Main Ofsted Elements
Further Ofsted Elements

School Contact Details

Ofsted Checklist

Contact Page
School Name
Postal Address
Telephone Number
Name of the member of staff who deals with queries from parents and other members of the public
Name of the Headteacher or Principal
Name and address of the chair of the governing body
Name and contact details of your SEN co-ordinator (SENCO)

Contacts Page

Link to Admissions Page: https://www.eatonbankacademy.org/contact/contact-us/

Contact Information

School Name
Eaton Bank Academy
Postal Address

Eaton Bank Academy, Jackson Road, Congleton, Cheshire, CW12 1NT.

Telephone Number
01260 273000
Name of the member of staff who deals with queries from parents and other members of the public
Mrs Jane Phillips (Receptionist)

Personel

Name of the Headteacher or Principal
Ed O’Neill | head@eatonbank.org
Name and address of the chair of the governing body
Content Missing
Name and contact details of your SEN co-ordinator (SENCO)
E Griffen | eatonhub@eatonbank.org

Admissions Arrangements

Ofsted Checklist

Application Page
Application Process
How Parents Can Apply Through the Local Authority
Local Authority Applications Link
Details of your Selection Criteria
Details of your Over-Subscription Criteria
Your School's Admissions Number (PAN)
Admissions Arrangements for Disabled Students
Details on Priority Applications
Mid-year Application Information and Process

Admissions Arrangements Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/admissions/

Admissions Documents

Application Process

Would you like to join us?

We are always delighted to receive new students into Eaton Bank Academy, both in the normal admissions round at Year 7, and when transferring from other schools.

We often welcome new students at the beginning of Key Stage 4 (Year 10) and at the beginning of Sixth Form (Year 12).

 

Admissions into Year 7 in September

We work closely with our partner primary schools to ensure a seamless transition process with excellent school transport provision, we also receive a significant proportion of applications for places from children in other schools both in Cheshire and Staffordshire. Our PAN (planned admission number) is set well above the numbers currently in our partner primary schools so we do have capacity to take a good number of external applicants each year.

When to decide:

Because the deadline for the normal admissions process into Year 7 is the October beforehand (when your child is in Year 6) we normally suggest that you make your decision when your child is towards the end of Year 5. We offer tours of Eaton Bank Academy throughout the school year, at a time convenient to you, while the school is in operation and our staff are very happy to answer any questions you may have about the school.

Applications for the usual September intake are submitted on the Common Application form to the Local Authority responsible for the parental address. Students are admitted without reference to ability or aptitude. The planned admission number (PAN) for each school year is 210.

 

Entry at Years 8 to 12

In year admissions are those which can be arranged at any time during the school year and into any year group in the school.

Parents of students who wish to make an “in-year” admissions (for students wishing to join in years other than Year 7 and Year 12) should initially contact the Cheshire East Admissions team (or their “home” local authority if resident outside of Cheshire East) for the appropriate application form.

On the form, there will be the opportunity to select Eaton Bank Academy as their preferred choice.

If you would like any further information on in-year admissions or joining Eaton Bank Academy, please contact Mrs A Sumpter in the first instance via telephone on 01260 273000 or email a.sumpter@eatonbank.org

How Parents Can Apply Through the Local Authority

More information about Cheshire East Admissions can be found on the Cheshire East Website

School application key dates can be found here: School Applications Timetable

Details of your Selection Criteria

Please read our Admissions Policy for more information

Details of your Over-Subscription Criteria

Please read our Admissions Policy for more information

Your School's Admissions Number (PAN)

210

Admissions Arrangements for Disabled Students

Please read our Admissions Policy for more information

Details on Priority Applications

Please read our Admissions Policy for more information

Mid-year Application Information and Process

Please read our Admissions Policy for more information

School Uniform

Ofsted Checklist

School Uniform Page
School Uniform Rules and Guideline
School Uniform Sellers

School Uniform Page

Link to School Uniform Page: https://www.eatonbankacademy.org/information/uniform-and-equipment-list/

School Uniform Rules and Guidelines

All items of school uniform represent excellent value and may be purchased locally from DP Sportswear, Bromley Road, Congleton, CW12 1PT. Telephone: 01260 274400. Email: sales@dpsportswear.co.uk

School uniform can also be obtained from the PTA’s Pre-Loved Uniform Shop

  • Green blazer with embroidered school logo*.
  • Plain white shirt (short or long sleeved).
  • Tie with embroidered school logo (separate design for lower school and upper school)*.
  • Knitted mid grey V neck jumper* (optional).
  • Prescribed grey pleated school skirt*. Knee length.
  • Mid grey tailored trousers* (boys & girls).
  • Mid grey tailored shorts* (boys and girls) (these can be worn all year round)
  • Black low heeled substantial school shoe. Leather or leather effect with no bright or coloured sports markings. No boots or trainers.
  • Socks and tights must be plain black or grey and tights must not be patterned.
  • Bags should be of the ‘rucksack’ variety with two shoulder straps for Year 7.

*All items marked with an asterisk should only be purchased from DP Sportswear

 

Additional rules relating to uniform and appearance:

  • No hooded sweatshirts or trainers may be worn in the school grounds except during PE lessons.
  • No scarves or coats may be worn indoors.
  • Blazers must be worn at all times except where permission is given by a teacher to remove them.
  • No jewellery, except for one small stud in each ear lobe, and no other facial or body piercings permitted. Watches are permitted.
  • Students will be asked to remove excessive makeup and hair decorations.
  • No extreme hairstyles or unnatural coloured hair.
  • Coloured nail varnish and extended artificial nails are not permitted.
  • No leggings to be worn as uniform except during PE lessons.

Physical Education

PE Kit from DP Sportswear:

  • Sports polo shirt including printed school badge and personal initials*
  • Hooded top including printed school badge and personal initials *
  • Black PE shorts or ‘skorts’
  • Black PE socks
  • Black training pants or black leggings
  • Shin pads (compulsory for football)
  • Sports trainers
  • Football boots (all students). Plastic studded boots must meet the specifications for the 3G pitch – Footwear for 3G pitch

*All items marked with an asterisk must be purchased from DP Sportswear

NEW 3G Pitch

  • Football boots (all students in Y7 – 9). Plastic studded boots must meet the specifications for the 3G pitch.
  • The new 3G Pitch is an exciting addition to our sports facilities. Please note, only specific footwear should be worn. Both boys and girls in year 7, 8 and 9 will use this facility in PE.
  • If you have any boots your child has grown out of, please consider donating them to the the PTA’s Pre-Loved Unifom Shop, which enable us to provide affordable/ free footwear to families.

Examples of suppliers that provide discounted football boots include:

Additional Information

  • No hooded sweatshirts or trainers may be worn in the school grounds except during PE lessons. These will be confiscated and collected at the end of the school day.
  • No stretch fit training shorts

School Shoes

Guidance for school footwear can be found attached here. Please do contact the school (postpoint@eatonbank.org) before you purchase school shoes if you have any questions.


Equipment

Please make sure that you have the correct equipment for school:

  • Pens
  • Pencils
  • Pencil eraser and pencil sharpener
  • Coloured pencils
  • Ruler
  • Compass
  • Protractor
  • Calculator
  • Passwords

Sixth Form Dress Code: Dress for Success

Students in the Sixth Form have the privilege of choice. The way students present themselves should signal a serious attitude to their studies and a pride in their school community, and we believe that high standards of appearance are important. In the main school, this is achieved through wearing a smart formal uniform and, whilst there is no uniform in the Sixth Form, we do ask that students dress in a way that supports these high expectations.

