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Our teaching staff are committed to the success and well-being of all our students. However for those who need additional support, our inclusion team is here to help.

Our SEN/Inclusion policy can be downloaded by clicking the link on the right.

Students with learning difficulties

Our Special Educational Needs Co-ordinator (SENCo), Mrs Lisa Tomlin, is responsible for developing an individual support plan for each student identified as having special educational needs. She then works closely with staff  to put the plan into action and monitor the student’s progress.

We provide extra help for the students in their usual classroom setting, in dedicated small group sessions or one-to-one, depending on their needs.

Students with English as an additional language
We provide support for students whose first language is not English to help them improve their fluency and comprehension.

For those whose English is very limited when they join us, we can develop a special literacy-based curriculum and provide additional support within lessons. However, wherever possible, the students study the full National Curriculum alongside their peers and are streamed according to their level of understanding rather than their level of English.

Extra lessons

Any child may benefit from extra support in certain areas, whether short or long term. We provide revision and master classes in a wide range of GCSE and A-Level subjects.

Children at risk of exclusion

Occasionally we have to make the difficult decision to exclude a child because their behaviour is disrupting the education of others. However we do everything we can to help students stay at the Academy and reach their potential.

When a student is identified as being at risk of exclusion, we may, for a fixed period, teach them separately in a quiet, controlled setting. They follow the mainstream curriculum in general however sometimes they may benefit from a change in routine, for example taking part in extra outdoor activities. We help them develop strategies to manage their behaviour and, where appropriate, offer them counselling to help them deal with emotional issues that may be affecting their behaviour.

After this internal support period the students go back to their mainstream classes where we keep a close eye on their progress.