Ruth Gorse Academy: Leeds school ‘extremely proud’ as it wins prestigious award for special needs work
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The Ruth Gorse Academy, in Black Bull Street, was crowned ‘Secondary Provision of the Year’ at the annual National Association for Special Education Needs (NASEN) awards on Friday (October 6).
The glitzy ceremony was hosted at The Grand Hotel in Birmingham, celebrating people and schools that go above and beyond in championing children with special education needs and disabilities (SEND).
The Ruth Gorse Academy was shortlisted for its work in ensuring that its teaching is fully inclusive, as well as its rigorous training programme for teachers. A key part of its approach to SEND provision has been the introduction of school ‘champions’, who meet half-termly to ensure that every student is coping with the curriculum.
It was judged by a panel of professionals with a wealth of experience in education and SEND – as well as people with lived experience.
Ben Mallinson, the school’s principal said: “The award is testament to the work of our incredible teaching and non-teaching staff, our supportive parents and most of all, our inspiring SEND students.
“Our SEND journey has been about creating a culture whereby all members of staff are champions, particularly when it comes to championing SEND students from disadvantaged backgrounds. We are thankful for our daily experiences working with and alongside our students.”
Chief Executive of NASEN Annamarie Hassall MBE said: “The Ruth Gorse Academy should be extremely proud of what they have achieved. We received the greatest number of nominations this year, telling stories of deserving schools, colleges and settings that are working together to make a difference for children and young people.”
Judith McMillan, Business Manager at Speech and Language Link, which sponsored the Secondary Provision category, said: “Huge congratulations to The Ruth Gorse Academy and to all the winners and nominees.
“It is so important to support the speech, language, and communication needs of secondary students, needs which can often surface or heighten when faced with the increased academic and social demands of secondary education and the challenges of becoming or being a teenager.”