Get in Touch
- Principal & Main Contact: Jackie Taylor
- Address: Temporary Address until January 2020: Glendinning House, Place Lane, Ashburton, TQ13 7EW
- Chair of the PPSC: Juliet Hall - Chair of Governors
- Senior Administrator: Sheridan Bond
- 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
What's in a Name?
The original sponsor had been supported for many years by E & JW Glendinning, a local family run business. The school was named after this local employer as recognition of their support and to say thank you.
Introduction
Glendinning Academy plans to open to students in September 2020.
Glendinning Academy is a school 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 school will open with up to 54 places for children, growing to 120 students over the first 3 years; this will include 12 sixth form places. Our students 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 will provide a personalised supportive environment with a curriculum set in the context of nature. Students will use outdoor learning to access the National Curriculum, developing communication, interaction, social and emotional skills. Working in partnership with our students, and their parents/carers, Glendinning Academy will support our students academically and in their journey to independence. These partnerships will play a vital role in ensuring our students enjoy, succeed and achieve.
Lower school, years 3, 4, 5, 6, 7 and 8, will follow a project based learning approach. Nature and the outdoors will be the basis for all learning, complimented by a personalised enrichment programme. Pupils will work in small groups, based on stage not age where appropriate, usually with more than one member of staff in attendance. Year 9 is a transition year when students consider qualification options and begin to consider certain subjects individually. During years 10 and 11 students work towards personal qualifications alongside their communication, interaction, social and emotional curriculum. Some of our students may choose to remain with us at Key Stage 5 for years 12 and 13, whilst others will be supported in their selection and transition to other colleges and places of training.
The design of our new school creates the foundation for our curriculum providing both indoor and outdoor learning environments. The needs of our potential students 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.
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.
Beatrice Mukherjee
Project Lead
I have project managed the opening of Glendinning House since its inception in 2014 when I began working with the local authority, DFE and local education Trusts in order to develop a school that would meet the high level of need in our area. I have had the pleasure of working on the school development throughout the pre-opening phase. Working with many, many supportive community members I am really proud of the support and level engagement the school has received from our community. With particular thanks going to our wonderful group of school governors. I am passionate about ensuring that our school will be an active member of the local and wider community and have a long term goal to work with local community members, groups and business in order to recognise Newton Abbot as an Autism and Total Communication friendly town. In my spare time I enjoy spending time with my family outdoors as much as the Devon weather allows. I have a love of animals and have managed to fill my home with cats and dogs. I really appreciate the benefits to our health and well-being of being active outdoors and in the company of animals.
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.
Curriculum
Curriculum
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
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 throughout the day. 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 a full and varied curriculum which includes: English, maths, science, history, geography, PSHE, art, D&T, PE and learning outside the classroom; which will include Horticulture and Animal Husbandry. Pupils will follow cross-curricular, project-based learning to make lessons and subjects link together. 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
- GCSE Biology
- 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
- 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.
Natural Connections & Building Positive Relationships
Natural Connections
Learners will access the national curriculum through project based learning; all project themes are based outdoors in the natural environment. Each project theme is carefully chosen to sit across all 3 strands of our curriculum; Natural Connections, Building Positive Relationships and Partnerships.
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.
The School Day
Glendinning Academy will have a 2 phase drop off at the start of the school day and pick up at the end. All vehicles will come onto site before pupils alight and depart; this approach offers a safe and secure transition and will help to avoid congestion in the neighbourhood.
The timings of our school day have been carefully designed to support our pupil’s needs they include:
- Arrive at school
- Check in (transition time)
- Sessions
- Staggered breaks
- Sessions
- Staggered lunch
- Sessions
- Check out (transition time)
- Home time
FAQs
Who is the school for?
Glendinning Academy will be for young people aged 7-19 years who have social communication and interaction needs, including those on the Autism spectrum. Learners must have a statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). They will have an average, above average or just below average ability. They will be struggling in mainstream school but would not be appropriately placed/have an appropriate peer group in a Complex Needs school or an ASC Specialist Resource Base.
Would a child with Autism and a severe learning disability be suitable?
Children who have severe learning difficulties as well as autism are likely to need a different type of approach to their learning than that which Glendinning Academy will offer. Parents are advised to speak to their child’s current school in the first instance, if they have concerns about the appropriate provision and/or placement for their child.
Would the school be suitable for a 'high-functioning' child?
Children identified as ‘high-functioning’ may be appropriate for Glendinning Academy as they can experience difficulty in accessing the curriculum due to their special educational needs, which often include very high levels of anxiety and sensory overload in a traditional/mainstream setting.
What is the school's age range?
By Sep 2025 we will have learners aged from age 7 to 19. From Sep 2020 our capacity will grow. We are currently working with Devon County Council to decide our age range during the first couple of years of opening.
How many pupils?
Glendinning Academy is for 120 learners, we will reach this capacity by Sep 2023
Do pupils need an EHC plan?
Yes, all learners who attend Glendinning Academy will have an Education, Health and Care plan (this has replaced the Statement of Educational Needs).
How do we get a place?
You will need to contact Devon County Council's 0-25 SEND team, the Devon SEND local offer website provides further useful information on how to apply for school places.
What if the new building is not ready?
If our new build schedule does not run to our planned timeline we will work with Devon County Council to identify the most appropriate response. This could mean a delayed opening date or beginning our school year in temporary accommodation.
How will you recruit your staff?
Recruitment for staff will begin from September 2019 with the recruitment of our Head Teacher. The school will be fully staffed for the new learners when the school opens. Staff training and induction will take place between the appointment of staff and their start date of Sep 2020
Who decides which children are offered places?
The decision to offer a place at Glendinning Academy is made by Devon County Council’s 0-25 SEND team. They work with the school and experts in special educational needs when making this decision
What are the timings of the day?
At this stage the timings of the day have not been finalised. We will be working with Devon County Council’s transport department, the local community and our parents’ forum in order to develop a school day that meets the needs of our learners.
Can children who are of average or above average ability go to a special school? Surely it is for those of a very low ability?
Some children who are very able do have special educational needs. This can be very true of children on the Autism Spectrum as their sensory needs and social interaction difficulties can get in the way of their ability to learn, this is a special educational need.
My child has already got a special school place. Can I ask for him/her to be considered for a place at Glendinning Academy?
If after reading the information on our website, you believe your child fits the profile for Glendinning Academy, you should contact your EHC Plan Coordinator and the 0-25 SEND Team at Devon County Council and ask about a referral.
How do I find out more about Glendinning Academy?
Follow us on Facebook, Twitter and visit this website for updates.
If you have a specific query please e-mail glendinning@waveedu.org
There is lots of information on our website and more will be added over the coming months.
Where has the name for the school come from?
The original project sponsors, South Dartmoor Multi Academy Trust and particularly South Dartmoor Community College in Ashburton was supported for many years by E & JW Glendinning. The school has been named after this family business as recognition of their support to the local community and to say thank you.
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
