Learning at Unity Academy is personalised, purposeful, and responsive to every child. Through a carefully designed curriculum, we ensure that each pupil’s journey is shaped around their individual strengths, needs, and stage of development.

Our highly skilled team are specialists in supporting children with social, emotional, and mental health needs, alongside SEND. Our staff build trusting relationships and create the conditions where every child can feel understood, and ready to learn.

We offer two distinct curriculum pathways:

• The Orchard Pathway: A specialist pathway for pupils with an Education, Health and Care Plan (EHCP) who require support for their Social, Emotional and Mental Health (SEMH) needs. 

• The Meadow Pathway: A pathway for pupils accessing reconnect placements with outreach support or following a permanent exclusion, providing tailored support to enable a successful return to education. The Meadow pathway also facilities assessment only placements, which are consulted by the local authority.  

The two pathways enable learning to be fully tailored, ensuring that every child receives the right support, at the right time, in a way that works for them.

Our classes are intentionally small, with each class led by a teacher and supported by at least one teaching assistant. Class sizes are limited to a maximum of eight pupils per class. 

Our Inclusion Support Team provides responsive, specialist support for pupils who need additional help with regulation throughout the school day. Based within our Reset Room, staff use relational and trauma-informed approaches to provide personalised support, helping pupils to regulate their emotions and return to learning. Restorative practice is carried out at an appropriate time with a trusted adult to develop emotional literacy, reflection, and positive relationships.

As a purpose-built school, we are proud of our exceptional learning environment. Our carefully planned spaces provide consistency and predictability, while also supporting children to regulate and meet their sensory needs. This creates a calm atmosphere where children can thrive and experience success.

 

What does a typical day at Unity look like for a pupil in the Orchard Pathway?

 

Time	Learning Activity
9:00am	Meet and greet: Welcome into school
9:00-9:10am	Register Wellbeing checking Breakfast (If required)
9:10am-10:15am	English skills: Phonics (RWI), Handwriting and reading
10:15am-10:30am	Morning break: Structure play (Snack)
10:30am-11:15am	Maths skills
11:15am-12:00pm	Science/Humanities
12:00pm-12:30pm	Lunch:Dinner Hall
12:30pm-12:50pm	Lunch: Structure play
12:50pm-12:55pm	Afternoon registration  Wellbeing check in
12:55pm-1:30pm	PSHE/Emotional literacy
1:30pm-2:25pm	Functional Life skills: My Independence; My physical wellbeing; My outdoors; My Arts
2:25pm-2:30pm	Home time ready: wellbeing check in

Whole school assemblies are held twice a week with a focus on thought of the week and achievement. 

Reception – Year 2 children will experience Enhanced or Continuous provision throughout their day. 

 

What does a typical day at Unity look like for a pupil in the Meadow Pathway?

  

Time	Learning Activity
9:00am	Meet and greet: Welcome into school
9:00-9:10am	Register Wellbeing checking Breakfast (If required)
9:10am-10:00am	English skills: Phonics (RWI), Handwriting and reading
10:00am-10:10am	Morning break: Structure play (Snack)
10:10am-11:00am	Maths skills
11:00am-11:45pm	My Topic/ PSHE
11:45am-12:15pm	Lunch:Dinner Hall/Classroom
12:15pm	Children accessing reconnect placement types return to their home schools
12:30pm-12:45pm	Lunch: Structure play
12:45-12:55pm	Afternoon registration  Wellbeing check in
12:55pm-1:30pm	Emotional literacy
1:30pm-2:25pm	Functional Life skills: My Independence; My physical wellbeing; My outdoors; My Arts
2:25pm-2:30pm	Home time ready: wellbeing check in

 

Pupils attending the Meadow Pathway through a reconnect placement will leave Unity at 12:15pm and return to their home school for afternoon lessons.

Our classes may include mixed cohorts. Wherever possible, pupils are placed in the class best suited to their academic ability, individual needs, and the dynamics of the group.