Ethos and Values
Regardless of circumstance we will make all of our young people successful. We aim for all of our learners to make outstanding progress and every member of staff is dedicated to achieve this. The specialist services we deliver to our young people ensure that they overcome the barriers that previously prevented them from being able to engage in mainstream education.
Victory Park Academy provides a bridge for young people to re-engage productively in an educational journey that has previously only led to failure.
We work to provide the best possible learning outcomes for pupils who despite exclusion, missing education, illness or otherwise cannot access a mainstream school. Where possible we seek to return our pupils to mainstream provision as ultimately this is the best place for their continued learning.
We aim to prevent exclusion through early intervention which can be either short or long term. We work in partnership with the local authority and schools to support them to reduce the need to use fixed or permanent exclusion. We adopt a multi-disciplinary approach to early intervention supporting the school, parents, carers and individual pupils.
Under legislation, local authorities are required to provide education for pupils who are excluded or missing school for illness or otherwise. Our curriculum offer allows us to reflect the national curriculum along with personalised learning which providing pupils the opportunity to make good progress in line with their needs in a supported learning environment.
Whenever possible, Victory Park Academy aims to facilitate the return of pupils into mainstream education. We provide a supported environment to refocus the learning and behaviour of pupils to enable appropriate reintegration in to mainstream school.
Our alternative provision is positioned as an integral part of the local provision of education. The Parallel Learning Trust is not peripheral but is a valuable option for local schools as a resource to support them with their most challenging pupils.