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Ormiston Denes Academy

Working in partnership with Ormiston Academies Trust, our vision is for all young people to have the highest academic, social and practical skills to allow them to lead a fulfilling life. We foster a creative and determined approach to excellence in education.

The Ormiston Denes Academy is committed to the development of the Whole Child through a challenging and innovative curriculum complemented by an extensive extra-curricular programme of clubs, trips and visits. We know that the best way to ensure that our students are happy and attend well is to recognise, nurture and value all their talents and abilities.

Our school is vibrant and engaging. We have over 100 years of experience behind us and we have an alumnus that boasts some of the nation’s leading figures in sports, media, arts, academia and business. Whatever your talents and interests, unlocking your potential is our business.

You will find a warm welcome when you visit – please do not hesitate to get in touch and arrange a visit so that you can see us in action.

Who to contact

Mr Ben Driver
Head Teacher
01502 574474
01502 573957
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Additional contact

Additional Website
Suffolk County Council website

Where to go

Ormiston Denes Academy
Yarmouth Road
NR32 4AH
Area served
Venue Email
Venue Website

Other details

Age Groups
Young people
Disabled Parking, Wheelchair Access, Lift, Adapted Toilet
School Transport assistance
Find out more about home to school transport



School Type
School Status
Academy Sponsor/Trust
Ormiston Trust
View the latest Ofsted Inspection Report
DfE Number
Last Updated

Local Offer Local Offer Record

Experience of including people with special educational needs and disabilities


What support is available for my child in the school?


The SEND team has a key responsibility for ensuring students with SEN and other additional needs are supported. This means:

                           Direct TA support in lessons

• Providing strategies to staff that will help in lessons

• Advising on suitable differentiation of resources and learning tasks

• Providing one-to-one or small group support for literacy, numeracy or other curriculum areas

• Providing catch-up opportunities

• Offering computer-assisted programmes to improve literacy

• Providing extended learning opportunities

• Supporting the student to access on-line learning opportunities and monitoring their progress

• Interventions through The Raising Achievement Centre to support individual needs

• Enabling subject areas, where appropriate, to arrange specialist in-class support or to develop team approaches

• Supporting the student to attend specialist external provision and monitoring their progress

• For students with statements or Education, Health and Care plans guidance towards Post 16 pathways begins through the Transition Plan. There is planned and regular involvement with the Integrated Team. Initial careers planning takes place through informal discussions with the students and their parents.

• Examination special arrangements are designed to ensure access for students with certain disabilities and certain learning difficulties without giving them an unfair advantage. Consideration for special arrangements is given with reference to guidance and regulations of exam boards and QCA. Decisions about special arrangements and disapplication are made by the Principal following recommendations from the SENCO. Once special arrangements have been granted it is the responsibility of the Examinations Officer to ensure they are implemented.


How accessible is the school environment?


Ormiston Denes Academy firmly believes in equal opportunities and will aim to meet the physical, emotional and intellectual needs of all our students through providing appropriate and personalised interventions to enable every student to achieve.


The Academy is accessible to most classrooms via ramps, a lift, and doors suitable for wheelchair access. However, in the old part of the school there is no access to the balcony classrooms (Maths and MFL). Therefore, we have additional Maths and MFL classrooms on the ground floor to ensure all students can access subject specific classrooms and all appropriate apparatus.


 Can the school meet my child’s needs? 

The vision of the Children and Families Act 2014 is based on the following principles:


• High expectations and aspirations for what young people can achieve.

• Aspirations of young people and their parents and carers that are placed at the centre of everything we do.

• Early identification of needs and integrated early help.

• Integrated assessment and planning, focussing on long term outcomes, bringing together education, health and care support

• High quality provision organised with clear pathways and choice for families

• Excellent outcomes achieved through the knowledge, skills and attitude or everyone working with children and young people.

• A personalised approach focussing on the individual needs of students

 All students belong to a year group, a vertical tutor group and a House.

They attend assemblies, participate in year group, house and whole school activities and follow a common tutorial and mentoring programme.


PSHE is taught as ‘stop-the-clock’ days. This means that on identified days the timetable is collapsed and there will be activities focusing on a particular area of PSHE.


A wide range of extra-curricular activities are available to all students and the Academy employs a much personalised approach so that we can work together in ensuring that individual needs are met and supported.


