Bourne End E-Act Academy

Bourne End E-Act Academy (formerly Wye Valley School) is a mixed Upper School, Years 7 to 13. We offer a balanced and broad curriculum in a learning environment that has a challenge, stretch and purpose whilst simultaneously ensuring that all needs are catered for.

All students are supported by staff to:

Believe in themselves; the value of education; and in Bourne End Academy
Engage in their learning and school with maximum effort to reach their full potential
Aspire to be the very best that they can be and never settle for less

Alongside a structured and disciplined learning environment, our community is exceptionally welcoming. Students, through an education that caters for all both in and outside the classroom, grow in confidence and leave our school as young people equipped to continue learning or ready for the workplace and who are an asset to us all.

We converted to an academy on 1 September 2014, and are part of the Wycombe High School Multi-Academies Trust. Sharon Cromie, the Headteacher of Wycombe High School is the Executive Headteacher of Bourne End Academy. Our aim is for all our students to make exceptional progress and to be the first choice school in the local community. We welcome visitors to the school to meet us and ask any questions. Our new school website is being constructed and in the interim please do click here where you will be connected to our former website (The Wye Valley School) where all current information can be found.

Who to contact

Contact Name
Louise Smyth
Contact Position
Inclusion Leader
Bourne End Academy

Where to go

Bourne End Academy
New Road
Bourne End
Geographic Area Covered
High Wycombe/Bourne End/Flackwell Heath/Wooburn Green

Time / Date Details

Time of day

Other Details

Age Ranges
From 11 years to 19 years
Wheelchair Accessible Entrance
Disabled Car Parking Space

Local Offer


The school’s motto is Believe. Engage. Aspire. This applies to all the students that attend Bourne End Academy, and the school aims to not only ensure the best possible educational outcomes for students but also to aid in students’ social and emotional development.

The school also has an Additional Resource Provision (ARP) for those students with Autistic Spectrum Disorder. The ARP in an 18 place unit which is attached to the mainstream school. Students are expected to be able to access at least 60% of mainstream lessons with LSA support. The students will spend some of their week being taught specific lessons within the ARP. This includes:

  • Social Skills
  • Life Skills
  • Speech and Language sessions
  • Literacy and Numeracy Catch up

Admission to the ARP is made by Buckinghamshire LEA and not Bourne End Academy. Only students with an EHCP can gain a place within an ARP.

Contact Name
Sarah Hassell
Contact Telephone
Contact Email
Local Offer Links
Bourne End Academy Policies
Local Offer Age Bands
16 to 18
12 to 15
19 to 25
8 to 11
Needs Level
SEN Provision Type
Universal service (No referral required)

Schools Extended Local Offer Response

What type of provisions you offer
Mainstream Provision
Additionally Resourced Provision
Additionally Resourced Provision Numbers
Approximately how many children do you have on roll?

Approximately how many children/young people have a Statement/EHC plan in your provision?

Approximately how many children/young people are accessing specialist provision without a Statement/EHC plan?

Mainstream Provision Numbers:
Approximately how many children do you have on roll?

Approximately how many children/young people have a Statement/EHC plan in your provision?

Approximately how many children/young people are accessing specialist provision without a Statement/EHC plan?

Admission criteria and how pupils access specialist provision (start of school year or mid-year)

The admission arrangements for students with SEND do not differ from those without a SEND. Admission is according to LEA policy and is based on the principles of equality of opportunity and access. All students who live within the school’s catchment area are entitled to a place at the school, in accordance with the Admissions Policy. This applies equally to students with SEN, provided that it is agreed by the LEA that their needs can be best met in a mainstream school. If applications for admission exceed the number of places available, places are allocated according to LEA Policy guidelines. According to the 1992 Education Act (Paragraph 160) “parents of statement students have the right to name a preferred school”. LEA's are obliged to accept this preference unless they can show that it would be inappropriate or not an efficient use of resources. Admission to the ARP is made by Bucks LEA and not Bourne End Academy. Only students with EHCP/statements can gain a place within an ARP. All teachers are teachers of students with Special Educational Needs and initial provision is made through high-quality teaching which is differentiated and personalised to meet the needs of the student. Through collaborative working, all staff at Bourne End Academy are dedicated in supporting the progress of all students, regardless of need. Some students may need something ‘additional to and different from’ what is provided and this would be assessed by the teacher and SENDCo in the first instance to determine the best type of provision and intervention. Students access specialist provision once there has been an identification and assessment process. Those students who may require assessing may be due to the following reasons:

