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I am delighted to welcome you to The Highcrest Academy. We are a vibrant, happy and fully inclusive academy in which every student is given the opportunity to develop their talents and to flourish as individuals. Your child’s education is as important to us as it is to you and we are relentless in building a cohesive culture and curriculum that matches the varied needs of our students.

Our Motto - ‘Aspire and Achieve’, our ’Values’ and our ‘Virtues’ are central to our philosophy. We are committed to making sure that every student makes outstanding progress and succeeds both academically and in terms of their spiritual, moral, social and cultural development. Indeed, we value a strong work ethic and aim to develop talent, sometimes latent, into fruition.

Here at Highcrest, we are committed to setting high expectations for the conduct of our students and believe it is crucial for there to be an established culture in which all are able to excel. We want all the children who come to the academy to enjoy their learning and to become thoughtful, articulate, confident and responsible members of society.

Our personalised curriculum is enhanced by numerous extra-curricular opportunities, community and business projects, national and international competitions and a thriving House System. This encourages staff and students of all ages to work together.

This prospectus and our website will give you a brief insight into our ethos and our work. I would, however, encourage you to arrange a visit so you can see for yourself what makes The Highcrest Academy so special.

G D BurkePrincipal

The Highcrest Academy

Welcome from the Principal

Rights Respecting School

The Highcrest Academy is a UNICEF Rights Respecting School.

We currently hold the ‘Gold Award’ (at the time of publication – September 2019). Indeed, we were the first school in Buckinghamshire, and only the fifteenth secondary school in the UK to be given this prestigious award that recognises a school’s commitment to the UNICEF Rights of the Child Agenda.

UNICEF works with schools in the UK to create safe and inspiring places to learn, where children are respected, their talents are nurtured and they are able to thrive. The Rights Respecting Schools Award embeds these values in daily school life and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.

UNICEF assessors listed particular strengths of The Highcrest Academy as:

• a strategic commitment to the principles and values of the UN Convention on the Rights of the Child;

• an inclusive and supportive learning community where respect plays an integral part and rights are actively promoted and upheld;

• young people’s views are actively sought, respectfully listened to and taken seriously.

The UNICEF agenda is now fully integrated into all that we do at the Highcrest Academy.

Supporting all Abilities and Talents

The Highcrest Academy is fully comprehensive in every sense of its meaning. We are fully aware of the impact of our ‘all ability’ intake and have a setting arrangement to challenge the most able whilst maintaining our outstanding support to narrow the gap for those who may find some areas of school challenging.

We pride ourselves on our diverse intake and we are unique in welcoming a balanced range of students from all abilities, which is representative of the community and allows us to offer progression to both academic and vocational routes, truly serving the needs of our students. Indeed, there are a vast range of intervention programmes that take place across all year groups, to support all abilities, ensuring that every student is able to experience and celebrate success.

At Highcrest, we hold the NACE Challenge Award for our commitment to challenging our most able learners. These students are identified either during the admission process, from key stage two assessments and other relevant information provided by their respective primary schools, or from work they produce during the school year. All departments plan schemes of work and run specific projects, clubs and a variety of events to challenge this cohort of students who are also encouraged to take part in University taster days from Year 9 and above. Some students will find their talents lie in subjects that lead to more vocational routes in Higher Education.

We aim to meet the needs of these students by providing a strong academic core but allowing more open choices from Year 9 in all Technology and Arts subjects.

“The lessons are interesting

and fun and you learn lots of new things.”

These students are also encouraged to participate in University taster days and work with our industrial links with worldwide corporations such as Johnson & Johnson and Bosch.

Some of our students will require additional support during their time at Highcrest. This cohort will benefit from LINC (Learning Inclusion) groups that have a higher teacher to student ratio and focus on developing core skills. Learning Support Assistants will either work alongside classroom teachers or withdraw small groups of students for additional personalised support. In addition, every student will receive careers information, advice and guidance.

