Centre Academy East Anglia
|This article does not cite any sources. (September 2013) (Learn how and when to remove this template message)|
||This article contains content that is written like an advertisement. (September 2013) (Learn how and when to remove this template message)|
|Type||Independent special school|
|Head of School||Mrs Kim Salthouse|
|DfE URN||124890 Tables|
Centre Academy East Anglia is an independent special school in Brettenham, Suffolk, founded in 1981. The school offers an exceptional educational opportunity for children with dyslexia, developmental coordination disorder, AD/HD and related SpLD (specific learning difficulties). It is well known for its specialist, whole school approach and commitment to returning pupils successfully to mainstream education. Weekly boarding places are available.
The school's curriculum is carefully designed for children with specific learning difficulties aged 8–19. Pupils have access to a broad and balanced National Curriculum, and our teachers are highly trained and experienced. Classes are small and set by ability, not year group. English and Maths are taught in groups of no more than 7; other classes in groups of no more than 14. Pupils develop skills, strategies and attitudes necessary for independent learning relative to their age and ability, and their learning is linked through whole-school themes, enabling pupils to apply their skills and strategies in all lessons.
Centre Academy East Anglia's mission is:
To equip pupils with key skills in literacy and numeracy, within a broad, balanced and suitably differentiated National Curriculum
To develop positive attitudes to and effective strategies for learning
To recognise and respect each child's learning needs and styles; challenging and supporting them in achieving their personal best both academically and socially
To prepare each pupil for the next stage of his/her education, with the independence and confidence to plan for a successful future
To support and advise parents in understanding their child's specific educational needs and in making next school choices
Its reputation for achieving these goals is substantiated not only by progress as measured on standardised tests, but also by the happy, motivated pupils who have left prepared to engage fully in the learning process and achieve levels of success previously thought unattainable.