
Get in Touch
- Principal & Main Contact: Jackie Taylor
- Chair of the PPSC: Juliet Hall - Chair of Governors
- Senior Administrator: Sheridan Bond
- Careers Leader: Stacey Proudlove
- Address: Temporary Address until January 2020: Glendinning House, Place Lane, Ashburton, TQ13 7EW
- Phone: 01626 305220
- Email: glendinning@waveedu.org
- Opening Times: 0900 - 1500 Mon - Thurs, 0900 - 1400 Fri
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About
About
Message from the CEO
The Glendinning Academy journey began in Autumn 2016 when as part of a local Multi Academy Trust an application was made to the Department for Education to open Glendinning House a Special Free School in Newton Abbot, South Devon. In April 2017 this was approved. The new school will respond to the lack of specialist school provision for students with social communication and interaction needs; including those on the Autism spectrum, in Newton Abbot and the surrounding area. Wave Multi Academy Trust (MAT), which provides high quality education for pupils in Devon and Cornwall, has officially become the new sponsor of Glendinning Academy.
Wave MAT is a highly successful provider of education for children who are educated outside of mainstream school due to medical requirements or who access their education through alternative provision schools. Glendinning Academy will be the first special school within the academy Trust family. The school will benefit from the Wave team’s breadth and depth of experience.
The transfer of Glendinning Academy, to Wave MAT was confirmed by the Secretary of State for Education at the end of June 2019. The project was started by South Dartmoor Multi Academy Trust, which has been delighted with the progress to date and pleased that Wave MAT will be taking the school through the final stages of opening. The project lead for Glendinning Academy has been working closely with the Wave MAT team, Devon County Council, local and regional experts and organisations in order to deliver Glendinning Academy’s planned opening date of September 2020, and to ensure continuity.
"Every single member of Wave MAT works very hard to ensure that we are providing the highest quality education for all our pupils. We recognise that each child learns differently and use a range of methods to ensure that we can tailor our approach to their individual strengths. Our proven approach has been to provide a broad and balanced curriculum which enables all children to succeed and we will be using this same approach with Glendinning Academy.
We will be working with families, partners and multi-professional teams to ensure that we are supporting pupil’s needs and establishing an ethos where they feel secure, are encouraged to talk, are listened to and feel safe.
We are very proud of what we have achieved in Wave MAT and are looking forward to working with staff, parents and young people from Glendinning Academy to achieve the same outcomes.
We are confident that we can meet the needs of this group of students and engage them in a variety of core and non-core curriculum activities. We are committed to progressing the social, emotional and academic outcomes for all pupils to enable them to achieve their true potential."
Rob Gasson CEO
Introduction
Glendinning Academy opened to pupils in September 2020.
Glendinning Academy is an academy for children aged from 7 to 19 (key stage 2 to key stage 5) with social interaction and communication needs including those on the Autism Spectrum. Initially the academy opened with 54 places for children, growing to 120 pupils over the first 3 years. Our pupils will all have Education, Health and Care Plans with a primary needs of Autism Spectrum Condition (ASC) or Speech, Language and Communication Needs (SLCN).
Glendinning Academy provides a personalised supportive environment. Pupils will have opportunities to use outdoor learning to access the National Curriculum, developing communication, interaction, social and emotional skills. Working in partnership with our pupils, and their parents/carers, Glendinning Academy will support our pupils academically and in their journey to independence. These partnerships will play a vital role in ensuring our pupils enjoy, succeed and achieve.
Lower school, years 3, 4, 5, 6, 7 and 8, follow a project based learning approach. The International Primary Curriculum places an emphasis on collaborative working and community involvement. During Key Stage Three pupils will use the International Middle Years Curriculum- this has themes running through different curriculum areas, allowing links to learning in different subjects to be made. Pupils will work in small groups, usually with more than one member of staff in attendance. Year 9 is a transition year when pupils consider qualification options and begin to consider certain subjects individually. During years 10 and 11 pupils work towards personal qualifications alongside their communication, interaction, social and emotional curriculum. Some of our pupils may choose to remain with us at Key Stage 5, whilst others will be supported in their selection and transition to other colleges and places of training.
The design of our new academy creates the foundation for our curriculum providing both indoor and outdoor learning environments. The needs of our potential pupils have been paramount in the development of our plans.
The School Site
It is planned that Glendinning Academy will be purpose built, situated on the grounds of a former County Council infants school in Newton Abbot. The address will be Sandringham Rd, Newton Abbot, Devon TQ12 4HD.
The school design will support our learners’ sensory needs and take into account anxieties often related to a traditional school setting. Our building and learning environments will also support our broad age range and our ‘learning outdoors’ curriculum. Each Key Stage will have a base. Designated age ranges will have dedicated entry and exits and each class at key stage 2 and 3 will have access to their own outdoor area.
