|Name||Aegir - A Specialist Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 May 2014|
|Address||Sweyn Lane, Gainsborough, Lincolnshire, DN21 1PB|
|Religious Character||Does Not Apply|
|Number of Pupils||120 (70% boys 30% girls)|
|Academy Sponsor||Mayflower Specialist School Academy Trust|
|Percentage Free School Meals||42.2%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
|Last Distance Offered Information Available||No|
Information about this school
The Aegir School is federated with a primary special school, Warren Wood. There is an Executive Principal and one governing body for both Aegir and Warren Wood. Each school has a head of school. The Aegir School is located on the same site as Trent Valley Academy, a secondary school which is not run by the local authority. All students have a statement of special educational needs. The school educates students with complex and multiple needs, including moderate, severe profound and multiple learning difficulties. Approximately half of the students have autistic spectrum disorders. The proportion of students who are known to be eligible for the pupil premium (additional government funding for specific students, including those known to be eligible for free school meals) is well above average. Students come from a Gainsborough, Lincoln, Market Rasen and other surrounding areas. Almost all students are from a White British heritage. Boys outnumber girls by three to one. The school uses a range of work placements in local businesses and colleges including St. Bedes and Gainsborough College, as well as Hill Holt Wood which is an alternative provision to support students in full attendance. Students study GCSE at the co-located secondary, Trent Valley Academy. There have been several new appointments since the previous inspection, including three teachers. The Executive Principal and Head of School took up their posts in the autumn term 2013. The Executive Principal works to promote improvements beyond the school in partnership with the University of Northampton and the local Authority. This includes training special educational needs co-ordinators in gaining the National award across Lincolnshire. The federation supports a significant number of primary schools through ‘outreach’. The school has achieved a number of awards for its provision, including the full International Schools Award.
Summary of key findings for parents and pupils
This is a good school. Students make good progress, particularly in English and mathematics. Some students make rapid progress in their communication skills. The sixth form is good. Students are well prepared for transition to adulthood. Teaching is good and there is a successful focus on developing students’ independent skills and sense of responsibility. Teaching is usually good and some is outstanding. Teachers have an excellent understanding of every student’s needs, ability and interests and plan work well to meet these effectively. Students enjoy learning. They behave well in most situations. They feel safe and very well cared for. Leaders focus sharply on improving the quality of teaching. Training and support are effective. Governors are experienced and have a wide range of skills. They ask leaders demanding questions, as well as providing advice and support. Students’ spiritual, moral, social and cultural development is promoted exceptionally well through a wide range of activities and beyond the school, through links with schools internationally. It is not yet an outstanding school because : Students’ progress is not rapid enough. This is because teachers do not always make clear what students will be expected to learn by the end of the lesson. Students are not always provided with effective support so that, occasionally, their progress slows. Leaders gather a wealth of information, but do not use this fully to plan and evaluate the effectiveness of their work, particularly the progress made by different groups of learners. Governors are not sufficiently aware of any link between teachers’ performance and pay.