Our children are exceptional and we have sky-high expectations of what they can achieve. As such, our lessons are challenging, requiring our students to think for themselves, to make connections and to apply their learning in novel situations. We support our students in becoming “lifelong learners who are committed to seeking truth” through creating an environment where we value knowledge for its own sake, but also as the vehicle for critical thinking, problem solving and evaluation.
We are proud of our rich and varied curriculum and extra-curricular offer which has been carefully constructed to meet the needs of our diverse school. We believe that it “inspires excellence by encouraging every individual to be the person that God calls us to be, in preparation for this life and the life to come”.
Cardinal Heenan Catholic High School is a happy, harmonious learning community, where pupils feel safe and secure. We are a school that encourages pupils to understand their role in creating good relationships and showing respect for everyone in our school community. School life is characterised by a calm, purposeful environment underpinned by relationships built upon mutual respect.
One of our greatest strengths, in relation to positive behaviour is working to our mission statement that creates an atmosphere where students want to experience all that Cardinal Heenan has to offer:
- We endeavour to help pupils to know and build a relationship with Jesus Christ
- Make learning challenging and enjoyable for all so that we will secure the best outcomes and remain lifelong learners committed to seeking truth
- We strive to help all to learn and grow, treating one another with respect and generosity
- Inspire excellence by encouraging every individual to be the person that God calls us to be
We achieve this through a strong curriculum model, fantastic teaching, established pastoral care and a varied extra-curricular offer, which includes creating opportunities to enrich students’ lives with prayer, sacraments and service.
School behaviour curriculum
A significant factor in our approach to creating a culture that promotes excellent behaviour is through our ‘offer’ as a school i.e. through a strong curriculum model, fantastic teaching, established pastoral care and a varied extra-curricular programme, which includes creating opportunities to enrich students’ lives with prayer, sacraments and service.
Cardinal Heenan Catholic High School seeks to develop an intrinsic motivation in our students to follow our principles of behaviour. These principles are used as a teaching tool to promote positive behaviour and prevent poor behaviour and has been developed as a pupil friendly approach to creating a culture that promotes excellent behaviour.
Behaviour for Learning
Grade Descriptors
Our Behaviour for Learning grades, for in class behaviour, inspire excellence. They are not an exhaustive list but do provide students, staff and parents with a guide of the positive behaviours that we are striving for.
Exceptional (A)
Meets the Excellent criteria, plus:
- Demonstrates sustained grit, determination and perseverance when presented with difficult tasks, and actively seeks opportunities to stretch themselves.
- Frequently approaches work with creativity and flair, going beyond the defined success criteria.
- Independently reflects on and improves learning, utilising sources beyond the teacher and the classroom to identify ways to develop their understanding.
- Has a notable enthusiasm and thirst for learning.
- An outstanding role model for other students.
- Fulfils their role within a team with maturity and compassion, seeking ways to support, encourage and promote their peers.
NB: To be exceptional students need to demonstrate a significant, sustained effort over time. As such, it is unlikely that a student will be graded exceptional during HT1.
Excellent (B)
Meets the Expected criteria, plus:
- Completes all work to the best of their ability, actively seeking ways to improve this.
- Actively seeks out support to improve their understanding, e.g. asking questions to clarify understanding.
- Supportive of peers’ learning, e.g. by taking steps to involve peers in group work.
- Shows pride in their work.
- Has no L2 comments (this term).
- Often approaches work/problems creatively.
Expected (C)
- Completes work to the best of their ability, following success criteria where provided.
- Actively listens to staff, students and visitors and so is able to respond well to questions.
- Respectful towards staff, students and visitors.
- Plays an active role in pair/group work.
- Follows instructions appropriately.
- Responds positively to feedback, utilising this to improve their work.
- Punctual to lessons.
- Rarely, if ever, needs reminding of expectations.
Concern (D)
- Sometimes lacks focus and/or is passive in their learning, e.g. responding with “I don’t know” before taking the time to think or being passive in group/pair work.
- Sometimes contributes to a negative classroom environment.
- Sometimes disrespectful to staff, students or visitors, e.g. talking over them.
- Sometimes produces work which is not in line with their ability.
- Shows a lack of pride in their work.
- Limited response to feedback.
- Regularly needs reminding about classroom expectations and sometimes has to be given an instruction more than once.
- Sometimes late to lesson.
Significant Concern (E)
- Frequently off task.
- Frequently seeks to distract others or disrupt the learning of the class.
- Takes considerable time to settle.
- Frequently has to be given an instruction more than once.
- Classwork is frequently incomplete.
- Rude or argumentative with staff, students or visitors.
- Frequently late to lesson and/or frequently lacking essential equipment or books.
Homework
Grade Descriptors
Our Homework Behaviour for Learning grades promote the understanding that homework is important and develops the skills needed for our students to become “lifelong learners who are committed to seeking truth”.
Exceptional (A)
Meets the Excellent criteria, plus:
- The student is consistently proactive in completing additional learning outside of lessons, e.g. undertaking an extended independent research project.
- The student regularly routinely reviews and revises previous learning, beyond that directed by the teacher.
NB: To be exceptional students need to demonstrate a significant, sustained effort over time. As such, it is unlikely that a student will be graded exceptional during HT1.
Excellent (B)
Meets the Expected criteria, plus:
- Some homework exceeds the standard outlined in the success criteria.
- The student is proactive in completing some additional learning outside of lessons, e.g. further independent research, completing classwork when not explicitly set for homework.
- Test and assessment preparation is thorough and goes beyond that directed by the teacher.
Expected (C)
- Homework is fully completed on time and meets the required success criteria.
- Where appropriate, help is sought with any homework difficulties.
- Test and assessment preparation is completed, as directed by the teacher.
Concern (D)
- Some homework is not fully completed to the standard the student is capable of and/or is submitted late.
- If the student experiences difficulties completing the homework they do not seek help with this.
- Test and assessment preparation is incomplete.
Significant Concern (E)
- Homework is regularly not completed.
- There is little or no evidence of test and assessment preparation.