Site work commenced in August 2019 and has been continuing throughout the global pandemic with the site team and suppliers working hard to ensure social distancing measures are followed and the build can continue. Due to the delay caused by the pandemic our site handover will be in November 2020. We will open in Sep 2020 in a temporary site. Our temporary site has been renovated to ensure that our pupils needs are met and we are able to deliver our planned curriculum with as little disruption to our plans as possible. We will transition carefully with our pupils to our permanent site during the Autumn 2020 term.
Glendinning Academy's Full Opening Plan is available upon request.
Please see the images below including the building elevations and the overall site plan.
Partnerships
Effective partnerships have an integral role to play in learner success. Glendinning Academy will work in association with our learners, their parents/carers and families, multi-agencies and our community.
Effective communication is vital in successful partnerships. Glendinning Academy understands the impact timely communication can have on learner enjoyment and progression at school. We will use technology to keep in touch with our parents/carers alongside good old fashioned conversations. Celebrations, workshops and sharing events will be organised throughout the year to help prosper relationships with our partners.
If you would like to work in partnership with us, please contact the school office for an informal chat.
Work With Us
Are you interested in becoming part of an innovative new school which puts personalisation and positive relationships at the heart of everything they do? Visit the vacancies page on the Wave MAT website Wave Vacancy Page and follow us on social media to keep in touch. We have an ongoing recruitment process as our new school grows over the next few years to 120 pupils.
To learn more about our school please do look out for our information events which will be held during the next academic year.
Governance
HOW WE ARE GOVERNED
Glendinning Academy currently has a local board of 5 governors with a range of backgrounds and expertise including; education, finance, SEND and safeguarding. The governing body, known as the Pupil Performance Sub Committee (PPSC), is committed to self evaluation and has conducted a skills audit in order to identify training needs and skills gaps. This audit will be used to inform governing team development. The Governing team have overseen the project development stage and worked as a steering group prior to the school opening.
PPSC meetings are held regularly with the Principal and the Chief Executive of the MAT. A board of Trustees with representation from the local governing body of each of the academies within the MAT sits above all of the PPSC governing bodies, with a group of Members above this to oversee the board.
BECOME A GOVERNOR
If you are interested in joining Glendinning Academy's governing body in the future please contact glendinning@waveedu.org
Staff
Staff
Jackie Taylor
Principal
Jackie has been working in education for 24 years and has led day and residential schools in the maintained and independent sectors. Her degree is in English and she spent many years leading English and PE in SEMH schools. Her teacher training was completed with Goldsmiths College and she has a Master’s in Education in Mental Health. She has supported other schools within her role as an NLE to develop inclusive practices Outside of work Jackie enjoys running, riding, developing her small holding and spending time with her family.
Sam Gilronan
Vice Principal / SENCo
Sam has been teaching for 26 years and has a wealth of experience in mainstream and alternative provisions having undertaken the role of SENCO over 18 years in settings across Kent and Devon. Throughout her career, she has been passionate about making a positive difference to the lives of young people with SEND. She holds a Masters Degree in Speech and Language Difficulties and has utilised this to support children, families and schools over 4 years working across East Devon as an Advisory Teacher for the Communication and Interaction Team. Recently she was seconded by NASEN to work as the Deputy Regional Lead for SEND in the South West and carried out this exciting role for 2 years alongside working as an Assistant Headteacher and SENCo at a specialist provision in North Devon. While not at work Sam enjoys spending time with her family and dog making the most of the beautiful coastline and scenery of Devon.
Rory Glendinning
Therapy Dog
Rory is a highly valued member of our therapy team and will support our pupils in a variety of ways. Newton Abbot Rotary Club have very kindly supported our therapy dog and we will be fund raising to continue to pay for Rory’s training and upkeep. Rory is a Portuguese Water Dog, which is quite an unusual breed. He will complete 2 years of therapy dog training before he is fully qualified with Newton Abbot based Bales Buddies. Portugese Water Dogs (PWD) are very intelligent and very friendly. Rory’s training will mean that he will be able to pick up cues both verbal and non-verbal from people and will know the kind of support that is required of him. As the name suggests PWDs love water, his fur is waterproof and hypoallergenic which means that people are not likely to suffer allergies when they are near him. In September 2020 Rory will be 9 months so he will learn and grow with our pupils. When Rory is not training or working he enjoys living with a local family, he lives with young children and other animals. He loves long walks in the countryside and particularly enjoys a dip in very muddy, smelly puddles.
Juliet Hall
Chair of Governors
Juliet started her professional life as a Nurse in the Queen Alexandra Royal Naval Nursing Service, leaving after eight years to pursue a career in health care management working for the British Forces Germany Health Service, Dorset and Somerset Strategic Health Authority, the NHS National Diabetes Support Team and the States of Jersey Department of Health and Social Services, leading Healthcare Improvement Initiatives. During this time Juliet completed a MSc in Training and Human Resource Management and a Masters of Business Administration at the University of Exeter Business School where she met her husband, Phil. Juliet lives in East Devon with Phil, their two sons and four cats. In the final stages of a MSc in Nutrition and Behaviour, Juliet has just been accepted as a post graduate researcher at the University of Plymouth to investigate how the caregivers experience mealtimes and eating behaviours of children with Autism Spectrum Disorder. Juliet has been Chair of Governors at a local village Primary Academy for over six years, before joining Glendinning House academy. Juliet enjoys travel with her family, skiing, cooking, running and is learning to scuba dive.
