If you require any information or are concerned about any matter, please contact the school so that either your query may be answered or an appointment will be made for you with the Senior member of staff concerned.
Admission Policy Statement
Hall Green is an 11-16 Academy; co-educational: one admission age group; roll 900; provides mainstream integration of SEN Statemented pupils with physical disabilities.
Charging & remission policy
Hall Green School is committed to providing quality education based on equality of opportunity, access and outcomes.
- to make school activities accessible to all students;
- to encourage and promote external activities which give added value to the curriculum;
- to provide a process which allows activities to take place at a minimum cost to parents, pupils and the school.
The development of a range of activities forms part of the school’s forward planning process and is linked to the annual budget cycle with a particular emphasis on the identification of specific resources to support such activities.
It includes a number of key factors:
- the value of certain activities in relation to age/needs of pupils;
- the cost of activities set against their educational value;
- how the activity will be paid for;
- the appropriate process for raising funding;
- an assessment of whether the educational aims can be met in any other way;
- an understanding of the various types of activities involved – for example, educational visits, music tuition, materials for practical work, outdoor pursuits etc;
- reference to additional or hidden costs – for example, lunch money and pocket money.
- an assessment of local facilities
- no pupil will be barred from participation in an essential activity as a consequence of genuine hardship.
Charges will reflect known and estimated costs – i.e. will not seek to generate a profit. Deficit: on occasion an unforeseeable deficit may be incurred. Depending on the circumstances it may be appropriate to cover this from School Funds.
The Governing Body reserves the right to make a charge in the following circumstances for activities organised by the school:
School Journeys in School Hours
- The travel, board and lodging element of residential activities deemed to take place within school hours
Activities Outside School Hours
- The full cost to each pupil of activities deemed to be optional extras taking place outside School hours
Individual Instrument Tuition
- The cost to the pupil for providing individual instrument tuition
Charging in Kind
- Either, a charge for ingredients/materials or a requirement for them to be provided if the pupils wish to own the finished product.
- Where a pupil has not been prepared for a prescribed public examination by the School, The Governing Body may make a charge for the cost of entering the pupil for the examination, as it can for entries to non-prescribed examinations whether or not prepared by the School.
- If a pupil fails without good reason to complete the examination requirements for any public examination for which the School has paid (or is liable to pay) an entry fee, the Governing Body may recover the fee from the parent.
- The Governing Body may, from time to time, amend the categories of activities for which a charge may be made. Nothing in this policy statement precludes the Governing Body from inviting parents to make voluntary contributions towards the cost of providing education for pupils.
In circumstances where there may be cases of family hardship, which makes it hard for pupils to take part in particular activities for which a charge is made the Governing Body may invite parents to apply in confidence for the remission of charges in part or full.
The Headteacher in consultation with the Chair of Governors will make authorisation of remission.
Where a visit/activity results in a surplus, the surplus will be reimbursed where the situation/circumstances are judged by the Headteacher in consultation with the Chair of Governors to be reasonable for this to happen.
Year on Year increase since 2006. 94.8% attendance for the 2012/13 school year, well in excess of city and national averages.
- 89.3% 5 A star to C average over the last 3 years. These figures reflect mainly GCSE attainment rather than equivalent courses. The 2013 figure of 96.6% represents the schools best ever performance.
- 64.4% of students have achieved 5 A star to C grades with English and Maths, on average, over a three year period. The 2013 figure is 69%.
- We are a ‘Gap Buster’ school, recognised as one of the top 15 schools in the country for consistently narrowing the gap between boys’ and girls’ achievement. Hall Green School has worked with 3 different local authorities to spread best practice. 97.1% of our boys achieved 5 A Star to C grade in 2013. We are a school where no particular group of students underachieve.
We typically receive 1000 preferences for our 180 places in Year 7.
Judged by Ofsted as “outstanding” in 2005, 2008 and 2010.
Our Neet Figures
(students not in Education, training or employment when they leave us)
The Birmingham figure is in excess of 14%. At Hall Green the figure was 0% in 2010 and 1% in 2011 and 2012 In effect, all of our students move into further education, training or employment. Between 96 and 97% of students move on to 6th form college.
In our most recent survey:- 97% of parents feel that their child enjoys school. 96% of parents are happy with their child’s experience at Hall Green School.
