The Secretary of State for Education has, from September 2012, instructed all schools to display certain items of information on their websites. Some of this information is duplicated in other areas of this website, but in summary, the information required is shown below.
Name and Address
The Thomas Hardye School
Our most recent whole school inspection was carried out in March 2015, when Thomas Hardye School was judged to be outstanding.
An inspection of the school’s literacy and numeracy provision was undertaken in February 2009, when provision was also judged to be outstanding.
Full information regarding the curriculum on offer to students is available in the Curriculum area of this website, including a summary of courses and other information relevant to each subject area.
Further details of our Curricula can be found in the School Prospectus and the Sixth Form prospectus available on our Prospectus Page
Key Stage 4 Results 2018
Progress 8 score: +0.57
Attainment 8 score: 54.03
Grade 5 or above in English and Maths GCSE: 62%
Achieving EBacc at grade 5/C or above: 30%
Entering EBacc: 58%
Staying in education or entering employment: 98%
School Performance Tables
This details the summary of results at Key Stage 4 (GCSE or equivalent) and Key Stage 5 (A Level or equivalent).
DASP Statement on Attendance (2019)
Remote / Online Learning
This section is for information and is updated from time to time if new information becomes available.
In the event of a full or partial closure, the school is committed to providing continuity of education to its students and will do so through a process of remote (online) learning.
All remote learning provision, including homework, will be provided via the Microsoft Teams platform.
Please click here for full guidance regarding Microsoft Teams. MS Teams will enable us to streamline all aspects of school provision through one, central online platform ensuring that expectations are clear for staff, parents and students.
We will use MS Teams to share resources and, where necessary, direct students to other relevant platforms. The school would like to thank parents and carers for the tremendous support and understanding you have shown us, and the way in which you have embraced this new way of working.
Access to all the key IT services offered by the school can be found by visiting the IT Services pages on this website. These include:
- Microsoft Teams
- Remote Desktops
- School portal
- Next Cloud
For help with using any of these services, please visit the relevant help pages linked on the services page.
Students Self Isolating
Students who are required to self-isolate will access the school curriculum via Microsoft Teams. Self –isolating students will have full access to their teachers via Teams. Teaching staff will upload assignments to ensure these students have:
- Meaningful and ambitious work each day in a number of different subjects.
- Access to a well-sequenced curriculum so that knowledge and skills are built incrementally, with a good level of clarity about what is intended to be taught and practised in each subject.
- Frequent and clear explanations of new content, delivered by a teacher in the school or through high quality curriculum resources.
- A programme that is of equivalent length to the core teaching pupils would receive in school.
In the event of a class/year group bubble being asked to self-isolate, THS will:
- Ensure teaching staff deliver a blend of live lessons and pre-recorded material from school for students to access remotely via Microsoft Teams
In the event of a full closure:
- Teachers will deliver the curriculum and lessons remotely via Microsoft Teams, using a blend of live live and pre-recorded material as appropriate.
- Assignment work will be set as per timetable and follow the same curriculum content as would be delivered in school. Assignment/Assessments will be accessible to students without the need for additional adult input. We will provide frequent, clear explanations of new content through high quality curriculum resources, and/or pre-made videos eg. MyMaths, Seneca, Bitesize and Oak Academy resources, where they align with the school curriculum.
Please click here for online learning protocols and expectations
Details concerning our careers programme are available on our Futures page.
Purpose of Pupil Premium
There is a significant difference in the achievements of students who are eligible for Pupil Premium support and those who are not. The additional funding allows the school to put in place strategies and resources which are designed to reduce this achievement gap.
The Headteacher and Deputy Headteacher have been on specific training in the use of pupil premium and continue to look for examples of good practice.
Pupil Premium is additional funding the school receives for students who are:
- Eligible for and in receipt of Free School Meals, or have been in the last 6 years
- Looked after children
- Children of members of HM Armed Services
In 2018/19 the school received £192,000
In 2019/20 the expected funding is approximately £190,000
Barriers for disadvantaged students
Although we continue to support all our pupil premium students it is the disadvantaged students who attract the most funding and we have increased our focus on this section of the school community.
In looking at data in the Thomas Hardye School the main barrier to disadvantaged students is attendance. To this end the attendance of disadvantaged students is carefully tracked, and parents are contacted immediately to find out reasons for absence. Where absence is persistent or becomes long term the guidance leaders, college teams and where appropriate outside agencies work on getting students back into school. There is also an attendance panel that has the ability to fine parents who are not supporting their child’s attendance at school.
The support for curriculum access is in place as prior to this funding we found that students were not able to engage with all subjects effectively, and their expectations of what could be achieved in areas such as coursework and controlled assessment was limited.
A significant number of disadvantaged students have a background of complex issues from outside of school, including mental health issues. The guidance team provides support to ensure that these students can engage with school without these issues affecting their performance. The team has a background that includes social work, the police and youth work. This team have the time to liaise with outside agencies without the pressure of a teaching timetable.