Indeed, to recognise our work in this area, we are proud holders of the prestigious, ‘Flagship Inclusion Quality Mark’, an award that is only achieved if all pupils of all abilities are stretched to perform to their maximum.

Our Personalised Curriculum

Our curriculum is central to our students achieving success and therefore we adapt it to suit the needs of every student; rather than forcing our students to fit the curriculum. We understand that young people’s talents are diverse and recognise that students require a broad and balanced education. Therefore, our curriculum is flexible, able to challenge individuals in areas where they are strong and offer support when required.

We provide a program of education that ensures our students cultivate an understanding of knowledge and develop skills at each key stage of their learning journey. In addition, we provide our students with exciting opportunities which build confidence and self-esteem, develop their character and promote academic excellence and a love of learning. To help us achieve this, we offer a broad range of courses at all levels preparing students for further education and future careers.

In Years 7 and 8, students follow a broad and balanced curriculum. Core subjects including English and Mathematics are given prominence, as these provide the essential skills for future progress. However, the range of other subjects is suitably wide. We offer experiences in four technologies: Resistant Materials; Control; Food and Textiles, as well as Art, Music and Drama. French and Spanish are the main foreign languages but some groups will also be introduced to new languages as part of their wider personal development.

We utilise Year 9 as a bridge to success, for both closing gaps in learning and developing core GCSE skills. This is then refined to GCSE content in Years 10 and 11.

At key stage four, we encourage students to study GCSE option routes, with the EBACC suite of subjects being the preferred programme of study. The core subjects of English, Maths, Science and PE remain for all, whilst Science can be taken as a Double or Triple option. We also continue to offer enhanced provision for language learning, believing that the study of languages is extremely important in developing our students as global citizens of the future. Students can make genuine choices for their GCSE programmes of study. Art, Business, Child Development, Computing, Design Technology, Drama, Engineering, Food and Music continue to be popular choices and are well catered for. A small number of vocational courses are offered, including areas such as bricklaying and plastering, to ensure sufficient breadth in the curriculum for all learners.

Option choices are reviewed annually and details can be found in our Year 8 Options booklet available on our website. In our ever expanding Sixth Form, the academy offers a wide range of A Level courses and Level 3 (A Level equivalent) BTEC courses. We also offer Level 2 BTEC courses and GCSE retakes.

Our aim is to support all of our students as they progress to apprenticeships, colleges or to the most prestigious universities. Full details of the Sixth Form curriculum can be found in our Sixth Form information booklet, also available on our website.

Enrichment

At The Highcrest Academy, we understand that the taught curriculum is the core of provision but not the totality and therefore we ensure that we provide rich opportunities for high quality learning, both within and outside the classroom.

We believe extra-curricular activities enhance learning and help students to gain confidence and skills in a range of diverse areas. Our aim is to promote a positive attitude towards sport, exercise and a healthy lifestyle by offering a wide range of extra-curricular opportunities which cater for individual and collective needs. Indeed, we run over 100 before school, lunchtime and after-school clubs. The Sports Hall, Dance Studio, Technology, Performing Arts, ICT and classroom facilities are used extensively and all students are encouraged to actively participate.

In addition, Highcrest offers a variety of educational journeys which help to support academic and personalised learning. For example, the Young Enterprise Company programme and The Duke of Edinburgh Award are well established activities within the Academy.

Teaching and Learning

Teaching and Learning is at the core of all we do at the Academy and is the central focus of both staff and students. We have highly qualified, committed and enthusiastic teaching and support staff. Teachers constantly improve their skills through further training and this in turn impacts positively on teaching in the classroom. In fact, as a teacher training academy for postgraduates across Buckinghamshire, we are at the forefront of developing first-rate practitioners.

Careful and innovative lesson preparation ensures that all students are given appropriate yet challenging work. Assessment is rigorous and parents are regularly kept informed of their child’s progress.