Dr. Sal Stapley
Governor
When I first read about the ethos of Glendinning House, I knew that I wanted to be a part of this new venture. It is an exciting opportunity to be involved with the development of a new school which aims to enable pupils to find balance in their lives and help them unlock their potential rather than feel imprisoned by their limitations. I believe schools have a vital role to play in helping children increase their confidence and self-esteem and to allow them to develop the necessary skills for increased wellbeing. I know, for me, being in touch with nature is essential for my own wellbeing and I see first-hand, through my volunteer work with equine assisted learning, the sense of calm that children experience. I am a Research Fellow and Academic Tutor at the University of Exeter and a mentor and study skills tutor at the University of Plymouth for students with autism. I endeavour to offer strategies and processes to meet their needs and to enable them to become more resilient. I have recently started my own training and consultancy business focusing on raising awareness of Asperger’s and offering support to individuals, families and organisations. I am committed to using the experiences and knowledge of my own Asperger’s diagnosis to help others better understand the diversity of the condition and to develop strategies for people to live better lives.
Simon Payne
Governor
I am proud to be part of the Glendinning House Governing body. The ethos of this new school resonates with my beliefs and values through the innovative approach that is being adopted. The school system for many children with a diagnosis of autism can be a failing system. Not all children are the same, and many need a bespoke offering. Schools need to find opportunities to build on strengths and skills, tackling true barriers to learning for life, whilst having a major role to play in developing social and emotional development. From this comes academic achievement and resilient learners. Since completing a Fine Art degree, my working career has focused on special needs. Spending almost 10 years in a residential school for children and adolescents with autism and severe learning difficulties, I followed a care route prior to being given the opportunity to train to become a teacher within the school. Following this another 10 years spent working and developing my knowledge and practice in another residential school for the National Autistic Society, before commencing in my current school in Plymouth where I am the Deputy Headteacher. Within this role I am a Thrive Childhood and Adolescent practitioner, a Thrive Family course leader and one of the school behavior management leads. I am dedicated to support the school community to develop best practice for those with autism.
Annabel Stone
Governor
My name is Annabel Stone and I’m delighted to be one of a team of enthusiastic and dedicated governors at Glendinning House. As a parent of a child with ASC, I bring both lived and professional experience to the role. I grew up in Devon and completed my BSc in Psychology at Plymouth University. I then spent over 10 years working in clinical roles in London, primarily within the NHS, before returning to Devon when my son was one. For the last seven years I have worked for The Children’s Society, currently within the advocacy team. Promoting and ensuring equity for all children is something that I am passionate about and knowing that the team here at Glendinning House share that passion, is exactly why I wanted to become a governor. The vision and ethos of the school is incredibly exciting and I’m thrilled that I have the opportunity to ensure that all children who attend the school have all the opportunities they need to be happy and to achieve their potential.
Amy Kirkwood
Amy is thrilled to be joining the team at Glendinning House and to be able to contribute to the exciting vision and ethos of the school. She has taught in Primary schools for the last 19 years working within KS2. Amy passionately believes that every child can achieve given the right learning environment and positive experience. She believes children must be happy in order to learn and by accessing the curriculum through the outdoors Amy looks forward to many cheerful and practical adventures ahead. Amy’s degree in Psychology and Sports Science at Birmingham University combined with her PGCE course at Exeter has allowed her to have a holistic approach when working with children and young adults. She has a love for swimming and is currently the Welfare Officer at Paignton Swimming Club where her two children swim. Amy enjoys time in the outdoors and in the years before starting a family, she travelled extensively and greatly values the insights gained from those experiences. She enjoys gardening and growing her own crops and loves to spend any spare time with her family walking the dog on Dartmoor or along our local beaches.
James Houghton
James has worked within the education system for the past 11 years. He completed his Forest School Practitioner qualification three years ago and love spending time outdoors. James is thoroughly looking forward to beginning this exciting journey as an employee of Glendinning House. He shares a similar ethos to that of the school and has always been passionate about outdoor learning. James is looking forward to working with all the pupils and hopes that he can offer some really exciting and unique learning opportunities. James grew up on a small holding on the outskirts of Newton Abbot. Nature, animals and walking have always been a large part of his life and he spends his weekends either on Dartmoor or the South West Coast Path. James is a member of the Ashburton Dartmoor Search and Rescue Team putting his hobby into a useful resource to help others. He is really looking forward to September when Glendinning House starts on this great adventure.
