Sixth Form Open Evening

All interested students are welcome to join us for our Sixth Form Open Evening.

Tuesday 17th October, 5-7pm.

Inclusion Policy

Inclusion: special educational needs and disabilities

SEND Policy October 2014.pdf

St Alban's Academy SEN Information Report 2014 V2.pdf

Local Offer

The local offer is a link at:

http://www.mycareinbirmingham.org.uk/

Inclusion: gifted and talented students

Our vision is for our students to reach or excel year level expectations.

The academy aims to maximise all our students’ potential and we are not content with gifted and talented students simply achieving the expected level for their year. We will ensure they are challenged and supported to excel.  We believe in supporting and pushing children in all aspects of their abilities so that they maximise their potential, regardless of age, sex, race or disability.

Definition

The DCSF defines gifted and talented learners as “children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop those abilities)”.

Identification

The academy identifies those students who are in the top 5% nationally and those pupils who are gifted and talented relative to their peers in the academy.

We look for a range of abilities including talent in the arts and sport.

We look for ability rather than achievement, so that underachievers are among those identified.  Particular care is taken to identify those gifted and talented pupils who have English as another language.

Curriculum and assessment

All schemes of work should include appropriate enrichment and extension activities, aiming to find the best ‘match’ between the various needs of the child and resources available.

The academy recognises the need for gifted and talented children to fail sometimes and to learn from this experience.  Teachers must present a sufficient challenge to all students.

We also recognise that able students see the connections between ideas which are not usually perceived by their peers and therefore addressing unusual insights can able challenging for a teacher.

Welfare

The academy should not place unfair expectations on gifted and talented pupils, and is aware that gifted and talented pupils may be subject to peer-pressure or have difficulty interacting with fellow students.

Transition from key stage 2 to 3

Whether the academy is all-through or not, key stage three teachers work closely with the pupil’ primary school to gather extensive information on gifted and talented children transferring to secondary school and is taken into account in the planning for the student.

Coordinator

The academy’s gifted and talented coordinator is _______.   The coordinator is responsible for ensuring that they have access to the most up-to-date best practice for teaching gifted and talented students and that they meet regularly with similar coordinators throughout the ARK network to share good practice.

They also liaise with the subject heads to implement this policy.  They maintain the school register of gifted and talented pupils, liaise with parents and encourage these pupils to register with the national-level YG&T Learner Academy.

References:

DCSF (Revised May 2008) ‘Identifying gifted and talented learners – getting started’

See further http://ygt.dcsf.gov.uk

Inclusion: students with English as an additional language

The academy is committed to raising the achievement of all its students and welcomes the positive contribution that students with English as another language (EAL) bring to the academy. We provide the means for pupils with EAL to fulfil their academic potential, interact fully with other students and develop as citizens.

Curriculum

Students with EAL follow the same academy curriculum as other students. Depending on the level of English a student has, they may be assigned a learning assistant. A priority for learning assistants is to open a stream of communication between the students and the classroom teachers. Students are encouraged to speak, and given the skills to formulate their own questions to ask of the teacher.

Subject-related vocabulary/structures e.g. English for science or mathematics investigations, are acquired through small group collaborative work where talk and interaction are central to the task.

Rather than an IEP the students may be assigned an EAP (English Acquisition Plan) which focuses on the students’ language needs, states targets and what action the staff and teachers might take to meet them. These targets are to be measurable.

Special attention is given to the literacy skills of EAL pupils beyond the years of their initial social integration into the school, recognising that it can take many years to reach their peers level of academic English.

Coordinator

The academy coordinator for the students with EAL:

  • Arranges a suitable induction programme for students newly arrived in the U.K.
  • Assists teachers of students with EAL, heads of learning and department as appropriate
  • Liaises with parents, translators and community leaders as necessary to assist the assimilation of students with EAL into the academy (including arranging translations of academy letters home)
  • Manages record-keeping and data collection to track the English proficiency and general academic attainment of students with EAL and informs relevant staff of developments

OTHER STAFF

  • Ensure that they are fully appraised of any students with EAL and their level of English proficiency
  • Promote language awareness throughout the academy
  • Display dual/multi-lingual notices throughout the academy
  • Are sensitive to the use of colloquialisms
  • Differentiate materials in class for pupils with EAL if necessary

Monitoring and assessment

Upon arrival, students with EAL will be assessed for cognitive level, education background and linguistic repertoire. On a termly basis, studentss with EAL have their English proficiency monitored.

Intervention

Students identified as underachieving with their English proficiency will be targeted for specific programmes of intervention arranged by the EAL coordinator, which may include one of the following:

  • Mentoring
  • Small group work
  • Study support
  • Additional targeted curriculum support
  • Home-academy programme/visits
  • External agency support
  • Buddying
  • Involvement in enrichment activities
  • Community programmes

Parent and Families

The academy looks to engage with parents of students with EAL in the following ways:

  • Parents are involved in the new arrivals induction process
  • Extended learning facilities are available for pupils with EAL and their family members
  • The academy acts as a one-stop shop for families requiring support from a range of agencies