Classroom Expectations

We have high expectations for all of our students regardless of their individual needs. We share in high aspirations and ensure that students are at the heart of their own learning experiences.

In promoting common strategies for teaching and learning we endeavour to provide consistency in terms of the learning experiences of all of our students. Your child can expect the discrete delivery of differentiated material and resources to meet their individual needs whilst also developing their independence and resilience to cope with challenge.

Our teachers strive to create a vibrant and safe learning environment for all of our students including those with special educational needs and/or disabilities. All of our students are encouraged to develop independent thinking skills and to participate fully in all aspects of learning in the classroom and beyond. Universal learning strategies can be complimented and supplemented with a wide range of personalised interventions to support individual needs and to identify any barriers to learning. Students are actively encouraged to make choices for themselves in order to challenge their thinking and learning whilst also allowing them to take responsibility for their own progress.

We recognise that students needs are constantly changing and so, although our expectations for behaviour and learning remain high, we employ cyclical procedures of ‘Assess, Plan, Do, Review’ in order to ensure that monitoring and tracking is ongoing and that changing needs are continually met.

SEN/D provision document

Attendance 

It is our aim, at Hanley Castle High School, for every student to make as much progress and to be as successful as possible. High levels of attendance and being punctual are an important part of that success.

Statistics show that students with high attendance rates are more likely to achieve better results. There is no doubt that poor attendance jeopardises learning and progress.

A student with 90% attendance means that, on average, he or she is absent from lessons for the equivalent of one half day every week. Although 90% seems high, the impact of this much absence has a significant impact on a student’s progress.

There is no substitute for a student being in lessons.

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