High expectations run through all that we do at Chase Terrace Academy. We aim for all of our young people to get the very best outcomes at each stage of their education journey. We do recognise that some individuals require more support than others, however, the goal is for everyone to be the best that they can be every day.
Our specialist teachers in all subject areas use a range of approaches to teaching and learning to get the very best from pupils. All of our lessons are modelled around our ‘Know, Do, Review’ cycle which ensures that pupils get a consistent and high-quality experience in every lesson that they attend.
From the start of their time with us, pupils are clear that we want the very best for them. They are given minimum expected grades in each of their subjects – these are aspirational indicators of the minimum level that they should be working and are based on prior attainment and our entry assessments. We expect all of our pupils to be working at this level and, eventually, exceed it.
Pupils are supported in their progress through regular assessments in lessons. Whilst it is important to give pupils an indication of how they are progressing through assessment feedback, assessment is also used as a teaching tool. We use assessments to teach pupils how to revise, how to structure extended pieces of writing, how to be resilient and how to be reflective learners.
As pupils progress on their educational journey, the independent study skills that they develop at Key Stage 3 facilitate success at Key Stage 4 and 5. Our expert subject staff are well prepared in supporting pupils when they prepare for final examinations. A number of our staff work with exam boards as markers; so that they can give pupils the best support and guidance possible as they work towards their end goal. We know that examinations are a daunting prospect for many, and we have firm plans in place to support our pupils as they work towards them.
Where there is success, this is rewarded and celebrated. Sometimes, pupils will experience set-backs and require some additional support and guidance to get them back on track. There are comprehensive programmes in place to ensure this through intervention sessions and in-class strategies at all key stages. This, in turn, builds resilience in our pupils.
The school house system is also central to achievement, with success and engagement in curricular and extra-curricular events contributing towards rewards.
We have excellent facilities to facilitate the delivery of all areas of the curriculum and support our pupils with additional programmes where needed. Examples include the hugely successful and popular Accelerated Reader programme – reading is crucial to all aspects of the curriculum, and this programme ensures that pupils maintain the good reading habits developed in primary school.