Over three quarters of pupils speak English as an additional language. The school uses one alternative provider, Enfield College. ![]() This support has increased markedly since September 2018, following the withdrawal of the proposed new sponsor, and now includes support for teaching and learning, and pupils' behaviour. AET provides support to coach senior and middle leaders. The withdrawal of the proposed new sponsor gave the school a period of uncertainty until the current arrangement was confirmed. Between 20 the academy was in the process of changing its trust sponsor. AET delegates all governance responsibilities to this new governing body. AET appointed a new governing board in September 2018 which includes AET senior officers, school improvement consultants and headteachers from other AET schools. Previously the governing body was a local governing body. Information about this school Nightingale Academy is part of a multi-academy trust, the London Academies Enterprise Trust, which is a subsidiary of the Academies Enterprise Trust (AET). Pupils enjoy these lessons and speak highly of these individual teachers. A few teachers plan activities which support and challenge their pupils. It is too soon to assess the impact of this support. They now challenge school leaders and have put support in place. The school has the following strengths The trust and the new governing board have an accurate view of achievement in the school. Students' outcomes in academic and vocational subjects are well below national averages. The 16 to 19 study programme does not enable students to make good progress. Pupils who are disadvantaged, pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are not supported effectively. Staff do not follow up on pupils' absence from lessons or from school. ![]() Pupils are not aware of some risks to their safety. Pupils have limited understanding of how to keep themselves healthy or safe. Pupils' attendance at school and in lessons is very low. The leadership of pupils' personal development and welfare is not effective. re inattentive in lessons and some disrupt others' learning. Many pupils do not understand the content of their lessons, particularly those who are at an early stage of speaking English as an additional language. Teaching does not support pupils' learning. Teachers' assessment of pupils' attainment is inaccurate. Pupils' outcomes are well below the standards they can achieve. Previously, governors did not challenge information from senior leaders despite falling standards. Senior leaders' self-evaluation is overgenerous. Review of 40 years of primary health care implementation at country level. They have low expectations of what pupils can achieve. WHO Academy Funding Investment case WHO Foundation Accountability Audit. Summary of key findings for parents and pupils This is an inadequate school Senior leaders do not have an accurate understanding of the quality of education in the school. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Develop a center for educational excellence and professional development to disseminate best practices to educators by providing access to the latest research-based curriculum, technology, and training.This inspection rating relates to a predecessor school. The mission of AIM Academy is to: Provide extraordinary educational opportunities to children with language-based learning disabilities such as dyslexia, dysgraphia, and dyscalculia, utilizing research-based intervention strategies and an arts-based learning environment that is college preparatory in scope and sequence. Curiosity, collaboration, compassion, confidence and critical thinking are their tools for success. It is our goal, that upon graduation, our students are prepared for the challenges, complexities and choices available to them at university and beyond. ![]() Their academic and intellectual development is further enhanced by an array of extracurricular activities and enrichment in the arts, athletics and community service. ![]() Our students thrive in classrooms that offer multi-sensory and experiential learning and our programs are designed to foster self-esteem and soci. We dedicate ourselves to putting research into practice every day. AIM Academy and the AIM Institute for Learning & Research were created with the belief that children with language-based learning disabilities can and will thrive in a rigorous academic setting when they are taught by a highly committed, experienced and creative faculty who have ongoing access to the latest research, best practices, technological resources, and experts in their field.
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