This week’s Blog is brought to you by Mr Whitney and is the follow up to social media and technology part 1, unsurprisingly it is named, social media and technology part 2.
Social media and technology part 2
You may remember I wrote recently about how we were looking into this area as an academy. It seemed eerily prescient that after writing that there seemed to be flurry of stories around children, mobile phones and social media. From people suggesting an implementation of a ban across all state schools, the endorsement of a pledge for parents and students to reduce phone use at home by a leading independent school to the removal of Tumblr from the app store for content issues.
Thank you to all of those parents of students in year 7 and 8 who responded to the recent online questionnaire on this topic. The number of completed surveys was over 200 and has given the academy useful feedback on where we should plan to go next.
It was very reassuring to see that over 90% of families had rules about use of technology and social media, with only 60% of students accessing social media networks. The majority of age restrictions for social media apps is 13, but well done to the 19% of respondents who correctly stated that the age restriction for WhatsApp is 16. However it was a concern that almost a third of replies said that a change in behaviour was seen after accessing social media, the most common were being confrontational, angry or defiant.
In terms of moving forward, there was a very clear direction from all those who replied to look closely at our curriculum and how we convey the spectrum of impacts that social media can have to our students. Alongside this there was a wish for useful information and regular sharing about trends on social media on our website. I will be looking at these areas over the next few weeks and will be updating you again in the New Year. Below you will find a few suggestions that come from my research in this area over the last few months; I hope they are of some use.
- Have rules about technology and social media that everyone in the household follows
- No mobile phones at dinner (Frankie and Benny’s are apparently giving free children’s meals if you hand them in at the beginning of the evening)
- No social media within an hour of bedtime-tiredness impairs judgement and when posting online without the ability to read people’s reactions this can cause major issues
- Make social media social. Have a room where it is accessed together at the same time, but more importantly discussed between you
- Monitor the apps that are downloaded and the age restrictions that apply; they are there for a reason
- Follow the NSPCC’s guidance of working as a TEAM:
- Talk about staying safe online
- Explore together
- Agree rules about what is ok
- Manage the settings and controls
Like so many things in modern day life, social media if used wisely can have many benefits, if used foolishly it can create many problems.
There was an interesting article in the Times Education Supplement last week written by William Stewart & John Roberts, the title was eye catching.
‘Stressed and undervalued’ – but (most) teachers still love the job.
It described the dominant message from a recent YouGov pol as being “that the vast majority of teachers feel unloved and overworked – 84 per cent do not think their profession is valued by society, and nearly as many – 83 per cent – say they are “stressed”, with nearly a third (32 per cent) “very stressed”.
And the situation appears to be getting worse. Nearly half (46 per cent) of teachers say their morale has declined in the past year; with more than a third (38 per cent) saying they have “low morale”.
The full article can be accessed on https://www.tes.com/news/stressed-and-undervalued-most-teachers-still-love-job
I am thankful to say that the situation at Hazeley is very different, our staff surveys and discussions paint a contrasting picture. Leaders, governors, unions and staff have worked hard to reduce workload and create a culture of high expectations and support, a place where staff believe the differences between us make us stronger, where staff are encouraged to take calculated risks and that we understand that honest mistakes occur. It was a key point of praise in our recent OFSTED report and will remain a focus in our Academy and Trust improvement planning.
This makes a tremendous difference for the staff, but it also importantly has a dramatic impact on the students, being taught by a happy teacher is a very different experience to learning from someone who rarely finds a smile never mind a warm word. Happiness is contagious, Mr West high fiving the Y7’s as they go into lead lesson or Mr Healy warmly bellowing hello to students on the gate sets students up for the day, both of these things are very Hazeley.
Parents also have a dramatic impact to the climate in schools. We are blessed at Hazeley that the overwhelming majority of parents work really hard with staff. Providing feedback in a constructive way and showing a united front when times are difficult, these things make a wonderful difference.
