Quality Awards

Continued and sustained improvement is at the heart of everything we do at Castle Hill and external accreditation and recognition play a key role in this. As such we have achieved, or are in the process of pursuing, the following nationally recognised quality awards.

 

Leading Parent Partnership Award

In recognition of the outstanding efforts in working with parents and carers we were awarded the Leading Parent Partnership Award in February 2017.

 

Careers Education, Independent Advice & Guidance Award

In January 2017 Castle Hill School was once again awarded the Gold standard for Careers Education, Independent Advice and Guidance.

We have held this quality mark for the standard of our Careers provision since 2013.

 

Anti-Bullying Quality Mark

We are in the process of pursuing the Anti-Bullying Quality Mark (ABQM). This is a national award that enables schools to demonstrate to students, parents, OFSTED and others that the safety of students is taken seriously and bullying is not tolerated.

Achieving the award demonstrates that

  • School has a positive, progressive, inclusive ethos
  • Everyone in the school community knows that bullying is not accepted or tolerated
  • Students can come to school without the fear of being bullied

Parents can feel confident that, should bullying happen, they know who to approach and can be reassured that it is dealt with efficiently and effectively.

We are currently in the process of compiling a portfolio of evidence and hope to seek accreditation at Bronze level in January 2018.

 

National Autistic Society Autism Accreditation

We are working towards the Autism Accreditation from the National Autistic Society.

This award will show that as a school we:

  • Are committed to providing effective support which is person-centred and rooted in an appreciation of current knowledge and understanding of autism. 
  • Seek to understand each autistic student as an individual whose autism is an integral part of who they are and who have their own unique qualities, abilities, interests, preferences and challenges.
  • Enable each autistic student to carry out meaningful tasks and activities by employing a range of autism specific and personalised approaches and methods.
  • Support our autistic students to achieve outcomes that have a positive and significant impact on their lives.

 

Best Practice with Teaching Assistants Award

We began work on pursuing this award in September 2017. It offers a framework for the strategic management of teaching assistants' work and will help us to evaluate and recognise the valuable and increasingly complex role of teaching assistants in pupil achievement.

The award will help teaching assistants to work more effectively in supporting students' attainment and well-being across all areas of the school.

Through a process of self-evaluation, action planning for improvement and evidence collection, school leaders will discover ways to support the work of teaching assistants, maximising their impact to benefit the whole school.