Wandle Valley Academy

View Wandle Valley Academy's Statement of Provision. 

Name of school: Wandle Valley Academy

Address: Welbeck Road, Carshalton

Postcode: SM5 1LW

Contact: Lynda Harris

Telephone: 020 8648 1365

email: office@wandlevalleyacademy.org.uk

website: http://www.wandlevalleyacademy.org.uk

Contact to discuss child needs

  • Miss Lynda Harris, Headteacher (SLT)
  • Mr Robert Brooks, Chair of the Academy Council
  • Mr Mark Jordan, CEO of PLT
  • Mr Oscar Sanders, Deputy Headteacher, Primary Lead (SLT)
  • Mrs Andrea Atkins, Assistant Headteacher, Curriculum Lead (SLT)
  • Mrs Katherine Peck, Assistant Headteacher, Pastoral Development & T&L Lead (SLT)
  • Miss Charlotte Douglas Finning, Safeguarding & Attendance Lead

About the school

We are a large Special Academy (part of the Parallel Learning Trust) based in South West London catering for pupils with social, emotional mental health (SEMH). All pupils have been excluded from mainstream education and have a current Educational Health Care Plan (EHCP).  

Supporting children

• Class sizes vary depending on needs.
• High Staff / pupil ratios, typically 1 teacher, 1-2 Learning support assistants in primary classes and 1 teacher and 1 Learning support assistant within secondary lessons. However, this does vary according to individual pupil/class needs.
• Pupil progress is monitored regularly throughout the year. Parent/carer evenings allow parent/carer to liaise with key staff about interventions needed. First point of contact for all parent/carer should be the class teacher in the primary department and the form tutor in the secondary department.

Assessing children

Throughout the year teachers set academic targets relevant for each pupil to achieve using the current no level assessment format.

Informing parents and carers

Parents/carers will be updated on any additional support, such as literacy intervention, Speech and Language Therapy, ELSA (Emotional Literacy Support Assistant) and any other interventions put in place.

Updates on progress

Parents/carers will be contacted regularly to update on progress in school by class teacher/Tutor. This will be done either via the telephone or in writing.

Annual review meetings are held yearly to review each EHCP ensuring provision is up to date and relevant. 

If a child is not making progress

Academic targets are tracked carefully and reviewed termly. Pupils not making expected progress are clearly identified allowing appropriate interventions and support strategies to be implemented. 

Curriculum

  • Our curriculum is modified to meet the needs of our pupils. (Please see the academy website for more information. ) We study the national curriculum in most subject areas. pupils will all have the opportunity to study GCSE's and other recognised accreditations in English, Maths, STEM, History, Art, Music, Food Technology, Computing and PE. In KS$ pupils can make choices of their preferred GCSE's.
  • We have two Year 7 Transition Groups to support the change from primary to secondary and they follow a similar curriculum to primary but within the secondary area of the school. 
  • All pupils in KS3/4 have the opportunity to take part in enrichment activities including trampolining, working in our in-house Bistro, developing bicycle maintenance skills, horticulture, music drama, science, craft skills and KS4 pupils will have the opportunity to take part in offsite taster sessions at colleges and other post 16 provisions including work experience placement. 
  • Primary pupils study English, Maths, PE daily and throughout the week they also take part in climbing, swimming, drama, horse riding, music, horticulture, science and trampolining. 
  • Both primary and secondary pupils receive intervention support and ELSA. Literacy and numeracy intervention initiatives also run across the whole school. 

Adapting for child needs

• Planning takes account of individual pupil needs and lesson delivery is developed to challenge each pupil at the appropriate level.

Teacher flexibility on child needs

All class groups are organised to meet the specific needs of each pupil.

Additional support

  • Additional support may be offered to some pupils to meet specific needs within different curriculum areas.
  • Dyslexia screening to diagnose and support any pupils' specific needs. 
  • Exam support testing - pupils are tested to see if they meet the criteria for additional support for exams. 

Learning Strategies

  • Pupils complete a variety of tests to highlight areas in need of targeted support. Strategies to support and develop literacy and numeracy include READ, WRITE INC reading and writing programme within the primary classes and specific literacy lessons within year 7-11 working with individual pupils, small groups and whole classes.  
  • ESLA support throughout the teaching across the whole school. 
  • Additional specific in class support for individuals/groups where appropriate. 
  • Opportunities for breakout sessions and other areas to support pupils during lessons. 
  • Catch up numeracy and some web based learning to support and develop numeracy. 
  • Enhanced curriculum including horticulture, pottery, photography, horse riding, canoeing, arts awards, football matches, rugby development, bike maintenance. 
  • Working with many relevant and appropriate external agencies. 