Finally, if you want to play your part in making Hazeley a Truly Happy School then why not spend 5 minutes asking your child to list their favourite/best teachers/staff, make sure you push them to ask why they are on their list, then spend 5 minutes emailing the staff thanking them for their work. Genuine, heartfelt praise is a very powerful thing, especially at the end of a long winter’s day, from a caring parent. Small kindnesses of this nature go a long way.
Thank you for playing your part in making Hazeley a Truly Happy school
One of the best things about Hazeley is that we don’t stand still. To become the best and to remain the best you have to fully commit to constant improvements. Although we are confident that our current curriculum is very good we want to make sure that we develop it further to meet the needs of the dynamic world in which our students will live and work.
Our Curriculum Deputy, Mrs Baldwin, is leading these developments and as you would expect she is working closely with her counterpart at Shenley Brook End School, Mr Nash. The definition of curriculum that they are working to is a framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage. (Intent) for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and skills pupils have gained against expectations (impact/achievement).
We want students to learn about themselves, about the world, and their position within society; how they can contribute as citizens of the world as they grow into young adults and beyond. Being able to actively engage with others and situations as they grow is key to success. The academy’s core values illustrate this well:
“We develop Character, Confidence and Creativity in our young people and each other so that we can gain fulfilment by playing a positive role in our community”
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 each other, and ourselves and making our academy a truly inspiring place.
Linked closely to this is the need to have knowledge laid out in the curriculum, the need to demonstrate an acquisition of knowledge and skills within specific subject areas. Our curriculum model shows the importance we place on the core subjects and the range of other subjects on offer across the key stages. This illustrates our commitment to offering breadth of knowledge according to students’ own interests at KS4 and KS5.
Mrs Baldwin and Mr Nash will be wresting with a whole host of other questions including;
• What type of learners do we want?
• How does it support students gaining fulfilment by playing a positive role in their community/ social cohesion?
• How does it link to our locality? (Employment/ history/ demographic/ geography……)
• How is it adapted to meet the needs of the cohort (especially boys and more able students)
• How is it influenced by local employment opportunities?
• How does it develop calculated risk taking and reflection?
• How does it develop high expectations and resilience?
• How does it support mental health? PSHE?
• What are the barriers restricting the access of some students to the curriculum/ learning? How do you support them overcoming this?
• How will we design and review the curriculum to ensure sequential layering of knowledge and skill acquisition?
The first new courses from this curriculum review will commence in September 2019, it will not be until 2024 that it will have its full impact. If you have any thoughts or views on our curriculum review then don’t hesitate to contact Mrs Baldwin LBaldwin@thehazeleyacademy.com
An exciting time to be part of the Hazeley community
For this weeks blog, I will hand you over to Assistant Principal, Mr Whitney.
We live in an ever interconnected age where the effects of social media, both positive and negative, are still being discovered and understood. The positive impact of the #metoo campaign cannot be underestimated; it is difficult to see it having gathered the same momentum and having the needed impact that it did without social media. They are a far quicker way for sharing ideas and finding out new things than we have ever had before.
At the same time a 2017 study https://childmind.org/article/is-social-media-use-causing-depression/ showed that teenagers who were the biggest users of social media platforms had up to a 66% higher rate of reported depression than those who spent the least time using them. The suicide rate amongst American boys has increased by 20% and for girls by 75% since smart phones have become commonplace.
Gaming can be just as addictive as social media, just look at the success of Fortnite; able to make over a billion dollars in a year, despite being free to download and play. Worryingly a recent NSPCC survey found 20% of children who played the game had been approached by strangers to do something inappropriate. Game companies can now even attend seminars where they are given advice on how to make their games addictive and change the way people think.
As an Academy we are often dealing with incidents that happen outside of school time involving social media exchanges and misinterpretation of information, but fear of missing out can mean that it is difficult for people to put it to one side. With the occurrence of these issues greatly increasing after 7.30pm, we are looking to develop an integrated approach with parents, students and other stakeholders to reduce these incidents. This has begun with a survey to parents of students in Years 7 and 8.