Students’ dress should be tidy, clean and appropriate for a school environment. Students must not wear anything that could cause offence or embarrassment to others. Clothing must not distract others from learning.

  • T-shirts must be appropriate (no inappropriate words, images or logos)
  • Dresses, tops, shirts, trousers etc. should not be low cut, see-through or reveal any bare midriffs/backs, or underwear.
  • If students choose to wear jeans, they must not be excessively ripped.
  • Mini-shorts and mini-skirts, with or without tights, should not be worn.
  • Where tattoos and piercings are visible, these must be appropriate and not in excess.

Some subjects (e.g. Art, Chemistry, Drama, PE, Dance…) have additional requirements and will explain these to you at the beginning of the course.

It is beyond the scope of the dress code to provide guidance to cover every eventuality. Any students whose standard of dress or appearance is considered to be inappropriate may be required to go home and change.

School Uniform Sellers

DP Sportswear

Please check the price list 2024-2025 here.

Opening Times

  • Monday – 9:30am – 5pm
  • Tuesday – 9:30am – 5pm
  • Wednesday – 9:30am – 5pm
  • Thursday – 9:30am – 7pm
  • Friday – 9:30am – 5pm
  • Saturday – 10am – 2pm

NB Opening hours may be longer in the summer holiday, please contact the shop to find out more.

Shop Visit

  • Off road parking available.
  • Free fitting service by appointment only. Please use online booking service.
  • You can pay by cash, card or apple pay in the shop.

Appointments

  • Use the online booking service at www.dpsportswear.co.uk click on appointments and select the type of appointment required.
  • A demonstration of how to use this service is available on our Facebook page.
  • Please take the time to book now, even if you feel your child may grow. We accept returns if the labels are kept on garments so you can always change the size. To ensure we have your uniform ready for the beginning of September, we advise you to order by 15th August.

Other ways to shop with us

  • All the uniform can be ordered online with postage or collection options.
  • Website address is www.dpsportswear.co.uk. Click on the School wear and select your School from the list given.
  • Telephone us and place your order on 01260 2774400 and pay by card.

Payment Plans

  • We continue to offer payment plans for those parents who wish to spread the cost of School Uniform over the summer months.
  • A deposit is required of £20 and full payment must be made by 31st August.
  • Please ask in the shop.

Reminders

  • Book in your appointment for your free fitting service.
  • Payment plans are available for all parents.
  • We advise you to order by 15th August so we can have the order ready for the beginning of September.

Pre Loved Uniform

We are delighted to open our Friends of Eaton Bank (PTA) pre-loved school uniform shop, which will raise money for the school, help build a uniform bank for disadvantaged families and also reduce landfill and waste!

How to buy items from the Uniform Shop

Please look at the items we have in stock below. The items are all pre-worn so may have small signs of wear, so we appreciate you will want to view the item/s before you buy. The shop will re-open in the summer holidays, but by appointment only. Staff will be available throughout most of the summer – please email postpoint@eatonbank.org to arrange a suitable time to visit the school.

Suggested donation

  • Blazers (Male) : £5 – £10 each
  • Blazers (Female) : £5 – £10 each
  • Trousers (Male) : £5 each
  • Skirts : £5 each
  • Shorts (boys) : £3 each
  • Jumpers : £5 each
  • School Ties : £3 each
  • Shirts : £1 each
  • PE Hoody – £5
  • PE Shorts : £1 each

Once you have chosen your item(s), we ask you to make the suggested voluntary donation to Friends of Eaton Bank via ParentPay.

Donations
If your son/daughter has any uniform, which is in good condition, we would be grateful if you would consider donating it to Friends of Eaton Bank. We are most in need of younger students’ uniform items.

School Uniform Documents

Not Specified

Ofsted Reports

Ofsted Checklist

Ofsted Page
School report on Ofsted website
School details on GOV.UK website
Ofsted Documents
Ofsted Image
Ofsted Image (Inverted version for dark backgrounds)

Notes

Ofsted Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/ofsted/

Ofsted Documents

Supporting Ofsted Information

Ofsted

On April 3 2019 Eaton Bank Academy had a Section 8 inspection by Her Majesty’s Inspectorate (OFSTED).

We are delighted that the inspectors have maintained our Ofsted grading as Good with Outstanding Features. The report can be read here Ofsted Inspection Eaton Bank Academy April 2019


Eaton Bank Academy received a full Ofsted between the 7th and 8th May 2015. Please see page footer to download the full 2015 report.

We are delighted that the school was graded as ‘Good’ with ‘Outstanding’ features.

Leadership and management     Outstanding
Behaviour and safety of pupils    Outstanding

Quality of teaching         Good
Achievement of pupils        Good
Sixth Form provision        Good
Overall Effectiveness        Good

 

Outstanding – Leadership and Management

Ofsted recognised the rapid progress made by the school in recent years, with ‘outstanding leadership and management’ helping to create ‘an exceptional ethos and climate for learning within the school’.

The leadership of teaching was also described as ‘outstanding’ and the curriculum praised as “
innovative and designed to meet the needs of all students”, ensuring pupils are prepared ‘exceptionally well for life in modern Britain and the next phase of their education, training or employment’.


Outstanding  – Behaviour and Safety of pupils

We are very proud of all of our students and especially pleased that Ofsted rated our students’ behaviour as ‘outstanding’, stating ‘Students show great pride in the school. Their excellent behaviour and attitudes to learning reflect this’.
The report noted: ‘Students have very positive attitudes to learning, are keen to do well and want to achieve. Staff have very high expectations of students, to which students respond well’. The behaviour of students around the school was praised as ‘exemplary, calm and purposeful’.

The systems and structures put in place to ensure our students remain safe and secure, was also graded as ‘outstanding’ with students feeling ‘Students feel extremely safe and secure as a result.’

Good – Quality of teaching

The Ofsted report praised the rapid improvement in quality of teaching, noting
‘There is an increasing amount of outstanding practice, which is a result of the school’s drive to improve teaching constantly’.

The lessons observed by Ofsted were ‘enjoyable, involve students in their learning and challenge them to make good or better progress’.   The positive learning environment ensures that ‘students speak with enthusiasm about the teaching they receive’.

Good – Achievement of pupils

Ofsted noted that the outstanding leadership of the school has contributed to a rapid improvement in achievement: ‘in all key stages, students now make good progress across a wide range of subjects, including in English and mathematics’.

Areas for improvement

We are very proud of our success. We will continue to work hard to further improve and ensure our school is rated as ‘outstanding’ in all areas.  The two areas for improvement highlighted by the report were:

–    Whilst recognising that ‘written feedback is informative’ this could be developed further by ensuring all ‘students respond fully and swiftly to all written feedback in marking’
–    Further improving the attainment and progress of disadvantaged students.

Thanks go to our parent body for their support throughout this process, by either completing Parent View to provide such a positive response or by writing such affirmative letters to the Ofsted team.
We were very proud of all of our students at the Academy; they conducted themselves in an exemplary fashion during the inspection, spoke with great pride about the school and made a positive contribution to learning during lesson observations.

