Student Working

EOCT Admissions Consultation

December 4, 2018

The Governing Bodies of

  • Dimplewell Infant School,
  • Flushdyke Junior and Infant School,
  • Gawthorpe Community Academy,
  • Southdale CE (VC) Junior School
  • South Ossett Infants Academy,
  • Towngate Primary Academy, and
  • Ossett Academy

are currently consulting on proposed changes to the EOCT Admissions Policy for the 2020/2021 school year.

The EOCT Admissions Policy proposed by the Governing Bodies outlines how children will be admitted into the above Schools and Academies should more applications be received than there are places available.

The proposed changes for consultation are around the following areas:

  • Children in Care and children who were previously in care;
  • Children who reside with more than one parent at different addresses; and
  • Where parents are in dispute over which school they wish their child to attend.

The proposed EOCT Admissions Policy is available for view on our website via the link below, with full details of the proposed changes to the Policy highlighted in yellow. A copy is also available on request from the School Office.

Any comments on the proposed policy should be made in writing/by email to the Principal/Chair of Governors via no later than 31st January 2019

Supporting Success

November 28, 2018

The transition between Key Stage 3 and Key Stage 4 can often leave some students, and indeed their parents, concerned about the changes to lessons, learning and assessments. With this in mind, we’ve created the following ‘Frequently Asked Questions’ for parents and carers to help allay any concerns and provide clear information about the transition from Key Stage 3 to Key Stage 4.


How is studying for GCSEs different to learning at Key Stage 3?

In reality, all students are being prepared for their GCSE study the minute they enter Ossett Academy. The key skills that students are taught in Key Stage 3 directly relate to those needed at GCSE and indeed for A Level study. However, students should now notice that the majority of the content they are now being taught is directly relevant to their GCSE exams.

Given that students will be eventually examined on the content that they are now being taught, it’s essential that our students keep their exercise books and work folders in an excellent state of repair. These books and folders will be needed in the future for revision purposes, so the better organised and presented they are, the easier it is for a student to go back and revisit their learning.


Are lessons more difficult at Key Stage 4?

We expect all lessons to present all students with a sufficient level of difficulty. If students find lessons and learning difficult and challenging then it shows that they are being stretched and challenged. It is through this stretching and challenging of learners that we are able to support them to achieve the very highest outcomes. That said, if a child is finding a subject or topic particularly difficult, we encourage them to speak to their teacher and attend additional intervention sessions at the end of the academy day.


Do students get more homework at Key Stage 4?

We believe that homework is an essential part of every child’s education and the more work a child can do at home, learning content and recalling information, the more time and effort can be spent in lesson practising and applying skills to this new content, as this is the more difficult part of learning. With this in mind, regular homework is set at both Key Stage 3 and Key Stage 4 and it is important that students complete this to the very best of their ability. At Key Stage 4, students are set one hour of homework per subject, per week.


How are children assessed throughout Key Stage 4?

Assessment is a key part of teaching and learning in any school or academy. It allows a teacher to carefully monitor the progress of students in relation to the assessment criteria used by the GCSE examiners. As such, regular assessment is built into our lessons and schemes of work. At times this will be ‘low stakes’ testing, these are tests that require recall or knowledge. At other times students will be required to complete exam style questions in lessons. By using these types of assessments we can familiarise students with exam style questions in order to support them in understanding how to tackle these questions when they arise in an exam.

More formalised assessments will then take place at the end of year 9, year 10 and then on a number of occasions throughout year 11. These formalised assessments take place in our exam hall and under strict exam conditions. Once again by allowing students the opportunity to be assessed in these conditions we can support them to gain a deeper understanding of what the real examinations will feel like and help to alleviate any fears or anxieties they may have.


How will I know what my child is meant to achieve in their GCSEs? What are their targets?

In 2016, Ossett Academy introduced its new target setting programme to students, parents and carers. All students are assigned a progress pathway on entry to the academy in year 7. This pathway is based upon their starting point with us (their Key Stage 2 SAT scores) and what the government tells us students with the same starting points can go on to achieve. This progress pathway outlines the different levels of progress a student should make on a year by year basis. The blue column indicates their minimum expected progress; the red column shows students what they need to achieve to make ‘good progress given their starting points and the purple column indicates what exceptional progress would look like. The progress pathway number tells you the minimum expected grade for a child to achieve across their GCSEs in year 11. For example a student on a progress pathway 6 should achieve a minimum of grade 6s across their GCSE subjects by the end of year 11.