Meeting child needs

All pupils are baselined on entry to the school and regularly reviewed to measure progress. 

Access to exams

  • Teacher qualified to carry out specialist assessment for a range of examinations access arrangements. 
  • Access Arrangements entitlement as part of normal classroom practice. 
  • We liaise with the school nurse and CAMHS to help meet specific Medical needs, with many staff first aid trained. 

Comfort, safety and socialising

  • Breakfast club
  • Drama groups/club.
  • Positive postcards sent home.
  • Opportunities for homework.
  • Staff presence at breaks and lunch, before and after academy and use of CCTV to help ensure safety of all on-site. 
  • ESLA trained staff offering mentoring activities.
  • Group activities in 'Option afternoons'/Golden Time' to develop social skills and /enhance self-esteem. 
  • Access to specialist support such as Art, Drama and Play therapy via referral systems. 

Developing social & emotional skills

  • Breakfast club
  • Drama groups/club.
  • Positive postcards sent home
  • Some pupils attend the local Skills and Integrated Learning Centre (SILC) which develops more vocational, hands on skills.
  • Specific behaviour and intervention programmes including social skills, anger management, self-esteem and restorative justice.
  • Access to specialist support such as art, drama and play therapy via SEN referral system. 

Early Help Support in the Community (Tier 2)

  • ELSA
  • Parent/carer Groups
  • Coffee Afternoons
  • Mentoring

Bullying

Anti-Bullying Policy and procedures clearly understood by pupils and followed up by staff

Disability Support

  • We have no lifts on site, however, wheelchair access is available throughout the academy to access the different areas of the academy including the sports hall.
  • Meetings rooms can be organised on the ground floor when needed
  • Local authority transport with escorts
  • Adjustments are made for pupils with any visual difficulties when working on worksheets or whiteboards

Accessing lessons

  • Educational Psychology Service – we have access to the LA EP Service, where appropriate and outlined on the EHCP or at an Annual Review.
  • Speech Language Communication Service – we have an attached Speech and Language Therapist on site working with pupils individually and in small groups to meet individual needs.
  • Autism Spectrum Disorder Service – we work together to keep staff trained for working with young people with specific ASD needs
  • Special Educational Needs Team
  • Academy Nurse – working with the academy nursing service ensures pupils receive suitable support as needed and the immunisations that are advised

Who we work with

  • Child and Adolescent Mental Health Service – academy works with CAMHS to give feedback on pupils for reviews, and also can work with family GP’s to support referrals to CAMHS.
  • We work very closely with social care to support pupils and families in need of further support.
  • We work with various other charities who are welcomed into academy to share their stories and experiences and keep out young people informed.
  • Permission for access arrangements or EP work will be sought from parents/carers following review meetings if deemed appropriate

Working with other agencies

  • We work very closely with social care to support pupils and families in need of further support.
  • ELSA trained staff
  • We work with various other agencies and charities who are welcomed into academy to share their stories and experiences and keep our young people informed.
  • Educational Psychology Service – we have access to the LA EP Service, where appropriate and outlined on the EHCP or at an Annual Review.
  • We work with various other charities who are welcomed into academy to share their stories and experiences and keep our young people informed

Informing Parents and Carers

  • Parent/carer open days, Summer fair, coffee mornings/afternoons and alternative Parent/Carer meetings.
  • Within the primary department pupils will move from class to class each year as one class group where possible
  • Pupils within the secondary department will stay in the same tutor group with the same tutor where possible to best suit individual pupil need. 

Helping your child settle with confidence

  • Communication with parents/carers is managed through letters and postcards home, phone calls, emails, parents/carers’ evenings, academy newsletters and the academy website
  • We have experienced staff who liaise with the Targeted Youth Support based at The Quad and local colleges to ensure that all pupils have an opportunity to move on from Wandle valley into education, employment or training and are supported fully through the process. 

Extended School Day

Breakfast club

View the school's policies (external link).

Updated

February 2022