Caring for Students
We have a lively and enjoyable induction programme to ensure a 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 Roberts Assistant Principal of the lower Academy. Year groups 10 and 11 are supported by Miss Dukes, Assistant 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
|Shane Roberts||Assistant Principal - Inclusion & Achievement|
|Maz Turner||Head of Transition & Y7|
|Mel Whittaker-Young||Head of Year 8 & 9|
|Carlie Harrison||Head of Year 11|
|Jane Rossiter||SEN Support|
|Jules Richards||Head of Year 10|
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 - Rob Osborne & Lizzie Rice
Mathematics - Christopher Battle & Jackie Jesty
Science & DT - Sam Wignell
Humanities - Ben Willson
Modern Foreign Languages - Claire Kenchington
Creative Arts - Kerri Marshfield
Physical Education - Thomas Cue
Special Educational Needs - Robin Grimes
Updated Sep 2017
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 The lad sitting next to me was very quiet and withdrawn.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.'