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The school is committed to high achievement for all through the creation of a happy, organized, and stimulating working environment enabling the children to realize their potential for learning and their capacity for enjoyment. Our overall aim is to be an outstanding inclusive academy that specializes in focused personalized learning and development of the whole child. Everyone at Dorrington strives to develop the skills, attitudes, and values of each other to be the best that we can be. At Dorrington Academy we aim: To respect the uniqueness of all those who are involved in the academy community. To ensure the academy is committed to obtaining the highest achievement for all. We aim to create this through a stimulating, happy learning environment that enables all members of the community to realize their potential for learning and their capacity for enjoyment. To encourage co-operation with each other, to be sensitive to the needs of others, and to develop an awareness and an appreciation of other races, religions, and ways of life. To encourage parents to take a supportive role in their children’s education and the daily life of the academy. To take creative risks with our provision to enhance accelerated learning opportunities and enjoyment for all. To ensure SMSC penetrates throughout our entire curriculum. As we move towards realizing our vision, the academy invests in the wellbeing of all its community. Dorrington Academy is committed to serving its community. It recognizes the multi-cultural, multi-faith, and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the Academy are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Dorrington Academy is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students. Whole-school planning is undertaken in the light of the National Curriculum areas. Each Curriculum area has its teaching based on policies and schemes of work agreed by staff with supportive guidance and strategies. When children with Special Educational Needs are identified, parents are informed and Individual Education Plans of support are implemented. These are reviewed regularly. Learning is a lifelong process that enables us all to play a full part within society, contribute to it, and benefit from it. All of us, as parents, children, teachers, governors, and the community are involved in this process. Our school curriculum is of vital importance as it provides a solid foundation for future life experiences. In particular, our curriculum can provide learning opportunities through planned programs, shared values, and attitudes, which will equip children with the skills and knowledge to achieve their potential. We recognize that for a variety of reasons, some children experience difficulty in learning or in accessing the curriculum. In such instances, a working partnership with parents is of great importance. If your child experiences difficulty at any time, your child’s class teacher will discuss any concerns they have with you and you may be asked to support your child in particular ways. If the difficulty is long-term or needs specific support in school, the class teacher will also discuss this with the Inclusion Manager and provision may be made at School Action Level. This involves an Individual Target Plan (ITP) being prepared, outlining some additional or different action to be taken. Your participation in planning and reviewing these ITPs contributes to their success. If progress is still inadequate, extra intervention may be made under School Action Plus specialists may be consulted (e.g. Pupil & School Support Service, Specialist support, etc) and/or new teaching strategies developed. View full school