To view our parent feedback click here

For more information on our performance, please visit the OFSTED Data Dashboard

The latest Eaton Bank Academy Ofsted reports can be downloaded below or viewed here https://reports.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/ELS/138662

Ofsted Images

Ofsted Image
Ofsted Image (Inverted version for dark backgrounds)

Examination Information

Ofsted Checklist

Examination Information Page
Link to DfE Performance Tables
Key Stage 3 Performance Data
School's progress 8 score
School's attainment 8 score
Grade 5 or Above in English & Maths GCSEs
Staying in Education or Entering Employment
The Percentage of Pupils Entering for the English Baccalaureate (EBacc)
EBacc average point score
Progress Students Have Made in English and Maths
Progress Students Have Made Compared with Students Across England
Percentage of Students Completing Their Main Study Programme
Student 'destinations' (the percentage of students who continue to education, training, or employment)

Examination Information Page


Link to DfE Performance Tables


Key Stage 3 Performance Data

Key Stage 3 Performance Data

Content Missing

Key Stage 4 Performance Data

School's progress 8 score

School: -0.04

School's attainment 8 score:

School: 48.9
Local Authority Average: 46.8
England Average: 46.3

Grade 5 or Above in English & Maths GCSEs:

School: 42%
Local Authority Average: 46%
England Average: 45%

Staying in Education or Entering Employment:

School: 94%
Local Authority Average: 95%
England Average: 94%

The Percentage of Pupils Entering for the English Baccalaureate (EBacc):

School: 18%
Local Authority Average: 36%
England Average: 39%

EBacc average point score:

School: 4.12
Local Authority Average: 4.02
England Average: 4.05

Key Stage 5 Performance Data

Progress Students Have Made in English and Maths

Content Missing

Progress Students Have Made Compared With Students Across England

Content Missing

Percentage of Students Completing Their Main Study Programme

Content Missing

Student 'destinations' (the percentage of students who continue to education, training, or employment)

Content Missing

Performance Measure Website

Ofsted Checklist

Performance Measure Website Page
Performance Measure Website Link

Performance Measure Website Page

Link to Performance Measure Website Page: https://www.eatonbankacademy.org/performance-measure-website/


Performance Measure Website Information

Please use the link to visit this website.


Opening Hours

Ofsted Checklist

Opening Hours Page
Opening Hours
Total opening hours in school week
Times of the School Day

Opening Hours Page

Link to Opening Hours Page: https://www.eatonbankacademy.org/information/the-school-day/


Opening Hours Information

Opening Hours:

8:00am to 4.00pm (3.30pm Friday)

Total Opening Hours in School Week: 32.5 hours


Times of the School Day Content

School Timetable – September 2023 onwards

Eaton Bank Academy
School Day Timings  (Two week timetable cycle)
KS3  KS4 & KS5 
Core  8:35 – 9:00  Core  8:35 – 9:00 
Period 1  9:00 – 10:00  Period 1  9:00 – 10:00 
Break  10:00 – 10:20  Period 2  10:00 – 11:00 
Period 2  10:20 – 11:20  Break  11:00 – 11:20 
Period 3  11:20 – 12:20  Period 3  11:20 – 12:20 
Lunch  12:20 – 13:05  Period 4  12:20 – 13:20 
Period 4  13:05 – 14:05  Lunch  13:20 – 14:05 
Period 5  14:05 – 15:05  Period 5  14:05 – 15:10 

Remote Education

Ofsted Checklist

Remote Education Page
Remote Education Information

Remote Education Page

Link to Remote Education Page: https://www.eatonbankacademy.org/remote-learning/


Remote Education Information

Remote Education: Information for Parents

This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education if local restrictions require entire cohorts (or bubbles) to remain at home. For details of what to expect where individual students are self-isolating, please see the final section of this document.

The remote curriculum: what is taught to students at home
When being educated remotely lessons will be delivered using Microsoft Teams. Links to the meetings can be found in the Calendar application on the left-hand side of the Teams app. Work set will follow the Curriculum for each subject where possible.

What should my child expect from immediate remote education on the first day or two of students being sent home?
If your son/daughter is sent home to isolate, lessons will be delivered on Microsoft Teams. If a teacher is unwell or unable to deliver a live lesson, there will be activities set for your son/daughter to complete. These will be shared via teams and will often be hosted on SharePoint. Your son/daughter will follow her normal timetable but lessons will begin on the hour, as shown below:

Key Stage 3

Core time/ assembly 8:35am to 9:00am
Period 1 9:00am to 10:00am
Break time 10:00am to 10:20am
Period 2 10:20am to 11:20am
Period 3 11:20am to 12:20pm
Lunch time 12:20pm to 1:05pm
Period 4 1:05pm to 2:05pm
Period 5 2:05pm to 3:05pm

Key Stage 4 & 5

Core time/ assembly 8:35am to 9:00am
Period 1 9:00am to 10:00am
Period 2 10:00am to 11:00am
Break time 11:00am to 11:20am
Period 3 11:20am to 12:20pm
Period 4 12:20pm to 1:20pm
Lunch time 1:20pm to 2:05pm
Period 5 2:05pm to 3:10pm

Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
We teach the same curriculum remotely as we do in school wherever possible and appropriate; however, we have needed to make some adaptations in some subjects. For example, in Music, where it is not practically possible to practice with instruments at home, activities will be set by the teacher which are adapted so that they are appropriate for remote learning.

How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take students between 5 and 6 hours per day. The lessons are structured to follow best practice and allow time for independent work (offline). The structure of lessons is outlined below and reflects the structure used in school.

Start of lesson  – Register taken and teacher delivers new learning and understanding
Middle of lesson  – Depending on the topic being covered or the year group a range of teaching methods will be used including live teaching, student presentation, independent learning or recorded content being followed
End of the lesson – Again depending on the lesson structure some lessons might return to live teaching to allow feedback or preparation for future lessons, whereas in other lessons the work set will continue independently until the end of the lesson.

Accessing Remote Education
How will my child access any online remote education you are providing?
All students at Eaton Bank Academy are comfortable with using Microsoft Teams as a method of accessing homework and some are also used to accessing live lessons due to previous lockdowns or self-isolations. From Microsoft Teams students will predominantly have teacher directed lessons, some lessons might use additional websites including SharePoint, Oak National Academy, BBC bitesize, flipgrid and Dr Frost Maths to name a few. Teachers will use the best method of delivery for the topic they are covering, this will include assessment lessons, recorded content, and independent research tasks.

If my child does not have digital or online access at home, how will you support them to access remote
education?
At present, we are not aware of any students who are unable to access online remote education.
We have provided devices for those who need it; however, we recognise that some students may not have suitable online access at home.

We take the following approaches to support those students to access remote education:
• Issue laptops to those without devices (up to the limit on the number of devices we have)
• Issue dongles and sim cards for access to the internet
• Print and post resources to students who may require it
• All teachers have online access to support the delivery and monitoring of learning
If you do not have access to online learning or experience difficulties, then please contact the school office

How will my child be taught remotely?
The majority of the lessons will be taught using live teaching at the start of the lesson, it is estimated that around 90% of lessons will be delivered in this way. When a live lesson is not viable or conducive to the area being covered, learning will move to either pre-recorded lesson content by either EBA staff or other free or commercially available sites such as Dr Frost maths or The Everlearner. This will also be blended with independent assignment based lessons.

Engagement and feedback
What are your expectations for my child’s engagement and the support that we as parents and carers should
provide at home?
Students are expected to attend all lessons that are delivered remotely and complete all work set. It is helpful to make sure your daughter sticks to a clear routine, following her usual timetable. Please support her in finding a quiet place to work and support us in ensuring she follows the guidance for Teams lessons.