Kirsty Bowman
Kirsty has been teaching for nearly 5 years and specialises in the Early Years. After doing a Diploma in Childhood Studies at South Devon College, she completed her BEd Honours degree at Plymouth University. During her teaching career she has taught in both Nursery and Reception classes in a large primary school in Kingsteignton, Newton Abbot. As part of her role there, she managed the year 5 and 6 football team as well as various other extra-curricular activities for the children. She has been the subject lead for Computing, PE and English over the past few years and has worked in partnership with the schools within the federation to ensure inclusive practice within the Foundation Stage. Outside of school Kirsty enjoys running, being with her family and friends and exploring the local country side on long walks with her Springer Spaniel Casper.
Laura Jonker
Laura is incredibly excited to be joining the Glendinning House teaching staff from September 2020. The ethos and values of the school are ones which she has tried to embed in previous teaching posts but found this challenging as they were in mainstream schools. The thematic approach to teaching is a model which Laura is excited to develop. By using this approach, Laura is hoping to link many concepts through lots of innovative and exciting activities both inside and outside the classroom. Laura has been teaching full time for 7 years until recently where she chose to go part time to look after her 2-year-old son. Life with a toddler can be extremely busy, her son enjoys the outdoors so they try and go out as a family on as many walks and bike rides as they can. Laura enjoys watching musicals at the theatre (Lion King being her favourite) and seeing her favourite singers or bands in concert.
Stacey Proudlove
Stacey completed her teacher training at Bath Spa in 2004 and later a PGCE in Dyslexia and Literacy difficulties with Dyslexia Action. She was a class teacher and subject coordinator for English and MFL in a school for complex needs in Bath for 12 years and after relocating to Devon. Stacey worked in a SEMH school. She is very excited to now be a part of Glendinning Academy. When not at work, Stacey can usually be found walking with her dog, digging in the garden, reading, cooking or eating!
Victoria Ibbeson
Stacey completed her teacher training at Bath Spa in 2004 and later a PGCE in Dyslexia and Literacy difficulties with Dyslexia Action. She was a class teacher and subject coordinator for English and MFL in a school for complex needs in Bath for 12 years and after relocating to Devon. Stacey worked in a SEMH school. She is very excited to now be a part of Glendinning Academy. When not at work, Stacey can usually be found walking with her dog, digging in the garden, reading, cooking or eating!
Curriculum
Curriculum
Subject Intent statements
Curriculum Intent Statement
Children and young people will be equipped with a breadth of skills to progress socially, academically and creatively. We will encourage and model play, nurture, independence, resilience, respect, good communication and positive relationships to enable successful futures.
English Curriculum Intent Statement
This will focus on pupils using English functionally and appropriately in a range of settings and to a range of audiences. Key to this will be developing life skills and emotional literacy, allowing pupils to express how they think and feel and successfully navigate society.
Math’s Curriculum Intent Statement
Pupils will apply mathematical reasoning and competence. They will move from concrete to abstract understanding and develop functional skills needed for everyday real life situations.
Science Curriculum Intent Statement
Science will deepen specific scientific skills and knowledge to ensure that pupils develop the scientific, environmental and social awareness to become informed members of the local and global community.
Art and Design Curriculum Intent Statement
Pupils will experience a range of genres, artists, media and techniques. They will have opportunities to develop new and familiar cultural experiences, helping to equip them with the skills and confidence to express themselves.
Design and Technology Curriculum Intent Statement
To give pupils freedom to make and explore using a range of materials. To challenge pupils through the design and make process to solve real problems, considering the needs of themselves and others now and into the future.
Humanities Curriculum Intent Statement
Our humanities curriculums aim to inspire our children and young people to become compassionate global citizens, by exploring, making sense of, and being curious about their place in the world and how this has changed over time. Opportunities are provided to enable our pupils to explore and understand their values and responsibilities, questioning and connecting the past, present and future, encouraging a more sustainable contribution to the planet.
Geography Curriculum Intent Statement
Pupils will develop an awareness of our world, the impact that they and others have on it. They will increase their understanding of how others live and how to celebrate diversity and difference. We will focus on and encourage a more sustainable approach to life.
History Curriculum Intent Statement
Pupils will recognise and understand the importance of how key moments in History link the past to the present and they will gain an understanding of how the world has changed over time.
RE Curriculum Intent Statement
Pupils will learn about the six main World Religions, with a focus on Christianity. They will develop a greater understanding of diversity and difference. Pupils will celebrate a range of key festivals throughout the year and have opportunities for immersion days within that.
Physical and Outdoor Education Curriculum Intent Statement
Pupils will be supported in acquiring the tools and understanding required to make a positive impact in their own physical and emotional health and well-being. They will experience a wide variety of physical activities and opportunities which will enhance life-long fitness and life choices. PE will help our pupils develop resilience and promote self-esteem through the development of physical confidence and problem solving.
Food Technology Intent Statement
Pupils will develop culinary skills that support health, well-being and independent living, these are transferrable to career opportunities locally, regionally and the global stage. They will experience a range of foods and cooking techniques from around the world, encouraging diversity and confidence in trying new and unfamiliar foods.
