- Guru Nanak Sikh Academy
- Head: Mr Rajinder Singh Sandhu
- T 020 8573 6085
- F 020 8561 6772
- E email@example.com
- W www.gurunanaks…hacademy.co.uk
- A state school for boys and girls aged from 4 to 18.
- Boarding: No
- Local authority: Hillingdon
- Pupils: 1567
- Religion: Sikh
- Latest Overall effectiveness Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 11th June 2014
- Previous Ofsted grade: Outstanding on 19th March 2008
- Ofsted report: View the Ofsted report
What the school says...
Academy converter 2010.
What the parents say...
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2015 Good Schools Guide Awards
- Best performance by Boys taking Punjabi at an English Comprehensive School (GCE A level)
- Best performance by Girls taking Punjabi at an English Comprehensive School (GCE A level)
- Best performance by Boys taking Punjabi at an English Comprehensive School (GCE AS level)
- Best performance by Girls taking Punjabi at an English Comprehensive School (GCE AS level)
- Best performance by Boys taking Punjabi at an English Comprehensive School (GCSE Short Course)
- Best performance by Girls taking Punjabi at an English Comprehensive School (GCSE Short Course)
Special Education Needs
We strive to be an Inclusive school. This means that we aim to provide equal opportunities for all our students regardless of their age, gender, ethnicity, disability, attainment or background. We pay particular attention to the provision made for students and the progress made by each student. The school aims to provide all our students with a broad, balanced, relevant and differentiated curriculum. We aim to provide the necessary support to those who are experiencing learning difficulties, or whose educational development is hampered by physical, sensory, emotional or linguistic problems. It is also an expectation that pupils of exceptional ability should be challenged so that they make progress appropriate to their ability. Assessing and Screening Early identification of learning difficulties is a priority. We liaise with our feeder primary schools to identify students who may experience difficulties on transfer. Visits are made to primary schools to discuss concerns with teachers, parents and students so as to ensure continuity of provision. All new pupils are tested as part of the induction procedure to give a norm-referenced baseline of ability, in addition to achievement in literacy and numeracy. Standardised scores from Cognitive Abilities (CATs) Tests, reading ages and spelling ages are calculated and handwriting skills are assessed. A ‘Staged’ model, in line with the SEN Code of Practice, has been developed. Children with SEN are placed at one of four levels on the SEN register (Monitoring, School Action, School Action Plus, Statement). Appropriate records are kept and any child placed at School Action or above has an Individual Education Plan; this clearly identifies special needs and SEN provision. All subject teachers are provided with an ‘Inclusion List’ that identifies SEN students as well as highlighting other concerns. The Inclusion Manager meets each half term with our educational psychologist to discuss concerns and to plan our provision. We liaise closely with the LEA Advisory teachers to ensure that students receive appropriate provision. Most students identified as requiring support will be supported through a differentiated curriculum. Those students who have a Statement of Educational Need have additional provision as identified in their statement. We currently have two full-time SEN Learning Support Assistants who support across the school. They and the teaching staff are encouraged to attend relevant SEN training. The School is committed to including parents in all aspects of their child’s education. Parents are kept informed of progress by regular contact through homework diary, school reports, and review meetings. They are encouraged to participate fully in the IEP / Annual Reviews and in their child’s educational programme. An annual report is presented to the school’s Senior Management Team. A presentation is made to the Governing Body each year and termly reports are also submitted to governors.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Aspergers Syndrome [archived]|
|Attention Deficit Hyperactivity Disorders||Y|
|Attention Deficit Hyperactivity Disorders [archived]|
|CReSTeD registered for Dyslexia|
|Delicate Medical Problems [archived]|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
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The data is based on actual admissions from the schools years September 2012 – August 2015 inclusive. Data from the school year September 2015 – August 2016 will be available in 2017.
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