In 25/26 the Academy achieved a “Strong,” outcome during the Ofsted inspection, with the following feedback:
The school’s mission to be ‘inclusive by design’ is firmly embedded. Staff work highly effectively, both together and with external agencies, to identify and meet pupils’ individual needs and reduce barriers to their learning. The impact of the school’s work can be seen in lots of ways. One way is its use of ‘pupil information profiles’ for pupils with an education, health and care plan. These profiles, alongside staff training, give staff the confidence to skilfully adapt their teaching to fully meet pupils’ needs.
The school is committed to the mission of Inclusive by Design: one in which the teaching, learning, achievements, attitudes and well-being of all pupils matter – including those identified as having SEND.
Some examples of our pastoral Interventions to support increased learning time:
The Ambition Centre- The purpose of the Ambition Centre is to provide students with a safe space to regulate, have respite when and if needed and to run break/lunch time clubs for our most vulnerable students. Also to facilitate a range of courses to build students confidence and self esteem, reduce anxiety and support positive mindset self regulation.
RESET Mentors- There are 3 RESET Mentors who are trained through the RESET Framework™ by Mike Bell.
R-Recognise where you are
E-Establish what matters
S-Structure your response
E-Execute with focus
T-Transform through reflections
This supports students in managing their emotions and reflecting on their responses to achieve better outcomes.
Counselling- We work with YOULIFEGUIDANCE counselling services who provide a range of specialism, including, building positive relationships, managing peer pressure, CBT and CAMHS experience, managing trauma, anxiety, personal centred counselling, focusing on student led discussions on current conscious situations.
FBB(Football Beyond Borders) supports young people from disadvantaged backgrounds who are passionate about football but disengaged at school, in order to help them finish school with the skills & grades to make a successful transition into adulthood.
SEN and Disability Policy / SEN Information
Admissions
No child will be refused admission to the Academy on the basis of his or her special educational need, ethnicity or language need. In line with the Equalities Act 2010, we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision (see Admission policy for the school, as agreed with the Local Authority)
Students with SEND are allocated places in two separate and distinct ways:
Those pupils with statements or EHCPs have a separate admissions procedure overseen by Southwark’s SEN team. Applications for children with special needs or with a disability will be treated fairly.
Those pupils who have SEND but do not have a statement or EHC plan are admitted via the normal school admissions criteria. Detailed information and guidance of how to apply for a place at City of London Academy, both if your child has an EHC plan or statement of special educational needs, or if s/he has special needs but does not have a statement or EHCP, can be found on the following link: https://www.southwark.gov.uk/schools-and-education/school-admissions
Any Special Needs that are identified on admission are discussed with parents allowing the school to provide support to and put into place support mechanisms to cater for the child’s Special Educational Needs or Disabilities.
For more information, please read the SEND and Accessibility Policies here.
Who are the best people to talk to at the City of London Academy about my child’s difficulties with learning, special educational needs or disability?
You may wish to contact our SENCO, Miss Holdich via the following details:
E-mail: Fholdich@cityacademy.co.uk
Telephone: 0207 394 5100