All staff use SIR (Strengths, Improvements, Response) to mark students’ work. This process encourages a written dialogue between our teachers and students. “S” requires the teacher to identify a specific strength and offer praise. “I” requires the teacher to provide targets or questions, which are linked to the success criteria. “R” is an opportunity for students to engage with the feedback. The response is an opportunity to reflect upon, edit, improve, correct or extend their knowledge and understanding.

Homework Opportunities

Homework is important. A student completing regular homework gains the equivalent of an extra term in secondary school. Homework forms an integral element in our schemes of work and is set on a regular basis according to individual timetables. Homework may take various forms including research and longer term projects.

We use Go4Schools, an online homework programme, that not only provides an effective method for students and parents to access homework tasks but also enables staff to monitor homework more easily. In addition, parents are asked to monitor homework, support their children as much as possible and sign the homework planner to indicate completion of the tasks each week.

“As well as all the usual subjects, I am taught plastering

and bricklaying.”

Our ICT Provision

The Academy has excellent ICT facilities, featuring a robust infrastructure with site-wide WIFI, ENERGY STAR® rated efficient computers offer our students the best possible learning environment. Classrooms have Interactive Whiteboards and Apple TV. Class sets of iPads for use in the academy provide the best of mobile technology.

Design and Technology and Engineering courses are enriched by CAD/CAM (computer-aided design and computer-aided manufacture) and 3D printers. Our Photography course utilises a state of the art suite of powerful Apple Macs. Both courses are also supported by a range of high quality equipment and specialist design software that enables students to edit their photography and design work.

In addition, our Theatre and Drama Studio have advanced music and lighting facilities that ensure the delivery of high quality, professional productions.

Friends Of Highcrest

The ‘Friends of Highcrest’ is a parent/teacher association that exists to raise funds to enhance the educational opportunities of all students at Highcrest. Social events such as quiz nights, fayres and cultural evenings are frequently organised. The ‘Friends’ also help at academic events such as Open Evenings, drama productions and concerts.

Membership is open to everyone with an interest in the academy. Please feel free to contact the academy office for further details or see the ‘Friends of Highcrest’ link on our website.

Spiritual, Moral, Social and Cultural Development (SMSCD)

A rounded education is about more than simply academic attainment. Here at The Highcrest Academy we believe the spiritual, moral, social and cultural development of our students is a vital component to shaping them as effective citizens of the future. Our Mission Statement encapsulates the values we uphold, and we foster in our students, the virtues needed to achieve them.

Our aim is for all of our students to be safe, happy, healthy and confident young people who appreciate the spiritual and moral aspects of life, including an appreciation of the values of democracy, the rule of law, respect and equality for all - whatever their background or beliefs. Students are encouraged to aspire through being resilient and confident and to challenge stereotypes, achieving the very best for themselves as individuals.

Growth in these areas for every student is achieved through an innovative, engaging and purposeful whole school Religious Education programme and a Personal, Social, Health and Economic Education (PSHE) ‘Life Lesson’ programme, which combines elements of Citizenship and Careers. SMSCD is also promoted in assemblies, Form time and during extra-curricular activities.

Religious Education is taught according to the Buckinghamshire agreed syllabus for Religious Education. Religious Education seeks to encourage students to develop their knowledge and understanding of different religious beliefs and the academy is committed to promoting tolerance and respect for all religions.

Personal, Social, Health and Economic Education (PSHE)

Our PSHE curriculum provision is central to achieving the academy’s vision and mission statement.Delivered through our weekly Life Lessons, this protected time enables us to deliver a comprehensive programme that brings essential knowledge and information to our students, which is vital to their personal development.

We work with a number of outside agencies to complement the wide range of topics we deliver. We also work closely with the PSHE Association and the Bucks County Council Lead for PSHE, facilitating forums for local schools to further invest in our commitment to this important area of education.

Our PSHE programme ensures our students are provided with the knowledge and cultural capital they need to become thoughtful, confident and responsible citizens that make a valuable contribution to society.

