An inclusive academy

Our pupils come from a rich cultural and linguistic backgrounds and we work very hard to ensure that everyone has a sense of belonging to the Hornbeam community and that everyone feels supported in recognising and working to eliminate any bias, prejudice and misconceptions about other people. We are very proud to have such a diverse intake of pupils. We learn so much from each other and it makes the school the vibrant, exciting place that it is. At Lime Academy Hornbeam, we set and maintain high expectations in line with our ambitious curriculum to ensure that all learners have opportunities to access meaningful opportunities to be successful beyond the school. As an inclusive community we are committed to:

  • Challenging discrimination and harassment whenever they occur
  • Promoting equality of access and opportunity within our school and the wider community
  • Recognising that diversity enriches us all and promotes positive attitudes to differences between people of different backgrounds, genders, sexual orientation, ethnic origins, cultures, faiths and capabilities
  • Raising standards through a robust system of monitoring and evaluating progress from initial starting points, personalised for each individual

Special educational needs and disability

All our pupils have EHC Plans. We ensure that all pupils are given the right care and support, focused on their specific needs. Personalised approaches are implemented in line with pupils' EHCPs, removing barriers to access the curriculum at their own levels of cognition. We work closely with our young people and their families as well as with all outside agencies to provide a holistic approach to their education.

We would like to signpost you towards this document published by the Department for Education entitled ‘Special Educational Needs and Disability – A guide for parents and carers’. This is a guide for the parents and carers of children from 0-25 with a special educational need or disability wishing to learn more about the changes that have been made to the system for supporting children and young people with special educational needs and disabilities.

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