In the meantime, you might find the following a useful source of information and advice about social media https://www.familyeducation.com/fun/mobile-apps/safety-beyond-facebook-12-social-media-apps-every-parent-should-know-about
The knee jerk reaction would be to ban everything, but then the good goes away with the bad. We use applications to support our students’ learning and revision and we would not want them shut away from all that this interconnectedness has to offer. Instead we need to look to teach our children how to use apps and games appropriately. To recognise their behaviours and to know how to deal with them, to still show the empathy and understanding that they would if they were face to face with someone, to be wary of echo chambers that gradually lead them further into the darkness.
Prince William gave a speech on Thursday to technology companies about some of these issues and challenged them to give us ways to “fight back”. But no matter what tools they may provide, the greatest opportunity to shape and control the future of social media is by providing the support and challenge to the future users, our students; your children.
Mr S Whitney
Key Stage 3, Transition and Standards
You may recall that at the end of last half term, we had the pleasure of a visit from OFSTED.
I am thrilled to present their report, I hope that reading it leaves you with a sense of pride, reassurance and excitement, it should do; after all it is your child’s school that the inspectors are describing and it is their behaviour and outcomes that most greatly influence the inspectors. OFSTED Report
The delightful parental quote that is included sums it up, “The ethos of the school combines high expectations with a friendly and caring approach- what more could a parent ask for?” This is supported beautifully by a student quote, “The best thing about the school is the respect that teachers have for us and we have for our teachers”.
Rarely in OFSTED reports will you find so many wonderful phrases:
“Stimulating and challenging ethos”
“Morale is high at your inclusive school”
“Pupils are kind and respectful to each other and their teachers”
“Pupils personal development and well-being, including their mental health, have a high priority and are well provided for by the school”
“Pupils welfare is a high priority for staff, who are well trained and knowledgeable about the risk factors faced by young people”
“Behaviour of the great majority of pupils in lessons and around the school is exemplary”
“Safeguarding is a strength of the school.”
“The reputation of the sixth form in the community is rightly strong”
“Governors provide strong challenge and support”
“Pupils make rapid progress and achieve well”
There is clear praise for how we effectively balance the drive for excellence with the well-being of pupils and staff, as does our ambitious plans to improve further, through our partnership work. It is clear that, like me, the inspectors see Hazeley as a very good school that is on an excellent trajectory to become something very special and, most importantly, the students, staff, parents and partners involved are destined to enjoy the journey.
A number of parents have called in the last few days either to wish us good luck for OFSTED or enquire about the outcomes. Although the senior team and governors received some interim feedback from the inspectors on the day we are not allowed to share this until the official letter comes out. This allows the report to be checked and helps ensure that the system is as valid and reliable as possible. We expect the letter to be with us in the next few school days, but I suppose no one can tell me off for saying what I did at the welcome to the year ahead meetings, and what I have made public on our own website; “Hazeley is a very good school that is getting better all of the time.” We will find out soon if the inspectors feel the same.
I certainly can share with you the outcomes of your parental surveys, which can be accessed here Hazeley Parental Survey As you may recall the situation was slightly confused by the fact that OFSTED came in during the week that we had already asked you to fill in our own surveys so some of you filled on both, the summary therefore is an amalgamation of the two, which unsurprisingly are very similar anyway. Ofsted Parental Survey
Impressively over 90% of parents strongly agreed/ agreed (or for a minority did not show a view) on the following comments:
- My child is Happy at Hazeley
- My child feels safe
- My child makes good progress
- My child is well looked after
- My child is taught well
- My child receives appropriate homework for their age
- This school makes sure its pupils are well behaved
- This school deals effectively with bullying
- This school is well led or managed
- I receive valuable information from the school about my child’s progress
- I would recommend this school to another parent.
Those of you who have engaged with our parent’s voice group will know that we will be particularly pleased with the views on homework and reports which have been a focus for the past few years.