Discipline – Code of Conduct
All pupils are expected to behave in a responsible manner both to themselves and others, showing consideration, courtesy and respect for other people at all times.
- Pupils must move quietly about the corridors and stairs, in single file, keeping to the left and adhering to the one-way system in the main building.
- Pupils must adhere to the Dress Code of the school at all times.
- All Staff, teaching and non-teaching, must be spoken to politely and treated with respect at all times.
- Latecomers, including those returning from medical or dental appointments, must report to the School Office to sign in.
- Any pupil wishing to leave school during the school day must bring a note from their parent/carer granting permission, and then sign out at the School Office before departure.
- After any period of absence, pupils must bring a note explaining their absence on the day of their return and hand it in to their form teacher.
- Pupils must make every effort to ensure that all areas of the school are kept clean, tidy and litter-free.
- Under no circumstances whatsoever must pupils bring into school any of the following: banned or illegal items or substances, knives, blades, weapons or anything which could be deemed to be a weapon. Such items constitute a threat to the health and safety of the entire school community. Possession of them will lead to the most serious sanctions being applied. Alcohol, tobacco, cigarettes, matches, lighters etc. are equally unacceptable..We strongly advise that pupils do not bring to school items such as mobile phones, iPods or MP3 players as we cannot accept responsibility for the loss or theft of these items either during the school day or as pupils travel to and from school. Pupils seen using mobile phones etc. (with or without headphones) in the school building or any other area of the school, except the playground at break or lunchtime, can expect the item to be confiscated for 5 school days or until a parent/carer collects it in person. We would greatly appreciate your full support in this matter.
- Any accident or damage to school property must be immediately reported to the School Office.
- Use of Astro-turf: footwear must be changed outside the area; only clean trainers should be worn.
Sanctions: Pupils who breach the Code of Conduct are liable to sanctions including detention. Normally 24 hours written notice will be given for a full detention (maximum 1 hour). For a short detention (not to exceed 20 minutes) prior notification is not required. For more serious offences, exclusions, both fixed term and permanent, are sanctions available to the Headteacher.
Bullying:The School’s anti-bullying policy, whilst recognising that bullying takes place in all schools, lays down effective procedures for dealing with any instances of bullying. The main thrust of this is to give the victim the confidence to talk about what has happened so that the bullying can be firmly dealt with. Any incidence of bullying must be immediately reported to a member of staff.
Dress Code 2017/18
It is school policy that all pupils wear school uniform. Considerable effort is made to maintain high standards of dress. It is the strongly held view of the Governing Body that the School should follow a school uniform policy.
|PE/Games Kit: Polo shirt with school logo, in House colour
Black shorts or black tracksuit bottoms with school logo
Black sweatshirt with school logo
Black or white trainers/pumps
Football boots and shin pads recommended
FOR USE DURING INCLEMENT WEATHER ONLY: Pupils may wear a rain jacket with school logo
ANY SPECIAL RECOMMENDATIONS FOR KIT MUST BE DISCUSSED WITH THE HEAD OF PE
All items of PE kit can be purchased from: Mansuri, Clive Marks and Early Years
The school will insist upon:
- Plain black shoes with no markings and black laces. No trainers or trainer style.
- No footwear with significant heels – shoes must be appropriate for busy corridors,
- stairways and playgrounds. Plain black leather style boots (not Ugg style) may be worn in extreme weather conditions only.
- Outdoor coats, scarves and gloves must be in a plain dark colour. No hats except in extreme weather conditions.
- No sweatshirts, tracksuit tops, hoodies or caps.
- No unreasonable haircuts or hair colourings – including tram lines or patterns.
- Jewellery is restricted to one ring which must be unobtrusive and a pair of small studs/ sleeper earrings, one in each ear. No other body piercing.
- No excessive make-up. No nail polish.
- A suitable school bag that will both carry and protect exercise books.
- Hair accessories must be plain black or navy.
- Head scarves worn for religious observance must be plain black or navy.
- Plain tights or socks (no patterns)
All items of school uniform should be named. If, in exceptional circumstances, your child cannot attend in full uniform, we ask parents to contact school immediately.
Homework is assigned to enrich and reinforce concepts and skills that have been developed in the classroom.