  • Students who are working at National Curriculum levels significantly below those designated for their age
  • Teacher or parental concern
  • Students who make little or no progress despite receiving a differentiated curriculum
  • Students who display poor communication skills, expressively and/or receptively
  • Students requiring greater attention than most in the class because of learning and/or behaviour difficulties
  • Students requiring specialist materials/equipment or support for sensory/physical problems
  • Students who score poorly on group tests or individually administered standardised tests of attainment and/or ability
  • Students who display a specific difficulty in an area of the curriculum

A student transferring to the school with a school-based assessment/SEND status already in place. The identification process begins with transition meetings which are held with all feeder junior schools in the summer term before prior to the September term. Information about new Year 7 SEND students is collected and detailed information that outlines the child’s needs and specific strategies to support them is compiled for each student into the SEND Support list which all teachers have a copy of on the first day in September. On entry, all students are assessed and the data from these tests is then analysed by the SENDCo and class teachers to identify any potential areas of need. The assessments taken by the students on entry include:

  • Reading comprehension and spelling tests
  • Single Word reading tests if required
  • Baseline Assessments for each subject On-going identification is also completed as each term data is collected and analysed in all subject areas.

Teachers can refer students to the SENDCo if they have concerns. As well as this, the SENDCo meets fortnightly with each Head of Year to discuss SEND students’ progress, behaviour and any apparent concerns. As well as discussing SEND student, the Head of Year may want to discuss students who may require SEN intervention due to any of the concerns listed above. On-going assessments are also completed throughout your child’s time at Bourne End Academy. These include:

  • Reading and spelling tests each summer (all year groups)
  • Subject-based tests
  • End of year exams

Additional information may also be collated through the following means:

  • Feedback from classroom teachers
  • Referrals from outside agencies
  • Parents
  • Observations
  • Access for exam testing ( Year 9, 10 and 11)
  • Dyslexia screening tests

Liaison with outside agencies for example:

  • Educational Psychologists
  • Speech and Language Therapist
  • Integrated SEND Service
  • Cognition and Learning Team
Future developments for SEND provision

The school is continually evaluating its training needs based on its changing cohort of students. Staff training will continue to be regularly delivered both on a whole school level and with smaller groups of teachers that work with students with specific needs. Training opportunities will continue to be sought both in house and from external providers. The SENDCo is a qualified teacher since 2006 and has gained the National Award for SEN Coordination. She is supported by a team of experienced LSAs who also have expertise in a range of areas including Downs Syndrome, Autistic Spectrum and behavioural difficulties. New staff at The Bourne End Academy are given SEND training as part of their induction package in September. This includes:

  • A brief outline of the SEND Code of Practice including the graduated approach
  • SEND support plans
  • An overview of the needs of SEND within the school
  • What the different SEND diagnosis’/disorders mean and
  • Strategies to support the areas of SEND need
  • How to use LSA’s effectively in the classroom

A booklet which outlines all of the difficulties and what they mean At the start of the new academic year, the new Year 7’s SEND needs are introduced to all staff via the SEND Support list. Specific SEND training is offered to both teachers and LSA's at least twice a year covering one of the high areas of need. The training is either delivered by the SENDCo, Educational Psychologist. Most recently staff have had specific training from our hearing impaired Specialist teacher.

Contracts with other Local Authorities / Counties / Health providers

Specialist expertise is obtained by the following:

We have at least 2 Speech and Language Therapists who provide group work or 1:1 sessions to those students with statements/EHCP in mainstream or the ARP and who also provide advice and consultation to those students with an SEN Support Plan.

An Educational Psychologist who is allocated to our school. Referrals to the Educational Psychologist are done through the SENDCo but requests can be made from Heads of Year and parents. All cases are considered using the Children and Young People Plan priorities, which a guideline is given to us from the Educational Psychology Service.

  • School nurse
  • RUSafe
  • Social Services
  • Family Support Service
  • Student Referral Unit
  • Integrated SEND Service
Last Updated

This record has a record administrator assigned.