You will see from the deeper Hazeley survey that parents feel that we are right to maintain a focus on:
- Deepening their child’s personal learning skills
- Extending our extracurricular and volunteering offer
- And of course being relentless preventing and responding to complaints and bullying
As always we will remain true to our vision and commitment to the 3Cs (Character, Confidence and Creativity) and not be tempted to squeeze extra points in the school performance tables or win the favour of OFSTED with gimmicks, but equally we will use these mechanisms along with your own valuable feedback to help guide us on our way.
We will of course, continue to make best use of our partnership with Shenley Brook End as part of the Five Dimensions Trust to keep improving, on that note it is reassuring to see how the parental surveys of both schools are almost equally positive. Of course, I would argue Hazeley’s are better and I would expect Mr Holmwood to do the same for Shenley, but a bit of healthy competition, helps drive things along!
Finally thank you for your support, it makes a tremendous difference to that Hazeley community.
Ensuring that our best gets better every year.
I remember a few years ago, walking down the corridor at Hazeley and passing, plugged in silent students focused on the virtual world of their phones as opposed their real surroundings. The lack of social interaction saddened and worried me. At the same time we also experienced an escalation in phone bullying, in response to this we brought in our mobile phone guidelines which include:
- Students may use their phone when they are in the canteen or outside during an appropriate social time such as break or lunch. In addition the 6th form may use their phone in the hub.
- Whilst sitting down in one of these spaces, students may listen to music using headphones, and send or receive texts and phone calls insofar as their parents/carers had communicated to their child the extent of use within the Academy. For reasons of permission and privacy, students are not permitted to take photographs or film video.
- Mobile phones must be switched off and kept out of sight during classroom lessons. Exceptions may be permitted only in exceptional circumstances if the parent/carer specifically requests it, a note in planner will be issued by their Progress Leader/R2L for a specific length of time. Such requests will be handled on a case-by-case basis and should be directed to the student’s Head of Year and the students given a mobile phone pass. Parents/carers are reminded that in cases of emergency, the Academy office remains a vital and appropriate point of contact and can ensure students can be reached quickly and assisted in any appropriate way.
- The Academy recognises the importance of emerging technologies present in modern mobile phones in lessons, teachers may wish to utilise these functions to aid teaching and learning and students may have the opportunity to use their mobile phones in the classroom. On these occasions students may use their mobile phones in the classroom only when express permission has been given by the teacher and where there is an explicit and communicated learning objective/learning activity.
- Should it be appropriate to play music in lessons, the teacher will play the music via the computer speakers to the whole class. Students may be give express permission to listen privately to music while working independently, however, teachers will challenge any student abuses this privilege.
- Students must ensure that neither headphones nor phones (or other mobile devices) are visible (hanging out of Academy uniform) when moving around the Academy.
- Whilst students who become ill during the day may wish to use their mobile phones to contact parents during break or lunch, they should use the established procedure via on-call, Matron and Student Services to seek permission to be collected from school if too ill to remain at the Academy on a particular day. Only Matron can give permission for a sick child to be collected from the Academy.
- Students must not use their mobile phones to bully and threaten other students; it is unacceptable and will not be tolerated. In some cases it can constitute criminal behaviour and it will be dealt with very seriously by the Academy.
- Except where negligence can be proven in a court of law, the Academy accepts no responsibility for replacing lost, stolen or damaged mobile phones.
- If the student fails to comply to expectations then the academy will confiscate the phone and may ban the student from bringing a phone onto the premises.
- When a student is involved in an investigation lead by the R2L learning mentors, the student will be asked to hand their phone into the learning mentor for the duration of their time in R2L whilst the investigation is carried out. The phone will be returned to the student upon the completion of the investigation. The phone will be stored in a lockable locker in the R2L learning mentors’ office.
The response has been positive, we have a healthy chatter and interaction amongst students as they move around the academy, to add to this we have fewer problems instigated by social media and phones seem to take a generally less central role in students’ lives. This seems to balance by students still accessing their phones with the specific permission of staff to help in their lessons e.g. recording key dates in their diaries, or being reassured by having their phones on their journeys to and from school.