It helps pupils to learn to work on their own. It teaches them how to plan and organise their work. It is deliberately introduced gradually for Year 7 pupils in their first term.
It helps them to learn by thinking things out for themselves and putting ideas into their own words.
Homework, although assigned by teachers, is usually overseen by parents. The support and encouragement of parents is vital.
Teachers are responsible for setting homework – pupils, with parental support, are responsible for ensuring it is completed.
Student Planners are provided for the benefit of pupils and parents. Please monitor their use.
Helping your child:
– Provide a quiet, well-lit study area without distractions.
– Make sure the necessary equipment/materials are available.
– Ask what assignments have been set and check they are completed.
– Ask questions and show an interest in what is being done.
– Ask about projects and help collect materials
– If the child does not understand – help and guide, but do not do the work.
– Do not be afraid to reinforce basic skills, such as spelling or multiplication.
– Encourage general knowledge.
– Encourage organising a time plan.
– Check presentation. Is the work neatly written? Would you be satisfied with the work?
– Has your child genuinely put their best effort into the work?
September 2014 – July 2015
|Total number of required day pupils of compulsory school age for at least one session||900|
|% of half days missed through authorised absence||4.3%|
|% of half days missed through unauthorised absence||0.8%|
|Whole school attendance||94.5%|
Destination of 2014 leavers
(accurate as of July 2015)
|Work Based Learning||1.69%|
|(NEET) Active in the labour market||0.65%|
|Not Known/Out of Area||0%|
Special Educational Needs
Our school has won national acclaim for its pioneering and impressively successful work in the total inclusion of pupils with physical, learning and language difficulties into all mainstream school activities – both inside and outside the classroom.
The school buildings and site have been specifically adapted to provide total access for pupils and a range of equipment and resources is available to ensure that all pupils with difficulties have full access to the curriculum.
There are highly experienced care and teaching assistants to support the great variety of additional needs of the pupils, and to ensure that each pupil reaches their full academic potential.
The school works very closely with the Local Education Authority – taking pupils from across the whole of Birmingham – to ensure the highest possible standard of provision.
The benefits to the educational and personal development of all pupils are considerable.
For more information about the Learning Inclusion department, please see our department page.
OFSTED noted that relationships between staff and pupils and between pupils themselves are excellent.
Responsibility for Pastoral Care
Pastoral care of all our pupils is the responsibility of the whole school community. However any concerns of a pastoral nature are referred directly to The Pastoral Team, who is also the main contact for parents and pupils.
Our Pastoral Aims
- To create a caring and safe environment where pupils are valued.
- To enable each pupil to fulfil their own potential both academically and socially.
- To promote in pupils the self-awareness and self-confidence that they need to face the challenges, both academic and personal, that are placed on them.
- To establish excellent relationships with every parent, so that together we can support our pupils and help prepare them for the opportunities, responsibilities and experiences of adult life.
The Pastoral Team
Mrs P Evans – Designated Safeguarding Lead/Assistant Headteacher
Mrs K Harper – Deputy Designated Safeguarding Lead/Welfare & Inclusion Manager
Miss T Smith – Head of Lorien House
Ms G Wright – Head of Shire House
Mr Y Khan – Head of Isengard House
Mr N Bressington – Head of Rivendell House
Mrs R Monk – Student Support Base Manager/Anti-Bullying Coordinator
Ms H Lloyd – Attendance Officer
Hall Green School is committed to providing a friendly caring, safe environment for all of its pupils. In doing so we recognise that there may be occasions when bullying does take place, but we will always take action to prevent it recurring.
We believe that everyone has the right to come to school and feel comfortable; to be able to learn and to access all permitted areas of school.
If you or someone you know is a regular victim of the following:
- Play fighting
- Damage to your property
- Money or property being taken
- Being deliberately ignored or left out by friends
- Physical abuse
- People laughing at you
Don’t suffer in silence – tell a member of staff or a prefect.
Disciplinary action will be decided after all evidence has been collected and reviewed by the school.