Once a fortnight we have Enrichment. This offers a wide range of activities for all students to access. This is run across the whole school so students are grouped according to their passions rather than year group.


Where else can I find support and information?


Additional information on the support available can be found on the Suffolk local offer website at:

                   Who should I contact?


The work provided by the SEND team is led by the SENCO, Mrs Kerry Ellison who is responsible for the work provided by the team as well as ensuring the SEND policy is up to date and being implemented across the Academy.


Some tasks or duties may be delegated and each member of the Team may be asked to provide support in the differing contexts of their roles.


All students are in a tutor group and belong to one of four houses.


SENDCo – Mrs Kerry Ellison -


Pathways and Transition – Mrs A Gee -


Attendance - Mrs Jo Townshend -


Endeavour Head of House – Ms Lisa Collis -


Enquire Head of House – Mrs Honey Turpin -


Inspire Head of House – Ms Karla George -


Venture Head of House – Mr Jon Wilkinson -


Alternatively, you can call the school on 01502 574474 where you can be directed to whoever you need to speak to.



What are the SEND categories? 

Students will be included on the SEND register if needs are identified in the following areas:


·        Communication and Interaction

·        Cognition and Learning

·        Social, Mental and Emotional Health

·        Sensory and/or Physical

·        They will be registered as SEND Support or as a student with a

Statement of SEN or its replacement - an Education, Health and Care Plan (EHC).


Behavioural difficulties do not necessarily mean that a student has SEND and will not automatically lead to them being registered as such. Students who present with challenging behaviour may have unidentified SEND and the academy will endeavour to identify these in appropriate ways.

 How does the school identify and assess children with SEND?


Students have a learning difficulty if they:

 • Have a significantly greater difficulty in learning than the majority of children of the same age

• Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for students of the same age

 Students will be identified using:

 • Information from parents

• Statements of SEN, Education, Health and Care plans, other records of SEN, ILSPs, Pupil support frameworks etc.

• Baseline data from routine testing

• Information from previous schools

• Liaison with primary schools from Year 5 onwards

• Attending case conferences and review meetings

• Testing of students joining the school (other than at transition).

• Identification by subject teachers, the House Team and referral to the Inclusion team

 Students with SEND will be monitored and progress checked by:

 • The teachers’ evaluation and assessment

• Routine testing

• Through discussion with the student

• Through consultation with parent(s)/carer(s) to listen to their views on the progress of their child.

• Through consultation with external agencies working with the student and/or family

 For those students who have an LA Statement of SEN or Education, Health and Care plan there are additional review procedures. The review during Year 9 forms the Transition Plan, which seeks to outline the appropriate changes to provision for the pupil’s future, with the involvement of integrated team.

 The SEND team carries out annual reviews for students with Statements of SEN or Education, Health and Care plans.

 Where appropriate, and in consultation with parents, the Academy will refer to outside agencies such as the Educational Psychology service, County Inclusive Resource, Pupil referral units, and the Behaviour Support Service.

How will my child’s needs be met?


Most SEND needs can be addressed in the classroom by subject teachers with Quality First Teaching.

 For some students further interventions will need to be put in place. These will be personalised according to the needs of the student and may be either short or long term –there is no one size fits all.

 The following provision and interventions are used at Ormiston Denes Academy:

 ·        In-class support - Students with Statements and those with particular needs (including certain medical conditions) have access to shared in-class support from a TA. The TA works closely with the teacher to assist the students in making progress. Occasionally, where needs are very complex, one to one support is provided in the classroom.

·        Literacy - In order to address literacy difficulties there are a variety of interventions available:

-Some students will have their needs met within the smaller group setting.

-Students with specific difficulties (e.g. Dyslexia or poor spelling) may be withdrawn individually or in a small group on a weekly basis.

- All Year 7 and 8 students will complete Accelerated reader (drop everything and read) daily.

-Other programmes to address particular needs such as reading comprehension, Catch Up Literacy or paired reading are put in place as necessary.

·        Numeracy - The majority of difficulties with numeracy are addressed within the smaller supported groups, sometimes with additional support being placed in the classroom. Where there are specific difficulties students are withdrawn individually.