These however are only my current perceptions; I would be very interested to hear your views on this matter. Is Hazeley too soft on mobiles, too harsh, or do we have the balance about right? We would love to hear your views by sending us an email to firstname.lastname@example.org
Choosing a secondary school is a really big decision, one of the biggest that we make with our children. It was lovely this week to see how many parents are taking this seriously, when at open evening we shared our school with over a thousand visitors. Our staff and students love showing their school off to visitors and the feedback is consistently excellent, describing the school as having, high expectations, a friendly atmosphere, professional, caring, great facilities and importantly happy students and staff.
Surprisingly for many “Choose Hazeley” is not the message that we try to get across at our open evening, instead it is, “choose a school that matches your values”. The Hazeley values are below and parents are encouraged to explore the values of the school in as much depth as possible by talking with other parents and students, looking at OFSTED reports, exploring the website, and almost certainly the most effective way visiting the school on a normal day.
Core Purpose (Our reason for existence)
Character Confidence Creativity – Animus Fiducia Glossarium
“At The Hazeley Academy we 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”
Core Values: Our fixed, guiding principles by which we make all decisions
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.
One of the characteristics that makes Hazeley special is our openness, we are a community of over 1,700 people, (over 1,000 of them are teenagers), we will not show you perfection, we know that honest mistakes occur, but we are confident that what we do day in, day out is very special. That is why we offer tours with myself or one of our Vice Principals, tours in which the parents/ students choose where to go and what to see, tours in which guests do not speak with carefully selected students, but randomly selected ones. If you are thinking of choosing Hazeley, or if you are an existing parent who wants to see what the school is really like then simply contact our reception team to book your tour.
You will then have the opportunity to see our values coming to life
The Power of Volunteering
Hazeley’s core purpose is all about “gaining fulfilment by playing a positive role in our community”.
It’s not surprising then that we are awash with volunteers. Right from the top, we are led by volunteers, all of our teachers and many of our support staff offer their time to run clubs, deliver extra lessons and take trips. Our sixth formers and older students run a vast array of mentoring and coaching sessions, senior students can be found in their break and lunchtimes doing duties alongside teachers. Pupils of all ages help each other, they lead teams; help around the academy as guides; serve as mental health ambassadors; run the school council; contribute to interviews; act as runners and mentors. It’s one of the many things that makes Hazeley special.
The impact on others is plain to see, but what’s in it for the volunteers themselves?
According to helpguide.org there are four main benefits.
- Volunteering connects you to others
- Make new friends and contacts
- Improves your social relationship skills
- Volunteering is good for your mind and body
- Helps reduce stress
- Improves self confidence
- Increases our levels of activity
- Volunteering can advance your career
- Develop new skills
- Develop new experiences
- Volunteering brings fun and fulfilment to your life
- You can explore your passions
I know that running the Year 7 basketball club on a Monday night ticks most of these boxes for me; it is certainly a time of the week when I get to know students in a different setting and share plenty of laughs and smiles.
Volunteering really is a win, win and it’s why it’s at the heart of Hazeley
If you would like to volunteer to support Hazeley in any way from reading with students to helping run events, then please do not hesitate to drop me a line through my PA email@example.com
If you want to find out more about the benefits of volunteering then click on the link below
26 years ago, while training, a quote by Ginott’s 1972 book “Teacher and Child: A Book for Parents and Teachers.” was shared with me:
“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”
This message has resonated with me ever since, not only as a teacher, but as a leader and a parent. Recently I took the time to explore a few more of his quotes and I thought that I would use this week’s blog to share them.
“If you want your children to improve, let them overhear the nice things you say about them to others.”
“Like a trained surgeon who is careful where he cuts, parents, too, need to become skilled in the use of words. Because words are like knives. They can inflict, if not physical, many painful emotional wounds.”
“What do we say to a guest who forgets her umbrella? Do we run after her and say “What is the matter with you? Every time you come to visit you forget something. If it’s not one thing it’s another. Why can’t you be like your sister? When she comes to visit, she knows how to behave. You’re forty-four years old! Will you never learn? I’m not a slave to pick up after you! I bet you’d forget your head if it weren’t attached to your shoulders.” That’s not what we say to a guest. We say “Here’s your umbrella, Alice,” without adding “scatterbrain.”
