They learn how to use their “disability” to their advantage. A study from London’s Cass Business School revealed that 35% of entrepreneurs in the United States are dyslexic.1 When students with language-based learning differences are given the right tools and strategies they are often able to turn their talents into successful businesses and careers. Therefore, they are at an advantage over their peers when it comes to essential 21st century skills for success. Accommodations alone will not allow our students to soar it is imperative that we equip AIM learners with the full benefit of instructional strategies that will allow them to excel in their chosen professions.ĪIM is driven by the belief that children, who learn differently, challenge conventional ways of thinking. Resources for authors Track your accepted paper Journal Finder Researcher Academy. With an advisory board of world renowned researchers, AIM is uniquely positioned to be on the forefront of cutting edge advances in educating children who learn differently. The aim of the journal is to share View full aims & scope. Over three quarters of pupils speak English as an additional language.AIM Academy is a Research-to-Practice School that is continually pioneering the technology and techniques proven to benefit children with language-based learning differences. The school uses one alternative provider, Enfield College. This support has increased markedly since September 2018, following the withdrawal of the proposed new sponsor, and now includes support for teaching and learning, and pupils' behaviour. AET provides support to coach senior and middle leaders. The withdrawal of the proposed new sponsor gave the school a period of uncertainty until the current arrangement was confirmed. Between 20 the academy was in the process of changing its trust sponsor. AET delegates all governance responsibilities to this new governing body. AET appointed a new governing board in September 2018 which includes AET senior officers, school improvement consultants and headteachers from other AET schools. Previously the governing body was a local governing body. Information about this school Nightingale Academy is part of a multi-academy trust, the London Academies Enterprise Trust, which is a subsidiary of the Academies Enterprise Trust (AET). Pupils enjoy these lessons and speak highly of these individual teachers. A few teachers plan activities which support and challenge their pupils. It is too soon to assess the impact of this support. They now challenge school leaders and have put support in place. The school has the following strengths The trust and the new governing board have an accurate view of achievement in the school. Students' outcomes in academic and vocational subjects are well below national averages. The 16 to 19 study programme does not enable students to make good progress. Pupils who are disadvantaged, pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language are not supported effectively. Staff do not follow up on pupils' absence from lessons or from school. Pupils are not aware of some risks to their safety. Pupils have limited understanding of how to keep themselves healthy or safe. Pupils' attendance at school and in lessons is very low. The leadership of pupils' personal development and welfare is not effective. re inattentive in lessons and some disrupt others' learning. Many pupils do not understand the content of their lessons, particularly those who are at an early stage of speaking English as an additional language. AIM helped me to land a big jump in my SAT score and gave me such good attention when it came to completing my applications and essays for my Boston College. Teaching does not support pupils' learning. Teachers' assessment of pupils' attainment is inaccurate. According to state test scores, 24 of students are at least proficient in math and 31 in reading. It has 282 students in grades K-6 with a student-teacher ratio of 14 to 1. Pupils' outcomes are well below the standards they can achieve. Aim Academy at Fairmount is a public school located in CANTON, OH. Previously, governors did not challenge information from senior leaders despite falling standards. Senior leaders' self-evaluation is overgenerous. They have low expectations of what pupils can achieve. Summary of key findings for parents and pupils This is an inadequate school Senior leaders do not have an accurate understanding of the quality of education in the school. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. This inspection rating relates to a predecessor school.
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