Relationship and Sex Education (RSE)

The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships and Sex Education (RSE) compulsory for all pupils receiving secondary education. Whilst aspects of RSE are delivered through the Science and Religious Education elements of our curriculum, a substantial

part is delivered through our Personal, Social, Health & Economic curriculum (PSHE), known as Life Lessons within the academy.

Our aim is to teach this sensitive subject in a factual and age-appropriate way in order to equip our students with the knowledge they require to make informed choices throughout their lives, in an increasingly complex world.

Our Expectations - Core Routines

We believe good discipline to be essential for learning to flourish. With this at the forefront of our minds, we have created a set of ‘Core Routines’ which every student is expected to follow. These routines stem from our values as we strive for excellence for all. It is very important that all staff and parents are familiar with our expectations of students, as this will enable us all to consistently support all students to make good choices and valuable contributions to our community.

At The Highcrest Academy every student follows our core routines to ensure they can learn in a safe, positive and productive environment.

‘Core Lesson Routines’ help us reinforce both discipline and common courtesy. All students understand the importance of following these routines, which cover key disciplines integral to succeeding both at the academy and in later life. They include attendance, punctuality, manners, respect, uniform, equipment and participation.

‘Core Writing Routines’ ensure our students are proud of the work they produce, and that it includes high quality presentation and fluency of written expression. Our staff also adhere to these routines when they give regular, personalised feedback to students’ written work. Teachers reinforce these lesson and writing routines every lesson of every day, helping us establish and reinforce a culture of excellence that runs throughout every strand of our academy. Aristotle’s quote, “We are what we repeatedly do. Excellence, then, is not an act, but a habit”, is regularly referenced to reinforce this message.

Positive Achievement

We have a positive, consistent and effective system of both rewards and sanctions that enable us to promote respect for all members of our community and achievement in all aspects of school life.

We focus on the positive achievements, recognising and rewarding all that goes well in academy life, from the everyday successes to the extraordinary successes of our students. There is a rising scale of rewards that includes House points, postcards home, certificates, badges, department trophies and educational trips. These rewards are recorded within Go4Schools which is accessible online for both students and parents.

All successes are celebrated publicly at Achievement Assemblies. In addition, those nominated as ‘Student of the Month’ for their respective year group attend a celebratory tea with the Principal. The year culminates with our ‘Celebration of Excellence’ when parents and friends join with students to applaud successes in academic work, the arts, sports and other outstanding contributions to our academy and the local community.

Our sanctions system also operates on a rising scale, including usual classroom management techniques such as verbal warnings through to ‘consequence’ points. Our students are absolutely clear of their responsibilities and of the consequences of their actions and understand that no individual should disrupt the learning or lives of others.

Collective Worship (School Assemblies)

We recognise and celebrate the religious and cultural diversity of our students, whilst ensuring that our assemblies are genuinely inclusive.

Heads of Houses, Heads of Learning and the Senior Leadership Team lead a wide range of thematic assemblies which explore and reflect on a range of global and local topics, whilst promoting our own ethos, values and virtues.

Our assemblies give students the opportunity to learn about different styles of worship and reflect upon a variety of spiritual and moral issues, helping them to develop a reflective approach to exploring their own beliefs. We celebrate others’ beliefs and achievements together, helping us build a cohesive community. Various outside speakers support the assemblies throughout the year.

“People from my primary school who came here

said it was great!”

“Everyone was really welcoming. It was very easy to make friends.”

Student Leadership Opportunities

There are numerous opportunities for every student to experience leadership and develop their leadership skills within a programme that offers increasing levels of responsibility as students progress from Year 7 through to Year 13.

Students in all year groups can be nominated by their peers to represent their Tutor Groups as a ‘Form Representative’ and subsequently their Year Group, as an ‘Academy Council Representative’. In addition, there are opportunities to become a House Captain, a School Reporter or a Captain of one of our numerous sports teams.

In Year 7, students have the opportunity to be trained to work as ‘Buddies’. In this role they will support and guide our prospective Year 7 students through the complex and sometimes challenging transition journey.