Parents need to learn to respond to their children as they do to guests.”
“Communication with children should be based on respect and on skill; it requires (a) that messages preserve the child’s as well as the parent’s self-respect; and (b) that statements of understanding precede statements of advice or instruction. Eric,”
“Unfortunately, when parents are confronted with children’s misbehavior, they are unaware that usually disturbing feelings fuel that behavior. Feelings must be dealt with before behavior can be improved.”
The power we have to control the emotions and behaviour of the young people in our charge is both a great responsibility and liberating. It’s a science and an art, if we expect perfection we will sink under its load, if we expect anything less than our very best then we are letting ourselves and others down.
It requires us as adults to work together, a team effort in designing, creating and reflecting upon approaches like this which link to our core aim of gaining fulfillment by playing a positive role in our community.
We might not control the weather, but we are a decisive element and that makes our role very worthwhile.
Feedback and Communications
In our core values we talk about, “high expectations……………….. working together designing, creating and reflecting upon solutions………………… understanding that honest mistakes occur”
These values help to create a culture where people go looking for feedback on ways to improve.
I spent an hour yesterday speaking with a cross section of students about how their term has started, here are some of their comments:
“The Y12s have settled in really well they are already mixing with us” Cameron and Kienan Y13
“I’m surrounded by people with good work ethics, it really helps” Jasmine Y13
“My new teachers are great, we have got straight into the learning” Luke Y10
“The teachers have made it easy for us to have a successful start” Riley Y10
“Making new friends” Andrea Y8
“Mr Laurie and Mr Bonnett are great” Erin Y10
“Mr McCann is really good” Tre Y10
“It’s good to have Mrs Tiller back from maternity, she has loads of enthusiasm” Oliver Y10
“Meeting new people” Dillan Y7
“The teachers are kind” Daniel Y7
And my favourite two:
“The 8-1 win in the County Cup Football match” Fletcher Y8
“Not getting lost…. Yet!” Helena Y7
The power of sharing your positive views about Hazeley cannot be underestimated, it lifts people’s days and reminds them how important and appreciated their work is, it makes the school better for everyone. Importantly it encourages people to do more of what’s right
Equally sharing your concerns or ideas for improvement are also warmly welcomed, please help us to keep improving by constructively sharing your views and ideas with staff at the academy. The best way is to send an email to the member of staff involved, explaining the nature of your concern and what you are seeking as a resolution. There are more details on how to do this in our communications policy which can be accessed here.
Thank you again for helping make Hazeley a great place to learn.
It has been lovely to hear what people have been up to over the summer; time with family and friends, reading books, enjoying hobbies, exploring, trying new things. The summer was equally enjoyable for Hazeley, more great exam results, refurbishments, new table tennis tables (bats and balls can be purchased for £2 from finance), finalising the official paperwork to form the 5 Dimensions Trust and preparations for the year ahead. I am always appreciative of how lucky we are to have a team of staff who keep the momentum going over the students break, they make a big difference.
The students have also used their break wisely. A large group of Y12 students joined us to embark on a peer mentoring training course and Y13 senior students came back to the academy early to support Y12’s with their start to the year. This idea of gaining fulfilment and growing by helping others is at the heart of what being part of the Hazeley community is.
Summer homework is an important part of Hazeley life, especially in Y11, Y12 and Y13. Without it learning tends to be lost and pressure is focussed too heavily on term time. I have been pleased to see that the overwhelming majority of students have risen to the challenge and will benefit greatly. Those who have not quite stepped up will be supported with some additional after school sessions and guidance on how to develop more effective study habits. It is very possible to have a great break, but avoid the summer learning dip, it just takes a little drive and organisation. The support of parents is an important factor for success and is appreciated.
