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Nightingale Academy

Learning with truth and love

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Support and Guidance

At The King's, we recognise that children require a comprehensive support framework within which they can pursue their studies with confidence and assurance. Our Inclusion Team works closely with chapter leaders, teaching staff, faculty leaders and the senior leadership team in order to identify and assist with academic and pastoral concerns. We have a substantial Learning Support Team with a number of dedicated Inclusion Support Assistants providing additional support for those children with learning difficulties; our SENCo is fully qualified and our Deputy SENCo is also a qualified teacher and is a qualified assessor for access arrangements for external examinations. In addition, we have a good working relationship with a number of External Agencies which can provide specialised, expert advice.

 

We believe that we offer superb support to our students.  Ofsted inspectors (2017) and SIAMS inspectors (2018) clearly agree:

 

  • All safeguarding arrangements are fit for purpose, including protocols and practices for record-keeping. Staff know what to do should they have any concerns. (Ofsted)
  • Pupils are well cared for at the school, and the parents who responded to Ofsted’s questionnaire agree. Pupils are confident that, if they have any personal or emotional concerns, they can receive support from the school. (Ofsted)
  • Pupils say bullying is rare and pupils are confident that, when bullying does occur, staff deal with matters swiftly and effectively. (Ofsted)
  • Pupils feel safe at school and they have a good understanding of safety matters, including how to stay safe when working online. (Ofsted)
  • Pupils show positive attitudes to learning and respect for staff and pupils alike. (Ofsted)
  • Behaviour and relationships are outstanding because pupils appreciate every opportunity they are given to learn and grow by belonging to this church school family. (SIAMS)
  • Pupils’ efforts are acknowledged and celebrated and so their attendance at school is also good. (SIAMS)
  • Pupils are taught about tolerance of others’ beliefs although the local community is not culturally diverse; the school teaches exactly what it describes through its evaluation statements about mutual respect and understanding ‘because God’s love is without limits and without condition’. Leaders use this important concept to support the teaching about challenging stereotypes and the quest for equality through its effective personal development programme. (SIAMS)
  • Pupils appreciate every opportunity given to them to grow in confidence. (SIAMS)
  • School staff work well with external agencies and parents to support vulnerable pupils. (Ofsted)

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