Student Working

Please be vigilant

May 14, 2019

We urge students to remain vigilant on their journey to and from school and, where possible, to remain in groups, following two recent incidents in the local area, whereby young people have been approached by a male.

Students are advised that if they are approached, they should go to a safe place and call the Police on 999.

Here are a few tips to stay safe

  • Never accept gifts or sweets from a stranger
  • Never accept a lift in a car from a stranger
  • Never go anywhere with a stranger
  • Never go off on your own without telling a parent or trusted adult
  • Never go up to a car to give directions – keep away so that no one can get hold of you and you can run away
  • Always tell a trusted adult if you have been approached by a stranger
  • Remember the Yell, Run, Tell rule – it’s okay to run and scream if you find yourself in danger. Get away from the source of danger as fast as you can.
  • If you find yourself in danger always run towards shops or other busy places with lots of people. If you see a policeman or person wearing in uniform, they will be able to help you.
  • If you think that you are being followed, go into a shop or knock on the door of a house and ask for help
  • Never play in dark or lonely places
  • Stay with your group of friends – never wander off on your own
  • Never agree to do a job for someone you don’t know in return for money – they may be trying to trick you
  • Make sure your parents know where you are going and when you will be back. If your plans change be sure to tell your parents.

West Yorkshire Police’s Online Safety Campaign

April 4, 2019

West Yorkshire Police have teamed up with the NSPCC, Leeds Safeguarding Children Partnership and the Office of the Police and Crime Commissioner in West Yorkshire to encourage parents and carers to have a five minute chat with children to keep them safe online.

A quick discussion with young people about the sites and apps they’re using and the people they are talking to online, could help protect them from any potential cyber criminals.

The internet can be an amazing place for children, so they shouldn’t be discouraged from using it, but parents should remind them that people may not always be who they say they are, and they should talk to their parents about what they are doing online. It can seem daunting for some parents, trying to keep up with the latest technology that their children are using, so the following websites and helplines can offer simple, practical advice on how to keep everyone safe online:

NSPCC and O2 helpline

If you have a question about parental controls or concern about a social network that your child uses, expert advisors are available on the free helpline – 0808 8005002


Leeds Safeguarding Children Partnership –


Charlie’s trip to the Houses of Parliament

March 22, 2019

Charlie took a trip to the Houses of Parliament this week to meet with MP Paula Sheriff and she’d like to share with you a diary entry of her day!….. 

“On Tuesday 19th March, I went to the Houses of Parliament to see Paula Sheriff to discuss the matter of mental health.

“After a 2.5 hour train ride my legs were dead and we had to rush to the hotel to drop our bags and find our way to Parliament! Then I had to queue and my legs were shaking whilst waiting to see Paula Sheriff – the MP for Dewsbury.

“I met Paula and we spoke for a while and then had a tour of Parliament, both the part where visitors can go and the bit where general visitors aren’t allowed. Whilst there, we watched a debate about Brexit and it was amazing! 

“I went to London because of my involvement in the Take 10 support group, helping people with mental health and being young carers. I am really grateful for their support and I volunteer in this group to support others. 

“Both me and my Mum are really thankful to Paula for inviting us down to London and for the experience. I asked Paula if she would support our school during Mental Health Awareness week in May and she agreed!” 

Here is a picture of the day!

Tackling Period Poverty

March 8, 2019

Our Accord Multi Academy Trust has joined forces with The Red Box Project during the week of International Women’s Day, to help to tackle period poverty.

Accord’s schools; Ossett Academy and Accord Sixth, Horbury Academy, Horbury Primary Academy and Middlestown Primary Academy have each received their red box, full of sanitary products which are readily available to students as required.

A recent study conducted by Plan International UK among 14-21 year old girls and young women found that one in ten have been unable to afford sanitary protection, 49% have missed an entire day of school because of their period and almost one third (32%) have missed more than one day of school because of their period.

Our Principal, Mrs Broome, spoke on behalf of the Accord Multi Academy Trust; “We collectively and strongly believe that period poverty is not acceptable in Britain today. It is our view that access to sanitary products for our students is a right and an investment in their future, and therefore our futures.”

The Red Box Project’s Louise Brown added “Whether it’s period poverty, not being able to ask at home, or just being caught short, we want to have students’ backs and let them keep their dignity which is why we are thrilled to be working with local schools.”

People wishing to donate to The Red Box Project Wakefield South can do so at the following donation points:

  • Spring Café, Barnsley Road, Sandal
  • ASDA, Asdale Road, Wakefield
  • Gate 11 (floor b ) Pinderfields Hospital
  • West Wakefield Methodist Church (first Saturday of the month for the public)
  • Slimming World groups at Alverthorpe WMC
  • English Martyrs Catholic Church, Dewsbury Road
  • Horbury Library

For more information visit 

Adverse Weather Procedures

January 18, 2019

In the event of adverse weather it is always the academy’s priority to remain open and as such the premises team will work to ensure that the academy site is both accessible and as safe as possible.

There may be however rare instances where the academy might be unable to open as normal as a result of severe or adverse weather. Any changes to the usual opening arrangements will be communicated on the academy website, social media, Ridings FM, Real Radio, Radio Leeds and Wakefield Express publications. A text message will be sent to parents to confirm if the academy is closed due to adverse weather.

Where none of the above updates/communications have been provided, parents should assume that the academy is open as normal.

New revision strategies video!

January 14, 2019

Take a look at our ‘5 revision strategies’ video clip, launched this morning, for some useful revision tips! Start forming great habits now!

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

Our latest tweets:


Friday 6:09AM, Jun 14
A huge well done to our Year 11 students, the majority of whom have now completed their GCSEs! (And good luck to th… http
Thursday 2:41AM, Jun 13
RT @accordmat: We're recruiting! If you're looking for a new adventure, we've got lots of opportunities waiting for you
Thursday 1:42AM, Jun 13
RT @HorburyPS: We're hiring! For full details visit:
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