How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Registers will be taken for each lesson and attendance will be monitored for online lessons. If your son/daughter is unwell or unable to attend the online lessons please report the absence as normal. If there are concerns with attendance your son/daughter’s Learning Progress Manager, Pastoral Manager or Form Tutor will contact you.
For individual subject concerns, the class teacher or Head of Department will contact you.

You might be contacted in one of the following ways:
• Email, letter or phone call from the year group
• Email, letter or phone call from Learning Progress Manager
• Email, letter or phone call from class teacher or Head of Department
• Email, letter or phone call from a member of the Senior Leadership Team.
How will you assess my child’s work and progress?

Feedback can take many forms and may not always mean extensive written comments for individuals. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
• Your son/daughter will receive feedback on her work in line with usual school policy- they will receive feedback on a regular basis.

Additional support for students with particular needs
How will you work with me to help my child who needs additional support from adults at home to access remote education?
We recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:
• Regular (at least weekly) contact with parents/carers and students from a member of the SEN department
• Work packs provided and distributed for individuals who require extra support
• Extra support from a subject specialist in the core subjects when the need arises and is identified by the SEN Department to support your daughter’s remote learning

Remote education for self-isolating students
Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching students both at home and in school.

If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
If individuals or a small group of students are isolating, work will be set in Microsoft Teams. This work will be linked to the curriculum and follow the same content as those who are in school. If there are any issues, please contact the class teacher in the first instance for individual concerns, or your son/daughter’s Learning Progress Manager for more general concerns.

Who to contact
If you would like to discuss this document or remote leaning and your request doesn’t relate to the contact points highlighted earlier in this document please email Mr Davies (w.davies@eatonbank.org)


Remote Education Documents

Not Specified

Curriculum

Ofsted Checklist

Curriculum Page
Year Groups n/a
The content of your curriculum in each academic year for every subject
Statement of British Values
A list of the courses available to pupils at KS4, including GCSEs
How parents or other members of the public can find out more about the curriculum your school is following
How you meet the 16-19 study programme requirements

Notes

How parents or other members of the public can find out more about the curriculum your school is following – This is included in the copy for ‘General Content’ – contact DWA
A list of the courses available to pupils at KS4, including GCSEs – This is included in the copy for ‘General Content’
How you meet the 16-19 study programme requirements – This is included in the copy for ‘General Content’

 

BME Nov 2022


Curriculum Arrangements Page

Link to Admissions Page: https://www.eatonbankacademy.org/curriculum/curriculum-introduction/


Year Group Pages

Link to Year Group pages which will detail Curriculum information as well as contact information and useful information for parents and pupils / students.

Link to Year Seven: https://www.eatonbankacademy.org/yeargroup/year-seven/

Link to Year Eight: https://www.eatonbankacademy.org/yeargroup/year-eight/

Link to Year Nine: https://www.eatonbankacademy.org/yeargroup/year-nine/

Link to Year Ten: https://www.eatonbankacademy.org/yeargroup/year-ten/

Link to Year Eleven: https://www.eatonbankacademy.org/yeargroup/year-eleven/

Link to Years Twelve and Thirteen: https://www.eatonbankacademy.org/yeargroup/sixth-form/


The content of your curriculum in each academic year for every subject

View the details of our curriculum in each academic year for every subject on the Curriculum page.

Visit the Curriculum Page

Statement of British Values

SMSC – Spiritual, Moral, Social and Cultural Education

‘Intelligence plus character – that is the true goal of education’ Martin Luther King

SMSC stands for SPIRITUAL, MORAL, SOCIAL and CULTURAL education.  At Eaton Bank Academy we champion and firmly believe in a holistic education, experience and curriculum that ensures that our students are ‘rounded and grounded’. We recognise that spiritual, moral, social and cultural development of our students plays a significant part in this, and in their ability to learn and achieve in school and in later life.  SMSC is also central to their ability to relate fully to, and access the world they live in: to become productive and active citizens.  SMSC is addressed through the curriculum in the context of the subject under study, and also in the wider school experience we offer our students.

Linked to the provision of SMSC is the teaching of ‘Britishness’.  This includes an emphasis on teaching about British civil and criminal laws and the workings of British democracy such as the British Parliamentary system.  It asks students to understand, appreciate, respect and engage with these and the core British values of freedom, respect and tolerance.  ‘Britishness’ is also about students’ recognising their cultural traditions, history and heritage and the diversity and richness of modern British cultural life today.

SPIRITUAL DEVELOPMENT

Spiritual development is about a student developing a sense of identity and self-worth.  It is about growing personal insight and experience, exploring the meaning and purpose of life and reflecting on the awe and wonder of our shared human existence. It looks to explore and develop a student’s spirit, soul, personality or character.

It is demonstrated by a student’s:

  • ability to be reflective about their own beliefs, religious or otherwise
  • interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning and willingness to reflect on their experiences

MORAL DEVELOPMENT

Moral development is about the development of a framework of moral values. It is also about a student’s understanding of society’s shared and agreed values and ethics.  It asks students to understand that there are issues where there is disagreement in society and to understand why. It is also about developing an opinion about these different views and accepting other people’s points of view as valid.

It is demonstrated by a student’s:

  • willingness to make a decision and understand the consequences of it, including accepting right and wrong
  • understanding and accepting of British law
  • willingness to accept and understand ideas and attitudes different to their own

SOCIAL DEVELOPMENT

Social development is about young people working effectively with each other and participating successfully in the community as a whole. It is about the development of the skills and personal qualities necessary for living and working together in a multi-racial, multicultural society. This includes understanding how British society works but also involves the development of interpersonal skills necessary for successful relationships.

It is demonstrated by a student’s:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including volunteering and charity work
  • acceptance and engagement with the fundamental British values of democracy, including respect and tolerance of others in their actions and attitudes

CULTURAL DEVELOPMENT

Cultural development is about students understanding their own culture and other cultures that exist in their town, region, country and global community. It is about understanding and feeling comfortable in a variety of cultures and being able to operate in the emerging and ever-changing world culture of shared experiences provided by new technologies. It is about welcoming and accepting diversity.

It is demonstrated by a student’s:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, sporting and cultural opportunities
  • interest in exploring, improving understanding of, and showing respect for different faiths and cultural diversity as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

 

SMSC IN THE CURRICULUM

All curriculum areas have a contribution to a student’s spiritual, moral, social and cultural development. Opportunities for this will be planned in each area of the curriculum and are integral in the learning experiences of our students.

More detailed mapping of SMSC provision would be available in schemes of work and lesson plans.

An example of how each key theme is addressed in each faculty is demonstrated below:

Art, Design and Technology Faculty

Spiritual: In Art, students look at identity and explore ideas around their own ‘self’ both their identity and their expression of that identity.

Moral: Across the faculty, at all key stages, students are encouraged to take responsibility for their actions and behaviour.  They are expected to use technical and advanced equipment independently, and respect property and the classroom environment.

Social: The faculty has strong links with community organisations such as Congleton Museum, Open Space, giving students’ opportunities to work in different social contexts.  Most recently demonstrated with participation in the Congleton Carnival and involvement in the Congleton Rotary Club Art Competition.

Cultural: Student’s work is regularly exhibited, presented and celebrated, for example KS4 and 5 art shows, fashion shows, and around the school building.

