleased to announce that the successful candidates were:
- Mark Allen
- Jane Osayimwen
- Ben Phillips
I wish you all a lovely half term break and look forward to seeing all year groups returning on Monday 20th February.
The blog this week is brought to you by Mrs McKenzie who is Director of the Character Faculty. Mrs McKenzie highlights how our core value of Character is brought to life at Hazeley.
Developing Character at the Hazeley Academy
The first and most important point about how character is developed with our students at Hazeley is our sense of community – not only in our school but also in the wider community. At Hazeley we set a tone of respect, fairness, honesty, resilience in learning and kindness to others. These ideas are present in lessons, around the school and in all interactions in the Hazeley community.
The school has been proud to be recognised as beginning the UNICEF Rights Respecting School Award and a wide group of student and staff ambassadors have been working since September to achieve the award. A number of different activities and projects have taken place with the aim of allowing our students the opportunity to improve the lives of children around the world and here at home whilst learning about the UN Convention on the Rights of the Child. Most notably, over 50 staff and students participated in a Mannequin Challenge for Children Right’s just before Christmas which has proved very popular and is now on the Unicef website. Our Student and Staff Unicef Ambassadors also work to support the ideas and initiatives of our student council who speak for the student body. Our Unicef Programme has seen nearly 100 pupils sign up to support the rights of children around the work and they have busily been making videos, writing blogs, hosting charitable events and helping promote the Rights of the Child for the benefit of all.
One of the areas of the school we currently have a keen focus on at present is metacognition and revision. The exams in June mean that years 11, 12 and 13 are practising their revision techniques and this can mean building learner resilience. We have shared information with our year 12 students in history about the decay theory which states that if the learning isn’t used or rehearsed it simply fades away. In fact this idea was raised as early as the nineteenth century by Hermann Ebbinghaus who experimented on his own memory and recall by rehearsing nonsensical words until he had remembered then. He then recorded the rate at which he lost the learning. The results he named ‘The forgetting curve’ which proved how memory decays most rapidly in the first hour after learning and then levels off after about a month!
In geography students are learning about the wider world through the study of ecosystems such as tropical rainforests and coral reefs. With so much emphasis on global warming and a global debate, this is a topic our students study as an investigation into global climate change. In geography our year 9 students are looking at diversity in our country, studying the north south divide and poverty in Milton Keynes, building character through empathy for others. This links with our whole school Cobra event for charity for January where the school is collecting for the MK Foodbank, the Student Council has been visiting forms to give out information about the food items which are in current short supply.
Clear and meaningful communication is a key element of our shared values at Hazeley, for example, our sixth formers made applications and were interviewed for their role as Sixth Form Peer Mentors. They are supporting the lower years with a drop-in break time session weekly for younger students to share their ideas, aspirations or concerns. We have many different visitors into school that share their expertise and knowledge and our year 12s recently were given a seminar by Sussex University lecturer Laura Kounine enabling them to experience a day in the life of a University.
Careers guidance and advice helps young people to develop the ability to make informed choices about their future pathway. It is crucial our students set themselves high aspirations for their future; have a clear goal to work towards and the steps they need to take towards achieving their chosen career. There is always more than one pathway students could take in achieving their goal, and it is important they have the ability to weigh up the various options open to them and make the most appropriate choice. Our aim through the support and opportunities we provide our students is they all are able and confident in making the right decision about their pathway.
All our students attend a ‘Work Tree’ breakout session during the academic year; through this they have an opportunity to interview 12 employees with different career backgrounds, students have the opportunity to learn about the day to day tasks they perform, the route they took into their job, the highs and lows. This gives students a real and honest insight to many different careers.
To further support students with their pathway through Hazeley and beyond we worked in collaboration with Shenley Brook End to organise a Careers Fair, for all our Year 10,11,12 and 13 students to attend. Over 700 of our students attended the fair where they had the opportunity to network with various employers, apprenticeship providers, colleges and universities from all different sectors, The Army, Niffty Lift, NHS, Siemans, Bedford College and Birmingham University are just a few examples of the companies/organisations who attended. Students showed great engagement at the fair, and the feedback from the employers on our students, was over whelming positive, with many commenting on how mature, engaged, polite and confident our students were. They were a credit to the academy.
“I thought I had to go to university to get into the computer programming industry and this was daunting as most computer science courses ask for A*AA or require a foundation degree. I was relieved to find at the Careers Fair that companies like FCO Services offer apprenticeships within the industry which was a weight off my mind.” David Zilvys Year 12
“It was really useful being able to talk to the different organisations and companies about what they offered” Paige Lannin Year 11
We still have many events to come this year with two careers breakfasts one focusing on careers within the Health and Social Care Setting and the second focusing on Entrepreneurship, Business Management and Finance. We are also taking students to the National Apprenticeship Fair in March and to various Universities as well. If you feel you could be part of our Careers Breakfasts or the Work Tree sessions, please email firstname.lastname@example.org
Mrs R Mayles
Assistant Principal – Pathways
On Wednesday 11th January all year groups followed a different timetable for Drop Down Day.
