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The SILC Partnership at the Co-op Academy, Priesthorpe

The partnership opened in September 2010 for secondary aged students in years 7 to 11 who have a range of needs. There are approximately 6 students per year group, making a total of 30. SILC students are fully included within mainstream lessons; supported or taught by our specialist staff in smaller partnership groups. This benefits SILC students immensely as they are able to access a broad and balanced curriculum with excellent opportunities for progression and accreditation, including BTECs, Entry Level Certificates and GCSEs where appropriate. 

The partnership also benefits some students on the roll of Priesthorpe who can access our specialist staff and teaching styles. SILC staff plan and deliver lessons collaboratively with Priesthorpe School staff.

Relationships between staff and students are outstanding. Parental satisfaction is high and students enjoy being educated in a mainstream high school. The OFSTED report of Priesthorpe School (November 2012) reported that, “there was no discernible difference between SILC pupils and their mainstream counterparts. The model is truly inclusive.” And in 2017, OFSTED stated that “Teaching for pupils who have special educational needs and/or disabilities is improving because leaders provide a good level of support for them. The use of individual learning ‘passports’ enables teachers to plan effectively to support the learning needs of pupils”.

It also reported that, “The school supports pupils who have special educational needs and/or disabilities and those pupils who face challenging circumstances very well. This is having a positive impact on their academic and personal development”.

What the students say

  • “I make really good progress in lessons and my reading is much better.”
  • “I like coming to Priesthorpe. I have made lots of friends. I like art, PSHCE and English.”
  • “I am very happy at Priesthorpe. I have made lots of friends and I like the work as it is hard and makes me think. I have made lots of progress. My reading is much better.”
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