 ‘Britishness’: In the ‘identity’ unit in year 9, the faculty explores graffiti in the local context and sets it against the rule of law and the freedom of speech as key elements of British values.

English Faculty

Spiritual: At KS4 students study war poetry and are asked to reflect on their thoughts and values surrounding the issues raised by it.

Moral: At KS4 through persuasive writing students explore and develop their own moral values, based on the issues raised in the text under study.  For example, in ‘To Kill a Mocking Bird’ students explore issues of racism, discrimination, the rule of law and justice.

Social: Through structured and regular teaching of analytical methods to infer and deduce meaning in a variety of fiction an non-fiction texts, students are given a conceptual and linguistic framework within which to understand and debate social issues.

Cultural: In year 8 students study poetry from other cultures.

 ‘Britishness’: The William Golding classic, ‘Lord of Flies’, studied in year 9, considers the notions of extremism and British values.  Students reflect on human behaviour and the impact of peers and the group on an individual. The ideas of acceptance and tolerance are promoted through the teaching of this novel. Democracy, order, anarchy and chaos are all central themes explored in the novel.

Humanities Faculty

Spiritual: In R.E at KS4 students explore evidence of the existence of and nature of God, the ‘soul’ and the afterlife and meaning of life, and reflect on their own beliefs and that of others about these ‘Big Questions’.

Moral: In KS4 R.E. the ethics and morality of a wide range of issues such as war, medical advances, euthanasia, divorce are discussed and evaluated by students.

Social: In KS3 History, when studying the Invaders module in year 7, students learn lessons from history in how to resolve conflict, and explore how a sense of common identity in communities was developed.

Cultural: In Geography, at KS3 students investigate Britain as a tourist destination including its major attractions and areas of outstanding beauty.

 ‘Britishness’:  In History at KS3 and 4 the development of key British institutions such as parliament and the rule of law are investigated and returned to, at pivotal points in their history.

ICT and Computing Faculty

Spiritual: At KS3 in the introduction to computing and ICT students explore the links between how a computer works and how a human body works.

Moral: Internet use and misuse and internet safety are explored at KS3 and 4.

Social: Students are taught how to communicate in different platforms such as blogging.

Cultural: In KS3 the ‘World Tour’ module looks at communication in different cultures and different countries.

 ‘Britishness’: The key role of British scientists, inventors and innovators in the digital world is highlighted and celebrated in KS3 and 4 schemes of work.

Maths Faculty

Spiritual: As part of the curriculum, students use imagination and creativity to design a farm.

Moral: Students are expected to offer reasoned views in response to any mathematics question.

Social: Students have opportunities to work in different contexts, for example linking to industry with regular visits to Siemens.

Cultural: Students study mathematical innovation in a cultural and historical context, e.g. Pythagoras’ Theorem.

 ‘Britishness’: Participation in ‘Great British Bake-Off’

Modern Foreign Languages Faculty

Spiritual: In MFL, we look at the German-, Spanish- and French-speaking world and explore the impact that these communities have on us as global citizens. We look at famous festivals and traditions in the countries of the languages we are studying and compare them with our own ideas of what makes us who we are.

Moral: A strong ethos of students being taught to embrace and celebrate other cultures is embedded in MFL lessons. Students are encouraged to celebrate diversity and to challenge stereotypes and prejudice. In MFL, we look at issues such as homelessness and poverty which allow us to broaden our moral codes and develop our understanding and empathy for others.

Social: Across the MFL curriculum, we practise our social skills to aid communication with others. Speaking and listening tasks allow us to improve our confidence and foreign residential trips broaden our horizons by allowing us to speak to people from other cultures and social backgrounds.

Cultural: The use of authentic materials, such as target language magazines and TV interviews, enable us to see first-hand the culture of other countries. Studying films and literary texts at A-Level allow us to take an interest in both contemporary and traditional foreign cultures in the language we are studying.

‘Britishness’: Part of studying a foreign language includes us comparing our lives in modern Britain with the lives of people in other countries and discussing what makes us British, along with the common features of what makes others who they are as well. We look at similarities and differences and share our opinions on what we think of other customs compared with our own.

Performing Arts Faculty

Spiritual: Throughout KS3 and 4 students are asked to reflect on their performance, and personal target setting.  They are taught critical appraisal of practical work from both professionals and themselves and their peers.

Moral: In Drama the key text of ‘Blood Brothers’ involves analysing the script to study consequences of behaviour and the role of a person’s upbringing in decision making.

Social: GCSE Dance students run after an school club in primary schools that leads to a final performance at Eaton Bank at Christmas and in the summer term

Cultural: Throughout KS3 in Music, students have the opportunity to experience and appreciate all types of music. This includes folk, classical, Blues,  to  heavy metal and punk.  Students investigate and understand the origins of British  pop music today.

 ‘Britishness’: In GCSE Dance,  English Morris dancing is explored with appreciation of the dance style demonstrated through practical and written work  based on  ‘Still Life’ at the Penguin Café (by David Bintley).

Physical Education Faculty

Spiritual: Students are taught aesthetic appreciation – to see the beauty in performance.

Moral: Students are taught self –discipline and this is applied in fitness units at key points in each year, where students are asked to set targets for improvement.

Social: Students have a wide range of opportunities to meet and mix with students from a variety of different backgrounds through sporting events at other venues/schools.

Cultural: At GCSE students discuss how culture influences the sports we play.

 ‘Britishness’: Students are taught and practice key British values and codes of conduct in sport,  such as fair play, teamwork, mutual respect and sportsmanship.

PSHE and Citizenship

Spiritual: In KS4 PSHE/Citizenship students reflect on their own beliefs and ‘world view’ in relation to outside speakers who talk to our students on a wide range of topics within the ‘Inspirational Speakers’ programme

Moral: Students investigate a wide range of social issues throughout the PHSE programme and are asked to explore the morality of these including current British legislation on them. Topics include drug and alcohol use and misuse, anti-social behaviour, homelessness and internet safety

Social: Students will engage with a wide range of providers during their PSHE course and work in different settings, from working with local business men and women having a ‘mock interview’ to teaching the elderly IT skills.

Cultural: At KS3 students look at childhood across the world and during the ‘paper bag game’ come to a greater understanding of the issues and unfairness around child labour in other countries.

 ‘Britishness’: At KS4 and 5 students are taught about the British Parliamentary system, voting systems, rights and procedures.

Science Faculty 

Spiritual: Students explore space at KS3, 4 and 5, and reflect on the extent and nature of the universe and our relationship to it.

Moral: Students look at the ethics of animal testing and selective breeding.

Social: At KS3 and 4 environmental issues such as global warming, alternative energies are explored with investigations into their effects on other communities.

Cultural: It KS4 Evolution and the ‘Big Bang’ theory are explored within the cultural contexts of other faiths and belief systems.

 ‘Britishness’: The role of, and current laws on drugs and alcohol are explored as well as the physical, social and economic impact of their consumption and usage in UK society today.

Social Science Faculty

Spiritual: In Psychology students are asked to reflect on the human brain and its workings and abilities.

Moral: In Business Studies students are asked to discuss the ethics of business models and practices and their impact on a range of communities and social groups.

Social: In Child Care and Health and Social Care, students are encouraged to engage in work experience placements and work in a variety of settings, such as local primary schools or elderly residential homes.