Music Intent Statement
Pupils will have opportunities to experience new musical genres, a range of musical instruments, develop musical understanding and skills and have occasions to show case these in a variety of ways.
PSHE and Citizenship Intent Statement
Pupils will learn how to develop the skills for effective communication, safe and successful community and social interaction, the ability to recognise and make healthy choices, know how to recognize and respond to danger, understand and apply key life skills linked to economic wellbeing and how to be a good citizen that is willing to help and support others but also recognizes how to ask for help and support for themselves.
Our Four Part Curriculum
At WAVE, we believe that the word ‘curriculum’ should be interpreted in its widest meaning: It is every learning experience, (both planned or unplanned), our pupils experience as a member of the school community, delivered both formally within a lesson or informally outside the classroom, throughout the whole school day.
This therefore encompasses the taught subject timetable, our approach to spiritual, moral, social and cultural development, enrichment learning outside of the classroom and the activities that we organise in order to promote learning, personal growth, emotional literacy, resilience and the well-being and development of our pupils.
Our staff aim to structure these experiences to ensure that they have the most positive effect on the attainment, progress and personal development. However, they are also dynamic and responsive to need, recognising the ability to draw learning from unplanned opportunities and interactions.
With this approach underpinning our curriculum delivery, WAVE academies offer a four-part curriculum comprised of Academic/Vocational, Enriched, Engagement and Therapeutic/SEND-specific elements. Through this combination, we deliver highly-personalised learning programmes which meet the specific needs of each pupil, in each academy.
Our Academic/Vocational Curriculum
Our Academic/Vocational curriculum centres around subject-specific learning. It is broad and balanced and aligns to the National Curriculum.
Subject specific learning across key stages 2 – 4 is carefully and coherently planned and sequenced to ensure knowledge and skills are built up over time. Links are made to prior learning, existing learning is contextualised and future learning is signposted. Cumulatively, this ensures our learners acquire sufficient knowledge, skills and understanding to access future learning, training or employment opportunities.
We assess attainment and progress in our academic/vocational curriculum using subject specific learning goals relating to knowledge, skills and understanding.
Our Enriched Curriculum
Our pupils benefit from participating in a variety of activities and experiences outside of the subject specific offer, each designed to enrich and enhance their learning and help to build the cultural capital required to succeed in life.
Our Enriched Curriculum is intrinsically linked to elements of social, moral, spiritual and cultural (SMSC) education as well as International Awareness, Community Cohesion and Fundamental British Values.
The added element of our Enriched Curriculum is each School’s aim to nurture the often hidden/ undiscovered talents of each pupil. The Enriched Curriculum responds to the interests and aspirations expressed by our pupils, factors and issues affecting each academy’s immediate locality and includes work experience and community-based service.
Our Enriched Curriculum may include: outdoor learning experiences (such as forest school, Beach School or farm visits), access to adventurous activities such as skating and surfing, opportunities for community work experience, careers advice, cultural visits, the opportunity to take part in a public performance, go on a residential school trip, representing the school in some way, visiting the theatre, visiting an art gallery, etc.
Our Engagement Curriculum
WAVE recognises that many of our pupils require individualised support to enable them to re-engage with learning, feel valued and reach their potential
Acknowledging Maslow’s Hierarchy of Need alongside a Trauma Informed Approach, we understand that in order for our pupils to learn and achieve their full potential (self-fulfilment needs), we must first ensure that their basic and psychological needs are met. These include the need to feel safe, feel loved and build a sense of belonging, as well as develop an increase in personal self-esteem. Staff will use the 4 categories for a Trauma Informed Approach- Protect, Relate, Regulate and Reflect in supporting our pupils.
Our aim is to enable our pupils to achieve self-fulfilment through delivery of our engagement curriculum: supporting learners to overcoming barriers which may prevent them accessing, engaging in, or enjoying learning.
We offer a nurturing provision throughout the school, allowing children and young people to work in small, familiar groups with practitioners who, first and foremost, aim to build positive, caring relationships with pupils: the foundations for positive engagement in learning.
We work with our pupils to develop their metacognitive abilities and build a Growth Mindset (we aim for pupils to understand that their abilities are not fixed, but can be developed through developing a love of learning and resilience to setbacks).
In addition we recognising the importance of parent partnership and offering the opportunity to actively engage parents in learning opportunities within the academy setting. We call these our “Family Schools”.
We assess progress in our engagement curriculum using our own Benchmark Profile, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles.
Our Therapeutic and SEND Specific Curriculum
We underpin our academic, enriched and engagement curriculum offer with a wide range of interventions, designed to meet the special educational needs of our pupils and address specific gaps or barriers in their communication, cognitive, social, emotional or mental health development, with the support, where available of outside professionals and other agencies.
By addressing individual needs in relation to a pupil’s diagnosed Special Educational Need or Disability, we create learning environments and take informed approaches to ensure the development of each pupil and his/her capacity to learn.
