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If you are a parent, please read this page. If you are an Ofsted inspector, please contact the school on 01472 502400 for access to more information.

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Photo Summary


All pupils are assessed regularly through class work, home work, internal assessments and by scheduled external 'public' assessment. Details of the performance of each pupil are held by the teacher in each subject and also stored centrally on the school network for subject, faculty and whole-school access. All pupils are assessed formally at 3 points in each academic year (except Year 11).

The results of these test-based assessments are recorded via the School's MIS and this information is then shared with pupils, parents and staff through an 'Interim Report' sheet which includes details of the pupil's assessment score as a percentage, the group average, an indication of the current level/grade of attainment in relation to National curriculum/GCSE (or equivalent) criteria, and a Target level/grade indicating the National Curriculum/GCSE level* the teacher believes the pupil is capable of achieving by the end of the key stage.

There is also a grade awarded for Effort, to reflect the pupil's own level of input towards progression within the subject. The third and final report of each academic year also contains a written statement from the form tutor.

In Year 11 there are two assessments, based on an Interim Report following the Mock Examination results, and a Final report prior to the external examinations in the summer. The results of the external examinations are then released to pupils on the national 'results release day'.

Parents Evenings' are held for each year group once per year. At these events, parents (and pupils) are able to meet with the pupils' subject teachers and discuss progress and any issues as appropriate.

N.B. Please be aware that Healing School's assessment policy is currently to continue with a system of measuring progress in National Curriculum levels and GCSE grades. Any future changes will be fully communicated to parents.


For our latest results, please click here.

Key Stages and Tutors

Year 7 and 8 are classed as Key Stage 3 whilst years 9, 10 and 11 are classed as Key Stage 4.

Tutor Groups are split into Red, Green, Blue and further split by 1-4 for Key Stage 3 and 1-6 for Key Stage 4.

School Day

08:10Prior to this, pupils should not be in school.
08:30Warning bell to move to tutor base.
08:40Morning assembly or tutorial period. The morning assembly takes priority over all other matters unless excused by a member of staff.
08:55Period 1.
09:55Period 2.
10:55Morning Break. All pupils go to the play areas. When wet, pupils will go to the classrooms used in Period 3, except for practical subjects when pupils go to the New Hall. Prefects share the responsibility of supervision with staff.
11:10Period 3.
12:10Lunchtime break.
13:05Warning bell to move to Period 4.
13:10Period 4 (includes registration).
14:10End of Period 4 - changeover time.
14:15Period 5.
15:15End of school. Orderly dispersal to school buses, homes or club activities.


At Healing we firmly believe in the value of extra-curricular experiences. We offer a wide variety of after school activities which include cheerleading, theatre events, sports and competitions. Each faculty area contributes to our enrichment activities and we are always seeking new ways to provide pupils with a range of opportunities outside of the classroom itself.

Please see editions of Hotline, our news and our school calendar for details.

Pupil Premium


Since 2011, the Government has provided additional funding to schools called the Pupil Premium. This extra money is given for 'looked after children' (LAC) and pupils who have received 'free school meals' during the last 6 years (FSM6). There is also additional money for children of families in the forces during the last 5 years (Ever5). In addition, from 2012 Year 7 catch-up funding was provided for those pupils who had not attained a level 4 in English or Maths at Key Stage 2.


The money is used to provide additional support to ensure looked after children and children from low income families do not fall behind with their progress. The Forces Premium is for the same purpose but also can be used to provide additional pastoral support for pupils whose parents may be, for example, posted abroad. The year 7 catch up funding is used to help pupils achieve the standard that will enable them to access the secondary school curriculum.


The school has high expectations for all our pupils and always aims to be one of the top achieving schools in which those pupils eligible for pupil premium funding (on free school meals or looked after children) do better than the average for all pupils nationally. Only the top 17% of schools achieve this.