Cultural: In Sociology students are asked to explore diversity of British society and its impact on key institutions such as the family and education system.

 ‘Britishness’: Students study all subjects within the context of modern British society, culture and law.  For example, in Business studies the UK policy on corporate law is examined.

Whole School SMSC

SMSC and ‘Britishness’ is addressed in the wider enrichment learning experiences students have at Eaton Bank Academy.  Below is a list of examples of this:

Student Leadership and Student Voice:
Eaton Bank Academy has an extensive student leadership team.  The student leadership team consists of Head Students, Head of Senate and Head of Student Advocacy (peer support), Deputy and Assistant Head Students, the Student Senate and the Student Advocate team.  All forms and year groups are represented and every student has the opportunity to be heard and be part of the decision making process in the school.   The Student Leadership Team meet regularly to discuss school policy and student issues and with the Headteacher, Mr O’Neill.

Charities: 
Students decide which charities to sponsor and regularly raise money for these ,with extra-curricular events such as non-uniform days, film nights or the ever popular Christmas Food Bank Collection.  The student leadership team have supported the Teenage Cancer Trust, Comic Relief, Children in Need, British Heart Foundation, Street Child, Manchester Children’s Ward and The British red Cross.

The Ambassador Programme:
Every student at Eaton Bank has the opportunity to become an Ambassador for their favourite subject and take part in leadership activities to represent that subject and the Academy.  The programme is facilitated and lead by the Sixth Form Executive Ambassadors for that subject.  All subjects have ambassadors, and they represent the subject at open evening and at other school events. They also work to support and promote the subject within the school.  For example, Performing Arts Ambassadors are kept busy organising and helping out at concerts and plays.  The Literacy Ambassadors regularly help with the Learning Resource Centre with library duties and developing literacy throughout the school.  Ambassadors run competitions school wide within their subject.  Most recently IT ambassadors judged a poster competition on Internet Safety. IT students also run a very successful ‘Cakes and Computers’ afternoon where they coached members of the local elderly community on basic internet and word processing skills. Maths Ambassadors run a regular origami club for younger students, and the Science Ambassadors lead the Green Team.  Student Ambassadors are integral in working with primary students when they visit us at EBA, and they have also visited students in their primary schools to work with them there.  Each form has an Ambassador, who the form has chosen to represent them.  These range from Nelson Mandela to Steven Sutton, Malala Yousafzai and Princess Diana.  David Beckham is currently Ambassador of Ambassadors representing EBA.

Community Links and the Inspirational Speaker Programme:
Eaton Bank Academy has close links with the community and has developed a network of ‘Inspirational Speakers’ who regularly come into school and talk and workshop about their specialisms and areas of interest, person experiences and achievements and careers.
Recent examples include talks on leadership and initiative by a local pilot Peter Smith, and Paul Nixon who inspired our students to raise money themselves, after telling them about his fundraising for the Street Child Charity, which included trekking up Mt Kilimanjaro.  Consequently, year eight had a sponsored ‘zumbathon’ to raise money for Street Child to support the charity.  Holocaust Memorial Day is remembered annually and students have witnessed testimony from survivors of Auschwitz-Birkenau, Dachau and Terezin, among others.   Students also meet local community based organisations in our ‘Other Stuff to Do’ event where community organisations give students a ‘hands on’ experience of sports and activities they can be involved in in the summer holidays in the Congleton area.

PSHE/Citizenship days:  
A key area where the SMSC/Britishness agenda is delivered is through our PSHE / Citizenship  curriculum which offers enriching and extending learning experiences.  Most recently, these days have included talks and ‘hands-on’ demonstrations by the Police, Fire Service and Army.  The local New Life Church regularly contribute to these events with workshops such as ‘the paper bag game’ offering students a glimpse into child labour around the world.  Eaton Bank has an extensive relationship with members of the local business community, who regularly contribute to our students’ learning experiences.  For example Year 7 recently met many local business people and professionals in our ‘Guess My Occupation’ introduction to careers module.  These included police officers, nurses, scientists, hairdressers, lawyers, plumbers, personal trainers and accountants.  Local business such as Siemens, Flowcrete, SAS Daniels and Plus Dane have also been part of our mock interview experience for year 11 students when every member of the current year 11 received a mock interview and feedback on their performance as part of their careers programme. Eaton Bank Students have prepared a ‘Best of British ‘ Tea Party for the Local University of the Third Age and students’ grandparents which included an afternoon tea served by waiters and waitresses, quiz and full programme of entertainment on stage – organised and delivered from start to finish in one day!

Enrichment Learning including educational trips:  
Students take part in a wide range of competitions and events in all curriculum areas which develop and deepen their learning.  For example, our students have recently successfully taken part in the Siemens Roller Coaster Challenge  and ‘ Sticksplosion’ competition, the Rotary Young Chef competition, Gen rail and the BBC News Report.  Sixth Form students have also participated in ‘Take over Day’ where they took over peoples’ jobs for the day.  Year 10 students also spend a week with the Army in an outreach course experiencing esteem boosting activities such as canoeing, zip rope, abseiling and climbing.  EBA students won a national competition for Vauxhall and the prize was a signed England Football Team Shirt!
Eaton Bank academy offers a wide range of educational learning visits that students can participate in.  Regular trips include the RE places of Worship Visit to Birmingham, where students visit a Mosque, Gurwara and Mandir Temple, and the annual Houses of Parliament Visits.  Students regularly attend Dance workshops/residentials at Conway.   EBA students regularly visit the theatre, most recently to see Midsummer Night’s Dream, the Doctors Show to support GCSE History and the Lion King in Manchester.  Further afield, students can go on the Creative and Performing Arts trip to New York, French culture and language trips to Normandy, and the hugely popular annual Skiing trips.

International links:     
The sixth form run a bi-annual visit to the Gambia and Romania.  In the Gambia students visit and help out building projects in communities.  The Romania trip supports the local Congleton founded and based charity, Children of Romania and visits three children’s homes in Romania.  For both communities, students raise money before the trips through sponsorship activities.  In the past these have included car washing, auctions, and round Cheshire bike rides.  They also give assemblies to raise awareness of the issues facing the communities upon their return.

Assemblies:  
Whole school, year and key stage assemblies give students the opportunity to learn and reflect on a wide range of current moral and social issues.  Assemblies are given by students, staff and outside speakers.  Recent topics have included Road and Internet Safety, Holocaust Memorial Day, Children in Need, Remembrance Week, Black History Month, World Book Day and Learning Disability Week.  Local employers and businesses regularly present to our students.  Recent examples include Bentley, Total People, the Police, the Royal Navy.  Assemblies are also a key platform for celebration of student success and achievement at EBA.

Tutor time:  
Developing a sense of team identity is a key purpose of tutor time at Eaton Bank Academy. Tutors engage students in discussions about news and current affairs and tutors also mentor students on an individual basis.