How Pupil Premium is being used
Our work with pupil premium students is assessed each time a set of data is collected for a year group, with an overall assessment of progress each term. The progress of pupil premium, and particularly disadvantaged students, is a focus in the Headteacher’s meetings with Subject leaders in September and January.
We have looked carefully at the evidence and research about the most effective ways to use the Pupil Premium funding, as well as evaluating the impact of Pupil Premium work in the Thomas Hardye School. We are aiming to eliminate the variation in performance between pupil premium and non pupil premium examination performance, as well as ensuring that all students have equal access to educational opportunities. Currently the funding is being spent on the following:
- The school is organised to ensure that Pupil Premium students can be carefully monitored within their college. Each college has a Guidance Leader and Deputy College Leader who have a particular responsibility for the progress and welfare of Pupil Premium students.
- 1:1 and small group tuition in Maths, English, and other subjects as appropriate.
- Small GCSE groups in history and geography.
- Broadening the curriculum on offer so that it is as inclusive as possible, the introduction of BTEC media studies and a digital literacy option including the ECDL.
- Increased coordination between E4E and the guidance leaders, with E4E providing new opportunities such as DofE for their students.
- Offering supported access to DofE through the colleges.
- A subsidised breakfast club to encourage the best start to the day.
- Raising student aspirations and making students aware of future opportunities including apprenticeships, high performing universities, and high level apprenticeships.
- All year 10 Pupil Premium students have a practice interview with a member of the local business community.
- Homework clubs where Pupil Premium students also have access to ICT resources.
- Improved data and tracking systems, including specialist work by the school’s data manager.
- Enabling Pupil Premium students to participate in the full range of extra-curricular activities (both in and out of school) and to take part in the school visits both in the UK and abroad that support their learning and engagement.
- Materials and equipment for individual students including a comprehensive range of revision guides and other aids to study.
- Support for exam revision.
- Improved monitoring of attendance through the schools attendance officers, and support for attendance issues.
- In school support and counselling to help students with emotional and well-being issues.
- Extra ICT resources, including iPads have been bought for the use of Pupil Premium students.
- Guest speakers to raise aspirations and enhance the curriculum.
- Practical projects.
- Cashless catering has been introduced to improve the experience of FSM pupils.
- Music tuition.
- New ICT resources have been brought in for exams, also linked to E4E, such as Dragon and Read, Write, Gold.
- Extra support has been given to students by deputy college leaders on the morning of exams to ensure they are prepared.
- E4E run a summer transition programme for students to help them make the step up from middle school.
Monitoring and Impact
Every student eligible for Pupil Premium is individually monitored by their Deputy College Leader and detailed records are kept of all interventions and support, academic progress, attendance, participation and well-being through the SIMS system.
When data is collected about the progress of students, pupil premium progress is also identified as a category.
Disadvantaged students in the Thomas Hardye School continued to make better progress than this group of students nationally. Their progress is broadly in line with non-disadvantaged students nationally.
- The progress 8 score for disadvantaged students was 0.06 compared with -0.38 last year. This means that disadvantaged students in the school made more progress on average than students in all schools. The gap between disadvantaged and non-disadvantaged students for overall progress 8 was 0.31 compared to 0.95 last year.
- The progress 8 score for disadvantaged students in the English element was 0.28 compared with -0.18 last year. The gap between disadvantaged and non-disadvantaged students for progress in English was 0.23 compared with 0.34 last year.
- The progress 8 score for disadvantaged students in the Maths element was 0.06 compared with -0.19 last year. The gap between disadvantaged and non-disadvantaged students for progress in Maths was 0.38 compared with 0.87 last year.
- The progress 8 score for disadvantaged students in the Ebac element was -0.07 compared with -0.49 last year. The gap between disadvantaged and non-disadvantaged students for progress in the Ebac was 0.3 compared with 0.99 last year.
- The progress 8 score for disadvantaged students in the open element was 0.02 compared with -0.54 last year. The gap between disadvantaged and non-disadvantaged students for progress in the open element was 0.33 compared with 1.08 last year.
Pupil Premium Budget 2018-19
|Curriculum Access||Expenditure (GBP)|
|Books and Materials||10,000|
|Trips and Visits||4,000|
|Pathways courses (WOEC)||7,500|
|Ebac GCSE groups||4,000|
|Deputy College Leaders||22,500|
|Main school budget contribution||22,405|
Covid Catch up funding 2020-21
The Thomas Hardye School will receive £108000 for the lower school and £7500 for the sixth form to support lost learning during the pandemic.
We have identified the key priority is to make the most of the time in school. To this end we have recruited a new learning mentor in the sixth form, and we are increasing our capacity for cover supervisors in the main school to ensure that students can be given subject specific support.
As we identify gaps we will put in place other catch up support including:
- Easter revision school
- After school clubs
- Increased support in E4E
- Access to a new online learning platform through Century Tech
- The National Tutoring Programme with a trial group of students
As time goes on we will be assessing these initiatives and looking for other examples of best practice that has an impact on helping students catch up.Catch up premium
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