Pupil Premium
£900 per child£900 per child FSM£935 per FSM6 child£935 per FSM6 child
 £1900 per child LAC£1900 per LAC child£1900 per LAC child
Forces Premium
£250 per child£300 per child£300 per child£300 per child

Total Income (April - March)

Pupil Premium and Forces Premium
Year 7 Catch Up£18,500£18,500£16,000£6,000


Since its inception in September 2011, these monies have been used to provide the following additional staffing /support for these pupils:-

  • Provide Corrective Maths Teacher.
  • Create the new post of Deputy SENDCo which provided additional capacity to teach our most vulnerable pupils and to intervene where necessary.
  • Provide one additional Teaching Assistant to create extra support to pupils in our lower sets, where appropriate.
  • Employ an additional Maths Teacher to reduce group sizes for the lower sets.
  • Employ an additional English Teacher to provide extra Literacy support to our weaker pupils.
  • Employ an additional Science Teacher to reduce group sizes for the lower sets.
  • Employ a second additional English Teacher to provide extra Literacy support to our weaker pupils.
  • Provide Learning Mentors time to monitor and support pupils
  • Employ extra Learning Coordinator and allocate time to monitor and support children of Forces families
  • Employ new Pupil Counsellor / CPO to offer support for pupils' well-being
  • Creating Resilience Group for Peer Support
  • Subsidising Enrichment Opportunities
  • Purchase of 'Lexia' – a personalised literacy support package
  • Time from Educational Psychologist

2013/142014/152015/162016/17 (estimate)
Total Expenditure


All pupils have their progress tracked and monitored on an individual basis each term. In addition, the school monitors closely the progress of a number of sub-groups, e.g.:

  • Free school meals (FSM6)
  • Forces children (Ever5)
  • Looked after children (LAC)
  • English as an additional language (EAL)
  • Most Able children (G&T)

In addition, every Pupil Premium Child receives an individual review with a Learning Mentor. This means we can intervene rapidly if a child is underperforming and it makes it straight forward to measure the impact of the additional funding.


The main measures of impact to date are the GCSE results which were as follows for 2016:


Overall School result

Pupil Premium Pupils

Progress 8



Attainment 8

(Average Point score on entry)





Basics measure



Expected Progress in English



Expected Progress in Maths



Expected Progress in Science



  • 2011 - 5 A*-C, including English & Maths - 86%
  • 2012 - 5 A*-C, including English & Maths - 91%
  • 2013 - 5 A*-C, including English & Maths - 82%
  • 2014 - 5 A*-C, including English & Maths - 80%
  • 2015 - 5 A*-C, including English & Maths - 72%

These results and analysis of internal progress data enable the school to be confident in concluding that the outcomes and progress for Pupil Premium and Forces Children have been excellent for the past 4 years.

SEN Local Offer

Questions Referenced to the SEN (Information) Regulations (Clause 69)

The kinds of Special Educational Needs (SEN) for which provision is made at this school:

  • Communication and Interaction
  • Cognitive and Learning
  • Social, Emotional and Mental Health
  • Sensory or Physical

All teachers teach children with SEN.

Decisions About Whether a Student Has SEN

How does the school know if children need extra help and what should parents do if they think their child may have special educational needs?

  • Advice from previous school and/or other agencies.
  • Initial CATs (Cognitive Ability Tests), teacher assessments and diagnostic assessments.
  • Senior staff regularly assess pupil progress.
  • Head of Faculty or Learning Co-ordinator forward issues raised by parents.
  • Parents or pupils contact Learning Support directly.
  • Pupils with Pupil Premium are involved in discussions with the Learning Mentors at each report point to identify any areas of concern.

How is the decision made about how much individual support pupils will receive?

  • SENCO devises individual programme of support according to identified needs in discussion with parents, relevant outside agencies and school staff.
  • Parents and pupils are invited for comments or to attend a structured conversation.

Support for Learning and Well-Being

How does the school support pupils with special educational needs?

  • Where necessary pupils are placed in a smaller, supported group.
  • All pupils have access to a broad and balanced curriculum.
  • Progress is monitored and personalised programmes are re-evaluated every 6 months.
  • Pupils and parents are involved in the decision-making process in person and by letter, e-mail or phone.
  • Every member of staff supports pupils with SEN, as well as Learning Mentors and Teaching Assistants.
  • Close liaison with SEN Governor who meets with SENCO half-termly and observes pupils with SEN in lessons.
  • SENCO delivers training to staff on differentiation and specific strategies to support pupils with difficulties such as ADHD, Autism and Dyslexia.
  • For those pupils with physical needs, exercise programmes devised by physiotherapists are delivered in school.

What mechanisms are in place for supporting pupils' overall wellbeing?