Year 7 participated in a Maths Challenge Day delivered by Maths teachers and The Happy Puzzle Company. Activities included large 3D team puzzles and challenges to support students develop a range of skills. The challenges all looked incredibly easy until the students started trying to solve them! Their task then became one of turning the apparently impossible into the possible. Each student improved their personal learning and thinking skills, boosting their confidence in the process and raising their own expectations of what they can achieve in the classroom.
Year 8 had an incredible day experiencing different Key Stage 4 subjects to support their decision-making for Key Stage 4 preferences. Prior to the day students selected 10 subjects they might be interested in studying. Each student had the opportunity to study 8 of their choices and complete a reflective learning session at the end of the day. Learning about subjects they’ve never encountered before such as Psychology and Sociology alongside more familiar ones such as Catering, Art or Design Technology will support informed choices at Key Stage 4. Students tackled the day in a really mature way; feedback from staff and students was overwhelmingly positive. One tutor commented that, “many students said that they could confidently choose their options knowing more about the course and what they could expect”.
Year 9 took part in a Wellbeing day, experiencing a range of different activities including indoor golf, Akido training, understanding and managing their own mental health, a workshop delivered by COMPASS (a charity that supports and educates about drugs and addiction), First Aid training, a CEOP session about keeping yourself safe online and developing mindfulness skills and a positive mindset.
Years 10 and 11 focused on subject-based learning for the day. Year 10 completed tasks that contribute to their Humanity subject controlled assessment with the Historians heading north to Wollaton Hall. The Geographers carried out a traffic survey in Grange Farm in support of their GCSE studies. Year 11 participated in an English focus day to prepare them for the January PPEs. Students thoroughly enjoyed the well-planned and delivered day led by their experienced English teachers.
Years 12 and 13 completed a social enterprise day focussing upon altruistic acts by planning a range of fundraising events to support local charities and organisations. A number of visitors from external agencies and individuals supported the students throughout the day. The day really made students consider how to support others in challenging circumstances, as well as develop their own skills in team work and collaboration. The teams presented their ideas to the Deputy Mayor and Mayoress in an Apprentice/Dragon’s Den style presentation at the end of the day. The Deputy Mayor was hugely complimentary about the positive attitudes of the students.
The day was a real success and the building came alive with Character, Confidence and Creativity. Planning has already begun for the next Drop Down Day due to take place in June.
The blog this week is written by Senior Deputy Principal, Miss Whiteman, and provides readers with an overview of the Personalisation Team.
Personalisation at Hazeley
At Hazeley our key focus is to promote Q3C; supporting all students to get the best qualifications whilst developing their Character, Confidence and Creativity. A vital part of the support structure at Hazeley is the Personalisation Team.
Form Tutor’s at Hazeley welcome your child each morning and work with them closely each day during the 30 minute form time. They deliver vital sessions based on life skills, literacy and numeracy and above all the Form Tutor is your child’s champion in the academy, building really supportive relationships to guide students through the developmental years of secondary school.
We would strongly advise that this is your first port of call if you would like to discuss any concerns about your child.
Leading a team of approximately eight tutors per year group are the Progress Leaders. Their focus is to look at the academic profile of students within their year group and develop bespoke intervention programmes if there are any concerns. Progress Leaders have a pivotal role in supporting the year group ethos.
We are delighted to welcome Miss Woollard as the new Progress Leader for Year 10. Miss Woollard has worked within the tutor team for this year group for a number of years and has a thorough understanding of the dynamics of students within the year group. She will continue to guide them through the next 18 months to their GCSE examinations.
Each year group has a Learning Mentor working with students (R2L – Return to Learn). Working closely with the Progress Leader to make sure students receive outstanding care, guidance and support. They are a listening ear for students at times of need and regularly offer home school liaison.
Another key component of the Personalisation Team is the Excellence Department. Their role is to support students who have a particular special educational need.
The Personalisation team work tirelessly to ensure all students are happy and secure at the academy and have a point of contact if they have any concerns. They look to build supportive working relationships between students, parents and carers.
Please do not hesitate to contact any member of this team should you have any concerns. We will always endeavour to do the best we can.
This week’s Blog is written by Miss Thistlewood, our Senior Leader in charge of homework. She provides some useful advice on how to support students with homework.
Good homework habits.
