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In this small school, every single child matters, every person matters.  Our motto states “high achievement outstanding care”  –  we live and breathe every day.    We take personal development and wellbeing seriously, for both our staff and our pupils.

We pride ourselves on knowing our children well and supporting them, in a variety of ways, through every changing phase of their journey with us. No two children are the same and our commitment to  individual pupil development and teaching and learning ensures our provision is tailored to suit the child.  As a result, our pupils thrive and achieve well.

We have built a curriculum designed to develop our pupils as empathetic, respectful, tolerant learners understanding of and curious about different cultures and diversity.  We aim to inspire an interest in the world around us whilst remaining proud of our rural identity and securing excellent outcomes allowing our pupils to access their post 16 destinations of choice.
We are proud of our kind, compassionate and articulate pupils who can talk at length about their learning.  They have opportunities to make and harvest great memories that will remain with them as they grow into young adults who value and understand the importance of lifelong learning.  But, most importantly, our pupils are happy.  As a staff we should be very proud of the opportunities we provide our children and the journey we give them over the five years at school.
-Vicki

At the centre of all we do are our pupils; all of us have a passion to positively impact the lives of young people and, as adults and educators, we never stop learning how best to make that impact.   Through high quality Continued Professional Development of all staff, we aim to ensure that teaching and learning, along with pastoral care, is innovative and allows staff to experiment and be at the forefront of educational development
–Del

What defines an OAT Teacher?

OAT teachers like children. They are passionate about not only their subjects, but about their practice. OAT teachers are willing to take risks in the classrooms; they have always been and will always be reflective practitioners. They embrace professional development and are generous with both their time and their resources – OAT teachers share because they want to have an impact beyond their own classroom. They enjoy professional autonomy whilst knowing the value of team work. OAT teachers, regardless of the context of their school, are champions for the disadvantaged and for social justice. They have an uncompromising ambition for the pupils and staff they lead. OAT teachers praise, reward and celebrate. OAT teachers change lives.

To establish consistently high-quality learning across the academy, we have the following non-negotiables:

• creating a positive learning environment in which independence is developed and pupils are encouraged to be the best they can be.
• Sequencing a curriculum so that knowledge and skills are developed progressively towards clearly defined end points
• Planning and personalising lessons which allow implementation of the curriculum aims whilst meeting individual needs.
• engaging all learners through a range of strategies ensure all pupils achieve well.
• ensuring learning is secure and progress is demonstrable.
• assessing progress made by pupils and identifying next steps for learning.

The shared vision at THOA is that all pupils will receive outstanding care. It is the responsibility of all staff to make sure that children are safeguarded and are able to thrive. The wellbeing and mental health of our pupils is a priority as we return to school post-Covid. Whilst we have many in-house experts to deliver pastoral care, interventions and make referrals, it is important for all staff to realise that specialist training is not required for us to be an empathetic and supportive listening ear; this is all that many children will need as life returns to its ‘new normal’. We need to approach 2020-2021 with an openness and willingness to talk with our pupils, build strong relationships with pupils and their parents/carers and respond to challenges with understanding and fairness. Staff will receive CPD across the year on restorative behaviour practice, the impact of trauma and supporting pupil wellbeing. The mapped out provision for pastoral care ensures all pupils receive continuous support and education, and that particularly crucial year groups receive the attention they require. The plan ensures that we access and utilise a variety of in-house and external support for vulnerable pupils, acting quickly and effectively. Finally, a core theme for the year, which will thread through each term, is the spotlight on building a culture of kindness, acceptance and anti-bullying.

-Hannah