Our therapeutic curriculum is also underpinned by a sound knowledge and understanding of the impact of Adverse Childhood Experiences (ACEs) and Childhood Trauma to allow us to target appropriate intervention effectively.
Our Therapeutic Curriculum may include: daily literacy and numeracy support, music therapy, pet therapy, Lego Therapy, speech and language therapy, play therapy, draw and talk, art therapy and counselling for pupils.
We assess progress in our Therapeutic/SEND curriculum using our Benchmark Profiles, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles as well as other systems specific to need, often in partnership with outside agencies and professionals.
KS2, KS3, KS4, KS5
At Glendinning Academy our students and staff will approach learning with a sense of adventure, fun and discovery. We will spend a large proportion of our day outdoors tending to our animals and plants, developing, caring for and studying nature around our site and designing and building new areas. We offer a broad curriculum based in experience set in the context of nature and the outdoors. Making, doing, growing and studying will provide a setting where we are all learners.
Our experiential outdoor curriculum has been carefully considered and researched to ensure our approaches are best suited to our students’ needs. Studies into learning outdoors have found that the benefits include educational attainment; attitudes to other children; awareness of environment and natural science skills; behavioural outcomes and social cohesion; health benefits. (BLAKESLEY, D., RICKINSON, M. & DILLON, J. 2013. Engaging children on the autistic spectrum with the natural environment: Teacher insight study and evidence review. Natural England Commissioned Reports, NECR116). When looking at the specific benefits for children on the Autism spectrum a study identified ‘7 main benefits to children with autism, including promoting communication, emotion, cognition, interaction, physical activity, and decreasing autistic sensitivity’ (The Benefits of Outdoor Activities for Children with Autism, Yuan-Yu Chang and Chun-Yen Chang, 2010, Department of Horticulture, National Taiwan University, Taipei, R.O.C.). We are working with a range of experts in both outdoor education and special educational needs to help develop our curriculum and our outdoor and indoor spaces to support this.
Learners will experience ways of working collaboratively, enjoy success and revisit experiences with a sense of expertise and achievement as the daily rhythm of our site introduces new concepts.
Project based learning provides a theme which helps link experiences to the curriculum both academic and for the development of social interaction and communication skills.
Glendinning Academy’s curriculum has three strands, these work together to support our learners enjoy, succeed and recognise and celebrate all achievements.
Curriculum
Curriculum Overview
Our individualised curriculum is designed to enable pupils to develop a sense of personal responsibility towards learning in collaboration with their teachers and support staff. Progress is monitored carefully and targets are designed to challenge and provide opportunity for progression.
Primary (KS2)
Our pupils will access the International Primary Curriculum with the addition of maths, English, horticulture and animal husbandry. There will also be a lot of opportunity to learn outside the classroom in natural environments and through play particularly to help develop their social skills. We will use regular assessments to track and monitor individual and cohort progress. The pupils will have regular access to social and emotion based interventions as well as SaLT interventions and Sensory opportunities as needed. We plan to work closely with the pupil's families through our family support workers to ensure that we are supporting the whole child.
Key Stage 3 (KS3)
In KS3 pupils will have access The International Middle Years Curriculum; this ensures a cohesive and sequenced approach to their learning and ensures connections between subjects are evident. Alongside this there is a pertinent English and Maths curriculum and opportunities to learn outside of the classroom.; which will include Horticulture and Animal Husbandry. Targeted pupils also have access to 1:1 or small group intervention sessions including Emotional Literacy, SaLT and other specific therapies.
Key Stage 4 (KS4)
Pupils in KS4 will be progressing towards various qualifications which may include:
- GCSE Mathematics
- GCSE English Language
- GCSE English Literature
- AQA Level 2 Award / Certificate in Personal and Social Education
- BTEC Level 1 in Applied Science
- BTEC Level 1 Award for IT Users
- BTEC Level 1 Vocational Studies
- BTEC Level 2 Award in Home Cooking Skills
- Level 2 Food Hygiene Certificate
- British Canoeing: Paddle Start, Paddle Discover and Paddle Explore Awards
- St Johns First Aid Award
- Angling Trust Cast Award
- Duke of Edinburgh Bronze Award
- John Muir Award
The curriculum at KS4 is often highly individualised and is enriched with life skills/PSHE and a variety of PE opportunities.
Building Positive Relationships
Building Positive Relationships
The Building Positive Relationships strand is at the heart of our curriculum. It will share curriculum themes with the Natural Connections strand and is built into all Glendinning Academy projects at Key Stage 2, 3 and 4. At Key Stage 5 students continue to follow this strand alongside their academic studies as our young people are supported in preparation for adulthood.
Through Building Positive Relationships learners will explore and a greater emphasis will be placed upon:
• Social Communication and Interaction
• Emotional understanding and self-awareness
• Independence
• Sensory and Physical needs and activities
Natural Connections and Building Positive Relationships complement each other seamlessly throughout all of the Key Stages. Learners will not necessarily be aware of a difference between the two, at other times it will be made explicit. Staff will plan for both strands to ensure they support and maximise learning opportunities.
