Key Information
The DfE School Performance page for our school can be found at https://www.compare-school-performance.service.gov.uk/school/122382/cleaswell-hill-school
The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). For schools, this means that it is unlawful to discriminate against pupils or treat them less favourably because of their gender; race; disability; religion or belief; gender reassignment; sexual orientation; pregnancy or maternity.
Marriage and civil partnerships and age are also ‘protected characteristics’, but do not apply to our provision for students. Under the Act, the school is expected to comply with the Public Sector Equality Duty. This requires us to:
Eliminate unlawful discrimination, harassment and victimisation
Advance equality of opportunity between different groups
Foster good relations between different groups
As a public organisation, we are required to:
Publish information to show compliance with the Equality Duty. This is done via our Equalities Policy
Publish Equality Objectives which are specific and measurable
Our Equalities Policy is in line with national guidance and contains information about how the school complies with the Public Sector Equality Duty.
We also give guidance to staff and outside visitors on our approach to promoting equality.
Our Equality Objectives reflect the school’s priorities and draw upon available data and other evidence. Careful analysis of this is undertaken in order to ensure that we are working to achieve improved outcomes for different groups.
Our last Ofsted inspection was in June 2022. We were graded as Outstanding.
All Ofsted inspections reports can be viewed on the Ofsted website here.
Our latest inspection report is also available for download below.
Click here to view Cleaswell Hill School Ofsted Report 2022
Click here to view our Accessibility Plan [Spring 2024 – Spring 2026]
Click here to view our Access to Fair Assessment Policy [Summer 2024 – Summer 2025]
Click here to view our Anti-Bullying Policy [Summer 2024 – Summer 2025]
Click here to view our Attendance Policy [Autumn 2024 – Autumn 2025]
Click here to view our Behaviour is Communication Policy [Summer 2024 – Summer 2025]
Click here to view our Biometric Data Policy [Spring 2025 – Spring 2026]
Click here to view our Careers and IAG Policy [Autumn 2023 – Autumn 2025]
Click here to view our Charging and Remissions Policy – [Spring 2025 – Spring 2026]
Click here to view our Code of Conduct for Parents, Carers and Visitors [Autumn 2024 – Autumn 2025]
Click here to view our Safeguarding & Child Protection Policy [Autumn 2024 – Autumn 2025]
Click here to view our Children with Health Needs who Cannot Attend School Policy [Summer 2024 – Summer 2025]
Click here to view our Complaints Policy / Procedure [Summer 2024 – Summer 2025]
Click here to view our Curriculum Policy [Autumn 2023 – Autumn 2025]
Click here to view our Data Protection Policy [current]
Click here to view our Lettings Policy [Spring 2025 – Spring 2026]
Click here to view our Provider Access Policy [Autumn 2024 – Autumn 2025]
Click here to view our RSHE Policy [Autumn 2024 – Autumn 2025]
Click here to view our Remote Learning Policy [Autumn 2024 – Autumn 2025]
Click here to view our Special Educational Needs and Disability (SEND) Policy [Summer 2024 – Summer 2025]
Click here to view our Supporting Pupils with Medical Conditions Policy – [Spring 2025 – Spring 2026]
Click here to view our Uniform Policy – [Spring 2025 – Spring 2026]
Progress Overview
During the 2022 – 2023 academic year, teachers continued to follow the Cleaswell Hill School’s assessment policy, using both summative and formative methods. Class leads systematically evaluated progress, addressed misconceptions and helped implement a range of intervention strategies to support students in their learning.
Multiple assessment systems are utilised throughout school to measure student progress. This helps to ensure that the correct curriculum is applied to each cohort within our three educational pathways; Engagement, Core & Extended. The systems we used during 22-23 were; Cherry Garden, MAPP, iASEND and Microsoft Excel for all formal qualifications, PSHEE and PE. Each system benefits from the regular input of live data throughout the course of the academic year, allowing for a more accurate representation of where a student’s progress and depth of learning lies, measured carefully against subject specific content. This information allows the progress and performance of each cohort to be closely monitored, with comparisons made to previous years.
Academic Targets (English and Maths) Progress data 2022 – 2023
- There has been a slight drop in academic targets with 86% met or surpassed this academic year with pupils averaging 12% – 15% progress.
- A greater proportion of maths targets (89%) were met or surpassed in comparison to English targets (86%).
- Key stage 2 had the largest proportion of academic targets met or surpassed (91%), with key stages 3 & 4 at 79% and 75% respectively.
- The percentage of non-pupil premium students (88%) who met or surpassed their targets, exceeded pupil premium students (85%) for both English and maths this academic year.
PSHEE Targets Progress Data 2022 – 2023
- 91% of all pupils met or surpassed their PSHEE targets with key stages 1 & 2 meeting sharing the greatest proportion (96%).
- The percentage of pupil premium students who met or surpassed their targets, exceeded non-pupil premium students (6%).
- 88% of key stage 3 & 4 students met or surpassed their targets for the year, with average progress per student at 15%.
The use of Personalised Learning Intention Maps (PLIMs) support individual progress towards their key stage, long term targets set out in all EHCPs. Careful consideration and close collaboration with parents & carers ensures that aspirational SMART targets are set at the beginning of each term to support progress towards their individualised learning needs and outcomes. Termly targets are set against all 5 areas; communication & interaction, cognition & learning, social emotional & mental health, sensory & physical and, from year 9, preparation for adulthood.
- There has been a slight decrease in the percentage of PLIM targets met (73%) across this academic year in comparison to the 2021 – 2022 academic year (76%).
- The foundation stage (pre-key stage) demonstrated the largest proportion of targets met (80%) across the year.
- 86% of students achieved their Preparation for Adulthood target this year – the largest proportion across all areas.
- The percentage of pupil premium students who met or surpassed their targets was 70%
Qualifications Gained
During the summer term 2023 the following qualifications were achieved:
- 3 students gained their AQA Maths qualification at Entry Levels 1 – 2.
- 11 students gained their AQA Science qualification at Entry Levels 1 – 3.
- 2 students gained their GCSE Maths qualification
- 7 students gained their GCSE English Literature qualification.
- 3 students gained their GCSE Biology qualification.
- 17 students gained their AQA Step Up to English qualification at Entry Levels 1 – 3.
- 1 student gained their Functional Skills English qualification at Entry Level 3.
- 7 students gained their Functional Skills Maths qualification at Entry Level 3 and Level 1.
- 13 students gained their Functional Skills ICT qualification at Entry Level 3.
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