Developing confident, respectful and successful young people
Whether you are a prospective or current pupil, parent or member of staff, an educational professional or just a visitor to this site, I am sure you will find the information provided both useful and beneficial.
All of the students at Aspire have Educational Health Care Plans (EHCP) that identify SEMH as a primary need. All of the staff at Aspire are committed to providing an effective learning environment that aims to engage and inspire through lessons that take place in and out of the classroom. In our classes the individual needs of the children are paramount and the staff have a deep understanding of each of the students in their class providing opportunities to learn in a variety of ways.
We are currently undergoing a £2m development that will enhance the provision and allow us to work with more children and families. As part of the development we are introducing facilities to deliver a range of vocational qualifications such as construction and hair & beauty. These specialist facilities will supplement the new art room, food technology kitchen and dance and music room.
We are all hugely excited for the future development of Aspire and welcome the new children and families in the future.
If you would like to visit the school, please contact the main office to book an appointment.
Mr Peter Headeach
The AGC meets termly, the reports from this meeting are then fed to the Futura Learning Partnership trustees who meet termly to discuss Futura-wide issues and scrutinise the performance of all the schools in the partnership.
There is a robust and objective selection process for governors and trustees. Appointments are skills-based and made by recommendation from the AGC or relevant Trust committee – subject to the completion of a DBS check and declaration form. Governors are either parent governors, staff governors or community governors. They are usually appointed for a term of office of four years. In order to ensure good succession planning, however, a term of office for a governor may be varied by the board of trustees from between one and four years, subject to a maximum term of office.
Please see relevant links and documents below for further information.
If you have any queries relating to governance of the school, please email firstname.lastname@example.org
Or alternatively, you can write to the chair of governors, Pete Langton: c/o Aspire Academy, Frome Road, Odd Down, Bath. BA2 5RF.
Peter Langton: Chair of Governors
Term of office: 01-09-2020 - 01-09-2023
Paula Black: Staff Governor
Term of office: 21 November 2018 - 20 November 2022
Pete Headeach: Principal
Term of office: ex officio, appointed 27 January 2020
Maureen Glynn: Co-opted Governor
Term of office: 22 November 2017 - 21 November 2021
Richard Morris: Co-opted Governor
Term of office: 16 November 2016 - 15 November 2020
Susy Summers: Staff Governor
Term of office: 21 November 2018 - 20 November 2022
Bernadette White: Link Governor for SEND and Careers Education and Employability Skills
Term of office: 12 May 2021 - 11 May 2025
Lorraine Self: Clerk to Governors
Appointed: 1 March 2021
Parents/carers considering making an application for a place at Aspire Academy should contact the Special Needs Section at Bath and NE Somerset Local Authority as all admissions to the Academy are approved through them.
Students are placed at the Academy by the Local Authority seeking specialist placements for learners with Social, Emotional & Mental Health (SEMH) profiles. All students at the school need to have an active Statement of SEN or Education Health and Care Plan (EHCP) in place, outlining their specific needs and the provision determined to meet those needs. Parents are advised to speak to their local SEN department, or current school placement, if they wish to enact provision of an EHCP for their child. Parents or Professionals wishing to pursue a placement with Aspire are very welcome, and actively encouraged, to visit the school. Visits can be arranged by contacting the school.
Parents may also wish to contact the SEN department within their local authority to advise that they wish to pursue a placement at the school.
Students are able to choose from a wide variety of break and lunch options.
The menus currently available are attached for your information. Please note that there is a three-weekly rotation of the Menus 1, 2 and 3. For ease, dates are provided at the top of each menu to assist you with meal planning for your child.
Senior leadership team
For information about our governing body please see the Academy Governing Committee (AGC).
Ethos of behaviour management
We aim to support children develop the social, emotional, behavioural and learning skills necessary for them to be successful in school. We actively promote and support their inclusion back into mainstream education or an alternative provision where appropriate.
This is achieved thought the provision of a coherent and high quality curriculum, which stretches and challenges all our learners, as well as having a strong focus on developing emotional literacy skills underpinned by positive behaviour management.
Positive behaviour management
We work alongside parents and pupils to support them to positively manage their behaviour:
Whenever possible, confrontation will be avoided. However, if physical intervention or restraint is deemed necessary, staff will follow safe handling (team teacher) guidance.
There is a withdrawal room in the Primary Centre. This facility is used to isolate unsafe behaviour and to allow other children to continue engaging with their learning opportunities. Use of this facility is logged and recorded, as well as monitored to see if patterns in their behaviour emerge.
Reflection time is used by the adult and child after the incident or later in the day whichever is the most appropriate.
We have strong links with all parents/carers of students at the Aspire Academy and this helps to achieve consistency in all aspects of behaviour management.
As a provider of specialist education we hold a strong emphasis on the importance of both academic achievement and the development of social and emotional well-being.
All students are assessed on arrival so staff can tailor the curriculum to meet their needs. Our aim is for students to enjoy coming to school and enjoy learning. We aim to build their self-confidence, self-esteem and build resilient learners who will cope with the demands put on them.
At the end of their time with us students will have reached or exceeded their academic potential whilst being equipped with the social skills and tools required to continue their journey of success. We are proud to say we have not had any NEETS (not in education, employment or training) for four years.
KS2 and KS4 results
What is Thrive?
Thrive is a systematic approach to the early identification of emotional developmental need in children so that differentiated provision can be put in place quickly by the adults working most closely with the child. It is preventative, reparative, pragmatic and easy to use.
What are the guiding principles of the Thrive Approach?
Throughout the year we offer our pupils a range of reward activities and education visits, aimed to enhance their learning opportunities, develop their skills, knowledge and self-esteem and help to open their minds to other people, cultures and opportunities.
Trips and visits have included the following:
The school uniform is a black sweatshirt and t-shirt with the school logo, grey or black trousers or knee length skirt and black shoes.
The school provides one sweatshirt, two t-shirts and PE kit (fleece, t-shirt and sport trousers).
Parents/carers are expected to provide the trousers and/or knee length skirt, shoes and to replace lost kit which can be purchased through the school. Please contact the office.