  • Social support is provided by peer mentoring and buddy systems.
  • SEND pupils also have the support of a Learning Mentor.
  • Learning Co-ordinator for each Key Stage offer pastoral support through Key Stage Tutors.
  • The Health and Welfare Assistant supports pupils with illnesses and ailments – refer to the school's policy on Managing Medical Conditions.
  • Pupil Services Managers for each Key Stage liaise with Educational Welfare Officer re attendance.
  • Behaviour Policy is clear with regard to systems in place and is available on the school's website. Refer to Pupil Handbook on school website.
  • Pupil views are gathered through questionnaires, the School Council and in discussion with members of staff.
  • A Pupil Counsellor is available for additional emotional support.

Progress, Planning and Keeping Parents Informed

How will parents know how their child is doing?

  • Parents are able to make appointments with teaching staff.
  • Attainment data is tracked and monitored regularly. Teachers use this to inform planning.
  • Target grades are shared with parents through reporting system three times a year.
  • Regular, scheduled Parents Evenings for parents to meet teachers.
  • Meetings arranged at any other time as necessary.
  • Frequent e-mail and telephone liaison with Learning Mentors and through home/school books for some pupils.
  • Structured conversations with SENCO.

How are parents involved in discussions about planning for their child's education?

How are children able to contribute their views?

  • Pupils and parents are able to discuss their concerns with relevant staff at any time. Appointments are made at times that are convenient for parents.
  • Regular, scheduled Parents Evenings.
  • Contact with parents is through phone calls, emails, letters or in person.

Provisions, Resources and Services

How is learning and development provision matched to individual pupils' needs?

  • Individual subject teachers or faculties are responsible and can seek advice from SENCO to support quality-first teaching.
  • Tailored learning packages/individualised timetables are delivered by Learning Mentors as part of a graduated approach.
  • SENCO works with Exams Officer and class teachers to ensure access arrangements for examinations are matched to individual pupils' needs.

How are the school's resources allocated and matched to pupils' SEN?

  • Resources allocated according to identified SEN needs. SEN funding is audited as part of preparation of school's annual accounts.

What specialist services and expertise are available at the school or accessed by the school?

  • Where appropriate referrals are made to outside agencies after discussion with parents.
  • Other specialist services are accessed through their referral procedures following a graduated approach.
  • SENCO holds a specialist teacher qualification.

How accessible is the school/academy environment?

(N.B. Every school/academy must have an up to date Accessibility Plan which is reviewed periodically by Governors.)

Accessibility Plan Disability Equality Scheme

  • Most of the building is accessible for wheelchair use.
  • Full access is facilitated by timetable adjustments.
  • No specialist auditory equipment has been installed.
  • Outside steps are clearly marked for visually impaired pupils.
  • There is lift access to all floors in the newest teaching block.
  • There are two disabled toilets with shower facilities.
  • The school has no significant experience of communicating with parents whose English is not fluent.
  • We work closely with families to ascertain what disabled and vulnerable pupils might need before they start with us, and what adjustments we may need to make.
  • Learning Support is a 'quiet area' within school.

How are pupils included in activities outside the classroom including trips?

(N.B. The DDA Reasonable Adjustments legislation expects schools/academies to be anticipatory in respect of school activities and trips.)

  • All pupils, including those with SEND, have access to school trips and activities.
  • School seeks to support this access within the parameters of available resources.
  • Parents are involved via letter and/or meetings in school.
  • Pupil involvement monitored to ensure inclusion of all pupils.

Staff Training

What training have the staff supporting pupils with SEN had, or what are they expected to have?

(N.B. Under the SEN Code of Practice legislation, schools/academies need to offer high quality professional development and training to the work force.)

  • Training Days' programme incorporate both in-house and external agency delivery of relevant Continuing Professional Development, such as input from Educational Team for Hearing and Vision (ETHV), Physiotherapists, Autism Awareness, Dyslexia and Dyspraxia.
  • Most of the Teaching Assistants and both Learning Mentors hold First Aid Certificates.


How does the school prepare and support pupils to join the school, transfer to a new school or the next stage of education and life in order to ensure their well-being?

  • Two Year 6 Taster Days, plus additional day for identified vulnerable pupils.
  • KS3 Learning Mentor visits to feeder primary schools as requested to work with individual pupils.
  • New Intake Parents' Evening prior to September intake to meet tutors and SENCO.
  • Leaflet all about the Learning Support Faculty available for parents.
  • Bespoke transitional arrangements for pupils with complex needs.
  • Transition to KS5 supported by personal advisors, KS4 Learning Mentor and representatives from local colleges.
  • Preparation for Working Life lessons and relevant assemblies in school for all pupils.
  • Post-16 information evening.

Further Information

Who can parents contact for further information?