As students move into Year 8 and 9, they are encouraged to become ‘Peer Mentors’. In this role they work with younger students, helping them settle into our community and overcome any potential barriers they may face.

In Year 10, students have the opportunity to apply, and if successful, train to become a Prefect, a very prestigious position that they will hold until they leave to sit their GCSEs in Year 11.

Every Prefect undertakes a comprehensive training programme including First Aid training, and supports school life in many different ways throughout the year.

In our Sixth Form, students have the opportunity to take on further leadership roles such as, ‘House Captain’ or ‘Subject Ambassador’.

These positions are awarded to those students who have developed their leadership potential in the aforementioned positions, and have been outstanding role models throughout their years at the academy.

The most prestigious of our leadership positions within the academy are those of Head Boy and Head Girl in Year 13 and the Deputy Head Boy and Deputy Head Girl in Year 12.

The Head Boy and Head Girl are the face and voice of the student body. They lead the Academy Council meetings, attend Senior Leadership meetings and represent the academy in events such as our Open Evening and Celebration of Excellence.

Our House System

Our House System ensures that every student and every member of staff has an increased sense of belonging within our academy community. Furthermore, the system increases student leadership opportunities and enhances competition and challenge at every level.

Our House System comprises seven Houses; Austen, Curie, Da Vinci, Einstein, Galileo, Nightingale and Wordsworth. Each House has both a staff and student Captain who lead, organise and promote their respective Houses throughout the year. On arrival into the academy, all pupils are allocated a House which they will remain in throughout their time at Highcrest.

Competitions, events and charity work are some examples of House activities that take place throughout the course of the year, culminating in the House Shield being presented to the winning Head of House during our annual Celebration of Excellence.

Our Sixth Form

The Highcrest Academy Sixth Form is a friendly, diverse, thriving community, housed in a newspecialist purpose-built centre. Our modern Sixth Form facilities contain teaching rooms, IT rooms and a social space. It also benefits from having supervised areas for independent study and spaces for students to work collaboratively. To support the needs of 21st century learners, a state-of-the-art wireless system covers the whole Sixth Form Centre. Teaching rooms are fitted with Apple TV to support interaction, with our focus on using technology to support learning. ‘Café 6’, is an area for our Sixth Form students to have lunch away from the bustle of the main school.

Our Sixth Form is a recipe of academic excellence, strong community and provision of enriching activities that makes our Sixth Form such a wonderful place to work and learn. We are committed to supporting the success of every student whether they join us from The Highcrest Academy or from another school in the region or beyond.

We offer A Level courses, as well as other Level 3 and Level 2 qualifications. In addition, retake opportunities exist at GCSE Level.

There are a wide-ranging number of subjects to choose from and these may be combined in a number of ways to provide you with individual programmes of study. Students are given the opportunity to develop their independence and take on a greater responsibility for their own work, as well as being important role models for younger members of the academy. Indeed, there are many additional

opportunities to develop leadership, to volunteer and to enhance their Curriculum Vitae. All students are encouraged to participate in initiatives which actively help people in our community and take part in our extensive enrichment programme.

Our students are offered personalised information, advice and guidance to help them plan for their future. Whilst the majority progress into Higher Education including a wide range of national universities, increasingly more students are taking alternative routes into apprenticeships and employment. With our impressive Sixth Form facilities, outstanding teaching and excellent results we are confident that we offer our students a successful path to their future ventures, whatever they may be.

Our Academy Council

The Academy Council enables students to voice and to discuss their opinions and concerns on issues relating to the academy and to the local community. Each Year Group elects a representative from its Year Council to form a whole school academic group that attends the Academy Council meetings. A number of motions are brought to the discussions, ranging from environmental and local community issues to suggestions that could improve students’ life at the academy.

This results in the Academy Council recommendations being delivered, by our Head Boy and Head Girl, to the Senior Leadership Team, ensuring student voice has an ongoing and vital role to play in the future development at Highcrest.

