Strong, positive relationships are critically important to provide a safe, secure environment in which all pupils can be happy and successful. The ethos of the school is based on a strong community, maintaining a climate of mutual respect with big dreams and hard work contributing to pupil success.
We believe that all members of the school community should have an equal opportunity to participate fully in the life of the school, free from discrimination or harassment of any kind. Furthermore, a well-ordered, disciplined working environment is a prerequisite for pupils being able to meet the aspirational targets that are set for their educational success.
The school’s core values and expectations of ‘Respect the CTA Way’ is a golden thread through all of our work. Great importance is placed on rewarding positive behaviour in relation to this code and this is built into the school’s house and rewards system. Where conduct falls short of these expectations, steps are taken to address the issue and measures are put in place to prevent repetition. A very firm line is taken on bullying, with swift intervention, clear communication and appropriate action taken.
Wellbeing
Our school has also been awarded the Bronze Carnegie Award for School Mental Health!
Our staff reviewed our current provision, listened to feedback from students, staff and parents/carers, and made positive changes to strengthen mental health and wellbeing support across our school community.
The award also recognises our commitment to staff mental health and wellbeing, an area that has been embedded into our school culture through the work of Mrs Phillips, HR Assistant, ensuring wellbeing remains a priority for everyone at Chase Terrace Academy.
Here are some highlights from our final report:
- “The school has worked to grow a culture of mental health and wellbeing driven by strong relationships and backed by a school lead with the degree in School Mental Health from Leeds Beckett University”.
- “The culture has emphasised the importance of all staff and children, with the ‘less visible’ and quieter members knowing their voices are heard and respected.”
- “Working closely with Mental Health Support Teams indicates the level of engagement with professional services and the importance of MHWB in the school.”
- “Students know that concerns will be taken seriously, with additional voice given to this through the role of Wellbeing Ambassadors and the student leadership team which reports back on concerns.”
We’re incredibly proud of this achievement and would like to thank everyone who has played a part in the journey. While we’re celebrating this milestone, we’re also committed to continuing to build on this work to ensure the best possible support for all members of our school community
Transition
Transition from Primary to Secondary school is an important milestone in a child’s educational journey, but can also be a period of time that creates anxiety. At Chase Terrace Academy, we try to alleviate as many of those anxieties as possible, through regular contact with primary schools and any agencies who may be working with pupils and families.
Once decisions regarding admission to Chase Terrace Academy have been made, we work closely with primary schools to gain as much information regarding pupils so that our Pastoral Support Team can meet any specific needs. We also offer further opportunities for pupils to meet with staff through our Induction days, and additional visits, that run in June and July.
I love it at CTA. My teachers try to encourage me when things are tough. I’m a part of lots of clubs and a Pupil Leader already. I was worried about the change from primary school but I have settled in really well”
Oliver, Year 7
Parents/carers are also part of the process and a Transition evening is held to meet with Pastoral Staff and the Leadership Team, to receive more formal information regarding the school, its processes and expectations. This evening is also an opportunity for parents/carers to be able to address any outstanding queries regarding learning or pastoral issues before transition takes place.
Transition packs are provided for parents/carers to have all information necessary to help with the transition process.
Pupils feel safe. They have confidence in the staff to look after them.“
– Ofsted, 2025
Our Progress Teams are linked to each year group and are readily available to assist pupils with any issues or to celebrate achievements. We encourage open communication between pupils, parents/carers, and our staff to ensure that any concerns are addressed promptly and effectively. Our goal is to foster a school environment that feels safe and supportive, whether your child is facing challenges at home or school.
In addition to providing support, our Progress Teams also play a key role in celebrating pupils’ successes. They nominate pupils for rewards evenings at the end of the school year, award house points for achievements, and lead assemblies to recognise and celebrate individual and group accomplishments.
During Key Stage 3, our Progress Teams help pupils transition smoothly into secondary school life. They provide guidance and support through to Year 9, when pupils begin selecting their GCSE subject options.
In Key Stage 4, the support continues as pupils work towards completing their GCSE examinations. Progress Teams assist pupils in considering future careers and making informed decisions about their post-16 education options.
With a daughter already in Year 8, I am delighted that our son will be starting in Year 7. The Senior Leadership Team is one I have great confidence in, and the school is one I would recommend. I love the community spirit, the opportunities available and I really feel that CTA offer something special.”
Parent/carer
Our Post-16 provision fosters a culture of positive relationships that extend throughout our school community. Sixth Form leaders actively engage with students in Key Stages 3 and 4 through initiatives such as reading support programmes, presenting awards at Awards Evenings, managing our community CATCH Hub, and coordinating activities during Sports Days. They are considered as role models for students in the lower school and contribute significantly to school-wide events.