To meet the individual needs of learners in our school a range of strategies and interventions will be utilised to support our learner centred approach. Our curriculum will be developed and supported by a multi-disciplinary team including Speech and Language Therapists, Occupational Therapists, Educational Psychologists and Mental Health and Wellbeing specialists.
Partnerships
Effective partnerships have an integral role to play in learner success. Glendinning Academy will work in association with our learners, their parents/carers and families, multi-skilled professionals, outside agencies and our community. Our partnerships will create a team around each child.
Our commitment to these partnerships is demonstrated through a dedicated strand in our curriculum. The Partnerships strand will be planned to support the Natural Connections and Building Positive Relationships curricula, ensuring that every opportunity to work together is maximised. The integral curriculum themes of the project based learning will also be used in this strand.
Effective communication is vital in successful partnerships. Glendinning Academy understands the impact timely communication can have on learner enjoyment and progression at school. We will use technology to keep in touch with our parents/carers alongside good old fashioned conversations. Each learner will have a member of staff who is their key point of contact and time at the end of each school day is devoted to these communications. Celebrations, workshops and sharing events will be organised throughout the year to help prosper relationships with our partners.
Subject Areas
Subject Areas
MATHS
'A person who never made a mistake, never tried anything new.' Albert Einstein This is a strong leading ethos in mathematics at the academy. Students are supported to learn new skills, build problem solving strategies and become more resilient, by learning that mistakes can be a good place to learn. Students all submit a maths baseline on entry to the school. This helps staff identify their areas of strength and the gaps in their knowledge, that we can work on. We use 'Doddle' as a platform to record topic understanding and this supports us in ensuring differentiation appropriately challenges each individual, through tasks and questioning. We use maths games, real life scenarios and puzzles to promote co-operative learning and problem-solving skills. KS4 students will tackle exam style questions on every topic covered, so that they feel prepared for their exams and post 16 aspirations.
ENGLISH
At the academy, all of our students receive an individualised approach to English according to their ability and need. We start this individualised learning by asking each student to do baseline assessments when they first attend our school. We can then identify what level the individual student is working at, any gaps in their learning and how best we can help them make progress. We have small classes and teaching assistants are present in every class to offer support as required. All of our students in key stage 4 will have the opportunity to be entered for formal examinations.
SCIENCE
In years 9, 10 and 11 we will offer our students BTEC level 1 first award in applied science, which is a coursework only course. This will be taught alongside and embedded into the AQA GCSE biology curriculum. AQA GCSE biology gives students the chance to gain a good understanding of human biology, organisms, evolution and the environment.
ART
Students will explore the seven key elements; line, shape, tone, colour, form, space and texture in art. The curriculum will be project-based so students can take ownership of their work and the direction they want to follow. The students will be able to use a wide range of different media including; paint, pastel, charcoal, fabric, pens, pencil, clay to build their confidence over the course of the projects. The projects will look at all different types of cultures and cover a wide range of different types of art; graphic, illustration, fine, pop, street and 3D art.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Learners in KS4 will have the opportunity to achieve a BTEC level 1 award in ICT. The qualification focuses on students learning Microsoft skills using the toolbar to format their work in order to create reports, presentations and display information through spreadsheets and graphs. The purpose of this qualification is to develop and recognise a learner's ICT skills and knowledge and enable them to use ICT effectively in their daily lives.
PHYSICAL EDUCATION (PE)
The academy will offer practical lessons to all students across KS2-5. There will be vast amounts of activities available to our pupils focusing on net and wall sports, invasions sports and general health related fitness sessions. Our overall aim is to provide students with the opportunity to lead active, healthy lifestyles as well as developing pupils’ social skills, resilience and knowledge of the importance of exercise.
PERSONAL, SOCIAL, HEALTH AND ECONOMIC (PSHE) EDUCATION
Personal and social education will be delivered in all key stages at the academy. The content in KS3 will focus on health and wellbeing, living in the wider World and relationships. The aim is for pupils to learn and develop their knowledge on a wide range of both PSE and citizenship topics and then refine this knowledge and understanding when they reach KS4 to have the opportunity to achieve a level 1 / 2 award or certificate in PSE. Our overall aim is to help pupils lead confident, healthy and responsible lives.
PRIMARY PSHE INTERVENTION
We understand that our pupils have complex needs, we aim to address these through small group tailored interventions. Our pupils learn through creative or sensory activities, games, songs, stories. They will study neuroscience, emotions, feelings, friendship, internet safety, road safety, stranger danger, the importance of telling the truth and the factors of keeping healthy (mind and body). They will learn strategies which they can use in and out of school to be able to cope and deal with powerful feelings and emotions. They will learn to be able to put their thoughts and feelings into words and who they can talk to for help and support. As an academy, we use the same language and strategies to support and guide each of our pupils in these areas.