Our Caring Environment

The care, development and progress of our students are the concerns of all members of the teaching and support staff and our pastoral system aims to provide a happy, safe, secure and inclusive environment for all. Form Tutors have a special responsibility for the pastoral welfare, academic and personal development of a designated group of students.

They meet their tutees regularly and are the first point of contact for students to raise personal and academic concerns. There are bi-annual parents’ consultation evenings for every Year Group, when the students’ academic and pastoral developments are discussed and targets are set.

Extensive pastoral support is available to students from our Inclusion Well-being Team. This may be in the form of individual support from a Year Manager or Child Mental Health Officer, or department support from Inclusion, English as an Additional Language (EAL) or Learning Support. We also use a wide range of external agencies when required. Each student’s academic progress is closely linked to good attendance and punctuality. The academy expects parents to play a full and responsible part in ensuring that their children attend regularly and arrive on time in the morning. Our Attendance Officer monitors students’ attendance and punctuality on a daily basis and will communicate any concerns to parents as they arise. All unexplained absences are also followed up by the Attendance Officer and the Head of Learning.

Students who are late to school are obliged to make up the time at the end of the academic day.

Permission will not be granted for holidays taken during term time, a practice which disrupts students’ learning and teachers’ planning. Parents will be required to sign a Home-School Partnership Agreement to this effect.

A well-established reward system in all years acknowledges good work, behaviour and good attendance. Parallel to this is a clear programme of sanctions for inappropriate attitudes to work, behaviour and attendance. Both schemes are in line with the Rights Respecting agenda.

The Role of the Governors

Important to the success of the academy is strong governance. The Governors are dedicated local parents or members of the community who work to support the academy in achieving its Aim and Vision. Their work includes:• Ensuring the clarity of the academy’s vision, ethos

and strategic direction for all stakeholders;• Setting general policy, budgets and long term and

annual plans;• Holding the Principal to account for the

educational performance of the academy and its students;

• Overseeing the financial performance of the academy and making sure it always achieves transparency and value for money;

• Monitoring all aspects of the academy’s educational performance and safeguarding;

• Approving the Finance Manual under which the academy’s finances operate;

• Appointing the Principal and over-seeing appointments of other senior members of staff.

Financial Support 16-19 Bursary Funding

The 16-19 Bursary Fund is a fund made available to our Sixth Form students from the Education andFunding Skills Agency (EFA).

This provides funding and assistance to students whose access to, or completion of, education is inhibited by financial constraints or barriers. For an application form, policy information and an application front sheet with checklist, please visit www.highcrestacademy.org.uk/16-to-19-Bursary

Preparing Students for the Future

The academy has a Careers Leader and provides students with an extensive range of information, literature and online resources. Students benefit from both group and individual consultations with professionally qualified specialist careers advisers to discuss personalised career paths and future opportunities. Careers education is also an integral component of our Personal, Social, Health and Economic Education programme. In addition, the academy stages an annual Careers Fair and various workplace visits. These give students the opportunity to engage directly with professionals from a range of vocational and academic organisations. Furthermore, there are a number of enterprise and STEM (Science, Technology, Engineering and Mathematics) events throughout the year in which students compete in teams as ‘mini-companies’. Key stage four and five students successfully take part in the Young Enterprise Company Programme and other competitive activities to develop business skills.

The academy has a number of well-established partnerships with large, local, national and global businesses. As part of our work-related curriculum, employers visit the academy to work alongside teaching staff and the students are able to visit their respective companies. Specialist courses are supported with an appropriate work experience programme, enabling the students to integrate their experience to develop their knowledge, skills and understanding of the subject area.

Links with the Community

The development of community links enriches the curriculum and empowers our students to be active citizens. The Highcrest Academy seeks to work at the heart of the local community. Indeed, we have strong links with large, local, national and global businesses.

We maintain strong links with our primary feeder schools and offer them PE teaching and access to our excellent sports, Technology and ICT facilities. Furthermore, our Sixth Form students deliver E-Safety training to the younger students.