Sanctions available include:
- Official warning to cease offending
- Exclusion from certain areas of the school
- Lunchtime exclusion
- Fixed Term exclusion
- Permanent exclusion
Special Educational Needs
The Learning Inclusion (Linc) Department at Hall Green School aims to provide high quality support to pupils with a range of additional needs; pupils may have learning difficulties and/or physical difficulties. It is the job of the Linc Department to help all pupils overcome these difficulties and to make sure they can achieve their potential; promoting achievement, participation and independence in the pupils to inspire confidence and trust to ensure that they all feel valued, secure and highly regarded by both staff and peers. All pupils in our school know that they can access a helpful, caring and consistent approach from any member of the Linc Department.
The SENCo deploys a range of tools to assess pupils’ needs and uses the data to inform intervention for either small groups or individuals. New intake pupils undertake a series of tests on entry to Year 7 and all pupils in the school have their reading and spelling tested at least once every year for the duration of Key Stage 3 and on demand in Key Stage 4. The Linc Department works together to monitor and track the progress of all pupils on the Code of Practice, working very closely with subject teachers and outside agencies, whose input is used to support our work and offer advice on ways forward – both as a whole school and for individual pupils.
The school has a wealth of experience and expertise in recognising the needs of pupils with physical difficulties and is acknowledged as a key Birmingham resource. We participate in the use of the disability symbol (‘Positive about Disabled People’), which is recognition of the very positive attitude and commitment we have towards our pupils with disabilities.
All SEND pupils are able to participate fully in all out of school activities including residential language trips to France, Year 7 and 8 camps and Work Experience. Our pupils are always able to make a positive contribution to the school community and they have a voice in the school, which is heard regularly in Learning Council meetings; they are also involved in a range of sporting activities. They are able to do well, according to their academic ability at all levels in the secondary curriculum and many have embarked on university courses.
The department aims to ensure that all needs are met and support is provided in-class by a team of experienced and dedicated teaching assistants (TAs). We also deliver a range of interventions, at less formal times throughout the day, to help pupils to overcome any barriers to learning.
The Learning Inclusion Team
Mrs C McLoughlin
Special Educational Needs Co-ordinator (SENCo) /English Teacher
Mrs M Griffiths
Assistant to The SENCo
Mr B Bevins
Foundation Learning Assistant
Miss N Balogun
Mr A Craddock
Mr A Cook
Mrs C Daly
Mrs S Gregory
Mrs S Halai
Mr S Hussain
Miss J Kandola
Mr S Lamba
Miss L Lynch
Mr A Martin
Miss Z Matthews
Mrs G McLarnon
Mr P Ogle
Mrs C Ophey
Mrs C Painter
Mrs L Rist
Mrs J Bullows
Mrs J Kelly
Miss S Mehboob
As well as making excellent academic progress, we regard our success as the degree to which our pupils develop independent skills commensurate with their disabilities and the extent to which they develop their confidence and self-esteem. We are proud of all our pupils, many of whom still come back to visit us and keep us informed of their successes many years after they have left us.
Parents play a central role in supporting the work of the Department and we welcome their involvement. The department offers an ‘open door’ policy, with respect to parents who are encouraged to make contact if they have concerns.
For further information about The Learning Inclusion Department please contact the SENCo – Mrs C McLoughlin on firstname.lastname@example.org
More & Most Able
What do we mean by ‘More & Most Able’ children?
The DCSF defines the group supported by the National Programme for gifted and talented education as: “Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities).”
All institutions are free to determine the size of their MMA cohort. At Hall Green we aim to identify approximately the top 10% of our learners, these pupils are identified through a combination of teacher assessments and data.
The definition ‘able’ has two strands: ‘gifted’ and ‘talented’. Hall Green’s MMA policy works on the basis of the following distinctions:
- Gifted is relevant to core academic subjects – Maths, English, Science, Humanities, ICT etc.
- Talented is a particular skill in creative arts and sports
What do we do at school to help these pupils?
The biggest focus at Hall Green is to ensure we provide quality Teaching and Learning for all of our pupils. Within school there are a variety of activities to stretch and challenge them, for example:
- Differentiated tasks
- Independent learning
- Active learning
- Risk taking
- Higher order thinking skills
- Peer teaching
- Enrichment & extension
You might notice that your child is involved in some enrichment activities in or out of school such as:
- Maths Challenge Days, Bletchley Park visit
- G&T Summer School
- After school & lunchtime clubs
- Interviews/Careers/Aim Higher days
- Cambridge/Oxford University visit
- University Summer School
- Aspirations & Leadership day – Lance Edynbry in collaboration with Wheelers Lane School
- Visiting artists
- French and music concert in collaboration with Swanshurst School
- Rolls Royce team and Dragon’s Den
- Language plays
- Advanced Kayaking
What can you do at home to help support your child?
