Pupil Case Studies:
Our mission of Making every Moment Matter puts learners first, prepares them for their future and develops knowledge and skills which will allow them to thrive in adult life.
James’s Story – The school formulated an assess-plan-do-review approach. A bespoke curriculum was created for James which centred around his interests. His negative behaviours and anxiety calmed significantly and James began to embrace school life. He is excelling in Art and has an exhibition of his work is on display in Spalding Library.
Kurts Story – “Kurts runs to the car when he knows he is going to school. The staff are amazing with him. Kurts is nonverbal but he has now learnt to understand fluent English and Makaton: this means he can now communicate which was a huge part of his frustration prior to starting.”
Bill’s Story – “School was always a bad place for me. If I thought of school I would just think of being treated badly and crying a lot. This school is so different to anything like that, the teachers actually understand me and listen to my point of view about things. And it’s not embarrassing here if you don’t quite get something and you need extra help, the teachers just help you.”
Charlie’s Story – “Charlie loves the outdoors, it is a sensory experience for her and the fact that Garth offer so much of this within their curriculum has been pivotal to Charlie’s progression and I honestly feel that they treat her like a queen.”
Staff Case Studies:
Toni Wand (Deputy Headteacher) – “The cliché of “Every day is different” couldn’t be more true! I am humbled and inspired by the pupils and their families as they overcome challenges and barriers. The will, determination and resilience displayed by each and every pupil is overwhelming and I genuinely feel privileged to be a part of their education journey. I enjoy having the split role of supporting pupils “on the ground” in the classroom as a teacher as well as championing for better and advocating on behalf them within a leadership capacity. The ethos and mission of the school is in line with my values and beliefs. The child/young adult is at the heart of everything we do!”
Charlie Harrison (Lead Teacher – Pre-Formal Pathway) – Charlie has worked with Tulip Academy Spalding since September 2014. Charlie joined the school as an Apprentice Teaching Assistant. Since then Charlie has shown immense commit to her career progression studying to achieve a Primary Education degree with QTS. As of September 2022 Charlie will take middle leadership responsibilities for the Pre-Formal Learning Pathway within school.
Gemma Edwards (Senior Administrator / PA to Head) – “From starting as an apprentice in 2018, I have been fortunate enough to progress through to an administrator at Tulip Academy Spalding. The school has been very supportive with my career progression by enabling me to constantly develop my skills and task me with new challenges. I have been a part of multiple training programmes which have been a massive benefit to my professional development.”
Natalie Flatters (Instructor) – Natalie joined Tulip Academy Spalding in September 2013 as a Teaching Assistant. Natalie showed continued dedication in supporting pupils to achieve their best and was appointed Intervention Mentor and Cover Supervisor in September 2017. In 2019 Natalie continued to evolve in her role becoming and Inclusion Mentor for Academic Interventions. Within this role Natalie also worked closely with the schools Designated Teacher to support those young people in care. As of September 2022 Natalie is an Instructor for Tulip Academy Spalding with aspirations of working towards QTLS.
Abbie Winspear (Teacher) – “Tulip Academy Spalding has always felt like such a friendly place, everyone is always supportive. I have been supported throughout my career so far to progress into different roles, I have always felt content in all of the positions I have been given. I have had support from different staff to support with my university studies such as allowing me time to complete observations for my dissertation and other research projects.”