Caring for Students
We have a lively and enjoyable induction programme to ensure successful transition between primary and secondary school. This introduces the academy to prospective students and parents, explains its ethos and allows individuals to raise questions and concerns they may have.
The Academy is divided into five year groups, each of about 130 students, in five tutor groups. Each student has a tutor whose role is to monitor that young person’s academic and personal development. A Personal Development Programme ensures that students progress and develop skills and confidence to supplement the academic curriculum.
Year groups 7,8 & 9 are supported by Mr Willson Associate Principal of the lower Academy. Year groups 10 and 11 are supported by Mrs King, Associate Principal to the upper Academy. There is access to a range of external agencies to support individual students and their families where this is appropriate.. The Academy opened its own Health Centre in 2010, working with local GPs, the Youth Service and Connexions to provide easier access to medical and well-being services.
Ansford operates a Safeguarding and Child Protection Policy which incorporates the key measures the school has in place.
Our Student Support Team
|Ben Willson||Assistant Principal - Inclusion & Achievement|
|Craig Owen||Head of Transition & Y7 Senior Tutor|
|Mel Whittaker-Young||Head of Lower School|
|Carlie Harrison||Head of Upper School|
|Jane Rossiter||SEN Support|
|Jane Mallord||Y10 &Y11 Senior Tutor|
We aim to keep class sizes at 25 with none above 30.
For academic purposes there are eight faculties each area led by a Subject Improvement Leader: -
English - Sarah Dukes
Mathematics - Shane Roberts
Science & DT - Sam Wignell
Humanities - James Thompson
Modern Foreign Languages - Claire Kenchington
Creative Arts - Kerri Marshfield
Physical Education - Thomas Cue
Special Educational Needs - Robin Grimes
Updated Sep 2016
Links & Downloads
Henrietta Lang - Ex-Governor
'I was in a classroom one day using one of the computers while a french lesson was going on. The lad sitting next to me was very quiet and withdrawn. The teacher came and crouched beside him, quietly so no-one else could hear she said, '(name) I noticed you didn't hand your work into me at the end of last lesson was that because you found it hard?' boy nods silently. 'What can I do to help with that?' she says. I was really touched by her caring gentle approach. It made me think how different my own school experience would have been with teachers like that around.'