Transforming learning experiences for special needs students.
Intelligence, with a little added ADHD and a sprinkling of Autism
Transforming learning experiences for special needs students.
About Anni-Academy
Our Mission
We listen to the Students
We listen to the Students
At Anni-Academy, our mission is to provide high-quality special education services to children of all abilities. We believe that every child deserves the opportunity to reach their full potential, and we are committed to helping them do so.
We listen to the Students
We listen to the Students
We listen to the Students
At Anni-Academy, we have actively listened to and incorporated feedback from students, ensuring a supportive and responsive environment tailored to their needs. This includes flexible use of technology, sensory-friendly spaces, varied seating options, and clear behavioral guidelines, all designed to enhance their learning and well-being.
Find out More
We listen to the Students
Find out More
Discover how Anni-Academy can transform your learning journey! Our dedicated team is here to answer all your questions and guide you every step of the way. Don’t miss out on the opportunity to unlock your full potential with our expert support and innovative programs. Contact us now to find out more and take the first step towards a brighter future!
Students said - we listened
Phones allowed at lunch/break time (not in lessons without permission). But if caught doing stuff like taking photos of ANYONE without permission, taken for the day.
Allowed to listen to music with permission from teachers/when they aren’t talking as long as they can hear the teacher.
No homework, but if classwork is not complete because the students were being naughty (throwing things, unnecessarily shouting, interrupting people/teachers), set to finish at home.
Bullying to be dealt with properly - if student reports bullying, asked to write a report on it and an appropriate consequence is to be set. Student that is being a bully is to speak to teacher/pastoral/counselor about why they are bullying and how this can be resolved.
(Depending on how severe)
Only once/not severe - appropriate apology (letter).
Constantly/extremely severe - suspended for 1-5 days.
Fidget box/trays in classrooms.
If children are caught purposely ruining/destroying these, then they are to be spoken to by a member of staff and not allowed to use fidgets out the drawer for the rest of the day/till it is resolved.
Whiteboard/wipeable desks/desks with whiteboards glued on so students can draw to help focus. If caught not using them the right way/not paying attention whilst drawing, to be spoken with by a member of staff.
Half carpet floors, half wood for sensory purposes.
Lots of decoration on the walls/printed pictures for good sensory experience.
Lots of visual teaching for students who cannot process written/spoken teaching.
Dark room with padded walls students can go in when having a hard time with the lights/bright colors - room is to have no electricity, lights, plugs, etc, due to autism hearing frequencies.
Quiet/loud times in classrooms (or) one class for students who need the loud environment, another for the students who need quiet - can switch depending on how they feel.
Computing/chairs that spin and have wheels (but have to have arms) and lots of different types of seats like bean bags, rocky chairs, soft chairs.
Sensory room to have lots of visual and physical sensory activities like lights/buttons that change colors/wires with lights in/different texture patches on walls/hard things/soft things (like babies need).
Children have trays or lockers they can store things in.
- A basic supplies pack when they start;
- Ear defenders.
- Pencil/pen/sharpener/rubber/pack of pencils/pencil cases.
- Small bottles of hand sanitizer and hand cream.
- Grip socks.
Children are allowed to take shoes off and change into provided grip socks so they don’t have to feel restrained by shoes that may be too tight, loose or uncomfortable.
An actually effective warning system during lessons - if student(s) are doing something inappropriate for that time and asked to stop once already and failed to do so, 1 warning. If done again, 2 warnings. If done again, 3 warnings and is sent out to an empty room for 10 minutes. If continues after 3rd warning, is to be sent to counselor/a spare teacher for the rest of lesson.
Reward system.
Star chart with all students in one class's name. If they have 5 stars or more by the end of the week, is given a prize. Multiple stars can be awarded/earned in a day. If student has been sent to a different teacher/went over their 3 behavior warnings, one star will be taken away.
Set times for things like lessons, when they eat, go outside, etc., for children who need routine.
Not to be punished if they miss a lot of school - a lot of neurodivergent children struggle with mental health especially now, so it is important they have days away from school/mental health days.
The core subjects are mandatory, but other subjects are optional for students. Other subjects will have one running every period in case a student wants to do multiple, but they don’t have to do all of them. If there are periods they just do not want to do any of the classes, they can sit in sensory room. If too many students, they can sit in a big classroom and do what they'd like.
Older students doing GCSEs are given a free lesson to revise if they want to.
Male, female, gender-neutral, and disabled toilets all with supplies that are needed/mirrors. Trans students should be allowed to use the gender they feel like’s toilets to an extent (not allowed to be taken advantage of), and students and teachers must respect any child's preferred name and pronouns (unless there are students messing around about it).
Lateness can be excused/to an extent (unless there’s valid reasoning) because things happen; it's hard to get out of bed.
Chewing gum allowed as long as it is disposed of properly.
Students are allowed to bring fidgets/comforts from home as long as they know it is their responsibility to not lose them.
Students can bring a blanket, especially in winter, because it can get very cold/they could be having a bad day and just need that comfort there.
No loud bells or alarms - maybe try and make that if a fire button is pressed/smoke detected it pops up on a button on the teacher's desk/an alert on teacher's laptop with a mild loud beep and it cannot be closed until fire is dealt with/drill is over.
Fire drill every 3 months.
If a student is crying at any time - this is to be dealt with straight away and other children can comfort them.
Weekly check-ins with your teacher.
WhatsApp group for communication.
Food to be eaten at any time.
Care planner exchange communication.
Our Mission Statement
Anni-Academy is a group of Community Schools. Dote Ville is our flagship specialist SEMH school for up to 40 students aged 7–17.
We welcome a mixed cohort of all genders of students.
Located in the Lincolnshire Wolds, we specialise in supporting children requiring a therapeutic provision, including SEMH barriers. All staff members are therapeutically trained and have specialist knowledge and understanding of the most effective methods of supporting the academic and personal development of neurodivergent learners.
Our mission is to ensure that all children are able to learn the social norms of acceptable behaviours whilst also being able to express their own individuality.
We will be teaching life skills alongside the national curriculum. Including understanding:
- APR - Mortgages - credit scores
- Basic money skills
- Hygiene
- Creating health boundaries
- Writing CVs
- Work placements offering
- Counselling
- Cooking
- Growing food
- Woodwork
- Music
- Animal care
- Relationship skills
- General household skills
- Parenting
Our commitment is to teach our pupils about life as well as education.
Offering no uniform restraints, no restriction on hair colour, nails, lashes, etc - what matters to us is our young people feel accepted and want to be with us learning.
We have a travelling school - this is a double-decker bus converted to deliver learning whilst in new and exciting locations, exposing them to new experiences and building our young people’s confidence.
We offer placements from 8 am - 6 pm to support working families who wish to return to the workplace whilst ensuring their children are fully supported in a true home-from-home offering.