An excerpt from “I tried to do my homework” – a poem by Kenn Nesbitt © 2015
I tried to do my homework
but a show was on TV.
A song was on the radio.
A friend was texting me.
My email chimed, and so, of course,
I had to look at that.
It linked me to a video
of someone’s silly cat.
Kenn Nesbitt Copyright © 2015.
To read the rest of the poem click here
So what are good homework habits?
Good homework habits are things that will help you do your homework to the best of your ability, with the least distractions. It has been found that pupils who do about 2 hours of homework a night were almost 10 times more likely to achieve five good GCSEs than students who did not spend any time on homework.
- Organisation – knowing when homework is due will help you schedule your time and reduce stress.
- A good/sensible place to study – this needs to be a table or desk with good lighting and be free from distractions, which allows the focus to be on studying.
- What, how and when – what the specific homework task is, how it is needed to be done and when it is due, all allow the focus to be on the work.
- Distractions/Social media – the use of Facebook/Twitter/Snapchat or similar while doing homework is a distraction that takes focus off the work that needs to be done.
- Music – quiet music in the background will aid concentration, however spending time searching songs and looking through playlists is an avoidance tactic.
- Regular breaks – brains need a break, but these should be short to allow the work to be done in the allotted time.
- Procrastination – leaving everything until the night before it is due in will not produce the best results, cramming a lot into a short time doesn’t allow the best work to be done.
A quick quiz…. True or False?
- It is best to leave all homework until the night before it is due in.
- The best place to do homework is on my bed with my mobile and tablet.
- It is not necessary to be organised to complete homework.
- Doing homework while on Social Media will make sure it is completed more accurately and faster.
- it is important to have a place to study so that it is possible to focus on homework.
Lead Practitioner, AST
The final blog for 2016 is brought to you by Assistant Principal, Mr Whitney, who is responsible for standards. Mr Whitney outlines an exciting update relating to home school communication. A special thank you to those parents who took the time to attend the related parent voice meeting and whose feedback has been very useful in shaping this development.
Online reporting update
As was conveyed in the Welcome to the Year Ahead meetings earlier in the academic year, we are moving to a new online reporting system called Go4Schools.
You may have noticed that there is now a logo-which links to the web portal and a link to our guide on the left of our main webpage. We have deliberately taken our time with launching this new system, to enable us to be as secure as possible about potential issues, as well as ensuring that we have made every effort to have all parents’ email addresses on our systems.
Students have had access to their page for at least a week following a lead lesson where the system, and how it can support their learning journey, was explained to them. The system has already been launched with 6th Form parents to coincide with the release of their Progress Review reports last week and so far everything seems to be going well. We are therefore planning to “flip the switch” for all remain year groups on Tuesday 13th December.
An email will be sent out to confirm this has taken place, with a text message if we do not have an email address on the system for you. If you have not received an email by Wednesday morning and have checked that it has not got misplaced into your spam box by your email provider, please contact the academy via the email address later in this blog.
Go4Schools will allow you to access information on your child’s attendance, behaviour, homework and academic performance. We have done our best to ensure that the guide on our website covers every possible question, but if there is a query that it doesn’t answer, please do contact the Academy at email@example.com.
It is always a nervous time launching something that is such a change from before, but hopefully our considered approach means that all goes smoothly and you will be better informed than ever as we work together to support your child on their journey to success.
The blog this week reflects on one of the most difficult yet rewarding roles we may undertake; parenting. We help instil values into our children and guide them though making those big life choices. This is where choosing the school that best fits you as a family is critical. I feel blessed on a daily basis to work with so many parents/carers who share the Hazeley Values and work tirelessly with Hazeley staff to make them come to life.
Hazeley Core Values
Character – We have respect, integrity, loyalty, high expectations and resilience. We believe the differences amongst us make us even stronger.
Confidence – We trust ourselves and each other, we relish taking calculated risks, we understand honest mistakes occur and learn from them together.
Creativity –We enjoy working together designing, creating and reflecting upon solutions, including how to improve ourselves and each other in so doing making our Academy a truly inspiring place.
There is no definitive guide book to parenting, however a good starting point is working with other people who share your aims and values.
The school my children attend very much reflects my family values; they encourage taking calculated risks. Our youngest son who is nine is currently staying for a week with a family in Germany and we know that honest mistakes occur; for example when my eldest son had an accident at school we worked with the school to unpick and resolve the problem together. I know that the honest, open, respect based relationship we have with our children’s schools places our children at a distinct advantage in their education. We don’t ask for or receive special treatment, however we know that everyone benefits through working together.
Parenting might be the most difficult job in the world but it can also be the most rewarding and fun. Remember it is far too important to take seriously all of the time.