- Outwood Academy Valley
- Head: Dr Philip Smith
- T 01909 475121
- F 01909 471 360
- E email@example.com
- W www.valley.outwood.com
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Nottinghamshire
- Pupils: 1550
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- 16-19 study programmes Outstanding 1
- Outcomes for children and learners Outstanding 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 24th May 2017
- Previous Ofsted grade: Good on 12th March 2014
- Ofsted report: View the Ofsted report
What the parents say...
No comments received for Outwood Academy Valley
Please login to post a comment.
Thank the school
Parents and pupils often have cause to acknowledge the help and support they have received from their schools, for example in helping in the choice of further education or careers. "Say thank you" allows you to send a quick note of appreciation to the school in general or to an individual teacher.
This is a thank you to your school, teacher or careers adviser who helped you to get where you are now.
Please fill in the fields below, which we will transform into a letter of thanks from you to them.
Special Education Needs
Valley School Learning Support Department Philosophy of Department Learning Support is about removing the barriers to learning. This includes the development of basic skills, social skills, ensuring that students have access to the curriculum both academically and physically and can experience success. It is about improving student’s self-esteem, overcoming disaffection and behaviour difficulties. It also includes supporting students at times of emotional crises. The Learning Support team identifies and assesses students as early as possible so teaching staff can be informed and intervention strategies put in place. Withdrawal for basic skills development needs to take place. However it is important that students are taught as much as possible with their peers in mainstream classes. The aim of in-class support is to work with teachers to help students access the curriculum and meet the objectives of the lesson. Students are encouraged to become more independent. The relationship between the teaching assistant and teacher is very important. Effective practice is when there is shared commitment to making activities and tasks successful for all students. Learning Support staff get to know the ‘whole’ student. They acquire an understanding of students’ difficulties and provide the security they need. Students are able to talk through their concerns and problems. Learning support staff work with students and parents to develop strategies and achieve targets.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|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|
Subscribe now for instant access to school catchment.
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.
Already subscribed? Login here.
Educational insight in your inbox. Sign up for our popular newsletters.