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HCAT Signature

Principle:
Promoting community,
Building effective relationships,
accountability,
ownership of own actions,
resolving conflicts.

HCAT Signature:
Community members;
– feel they belong
– have a voice and influence
– challenge appropriately
– understand fair process
– resolve conflicts
– take responsibility

Principle:
Developing the ability to think, reason, problem solve and apply learning

HCAT Signature:
Community members;
– are lifelong learners
– have a growth mindset
– can apply knowledge skills and understanding
– are ready for the next stage

Principle:
Promoting character traits to deal with the challenges of life.

HCAT Signature:
Community members;
– demonstrate the appropriate key character virtues particularly resilience and resourcefulness
– contribute positively to the community
– have a social conscience
– are responsible citizens

Principle:
Developing the value of self and others, enabling a social and emotional place to learn.

HCAST Signature:
Community members;
– have a strong identity
– are happy and secure
– are able to empathise and care for others
– value self and others

Principle:
Facilitating a broad range of experience and opportunities to open doors

HCAT Signature:
Community members;
– are able to broaden horizons
– shape their own mindset
– make informed choices
– have equal opportunities

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted