Data Protection and GDPR

HCAT Data Protection Policy

Privacy & Cookie Policy

This website puts small files (known as ‘cookies’) onto your computer to collect information about how you browse the site.

Cookies are used to:

  • measure how you use the website so it can be updated and improved based on your needs
  • remember the notifications you’ve seen so that we don’t show them to you again

The cookies aren’t used to identify you personally.

You’ll normally see a message on the site before we store a cookie on your computer.

Find out more about:-

How cookies are used on this website

Measuring website usage (Google Analytics)

We use Google Analytics software to collect information about how you use this website. We do this to help make sure the site is meeting the needs of its users and to help us make improvements, for example improving site search.

Google Analytics stores information about:

  • the pages you visit on this website
  • how long you spend on each page
  • how you got to the site
  • what you click on while you’re visiting the site

We don’t collect or store your personal information (for example your name or address) so this information can’t be used to identify who you are.

We don’t allow Google to use or share our analytics data.

Google Analytics & Vimeo set the following cookies:

Registers a unique ID that is used to generate statistical data on how the visitor uses the web site.

Registers a unique ID that is used to generate statistical data on how the visitor uses the web site.

Used by Google Analytics to throttle request rate.

Used to send data to Google Analytics about the visitor’s device and behaviour.

Collects data on the user’s visits to the website, such as which pages have been read.

Further information about the cookies we use:

“Pupils are clear about the school rules.”

Ofsted

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

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

“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

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

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

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

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

Ofsted

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

Ofsted

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

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

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

Ofsted

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

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

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

Ofsted

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

Ofsted

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

Ofsted

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

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

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

Ofsted

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

Ofsted

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

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

Ofsted