Shared Values

The members of the Academy community believe that:

The way children and adults behave depends on the way they feel about themselves. The way children and adults feel about themselves depends on the way in which those around them respond to their behaviour.

As such, the following points need to be considered...

• Those who feel that they have little worth will behave in a manner that expresses this.
• Those who feel valued will reflect this sense of worth in their behaviour.
• Students will learn quickly that if they behave in a certain way, they will be treated in a certain way.
• Students will learn where they can, and where they can't get away with behaviour that is inappropriate.
• The ethos of the Academy and the classroom needs to be one of mutual respect, where one's self-esteem is enhanced, and where appropriate behaviour follows and success is encouraged.
• The intention is to create a happy, informal but businesslike environment where students and staff enjoy coming to work each day.

Concepts Of The Partnership

Partnership

It is perhaps a truism, but nonetheless important for being so, that the success of any student depends on a positive and effective relationship between parent/guardian, Academy and student.

By making a commitment to send your son or daughter to Abraham Darby Academy, parent/carer have already indicated support for a system founded on excellence and full participation.

Role of Parent/carers

In order to make the most of every opportunity the Academy provides, parent/carers have a full and essential part to play:

• They should give time and attention to assist with preparation work and ensure that it is done to the best of their son/daughter's ability, and provide a suitable environment for homework.
• They should actively support their son or daughter in extra-curricular activities on the touchline, at concerts and at plays.
• They should take every opportunity to communicate with the Academy at Parents' Evenings, Progress Days or through written correspondence.
• They should organise their holidays and leisure time to allow for maximum attendance and participation by their son/daughter at the Academy.
• They should be aware of the Academy Rules and ensure that their son/daughters abide by them, as well as the common courtesies of a civilised life-style.
• Where appropriate, they should support the Academy in matters of discipline.
• Above all, they should undertake to communicate with the Academy over any matters of uncertainty or concern (or maybe even satisfaction!).

Of course the partnership requires contribution by all partners and the Academy undertakes to play its full part in the vital role of education.

The Student Welfare System

Aims

Our objective is to provide a friendly, civilised, safe and well-disciplined environment, in which students will develop personal qualities or traits which will equip them well for their future careers and roles within the community.

All teachers are part of the Student Welfare System, for we are acutely aware that a well-motivated and happy student is one that learns fastest and enjoys coming to Academy.

Each student is the responsibility of a number of staff for normal day-to-day purposes, including his or her Form Mentor, Head of Year and Inclusions Manager.

Student Welfare Staff

The Principal has overall responsibility for pastoral care and works through the Vice Principal (Student Welfare), Inclusions Manager, Heads of Year and Form Mentors, to ensure that all students feel safe, valued and understood by somebody and that they receive the appropriate religious, moral and social guidance.

The Academy is split horizontally into three age bands; the Heads of Year have the overall responsibility for the academic and pastoral care of the students in their House. The Heads of Year also have the long-term view and will build up a good knowledge of each student within the Year. The Heads of Year regularly meet the Form Mentors, to discuss the progress of students and what, if anything, needs to be done to help each student.

The Form Mentors are in loco parentis and have the responsibility of knowing the students so well they will try to anticipate problems before they arise. The Form Mentor is responsible for the general welfare of the students in his or her Form, both academic and social. The Form Mentor will see the students daily and will often teach these students in academic subjects, as well. The Form Mentor keeps a close eye on each student's planner to ensure that homework is being done thoroughly and that all is well. A key part of the Form Mentor's role is to monitor the academic progress of students and to run the mentoring and target setting process, which covers academic progress, personal development and involvement in curriculum enrichment/extra curricular activities

The needs of students do vary as they progress through the Academy.

In Year 7 a great deal of time is spent making sure that students settle into the Academy properly. They cannot work well if they are not happy. All new students will be invited into the Academy, before the new Academy year officially begins, for induction days. In this way they can start to find their way around the Academy without the additional complication of coping with older students. All new students will be provided with an induction booklet. This contains a lot of information, for example, an individual timetable, map of the Academy and a section on what to do in different circumstances.

In Year 8, having now settled into the Academy, the student's prime purpose is to work hard, establish his academic credentials and become involved in the extra-curricular life of the Academy.

Year 9 is an important transitional year, as students who range from small students to almost full-grown adults, do not develop at the same rate. The Form Mentors are sympathetic to these physiological changes and offer advice and guidance. They give the students sufficient freedom to develop their own identities, whilst providing them with security of structure.

In Years 10 and 11, for many adolescents, finding the correct balance between academic pursuits and social or sporting commitments can present a real challenge. Peer group pressure is acute; the temptations of smoking, alcohol and drugs are constantly lurking in the outside world. Generally the desire for independence conflicts with the necessity to conform. While all Subject Teachers will have their part to play in helping to deal with those problems, it is the Form Mentor who is closest to his/her charges and is probably best able to offer help.