Hardcopy delivery

Hardcopies of all Policies and Reports can be made available in hardcopy by requesting those files from the school office.

School contact details

Mrs A Watts (Principal), Ruskin Academy, Ruskin Avenue, Wellingborough, Northants. NN8 3EG

Mr I Pinnock (Director for Inclusion) This email address is being protected from spambots. You need JavaScript enabled to view it.

Mrs B Stuart  (School Business Manager) This email address is being protected from spambots. You need JavaScript enabled to view it.

Telephone No:  01933 381600


Our school Prospectus is provided as a download on the sidebar which complements the information provided on this page.

Admission arrangements

The fellowship are totally committed to ensuring that admissions to schools within the trust is in line with statutory guidance; pupils will be admitted without reference to ability, aptitude or culture. Our Admissions Policy as available for download in the sidebar and describes all associated processes and criteria.


Web links to the OFSTED website are provided in the sidebar. Note that Reports and ParentView our within the OFSTED area. From September 2016, the OFSTED Data Dashboard has now been moved and is part of the government's School Comparison Toolkit.

Performance Tables

All information related to performance at KS2 is provided on the Department of Education School Comparison website. We have provided a link to this website in the sidebar.

The Curriculum

Curriculum Maps are provided to show the long-term plan for delivery of teaching and learning across each of the classes within our school. These are provided by navigating to the Pupils area under which you will find a page dedicated to each class.

Below is a table providing an overview of the Curriculum Map.






Year 3

Friend or Foe

Poles Apart

I Love Where I Live

Year 4

Farm Boy

Italian Adventure

Up, Up and Away

Year 5

War Game

Robins Recruits

Walk Like an Egyptian   

Year 6

Secret Garden

Viking Invasion

Transition to Year 7

Behaviour policy

In line with our school aims, we have published a Behaviour Policy which defines the rules and responsibilities of all members of our community with respect to how they should behave. A copy of this policy is available in the sidebar.


Ruskin Academy fully recognises the contribution it can make to protect children and support students at the academy. The students’ welfare and safety is of paramount importance. The aim of this policy is to safeguard and promote our students’ welfare, safety and health by fostering an honest, open, caring and supportive climate.

Our key Safeguarding Policy and E-Safety policies can be found in the sidebar and additional supporting Policies (Acceptable Use, Drugs, Use of Images, Staff Code of Conduct) can be found on our General Policies page (click here).

Further help and support can be found at the NSPCC (Click Here) or Childline (Click here)

Charging and Remissions policy

The Trustees recognise the valuable contribution that the wide range of additional activities, including clubs, out of Academy trips, residentials and experiences of other environments can make towards the students' all-round educational experience and their personal and social development. Some of these activities incur costs and our Charging and Remissions Policy which can be found in the sidebar outlines how these activities are supported from a financial perspective.

Special Education Needs and Disabilities (SEND) information

The Education Fellowship believes in making it possible for every pupil to achieve aspirational outcomes; educationally, socially, in their personal life and within their local community. Our schools are committed to working in partnership with relevant professionals in order to achieve holistic outcomes for children. Our Special Education Needs and Disabilities (SEND) Policy, available as a download in the sidebar, sets out our strategy for empowering pupils.

Progress of Pupils with SEND

In the past the monitoring of the progress being made by children with SEND wasn’t effective. This has now been recognised and school leaders are now carefully tracking both the attainment and progress being made by these children. Where applicable, strategies will be put in place that ensure the teaching provided is appropriate to the needs of the child and enables them to fulfil their potential.  

Arrangements for consulting parents and children with SEN and involving them in their education

Partnership with Parents/Carers

The school aims to work in partnership with parents and carers. We do so by:

  • working effectively with all other agencies supporting children and their parents
  • giving parents and carers opportunities to play an active and valued role in their child’s education
  • making parents and carers feel welcome
  • encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs the child may have which need addressing
  • instilling confidence that the school will listen and act appropriately
  • focusing on the child’s strengths as well as areas of additional need
  • allowing parents and carers opportunities to discuss ways in which they and the school can help their child
  • agreeing targets for all pupils, in particular, those not making expected progress and, for some pupils identified as having Special Educational Needs, involving parents in the drawing-up and monitoring progress against these targets
  • keeping parents and carers informed and giving support during assessment and any related decision-making process
  • making parents and carers aware of Northamptonshire’s Information Advice Support Service as part of the Local Offer.
  • providing all information in an accessible way, including, where necessary, translated information for parents with English as an Additional Language.

How children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN

  •  As an inclusive school, we do everything we can to ensure that pupils of all abilities and needs are fully included in the life of the school.
  • Where appropriate and legitimate, we endeavour to provide different ways for all learners to access the same learning experience, rather than withdrawing pupils and providing an entirely different activity.
  • Our deployment of additional staffing and resources funded from our devolved additional needs budget through the Local Offer, ensure that all curriculum experiences are available to all pupils in the school (eg. educational visits, extra-curricular activities), particularly where a voluntary financial contribution from parents is required for the activity to run. This is in compliance with the Equality Act 2010.
  • All lesson planning seeks to address the learning needs of all pupils in the class. Teachers receive regular training and support to ensure they are skilled in differentiating the curriculum for disadvantaged learners. When subject coordinators monitor planning, work and progress data and when they or senior leaders carry out observations of teaching and learning in classrooms, particular attention is given to whether the on-going learning offer is inclusive.
  • Pupils are encouraged to analyse how they themselves learn and there is an on-going dialogue about this in our classroom. Pupils are given the opportunity and support to develop self-help strategies to ensure their full access to the curriculum.