The term has started very well, our work with Shenley Brook End as part of the 5 Dimensions Trust helped inspire an innovative and effective staff training day, which was wonderfully delivered by Mrs Jobling and Miss Whiteman. It involved staff sharing and shaping a range of teaching and support strategies to help make learning at Hazeley even more engaging and support still more effective. It was made all the more memorable as it also involved a magician and the staff dressing up in a Harry Potter theme. It was a training day that staff will never forget and students will benefit greatly from.
Of course the most important people on the first day of the academy year are Y7’s. The slightly nervous expressions at the start of the day were transformed into smiles as they made new friends, enjoyed new lessons and engaged with new experiences. A big part of this has been the way in which older students have reassured them though their own smiles and enthusiasm.
A great start to what promises to be a wonderful year
Few people will ever say: “it’s a great time to sit your end of KS4 exams” but to sit them in the year when whole scale change is taking place across the country; with teachers unpicking what they need to teach in the new specifications, trying to work out what a level 7, 8 or 9 might look like; parents finding themselves in an equally difficult position, desperately wanting to support their child but sometimes finding themselves painfully out of date and frustrated. This year has not been easy for 16-year-olds across the country.
Despite this our Y11 students will today be celebrating some simply amazing results. If our initial analysis is correct (and our data team usually are) then these are our best results ever, placing us amongst the top 10-15% of schools across the country, in terms of the most important measure which is progress.
Almost 10% of students met the enviable standard of achieving 8 or more A’s-7s or equivalents.
Of course there will be a few students who will be disappointed with their results, but staff will be available over the next few days to support them, they need to come into school or email firstname.lastname@example.org to book an appointment.
Our partnership with Shenley has had a positive impact. The Brownlee Brothers analogy best sums it up for me: we both want to win, but not at the detriment of the other, in so doing we push each other on and both improve. Friendly, collaborative, caring and competition is magical and will benefit us all. If we are lucky, then Shenley will top the city at KS5 and we will top it at KS4, with a narrow gap between us; but it’s too early to be sure of this. We can be confident that regardless of medal positions we have both done very well- but you have to forgive me for my competitive edge, I cannot pretend it will ever change and a consistent Hazeley – Shenley Gold and Silver is what we will aim for.
It’s a great time to be part of the Hazeley community, excellent A and GCSE level results, oversubscribed, enthusiastic staff, clarity of vision, shared values and the confident that the best is yet to come.
Thank you for supporting the school, it makes a big difference and is very much appreciated.
Students have achieved an excellent pass rate with an exceptionally high number of students gaining top grades, especially in Psychology, Mathematics, Philosophy, Politics, Art and the Sciences.
Initial analysis suggests that results are amongst the top 10%-25% in the country in terms of progress, with high ability students performing particularly well compared to similar students in other schools.
Notable high flyers include:
Ewan Bowler A*AA – Durham- History
Abeda Dhanji A*AA – UCL- Law
Georgina Fewell A*AA – Manchester – Psychology
Dijay Morar A*A*A – TBC
Joanne Mutwarasibo A*AA – Manchester Biomedical Science
Kai Waggott A*AA- Warwick – Physics
Hatim Sachak A*ABB- TBC
Hugh Slaney AABB – Nottingham Maths
Nushmia Hopper AAB – Birmingham – Politics
Shreya Kapur AAB – Warwick – Global Sustainable Development
Daniel Richardson AAB- Sheffield – Business Management
Maiya Stanley- Chandler is going to use her grades in Business, English and Psychology to embark on a high-quality and competitive apprenticeship with Santander.
We are equally proud of a large number of students who faced some exceptional personal challenges during their studies and with their determination and the support from the Hazeley community have achieved the grades that will allow them to access the next stage of their journey. The sense of community is what makes the Hazeley Sixth Form so special.
It is great to see these wonderful young people interacting with their brilliant teachers and receiving such outstanding results as a reward for all their hard work.
Possibly the most exciting aspect of these results is that we know that through our partnership work with Shenley Brook End School in the 5 Dimensions Trust and own academy improvement plan we are destined to improve these further in the years ahead.
Well done to all students, staff, parents and governors; results like these come from a consistent team effort.