Key Stage 3

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Key Stage 4

A list of the courses available to pupils at KS4, including GCSEs

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Key Stage 5

How you meet the 16-19 study programme requirements

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Safeguarding & Child Protection

Ofsted Checklist

Safeguarding Page
Safeguarding Documents
Your school's child protection and safeguarding policy

Notes


Safeguarding Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/safeguarding/

Safeguarding Documents


Your school's child protection and safeguarding policy

 

 

Further sources of information

Behaviour Policy

Ofsted Checklist

Behaviour Page
Behaviour Documents
Exclusion Documents
Information detailing your school's behaviour policy and anti-bullying strategy for students and staff
Details of your policy for pupil exclusion

Notes

Nov 2022

Exclusion information included within behaviour policy


Behaviour Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/behaviour/



Exclusion Documents


Information detailing your school's behaviour policy and anti-bullying strategy for students and staff

Our Behaviour Policy (viewable on to the right) explains in detail how high expectations of Behaviour our maintained at Eaton Bank Academy. It also explains our strong emphasis on rewarding and recognising all students who behave well and engage positively in the life of our school

Rewards

We believe that praise and reward is the key to effective teaching and learning. Celebrating achievement of all kinds is an important part of the fabric of our school culture. Students are recognised for their attainment, behaviour, attitude to learning, attendance and overall contribution to school life.

School Rules

A happy and successful school is one where rules are made clear to students and there is an atmosphere of fair discipline and collective co-operation. Our rules have two main aims:

✓ to promote a courteous and considerate attitude towards others
✓ to encourage all children to be responsible and to take pride in the school’s reputation

We are proud to be members of Eaton Bank Academy and we ALL agree to follow the guidelines below to make our school a better place in which to work and learn. Our shared expectations are to:

✓ show mutual respect
✓ work hard at all times
✓ act responsibly
✓ be helpful and considerate
✓ listen and be listened to
✓ be fair and consistent
✓ celebrate success
✓ look smart
✓ care for the environment by keeping it clean, tidy and safe

 

 


Details of your policy for pupil exclusion

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Pupil Premium and Recovery Strategy

Ofsted Checklist

Pupil Premium Page
Pupil Premium General Information
How much pupil premium funding you received for this academic year
Details of the main barriers to educational achievement that the disadvantaged children in your school face
How you will spend your pupil premium funding to overcome these barriers and the reasons for the approach you’ve chosen
How you will measure the effect of the pupil premium
The date of the next pupil premium strategy review
How you spent your pupil premium funding
The effect that the pupil premium had on pupils

Pupil Premium Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/pupil-premium/



Pupil Premium General Information

Introduction to the Pupil Premium

Pupil Premium is funding that is received by schools in proportion to the number of students who are eligible for free school meals, or who have been eligible for free school meals at some point in the last six years.

The aim of this funding is to increase progress and aspiration for students from disadvantaged backgrounds.

How much pupil premium funding you received for this academic year

£165,575

Details of the main barriers to educational achievement that the disadvantaged children in your school face

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The effect that the pupil premium had on pupils

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Year 7 Literacy and Numeracy Catch-Up Premium

Ofsted Checklist

Year 7 Catch-Up Premium Page
Year 7 Catch-Up General Information
Year 7 Catch-Up Documents
How much year 7 catch-up premium you received for this financial year?
Details of how you intend to spend the funding
Details of how you spent your year 7 catch-up premium last financial year
How it made a difference to the attainment of the pupils who attract the funding and how you assessed the effect it had

Year 7 Catch-Up Premium Page

Link to Page: https://www.eatonbankacademy.org


Year 7 Catch-Up Premium Documents


Year 7 Catch-Up Premium General Information

Please click here to read Eaton Bank Academy’s Catch up Premium https://www.eatonbankacademy.org/wp-content/uploads/2023/11/Catch-up-Premium-Eaton-Bank-Academy.pdf

How much year 7 catch-up premium you received for this financial year?

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How it made a difference to the attainment of the pupils who attract the funding and how you assessed the effect it had

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PE and Sport Premium for Primary Schools

Ofsted Checklist

PE and Sport Premium for Primary Schools Page
How much PE and sport premium funding you received for this academic year
A full breakdown of how you’ve spent or will spend the funding this year
The effect of the premium on pupils’ PE and sport participation and attainment
How you will make sure these improvements are sustainable
Year 6 Swimming Skills (See Note)

PE and Sport Premium for Primary Schools Page

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The effect of the premium on pupils' PE and sport participation and attainment

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How you will make sure these improvements are sustainable

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Year 6 Swimming Skills

How many pupils within their year 6 cohort can do each of the following?

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively
  • perform safe self-rescue in different water-based situation
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Special Educational Needs and Disabilities (SEND)

Ofsted Checklist

Special Educational Needs and Disabilities (SEND) Page
SEND Information
Accessibility Plan for Disabled Students Information

SEN Policy


Special Educational Needs and Disabilities (SEND) Page

Link to Page: https://www.eatonbankacademy.org/information/special-educational-needs/


SEND Information

School Policies, including the Fallibroome Trust SEND Policy can be found on the School Policies Page.

If you require any assistance viewing this policy, please contact the school


Accessibility Plan for Disabled Students Content

School Policies, including the Accessibility Plan can be found on the School Policies Page.

If you require any assistance viewing this policy, please contact the school


SEND Documents

Careers Programme Information

Ofsted Checklist

Careers Page
Careers Programme General Information
Careers Documents
Name of Careers Leader
Career Leader Email
Career Leader Telephone Number
A summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about the careers programme
How the school measures and assesses the impact of the careers programme on pupils
The date of the school’s next review of the information published

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Careers Programme General Information

Futures at Eaton Bank

At Eaton Bank Academy, we aim to provide students with unbiased guidance about their futures that will allow them to understand the skills and knowledge they are developing within the academic curriculum. Development of the necessary skills and careers awareness begins in Year 7 and students will experience a carefully sequenced careers curriculum over their time at Eaton Bank that builds the necessary skills to make informed decisions for their future. Students will fully understand the academic, vocational and technical routes available to them and have the opportunity to gain real world information for each option.

At the core of our Futures offer is the opportunity for students to have face-to-face careers interviews with our in-house and completely independent Careers Advisor. This usually happens during Key Stage 4. However, through using a monitoring process and strong pastoral system we identify any students in need of earlier intervention and act accordingly.

The Futures Team work closely with the Learning and Progress Managers from each Key Stage, including the Sixth Form Team, to ensure students receive the advice and guidance required at these crucial stages.

Parents and employers can gain more information about the careers programme by contacting Ms Davies or Mrs Bailey (contact details below). Students can to speak to Mrs Bailey (located in the LRC at break and lunch time) or Ms Davies.

Provider Access Legislation | The Careers and Enterprise Company


 


Staff  

  • Careers Lead
    Sarah Davies, Eaton Bank Academy, Jackson Road, Congleton, Cheshire CW12 1NT

    s.davies@eatonbank.org
  • Careers Coordinator
    Sandra Bailey

    s.bailey@eatonbank.org
  • Careers Adviser (MPLOY)
    Beverley Robson
    Denise Whitney

Links  


Career Leader Contact Details

Name: Ms S Davies

Email: s.davies@eatonbank.org

Telephone: 01260 273000

A summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about the careers programme

 

 

 

How the school measures and assesses the impact of the careers programme on pupils

Careers impact will be monitored through independently supported tracking of the Gatsby Benchmarks, analysis of destination data, student and parent surveys at key transition points and through records of individual meetings between students and the Careers Advisor.

The date of the school’s next review of the information published

March 2025

Public Sector Equality Objectives

Ofsted Checklist

Equality Objectives Page
Equality Objectives Documents
Equality Objectives Genreal Information

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Equality Objectives Page

Link to Admissions Page: https://www.eatonbankacademy.org/information/equality/


Equality Objectives Documents

Equality Objectives General Information

Please find the Single Equality Policy on the Policies page.

