When students become ill during the academy day, every attempt is made to contact a member of their family and arrange for them to be taken home. For this, and many other reasons, it is VITAL that Contact Details are kept up to date.
This faculty offers specific support to students at Key Stage 3, 4 and 5 who have Special Educational Needs. The students are given individual programmes of work to follow that is linked to their specific need(s). Some students may be given support in their mainstream lessons via a Learning Support Assistant.
In our Inclusion Centre we provide a number of functions. Some students attend the Inclusion Centre to access support; others for remedial and re-engagement measures. Therefore students may attend the Inclusion Centre for the following reasons:
Short term alternative curriculum provision;
Extended alterative curriculum provision;
Modified timetable provision;
Intervention for specific lessons;
A second aspect of Inclusion is to provide specific support for students at all key stages who have special educational needs. This may be in the form of:
Support in main stream lessons from LSAs;
Support from outside agencies such as Education Psychologists or speech and language therapists;
Breakfast and after school clubs;
Is collected 3 times each academic year for all subjects studied and is then used to produce reports to parents. Each interim report will include details of student’s attainment, progress, attitude to learning and behaviour. All foundation subjects conduct a baseline assessment at the start of Year 7 and monitor progress made from this starting point. In Year 10 & 11 data is collected (GCSE grades 9-1) and based upon 4 levels of progress target predictions for all subjects.
Interim Reports are issued by tutors to students shortly after each half term assessment period.
Your son/daughter will have monitored use of the internet and will have to accept an AUP. AUP stands for acceptable use policy. The usual academy behaviour rules apply to all computer use and internet access.
When we assess students we compare their progress / grades with what we would expect of them. Intervention is the name we give for the range of measures we might take to work with students to increase their chances of meeting their estimated grade. This might include repeating a piece of work to make sure it matches a student’s potential; additional sessions after academy; meeting with the Head of Department or class teacher among many other possible support measures.