SEND Training

All staff work with pupils with SEND. To carry out this aspect of their role effectively, staff have been trained to ensure the school has specific areas of SEND expertise. Training has taken place in the following areas:

  • Emotion Coaching
  • Attachment
  • Protective Behaviours
  • Autistic Spectrum Disorder (ASD)
  • Attention deficit hyperactivity disorder (ADHD)
  • Team Teach
  • Drawing & Talking

Staff continue to access further training as required.

Our Local Offer  


School Name

Ruskin Academy

Type of School:




Education Fellowship Academy School



Fully Wheelchair Accessible


Auditory/Visual Enhancements


Other adaptions


Core Offer:

Are you currently able to deliver your core offer consistently across all areas or your school?



Are the following school policies available to view on the school website? 



Equality and Diversity








SEND and Inclusion


Child Protection and Safeguarding



Are you aware / familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act of 2010?


Are you aware / familiar with the requirements of the Special Educational Needs and Disability Code of Practice (2014)



Range of Provision:

Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

Specialist facilities / Equipment to support SEND

Most classrooms are wheelchair accessible.

Input from specialist support services

Access to Educational Psychology service.

Speech and Language therapists through the local authority.

Appropriate support as required from Education Inclusion & Partnership (EIP) Team and Specialist Support Service for SEND.

1:1 and small group support from Teachers and Teaching Assistants and Learning Mentor.

Extra-Curricular Activities

Before and After-School support

Breakfast Club – subject to payment of a small fee.

A range of sporting and music clubs held during lunchtime led by staff (free subject to spaces).  Choir sings in planned performances throughout the year.

Sporting club (basketball) run by commercial organisations (fee paying, subject to spaces).

Sign post to after school provision – Victoria Centre


How do you promote inclusion within the school (including visits and residential trips)?

The new National Curriculum 2014 is currently being embedded across the school in a cross curricular way and all lessons are designed to meet the requirements relating to inclusion, with adjustments made as appropriate.

Risk assessments are completed and adjustments made where necessary to ensure that all children are included in visits and residential trips regardless of SEND.

Additional provision for the social emotional and academic welfare is targeted and progress monitored to ensure positive outcomes.

What percentage of children currently receive support for SEND?

16% (children, including 2 EHC Plan) – September 2017

Parent Support Involvement and Liaison:

How do you involve / support the parents of children with SEND with regard to identifying and meeting their needs?
How do you communicate their progress and areas of difficulty?

The children identified with SEND work closely with their class teacher, teaching assistant, SENCO, and of course their parents / carers. Support and targets are agreed and formalised with a SEND Support Plan at the beginning of each term, which are shared with parents/carers. These are reviewed within school at termly intervals. Parents /carers can request a meeting with the SENCO during Parents evenings/Target setting meetings or at another mutually convenient time, to discuss progress in addition to their meetings with the class teacher.

How well does the school prepare children with SEND to join their next setting (Class / Key Stage / School)?

Planned transition programmes are in place as all children move from Ruskin Infants School to the Academy. Children moving to the Academy from other schools have individually planned transition programmes. Transition days are supplemented with familiarisation visits, for any child identified as requiring them, to take place in the weeks leading up to any moves.
All staff are aware of any children with SEND within their particular Year Group and the support in place to meet their needs.
For those children with Education Health Care Plans additional advice for transition is provided by the school and individual transition programmes put in place.

Other Information:

What else do you think parents would like to know about the school with regard to support for children with SEND?

We are currently using the following intervention and support programmes:

Small group and 1:1 programmes for reading and spelling
Booster classes across all Year groups
Streamline teaching across all Year groups
Supervised Play
Meet and Greet
Lunch club

Completed By:


Date Completed:

September 2017

Review Date:

September 2018

PE and Sport Premium Information

Our Sport Funding report is available in the sidebar for download.

Pupil Premium Information

You can find our Pupil Premium information as a download file in the sidebar.


The Education Fellowship, as a Multi-Academy Trust (MAT), is responsible to the Secretary of State for the education and financial arrangements within its academies. In law, the Fellowship board is the advisory body of all academies within the trust. The CEO is ultimately responsible for decisions relating to how each academy is run under the guidance of the executive.

As a MAT we can establish a governing body to delegate functions to support the running of the academy. We will delegate functions based on the current status of the academy, as judged by Ofsted. The MAT remains accountable for these functions.

The Fellowship has developed an Academy Advisory Board (AAB) structure for each academy to provide support and advice to Principal/Headteachers.  AABs are key to our ability to fulfil our vision.  Governors know the local community, they know the academy and they are uniquely placed to give the Principal/Headteacher relevant support. 

The role of governors in AABs is:

To advise, support and challenge where appropriate
To represent various groups including parents, staff and community
To monitor progress of the academy and pupils against key plans
To commit to regular full AAB meetings and actions groups as appropriate
To use areas of expertise to support within the academy through visits and links to key areas within the academy

Our Advisory Board has a dedicated web page within TEF, which can be found here.

Values and Ethos

Our School Vision

Our approach is based on high standards of values and behaviour and encouraging everyone to "go beyond the expected".

Our Aims

At Ruskin Academy we aim to develop the whole child by:

Creating a school where learning is made exciting and enjoyable and all children are helped to learn the skills of how to learn.
Providing a caring, happy, safe environment in which children and staff may develop their full potential and feel secure to express themselves freely.
Making education a partnership between teachers, parents and carers and families, governors, children, all those who work in school, industry and other interested parties in the wider community.
Create a sense of responsibility in children towards all their school activities and to engender respect and consideration of people throughout the world, and the planet earth.

Back to top