FOOD TECHNOLOGY
Being able to cook is an essential life skill. Learning to cook is fun, creative and you will never forget how to do it. Our pupils will be introduced to basic cooking skills by following recipes for simple dishes and learning how to use kitchen equipment safely. Each recipe will be underpinned with knowledge about sourcing food, nutrition, hygiene and food safety. Through a variety of recipes developed, a range of techniques, skills and knowledge will be demonstrated. Explaining the value of acquiring skills for cooking at home and discussing ways to pass on knowledge of cooking skills to others is also explored. These programmes aim to give our pupils the skills and confidence to enjoy cooking at home and maintain a healthy lifestyle through cooking for themselves, friends and families and to inspire others to do so.
LEARNING OUTSIDE THE CLASSROOM (LOTC)
Our LOTC programme aims to enable young people to view themselves in a positive way through meaningful learning that occurs by acquiring knowledge and skills through real-life, practical hands-on activities that are challenging rewarding and incorporates first aid training throughout. Our pupils will have the opportunity to gain nationally-recognised awards in first aid, sports and other activities, validating their learning and empowering them to continue enjoying activities that promotes active lifestyles, grit determination, resilience and positive change.
Referrals
Referrals
ADMISSIONS
Glendinning Academy is a special school providing 120 places for boys and girls in the age range 7 to 19, who have a primary need of social communication and interaction including those on the Autism spectrum, whose needs cannot be met within a mainstream school due to environmental factors.
Our learners should be capable of accessing a mainstream curriculum with appropriate environmental adaptations. For a child to be admitted the school must be named, by a local authority, in the child’s education, health and care plan (‘EHCP’). Parents wishing their children to benefit from this provision should specify this to the Local Authority when their child’s EHCP is being discussed.
As a new school we will stagger our growth across the first 3 to 5 years. In our first year of opening we will have up to 54 places.
Useful Links
The following links to external websites may contain helpful information.
Devon’s SEND Local Offer is the education, health and social care services and support for children and young people (0-25) with special educational needs and disabilities (SEND).
The Signpost plus team provides information to parents and carers of children and young people with additional needs in Devon. They were formerly DISCPLUS this team
Devon Information Advice and Support (DIAS) service provides information, advice and support on special educational needs and disability (SEND).
Term Dates & Events
Downloadable Term Dates
Term Dates & Events
No upcoming events found - please check back soon.Latest News
Latest News
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Glendinning Academy - a very successful first few days
Read MoreGlendinning Academy - a very successful first few days
2nd October 2020 Just a few days into the new school term, parents of pupils at Glendinning Academy are praising the positive impact of the school on their children - and everyone is loving Rory, the... -
New Glendinning Academy welcomes its first pupils
Read MoreNew Glendinning Academy welcomes its first pupils
17 September 2020 Today was a very special day for staff at Glendinning Academy, Wave’s new special free school for children and young people with special educational needs and disabilities (SEND),... -
From tigers, meerkats and snakes, to horses, dogs and tortoises, Wave Multi Academy Trust are using animals to help support pupils
Read MoreFrom tigers, meerkats and snakes, to horses, dogs and tortoises, Wave Multi Academy Trust are using animals to help support pupils
10th March 2020 PLEASE CLICK HERE FOR A LINK TO A SHORT FILM ABOUT THE WAVE TRUST ANIMALS PROJECT From tigers, meerkats and snakes, to horses, dogs and tortoises, staff at Wave are using animals to ... -
Coronavirus Advice
Read MoreCoronavirus Advice
26th February 2020 Helpline launched to answer questions about COVID-19 related to education The Department for Education has launched a new helpline to answer questions about COVID-19 related to ed... -
One Year On......
Read MoreOne Year On......
22nd January 2020 12 months ago Cornwall’s Wave Trust, recognised as the most successful trust in the country for providing education for pupils who have been excluded from school, took over the ru...
Transport
Transport
Who do I ask about organising transport for my child?
Please contact Devon County Council’s school transport department. schooltransportservicequeries-mailbox@devon.gov.uk, more information can be found here www.devon.gov.uk/educationandfamilies/school-information/school-and-college-transport.
If you live in the Torbay area you will need to make contact with Torbay LA, more information can be found here www.torbay.gov.uk/schools-and-learning/school-transport/
Our school site is conveniently located to be easily accessed by car, rail and bus. Due to the current restrictions linked to Covid-19 please check with the transport provider before you travel.
www.stagecoachbus.com/plan-a-journey
/www.gwr.com/plan-journey/stations-and-routes/newton-abbot
Travelling from A380 leave at the Newton Abbot junction and take the exit signposted Buckland. Keep to the left hand lane and take the first left at the traffic lights. Continue straight onto Queensway until you reach the T junction. Turn left onto Sandringham Road and Glendinning Academy can be found on your right just after the Windsor Avenue turning. TQ12 4HD
FoGA
FoGA
Friends of Glendinning Academy (FoGA) is a team of volunteers who are dedicated to support the Glendinning Academy project.
If you would like to know more or would like to become a FoGA member, please e-mail glendinning@waveedu.org