Research has shown that 80% of learning goes on out of school hours. Children are constantly learning from the things they see and hear, from the attitudes they are exposed to and the activities in which they are involved. It is essential that parents recognise the important role that they can play in developing their child’s potential.
Support & Encouragement
A supportive and encouraging home background provides the ideal condition in which young people can develop their abilities. Some ideas to help achieve this:
- Recognise and praise achievement
- Focus on what can be learnt from disappointments
- Discuss school work. Find out what they have learnt and ask them to explain things to you
Activities & Visits
- Try to expose children to stimulating experiences such as, playing a sport, visits to museums, Art galleries, Historical sites etc.
- Allow children to take up different hobbies and join different clubs in and out of school
- Encourage reading of books and newspapers
- Encourage the viewing of a variety of thought provoking documentaries and films
- Help them to become critical viewers and readers by discussing what you’ve seen and read
- Ask for their opinions on moral issues and dilemmas. Encourage understanding of both sides of an argument
Developing Language Skills
There can be no doubt that being able to communicate is a vitally important skill. Whether your child is already a mature reader and excellent communicator, or has yet to develop strong language skills, the following ideas can all be used to develop awareness and interest in the language we use. Many of these ideas also develop thinking skills and logical reasoning.
- Emphasise the importance of speaking clearly and discussing ideas and opinions
- Buy a daily newspaper and subscribe to journals which your child is interested in
- Encourage your child to summarise information and feed back to the rest of the family
- Continue reading together
- Play games associated with language such as crosswords, scrabble and articulate.
Developing Creative and Analytical Abilities
The ability to think creatively and analyse information are essential life skills. Once learnt these are tools for life which can be used in all situations and which form a basis for many careers. All subjects at school focus on developing these skills, it is not subject specific. Some activities which help with these skills include:
- Discussing adverts for obvious and hidden messages
- Pick an item and invent 10 new uses for it
- Re-invent/design something new
- Think up new plots for scripts
Developing Visual and Spatial Awareness
- Let your child redesign their bedroom
- Learn a new craft
- Play ball games
- Design and produce their own website
Duke of Edinburgh
The Duke of Edinburgh programme is a real adventure from beginning to end. It doesn’t matter who you are or where you’re from. Here at Hall Green you can participate in the Duke of Edinburgh’s Award from year 9 onwards. You just need to be aged between 13 and 24 and realise there’s more to life than sitting on a sofa watching life pass you by.
You can do programmes at 2 levels at Hall Green, which when completed, lead to a Bronze or Silver Duke of Edinburgh’s Award.
You achieve your Award by completing a personal programme of activities in four sections – Volunteering, Physical, Skills, and Expedition. You’ll find yourself helping people or the community, getting fitter, developing skills, and taking part in a camping expedition. Your programme can be full of activities and projects that get you buzzing, and along the way you’ll pick up experiences, friends and talents that will stay with you for the rest of your life.
If you need any further information, please contact Miss T Smith at school.
Parents' Evening Booking
Admissions and Appeals Process
Birmingham City local authority administers the appeals for Hall Green School, please use the following link below to access the School Admissions and Pupil Placements Service section of Birmingham City Council’s website. To submit an appeal or for further information please use the link below.
Appeal forms must be submitted by late October 2017
Appeals received on time must be heard by late June 2018
Download our Smartphone App
The school smartphone app ‘MyED’ is now available for all parents to download on their Apple or Android smartphone.
The app will help us to keep you up to date with news and events at school and will also allow you to send a free instant message to school to inform us of pupil absences.
The app can be downloaded onto all Apple devices running iOS 8 or above and Android devices running version 4 or above.
Before installing the app, please make sure we have up to date contact details for you, especially email address and mobile telephone number. This will ensure we can securely authenticate your access to the app.
Click here for more information about the app.
How to Report Bullying in School
Report any bullying to Mrs Monk in Support Base or any member of staff you feel comfortable talking to. Use the Sharp System on the school website to email the details.
Email email@example.com or speak to any peer mentors.
Contact any of these websites for information or advice about bullying.