Abbey students create an individual learning plan (ILP) with their personal tutor.

The ILP expands on the short, mid and long term goals discussed at the initial interview and details the milestones to achieve them. The goals are a mixture of academic and pastoral to ensure that our students receive a fully rounded and personally tailored experience.

Each teacher has access to the ILPs and is involved in constant review of student progress through monitoring homework, classroom and coursework targets. The results of the regular internal examinations also provide key indicators to progress.

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Our students are taught in small groups (average class size 7) at GCSE and A Level allowing the needs of each and every student to be addressed swiftly and effectively.

Due to the small class teaching, we are able to adapt our teaching ethos to suit the specific individual needs of the group members.

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Small class sizes also encourage students to ask for assistance and enables teachers to provide targeted instructional and revision towards examination assessment objectives.

As our teachers are thoroughly passionate about their subjects, usually engaged in their academic discipline outside of college life, our students receive not only expertise in examination technique but develop a real love for their subjects.

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Teachers will happily meet with students outside of class time where the needs of the student cannot be addressed effectively during lessons or where the student may come up against a problem in study time.

Students will receive a full set of specific course notes, written by the course teachers themselves, and relevant textbooks and other reading materials are also provided.

The provision of course notes virtually eliminates the need for dictation in class and consequently greatly enhances the opportunity for discussion, open question and answer sessions, problem solving and active learning.

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Students with Special Needs

In accordance with the college philosophy of supporting students to reach their potential, we advocate an all-inclusive teaching methodology. Students with special educational needs should be identified prior to or on enrolment at the college so that consideration may be given as to whether the college can fully meet the needs of that student, within the normal resourcing threshold of the college.