Our students regularly take part in fundraising for charities, involving themselves in activities which support the community at large. Each academic year our students, led by our Academy Council and House Captains, choose a specific charity to support. The academy also supports Children in Need, Red Nose Day, SportsAid and other national charity events each year. Parents are always welcome and encouraged to make an active contribution to the learning experience of their children.

Charging and Remissions Policy

Our Charging and Remissions Policy is in line with statutory guidelines. The Governors have drawn up a policy which states that no charge will be made for any educational activity during academic hours, with the exception of tuition in musical instruments or additional costs relating to board and lodging. Certain charges are applicable outside academic hours, the details of which are contained in the academy’s Charging and Remissions Policy. The academy may ask for voluntary contributions and donations that are always most welcome.

Safeguarding Policy

Safeguarding and the promotion of well-being for both students and staff, is at the core of the ethos of The Highcrest Academy and its Governing Body. Our duties and responsibilities are given the highest priority. All procedures in the Child Protection and Safeguarding policies are strictly adhered to, in accordance with the DfE document ‘Keeping Children Safe in Education, September 2019 (at the time of this publication in September 2019) which was issued under Section 175 of the Education Act 2011.The Academy and the Governing Body ensure that mechanisms are in place to assist staff to understand and discharge their role and associated duties and responsibilities.

The role of the Designated Safeguarding Lead is held by the Principal and is supported by a team of four senior staff who all follow an ongoing programme of training and development in this area.

The School Day

07.30-08.20 Breakfast Club08.20-08.30 Arrival outside Tutor Room

08.30 – 08.50 Morning Registration/Tutor Time/ Assembly08.50 – 09.50 Period 109.50 – 10.50 Period 210.50 – 11.10 Morning Break11.10 – 12.10 Period 312.10 – 13.10 Period 413.10 – 13.50 Lunch*13.50 – 14.50 Period 514.50 – 15.10** Afternoon Registration/Tutor Time/ Assembly

*All students in Years 7 – 11 remain on site during the lunch hour.

Sixth Form students are allowed off site with written parental consent and at the discretion of the Principal and Head of Sixth Form.

**Occasionally, students who have had an exceptional day will be allowed to leave at 3.00pm.

Other Helpful Publications

We hope that you have found this prospectus to be interesting and informative. Further information and publications are available on the academy website.

Furthermore, the academy is always pleased to deal with enquiries from parents/carers so please do not hesitate to contact us if you have a query.“My Mum and Dad said it

was the best Open Evening we’d been to.”

Our Aim, Vision, Mission, Values & Virtues

‘Whatever your ultimate goal…our values and virtues will help you get there…’

All decisions that we make at The Highcrest Academy are a reflection of, ‘Our Mission Statement’, ‘Our Vision’ and ultimately ‘Our Aim’. Together, ‘Our Values’ and ‘Our Virtues’ support these sentiments,

and help us all work together to achieve both our individual and collective goals.

Our AimTo establish a culture of excellence throughout every element of our academy on our journey towards

‘Outstanding’.

Our VisionTo build an outstanding educational organisation that makes the greatest possible difference to the

lives of our students and that is highly respected in our local community and beyond.

Our Mission StatementTo create a positive, secure and happy learning environment where all students

experience success, friendship, respect and self-worth; where students value and celebrate the diversetalents and cultural heritage of all and achieve their full potential in becoming responsible citizens,

respecting the rights of each other and contributing to our society.

Our MottoAspire and Achieve

Our ValuesAttend - Smart - Polite - Independent - Respectful - Equipped

Our VirtuesAmbition - Sensitivity - Purpose - Integrity - Resilience - Eloquence

“I felt it was a secure, fun and modern place to be.”

“I heard it was a school of opportunity and success.”

The Highcrest Academy

Hatters LaneHigh Wycombe

BuckinghamshireHP13 7NQ

Telephone: 01494 529866Facsimile: 01494 472850

E-mail: office@highcrestacademy.org.ukwww.highcrestacademy.org.uk