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.
Please see Policies section of website for further details
We confirm there are no school employees who have a gross annual salary of £100,000 or more.
Please follow this link to direct you to the schools financial benchmarking service for further financial information.
Our last Ofsted inspection was in March 2017. We were graded as Outstanding in all areas.
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 2017
Click here to view Cleaswell Hill School Ofsted Report 2011
Click here to view our Accessibility Strategy – [Spring 2020 – Spring 2024]
Click here to view our Access to Fair Assessment Policy [Summer 2021 – Summer 2022 ]
Click here to view our Anti-Bullying Policy [Summer 2021 – Summer 2022]
Click here to view our Attendance Policy – [Spring 2021 – Spring 2022]
Click here to view our Biometric Data Policy [Spring 2021 – Spring 2022]
Click here to view our Careers and IAG Policy – [Autumn 2019 – Autumn 2021]
Click here to view our Careers Programme
Click here to view our Centre Policy for the Delivery of Teacher Assessed Grades [Summer 2021 – Summer 2022]
Click here to view our Charging and Remissions Policy – [Spring 2021 – Spring 2022]
Click here to view our Child Protection Policy [Autumn 2020 – Autumn 2021]
Click here to view our Complaints Policy [Autumn 2020 – Autumn 2021]
Click here to view our Complaints Procedure [Autumn 2020 – Autumn 2021]
Click here to view our Data Protection Policy [current]
Click here to view our Equality Objectives [2020 – 2024]
Click here to view our Positive Behaviour Policy [Autumn 2020 – Autumn 2022]
Click here to view our Relationships, Sex and Health Education Policy [Autumn 2020 – Autumn 2021]
Click here to view our Special Educational Needs and Disability (SEND) Policy [Summer 2021 – Summer 2022]
Click here to view our Supporting Pupils with Medical Conditions Policy – [Autumn 2020 – Autumn 2021]
In accordance with the Education Reform Act of 1988, Governing Bodies of schools may make charges for particular activities, and at Cleaswell Hill School this applies to two aspects of school work:
Residential Activities (involving overnight stays)
Charges are made for the following elements of residential activities:
• Travel Costs of Pupil
• Board and Lodging of Pupil
• Entrance Fees
• Insurance costs
• Day Visits During School Time
From time to time, classes arrange special visits, linked to particular topics, and parents may be asked to make voluntary contributions towards the costs of entrance fees etc. . No pupil would be excluded because of a parent’s inability to contribute. However, the school might need to reconsider the viability of a visit if there were insufficient voluntary contributions. The costs of staff participation are not included when calculating parental contributions.
After completion of the first year of using the iASEND assessment system we have collated information from each class group to show the percentage progress every pupil made in maths, English, science and PSD. During a teachers meeting, staff analysed the data that had been collected, which allowed for professional discussion to explain or rectify anomalies.
Our findings were:
- The average amount of curriculum progress per pupil is 17.9% (English 20.2%, Maths 18.2%, Science 15.6%, PSD 17.4%) this is measured using iASEND
- 83% of targets were met or exceeded across all subjects and assessment systems (80% English, 86% Maths, 86% Science and 86% PSD)
- English had the highest percentage of pupils exceeding their targets, 26%
- Pupil premium pupils (19%) have a greater average of curriculum progress per pupil than non-pupil premium (17%)
- 91% of targets were met or exceeded in the Early Years
- 81% of pupils completing Maths, English and Science qualifications met or exceeded their target grade
It was identified that Phase 3 were making the least progress. Strategies have been put in place to ensure that smaller steps of progress are tracked; through the introduction of SCERTS and MAPP
Early Years will continue to record progress using The Cherry Garden assessment system, which is linked to Tapestry.
iASEND does not record all qualification statements, therefore a qualification tracker has been devised to ensure all aspects of learning are captured. All teachers must cross reference this with iASEND to demonstrate continuous progress.
From July 2018 to July 2019 the following qualifications were achieved:
- 16 students gained one or more GCSE in maths, English, art and science.
- 20 students gained one or more BTEC qualifications at Entry Level 3 to Level 1.
- 15 students gained one or more Entry Level Certificate in maths, English, Science or Engineering from Entry Level 1-3.
- 17 students gained one or more Functional Skills qualifications in maths and English at Entry Level 3 to Level 2
- 8 students gained accreditation in ASDAN short courses (Sports & Fitness / Food Wise).
- 2 students gained accreditation in ASDAN Towards Independence.
- 18 students gained accreditation in the Unit Award Scheme within RE, history and geography.