Bedford Academy Prospectus Information Booklet

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Access
Our Academy is a happy and welcoming
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has respect for each other. All students
require support with their learning at
one time or another and in the majority
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some students require additional
support to reach their full potential
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Access provides fully integrated support
for students with additional needs, be those
emotional, behavioural, special educational
or additional language needs.
This co-ordinated support is provided either
in class or through small group or individual
programmes.
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and very approachable.They work closely with
subject teachers and LearningVillage Leaders to
review the impact interventions are having on
individual students. From time to time, students
also require the support of outside agencies to
ensure their needs are met. Our Access staff
liaise with the appropriate outside agencies to
provide a joined up service for our students.
At Bedford Academy we believe that all students,
with the appropriate support, can be successful.
Homework and Extended Learning
Bedford Academy’s approach to
extended learning takes account of
the additional learning hours in the
Academy’s formal teaching week
and the enrichment programme.
We acknowledge that:
• Students who take part in additional study
support activities outside of their normal
learning get better GCSE results than their
peers of equal ability who do not participate.
These students score an average of 3.5 grades
more on their best GCSE results and they
gain one more A*-C pass (Source: National
Youth Agency & University of Strathclyde).
• As students progress through the Academy,
they are increasingly expected to learn
effectively on their own, managing their
own study time by Sixth Form.
Homework and Extended Learning at Bedford
Academy will:
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determined by the Director of Learning
for each course studied but attempt to
follow an agreed timetable set out at the
beginning of each academic year.
• Be given when extended learning will
enhance the learning of students in a topic,
subject or course.
• Not focus on quantity but the quality of
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expectations.
• Be mindful of students’ commitments to
enrichment activities, ability and home
circumstances when setting a piece of
work. However, work that does not require
engaging thought because it is too short
or cursory will be avoided.
• Be able to be completed in the Independent
Learning Centre during enrichment time
or at Breakfast Club.
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or project with a fair deadline made clear
to students.
• Have details recorded by students’
in their planners.
• Take account of students’ interests
and abilities.
• Take a variety of forms and may not
be written.
• Be assessed in an appropriate form
and feedback be given to the student.
• Be formally monitored and reviewed by
senior and middle leaders for effectiveness.
SEN
Support
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Support
Outside
Agencies
Language
Support
Emotional
Support