All students are familiar with progress pathways and have their assigned progress pathway stuck on the front of each of their exercise books to act as a reminder of what they should be aspiring to achieve. Teachers use the progress pathways when planning learning to ensure that what is being taught in lessons and set for homework enables learners to best achieve their potential in each subject.


How will my child be supported to meet these targets?

Research shows us that the best way to support students to achieve well and make good progress is through access to high quality teaching, learning and assessment. With this in mind, attendance and attitude to learning are crucial if learners are to be successful at GCSE level. We know from experience that where children’s attendance falls below 95% they are at real risk of not being able to make the same level of progress as students’ whose attendance is above that threshold. Therefore it is essential that students attend regularly so they do not miss valuable learning. In addition to this, experience also teaches us that a student’s attitude to learning is the biggest contributing factor to their success. Students who are ready for learning and take full responsibility for their learning and do not allow themselves to become distracted in lessons and when completing homework always go on to be more successful than those who do not.

We do recognise that even with great attendance and a positive attitude to learning, some students will still need further support to achieve their target grades. In those instances, students are quickly identified through our assessment processes and relevant support is put in place. Across the duration of their GCSE courses, this support could look like a number of different things from small group intervention during the school day; 1-1 tuition with a teacher at the end of the school day to attending Learning Conferences and Pizza and Pop nights in year 11. We ensure that in all cases support for GCSEs is personalised and helps students to quickly address any of their gaps in learning.

More general support for students is available and we encourage all students to purchase subject specific revision guides, attend homework clubs if they are finding topics or aspects of study difficult, or contact their class teacher to organise a meeting at break time, lunch time or after school to speak about an area of learning they are finding problematic.


How are students grouped in the academy and do the students remain in the same groups throughout their GCSE study?

In some subjects areas students are grouped according to their ability, this is no different from Key Stage 3. Teachers and leaders within the academy are regularly reviewing and analysing ongoing assessment data to ensure that students are placed in the most appropriate classes. Therefore, students should expect that throughout their GCSE study, they may well move groups at some point. In this regard students need to be flexible and understand that such movements are done to ensure they are best supported to achieve success. It is also worth noting that during the GCSE study there needs to be an increased level of flexibility around student groupings due to the tier entry of certain exams. Where GCSE subjects operate different tier entries (Foundation or Higher) students may need to be moved between groups to ensure that they are being best prepared for the most appropriate tier of entry. Decisions regarding the tier of entry a student will sit are based on our ongoing assessment and knowledge of both students’ performance and the requirements and demands of the exams at each tier of entry.

Find out what we’ve been up to this week!

November 9, 2018

……in our brand new news bulletin, ‘Weekly Roundup’!!

With so many fun and interesting things going on here at Ossett Academy, we thought what better way to inform you (and to celebrate them!) than to put them all in one place in a weekly bulletin.

You can find our debut edition, as well as subsequent future editions, here (that’s under our News & Events tab!).

Happy reading!

Funded Outward Bound Places Available

October 8, 2018

The Outward Bound Trust is the United Kingdoms leading provider of Adventure Training and personal development courses for young people in the United Kingdom. It is a registered charity with the Duke of York as its President and Chairman. It has recently celebrated 75years of inspiring young people by providing education and development through adventurous activity courses in some of the most remote and beautiful parts of the United Kingdom.

The Wakefield Outward Bound Association is a support group for the Trust and its objectives are to identify young people who will benefit from attending courses and to assist in providing financial support to those who would otherwise be prevented from attending. For 2019 we have been successful in securing funding for up to 4 places on one week Outward Bound Serious Adventure Courses, two for students from Ossett and surrounding suburbs/areas and two for students resident within Horbury.

One week Serious Adventure Courses are run from a number of Outward Bound Centres but the most accessible are at Aberdovey – North Wales, or Ullswater in the Lake District. For Aberdovey there is a pick up and collection point at Piccadilly Station, Manchester. For Ullswater there is a pick-up from Penrith Station. Of course in both cases students can be delivered to the door by travelling by car. The cost of transport is not covered by our funding arrangements but in cases of severe financial hardship we will seek to help. The courses involve a wide range of activities including canoeing, hill walking, gorge walking and climbing. The benefits include improved communication skills, confidence building, developing responsibility, and teamwork. Courses normally cost £549. All food and protective clothing and equipment is provided.

