The Head of Year is a teacher, and the Deputy Head of Year is a non-teaching member of staff. The Deputy Head of Year is non-teaching so that they have more time available to them to help support and care for each of our students. Each year team also has a member of the senior leadership team (SLT) attached to it.  Here is a description of how each member of the year team works with our students.

Heads of Year – These are staff who are key pastoral leaders. They have significant experience of working with and dealing with students and their families, especially around behaviour. They have some additional time to work with their year group to uphold the standards we are all working hard to embed in school. They will liaise closely with form tutors, staff and parents/carers to support academic progress and school expectations.

Deputy Heads of Year – These staff support the Heads of Year in upholding standards in year groups. They do not have a teaching timetable so have time to deal with issues as and when they arise. They monitor their year group in lessons throughout the day to ensure that students are meeting the academies core values.

Senior Leadership Link – The senior leadership link has oversight of a specific year group. They work closely with Heads of Year and Deputy Heads of Year. Their focus is on how they and the academy can support students who need interventions and additional support in liaison with parents/carers, SEND staff, the attendance team and other agencies.

The Year Teams for 2024/25

All of these staff will lead their team of form tutors and work closely with parents and carers to make sure an effective support structure is in place for every student.

Year teams support students with transition, reading, careers, options, PSHE, regularly review key areas of learning and provide intervention and support when specific issues or concerns arise. They will also work with pupil groups to organise year group events, charity work, sporting activities and reward assemblies and celebrations.

To contact the any of the Year group teams please email them by clicking on their name above.

Introducing our dogs

Badger and Mouse are owned by Mrs Hall, the Headteacher. They are both rescue dogs from Bosnia.

There are 5 staff in school trained to be Dog Handlers – although there are many more staff who would love to take responsibility too! Our five staff were specially chosen because they work closely with our pupils, in a wider pastoral role.

• Mrs Hall – Headteacher (and owner)
• Mrs Calvert – Senior Attendance Lead
• Mrs Shelley – Designated Safeguarding Lead
• Mrs Smallridge – SENDCo
• Mrs Payling – Integrated Resource Leader

Badger

Badger is a mixed breed, with a very unique appearance – she has one blue eye and one brown eye! Although quite rare in humans, heterochromia (the scientific term for different coloured eyes) is fairly common in dogs. She is 3 years old, and has lived with Mrs Hall, Mr Hall and Rowan (currently Y5) since she was 4 months old. Badger was found on the streets in Bosnia as a starving puppy, so she finds the luxury of life at The Birley Academy absolutely wonderful!

Badger is a very common presence in our Integrated Resource, where Mrs Payling helps our pupils working in the IR to learn about responsibility, empathy, and developing confidence, as well as listening to pupils read and enjoying being brushed and walked!

Mouse

Mouse is also a mixed breed, but a little bit smaller than Badger. She is completely black, with even her eyes being so darkest brown that they look black too! Mouse is almost 2 years old. Mouse was also rescued from the streets of Bosnia, but she was lucky to be found with her mum and litter-mates. She came to live with Mrs Hall and family when she was around 3.5 months old.

Mouse is much more timid than Badger, and so likes to spend much of her time supporting in the attendance and safeguarding team with Mrs Calvert and Mrs Shelley, where she is brilliant at hopping onto the lap of pupils who need someone to talk to, or to comfort them. She definitely has favourite pupils, and staff – and takes a little time to trust grown-ups – but is much more comfortable and trusting of our pupils!

Badger and Mouse come into school almost every day, with very occasional days off when they get really tired (but, like our pupils, we do encourage them to have brilliant attendance).

When in school, Badger and Mouse will be listening to reading, taking humans for walks and teaching them about taking responsibility for others.  They will occasionally visit classrooms, and have been inspiration for artwork by pupils, and have even been added to our rewards shop as an option for pupils to ‘purchase’ dog walking and playing sessions. Walking, grooming, playing and training are some of the responsibilities pupils will be allowed to undertake.

Badger and Mouse have been assessed by ‘The Dog Mentor’ to be suitable to work in school with children and adults – you can visit The Dog Mentor website here.

At The Birley Academy, we want all of our pupils and staff to have a strong sense of belonging. Our school dogs help to develop kindness, respect, compassion and responsibility (as well as making people smile!).

1. Emotional and Mental Health Support Research has shown that interaction with animals, especially dogs, can reduce anxiety and stress in children. The presence of a school dog can provide a calming influence for students, particularly those who may struggle with anxiety, behavioural issues, or other emotional challenges. The school dog will offer a non-judgmental presence, allowing children to feel more secure, especially in moments of distress.
2. Promoting a Positive School Environment The school dog can contribute to a more positive and nurturing atmosphere, fostering compassion, empathy, and a sense of community. Many children may develop social skills, including empathy and responsibility, through their interactions with the dog. Studies have shown that a pet-friendly environment can enhance students’ mood, encourage positive behaviour, and reduce incidents of bullying and disruptive behaviour.
3. Educational Benefits Incorporating the school dog into various aspects of the curriculum, such as reading programs or personal, social, and health education (PSHE) lessons, can have significant educational advantages. Reading aloud to a dog in particular has been shown to boost reading confidence and engagement, especially for students who are hesitant or have difficulty reading. The dog could also participate in “reward systems,” encouraging children to reach goals in return for spending time with the dog.
4. Physical Health Benefits Interaction with the school dog can encourage children to become more active. Pupils can be involved in walking and caring for the dog, which promotes a healthy lifestyle, encourages physical activity, and teaches the importance of routine and responsibility.
5. Support for Students with Special Educational Needs (SEN) Students with SEN often benefit greatly from animal-assisted therapies. A school dog can provide comfort and support, especially for students who may struggle with communication or social interaction. The presence of a calm, friendly dog could help them develop confidence and focus on learning tasks.
6. Encouraging Responsibility and Care A school dog can be an effective tool for teaching responsibility. Pupils can participate in caring for the dog by feeding, grooming, and ensuring it is comfortable. This offers an opportunity to develop life skills and a sense of ownership.
7. Enhancing Staff Well-being Staff well-being is crucial to maintaining a positive, productive school environment. The teaching profession is known to be demanding, with increasing pressures leading to higher levels of stress and burnout. A school dog can serve as a source of emotional support for staff, offering a moment of relaxation and mental reprieve during the school day. Research suggests that spending time with animals can lower stress hormones, reduce blood pressure, and boost overall mood. By having a school dog, staff can experience moments of relief and comfort, contributing to better workplace morale and reducing stress.