·        Speech and Language - Students with identified Speech and Language Difficulties and problems with communication in conjunction with needs such as ASD are withdrawn to follow individual programmes. These programmes are either informed by a Speech and Language Therapist or by CIR (County Inclusive Resource for ASD students)

·        Subject specific – When a student requires additional support, in particular in KS4, subject staff will offer catch up or revision sessions.

·        Pathways - Students who find it difficult socially, are withdrawn or have low self-esteem benefit greatly from being part of a Nurturing environment. We offer Pathways throughout the school, although in the autumn term they are concentrated more in Year 7 as part of our transition work with the primary schools.

·        Resilience/Mentoring - Students with low self-esteem and a history of difficulties often have little belief in themselves as learners. Some students are offered a mentor individually to help address these issues. We also offer group work to help develop resilience.

·        Irlen support - Where students are having difficulties with literacy skills they can be screened at the academy for Irlen Syndrome/scotopic sensitivity. This is a visual disorder which can mean the children skip lines or words when reading on white paper. It can also affect their written work. If a student is diagnosed with this we provide overlays and coloured paper/booklets appropriate for them.

·        Individual Withdrawal Programmes - Some students have particularly complex needs and need an adapted curriculum which will involve some withdrawal from lessons. These students will have their own individualised programme to address their needs. All individual programmes are carefully planned with a student’s strengths, weaknesses and future needs in mind.

·        Transition Group – we offer 1-1, small groups and Nurture transition. Needs for transition are identified by the feeder primary schools or at parental requests.

·        1:1 mentors – This is offered through the House team or through a referral to the Inclusion team.

·        Behaviour management – This is a six week program offered through Pathways. It is run 1-1 or in small groups depending on individual needs.

·        Self-esteem – This is a six week program and can be run through Pathways.

·        School Counsellor – This can be accessed at student or parental request or can be offered through the House team. All referrals go to the SENDCo who co-ordinates this. The school counsellor is in 2 days a week. All appointments are confidential and information will only be shared if the student is at risk.

·        School Nurse - This can be accessed at student or parental request or can be offered through the House team. All referrals go to the SENDCo who co-ordinates this. There is also a drop in session where no appointment is needed.


 How does the Academy support transition?


With our main feeder school, we start transition as early as Year 4. Students visit academy for a variety of transition projects.


The main transition work starts in Year 6. In the Autumn term, Primary schools meet with us to identify students that would benefit from working with us.


In January, we start with small group work. We have a key worker who visits the primary schools on a weekly basis to work with 1 or 2 small groups of students.


In April, our key worker works with students on a 1-1 basis in their primary school. If required, they also visit the academy at various times of the day. This can include after school, during lunchtime or lesson times.


In June, we run further transition groups. These are with a group of students from a variety of primary schools so they can meet new people who will be in the same year group come September. We run 4 separate  transition groups. These are run at the Academy.


We welcome visits from prospective parents and students at any time; simply contact the academy to arrange.

 How does the school communicate with me?


A wide variety of information is available on the Academy website and Go4Schools. You will be given information about your child’s progress through the Academy’s reporting system and at parent’s evenings. Homework is recorded on 'Show My Homework' where parents and carers can also see what homework is set and due in.


A half termly newsletter gives regular news on what is going on in the Academy and how you can become involved. You will be contacted by text message for any attendance issues and also to inform you when letters are being sent home.


Staff can be contacted by telephone via the main reception or by email.

 How will I know how my child is doing?


Teacher assessments are completed on a half termly basis and information about your child’s progress will be made available to you. This will be in the form of assessment and effort levels, a full report and at parent’s evenings.


Progress and attainment is also discussed at Annual reviews and other review meetings.


Alternatively, you can access your child’ attainment levels on Go4Schools at any time.


Where do I find the SEND policy?


The Academy’s SEND policy can be found on our website. Alternatively, please follow the link here:



Pupils with special educational needs but without statements are treated as fairly as all other applicants for admission.


‘Admission authorities must consider applications from parents of children with special educational needs but with no statements on the basis of the academy’s published criteria’ (SEN Code of Practice).


Prior to admission parents of SEN children are given time to share information and concerns regarding the transition with the SENCO.

 This allows necessary resources and arrangements to be put in place.

Mrs Kerry Ellison
01502 574474
SEND policy
Local offer
Conditions Supported
Autistic spectrum conditions
Communication difficulties
Health conditions
Learning difficulties
Mental health conditions
Physical disabilities
Sensory impairments

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