If your son or daughter wishes to attend one of the courses (dates & venues listed below), they should register their interest with their Pastoral Year Leader this week – Spaces go very quickly!


Serious Adventure Course (13 – 15yrs)

13 – 19/7/19
22 – 28/7/19
3 – 9/8/19
12 – 18/8/19
24 – 30/8/19

8 – 14/7/19
13 – 19/7/19
29/7 – 4/8/19
10 – 16/8/19
17 – 23/8/19


Serious Adventure Course (15 – 19yrs)

13 – 19/7/19
22 – 28/7/19
3 – 9/8/19
12 – 18/8/19

8 – 14/7/19
29/7 – 4/8/19
10 – 16/8/19
17 – 23/8/19


Skills for Life 3 week course (15 – 19yrs)

1 – 19/7/19
27 – 9/8/19
12 – 30/8/19

8 – 26/7/19
29/7 – 16/8/19

The Countdown to PPEs

October 4, 2018

This week we launched with Year 11 their 8 week countdown to their first set of Pre-Public Exams (PPEs).  Students will sit a PPE exam for all subjects and an overview timetable will be available by Monday 8th October.

PPEs are an important part in building our support for students throughout Year 11.  Students were set goals to begin organising and revising this week and all subject teachers will be informing their Year 11 classes on what specific topics to revise from Year 9, Year 10 and Year 11.  Your support in encouraging your son/daughter to begin revising in plenty of time before the PPEs is very much appreciated.

Petite Skirt Shop

July 23, 2018

The Academy is open throughout the summer break for the sale of Petite School Skirts for girls 1.52m and under in height.

  • Monday – Thursday: 9am – 3pm
  • Fridays: 9am – 2pm
  • Sizes 6 – 12: £13.99
  • Size 14: £14.99

Please call in at reception, or call 01924 232820 for any queries.

Positive Recognition Celebrations

July 16, 2018

Our “Summer Festival” for Positive Recognition week is in full swing! Today year 10 students have enjoyed hotdogs, ice creams and music throughout period 5 as part of their recognition for going above and beyond this term.

Pastoral Updates & changes to The Academy Day

July 6, 2018

From September we will move away from our current Learning Leader / Achievement Officer structure and introduce Pastoral Year Leaders. The Academy Day will also see some restructuring – the academy day will begin with Period 1, not form time. This makes punctuality to school even more important.

Further details regarding both have been sent home in a letter with your child. A copy of this can be downloaded from our ‘Letters from the Academy’ page, or direct by clicking the link below:

Year 6 Transition Information

June 25, 2018

In order to support students as they make the transition to Ossett Academy, we have provided a comprehensive transition guide which includes, but is not limited to the curriculum and assessment, enrichment activities and SEN support. We have also included a Frequently Asked Questions section towards the back of the guide to answer any queries you may have. In addition, you may also wish to read the academy magazine ‘Ossett Voice’ as this showcases the outstanding work of our students and their achievements both within and beyond the classroom.

The guide can be found under the ‘Parents’ menu (entitled ‘Year 6 Transition’) or via the following link:


May 25, 2018

You may be aware that the General Data Protection Regulations, known as GDPR comes into effect on 25 May 2018.

Security of data has always been an integral part of everything that we do at Ossett Academy. The new rules make sure that organisations are set up to protect any personal data they hold, and can act appropriately if something goes wrong. At Ossett we work hard to keep personal data secure, which includes regularly reviewing our privacy notice. You can view this here so that you are aware of how we use data and for what purpose. Should you have any queries in relation to GDPR for any Academy in the Accord Multi Academy Trust, please contact the Director of Business Operations and Compliance on 01924 232820 or email

Our latest tweets:


Friday 7:13AM, Dec 14
Did you know you can access support from the School Nursing Service on a wide range of topics, from keeping healthy… http
Friday 4:51AM, Dec 14
We're hiring!...This time to the posts of Examination Invigilators. Find out more at
Friday 4:17AM, Dec 14
Find out about our end of term arrangements, charity fundraising, how to stay safe online, and much more in today's… http
Resize Font
High Contrast