Complaints Policy

Ofsted Checklist

Complaints Policy Page
Complaints Policy Documents
Complaints Policy Content
Whistle-Blowing Policy Documents
Whistle-Blowing Policy Content

Notes

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Complaints Policy Page

Link to Admissions Page: https://www.eatonbankacademy.org/contact/complaints/


Complaints Policy Documents

Complaints Policy Content

We are committed to ensuring that the highest standards are maintained in the provision of education to pupils and in every other aspect of the running the school. On occasion you may have a concern you want to raise with us. In almost all cases, concerns can be quickly addressed via contact with a form tutor / class teacher.

However, if initial attempts to resolve an issue are unsuccessful and you remain dissatisfied, you may wish to take the matter further. To make a formal complaint, please click button below.

Make a Complaint


Please find the Complaints Policy below.


Whistle-Blowing Policy Documents

Whistle-Blowing Policy Content

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Annual Reports and Accounts

Ofsted Checklist

Annual Reports and Accounts Page
Annual Report Content
Accounts Documents
Names of Charity Trustees and Members

Content Documents
Annual Audited Accounts
Memorandum of Association
Articles of Association
Funding Agreements
Instruments and Articles of Government
Annual Members' Report and Audited Financial Statement

Notes

RED BOXES – Nov 22

All content held on Fallibroome Trust website – Link given on page


Annual Reports and Accounts Page

Link to Admissions Page: https://www.eatonbankacademy.org/governance/annual-reports-and-accounts/


Annual Report Content

You will find accounting details for Eaton Bank Academy at the Fallibroome Trust website in the Governance section.

Fallibroome Trust website

Please follow the links below for this information:

 

Annual Audited Accounts

Annual Audited Accounts


Articles of Association

Current Memorandum and Articles of Association


Funding Agreement

Funding Agreement


Annual Audited Accounts Content

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Annual Audited Accounts Downloads

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Memorandum of Association Downloads

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Articles of Association Downloads

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Funding Agreement Content

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Funding Agreement Downloads

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Names of Charity Trustees and Members

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Instruments and Articles of Government Content

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Instruments and Articles of Government Downloads

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Annual Members’ Report and Audited Financial Statement Content

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Annual Members’ Report and Audited Financial Statement Downloads

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Executive Pay

Ofsted Checklist

Executive Pay Page
Executive Pay Information

Executive Pay Page

Link to Executive Pay Page: https://www.eatonbankacademy.org/governance/executive-pay/


Executive Pay Information

Please visit the Fallibroome Trust website.


Executive Pay Documents

Not Specified

Governors' Information and Duties

Ofsted Checklist

Governors' Information and Duties Page
Structure and Remit of the Governing Body
Details of Governors
Governor Interests
Attendance Records
Non-Confidential Minutes

Notes

  • Check download docs

Governors' Information and Duties Page

Link to Admissions Page: https://www.eatonbankacademy.org/governance/governors/


Structure and Remit of the Governing Body

School governors are people who want to make a positive contribution to children’s education.

Governors are one of the largest volunteer forces in the country and have an important part to play in raising school standards. The role of the governing body is absolutely key to the effectiveness of a school. Time and time again Ofsted (the national inspection body for schools) has noted that the most effective schools demonstrate effective leadership and management – including by the governing body.

Details of Governors


Link to Governor's Page: Governors, https://fteba2022.eatonbankacademy.org/governance/governors/,

Governor Interests

Content Missing

Attendance Records

No Documents Available

Non-Confidential Minutes

No Documents Available

Trustees' Information and Duties

Ofsted Checklist

Trustees' Information and Duties Page
Trustees' General Information
Trustee Documents
Governance Arrangements
The Governing Body’s Structure and Responsibilities
Details of Any Committee
The Names of All Governors

Notes

Details can be found at www.fallibroometrust.com
Sixth Form details are as per the Academy.


Trustees' Information and Duties Page

Link to Page: https://www.eatonbankacademy.org/governance/trustees-information-and-duties/

Trustees' General Information

Trustee Information

Trustee information and details can be found at The Fallibroome Trust website

Fallibroome Trust website

Trustee Documents

No Documents Available

Governance Arrangements

Content Missing

The Governing Body’s Structure and Responsibilities

Content Missing

Details of Any Committees

Content Missing

The Names of All Governors

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Charging and Remissions Policies

Ofsted Checklist

Charging and Remissions Policies Page
Charging and Remissions Policies General Content

Charging and Remissions Policies Page

Link to Page: https://www.eatonbankacademy.org/information/charging-and-remissions/


Charging and Remissions General Information

Please read the policy available on the Policies page. Use the link on this page to go to the policies.

Charging and Remissions Policies

No Documents Available

Values and Ethos

Ofsted Checklist

Values and Ethos Page
Values and Ethos

Values and Ethos Page

Link to Admissions Page: https://www.eatonbankacademy.org/about-us/values-and-ethos/


Values and Ethos

Motto

Believe in success

Vision

At Eaton Bank Academy each child maximises their potential within a supportive and caring environment.

Aims

  • To have high expectations and enable everyone to achieve success.
  • To celebrate high quality learning experiences in all areas of school life.
  • To be at the heart of the community and prepare everyone fully for their future lives.

Our Core Values

Our values stem from our motto ‘Believe in Success’.  We expect all members of Eaton Bank Academy to embody these values at all times.  Our core values are:

How do we demonstrate our values across the school?

  • We focus meticulously on the quality of education provided by pursuing excellence and by sustaining a culture that enables students and staff to excel.
  • We ensure that all relationships are based on our core values: respect, kindness, ambition, optimism and honesty. Clearly stated standards of behaviour are to be upheld by all.
  • We celebrate our differences and show respect for our community. Students understand and develop their role as active and responsible citizens and are equipped with the skills to challenge discrimination.
  • We are committed to delivering a broad, balanced and knowledge rich curriculum to enable all students to achieve their best and be well equipped for the future.
  • We use highly effective systems to support the safeguarding and well-being of students and staff. The environment will remain constantly calm, safe and orderly.
  • We celebrate success at all levels. Students are encouraged to apply a positive mindset to both their academic progress and personal development.

Eaton Bank Academy actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different race, faiths and beliefs.

Request for Copies

Ofsted Checklist

Request for Copies Page
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Request for Copies

Request for Copies Page

Link to Admissions Page: https://www.eatonbankacademy.org/


Request for Copies

Paper copies of website pages are available upon request. Please contact postpoint@eatonbank.org

These printouts will be provided free of charge.

Trust Information

Ofsted Checklist

Trust Information Page
Trust Name
Website
Trust Contact Email Address
Postal Address
Telephone Number
Trust Logo
Alternative Trust Logo

Trust Information Page

Link to Admissions Page: https://www.eatonbankacademy.org/contact/


Trust Contact Information

Trust Name
The Fallibroome Trust
Website
http://www.fallibroometrust.com
Trust Contact Email Address
info@fallibroometrust.com
Postal Address
The Fallibroome Trust, Priory Lane, Macclesfield, Cheshire, SK10 4AF.
Telephone Number
+44 (0) 1625 827 898

Trust Logos

Trust Logo
Alternative Trust Logo

General Content

Ofsted Checklist

Policies Page

Policies Page

Link to Policies Page: https://www.eatonbankacademy.org/information/school-policies/


School Policies


Trust Policies

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Ofsted Checklist

School Name

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