At the Art Academy we want to support our students at every step of their journey with us. High levels of support and guidance is an integral part of the Academy’s ethos and is designed to help the student from first enquiry to completion of studies. The small scale of the institution is advantageous to the provision of student support. It fosters a close community of staff and students where students feel safe and able to seek advice and guidance from a variety of staff.
For main areas of this support please see more details below:
Financial Support & Guidance
As part of the Academy’s commitment to widening participation, accessible learning and inclusive arts education a number of bursaries are made available each year in order to assist applicants who would not normally be in a position to study at the Academy. These are assessed on an individual case by case basis by order of application date. Please see the Bursaries section of our website for more informations.
Students are provided with guidance in relation to pastoral issues at induction and through the student handbook.
Students have access to pastoral care throughout their time at the Academy enabling them to seek support for any personal concerns or issues they might have.
Students who request specialist advice in regards to mental health issues are at first invited to discuss their concerns confidentially with the Head of SEN and/or the Academic Course Manager, who will direct the student to relevant external support services.
On joining the Academy students are provided information on external student accommodation services, local GP services and other information to enable them to settle fully into student and London Life. Please see the Student Life section of our website for more information.
Students are fully inducted to the Academy upon enrolment and provided with the opportunity to take part in cross college artistic and social events as part of freshers activities in order to help them integrate into the Academy community. The Academic team and student council also organise other events throughout the academic year in order to maintain and develop student’s sense of belonging and strengthen the community at the heart of the Academy.
Equality & Diversity
The Art Academy values the rich diversity of our students, staff and alumni, which is fundamental to our character. This diversity informs our teaching and learning and our employment practices, producing both inspired practitioners and leading professionals. We value diversity and we recognise that different people bring different perspectives, ideas, knowledge and culture, and that this difference brings great strength in an institution such as ours. We recognise that patterns of under-representation and differences in outcomes at The Art Academy can be challenged through positive action programmes. We respect the rights of individuals, including the right to hold different views and beliefs. We will not allow these differences to be manifested in a way that is hostile or degrading to others.
Policy and Strategy Aims
In order to uphold these values and to sustain an accessible and inclusive environment for all students we will:
- Celebrate the diversity of our community, recognising that it is integral to our success.
- Comply with the requirements of the Equality Act 2010 and demonstrate our compliance with the Public Sector Equality Duty, which requires us to have due regard to the 3 principles outlined in the introduction of this document.
- Challenge and address inequality, by prohibiting unlawful discrimination, harassment or victimisation as defined in the Equality Act 2010; in relation to the protected characteristics of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief (including lack of belief), sex (gender) and sexual orientation, whether such a characteristic is actual, perceived, or by association. This applies to all stages of the student and staff ‘lifecycles’ and to our engagement with service users, suppliers and external parties.
- Take seriously any allegation of breach of this policy and investigate it taking action via our disciplinary procedures, where necessary.
- Embed our Equality and Diversity principles in all our policies, strategies and processes, through active consultation with students and staff, and evaluation of the potential and actual impact.
For more information please download our Equality & Diversity Policy
The Academy welcomes students with Special Educational Needs subject to being able to support their individual needs. The head of SEN and the Academic Course Manager have overall responsibility both for their welfare and for enabling them to successfully access the curriculum during their time at the Academy. A bespoke programme of elective skills workshops will be mapped for each student if necessary, and alternative assessment models employed where appropriate in order to provide a parity of opportunity with non SEN students. The head of SEN will act as personal tutor and first point of contact for all SEN students. The head of SEN and ACM also ensure that all other tutors working with an individual student with Special Educational Needs are appraised of the needs of that student, and understand what, if anything, they need to do to support the student and his or her learning. In the final year of study, students with Learning Support Needs may be given additional support as necessary as they work towards their graduate show.
The head of SEN, and other staff members as relevant, will keep in regular contact with the parents of students with Learning Support Needs if appropriate, including meeting with them to discuss the progress of the student and any issues arising in their course of study.
The Academy is committed to supporting accessible learning and welcomes students with disabilities, subject to being able to support their individual needs; good accessibility practices and the needs of disabled students in academic provision are reviewed on a case by case basis, with all reasonable adjustments considered in order to provide services and equal educational opportunities to the individual student or applicant.
Students or applicants who declare a disability, specific learning difficulty (such as dyslexia), long term health condition or mental health disability are asked to complete a ‘Student Declaration and Identification of Support Needs’ form at their first personal tutorial. This is in addition to the declaration requested at application and is intended to ensure the capture of information needed to ensure a safe a successful educational career at the Academy. A member of the Academic team subsequently contacts the student to discuss their individual support requirements and agree actions, which are made available to relevant tutors and support staff, informing them of any services and adjustments required.
Personal Development Planning
Central to The Art Academy’s ethos is enabling students to become practicing artists. Students are encouraged to set goals, develop their skills and review progress through personal developmental planning. PDP is embedded within the Diploma programmes in the form of a Professional Development module, which provides opportunities to identify and action next steps in planning their career as professional artists and also incorporating reviews of the skills they develop through study into this process. Progress and long term goals are discussed and recorded through one-to-one sessions with staff and tutors and students are invited to reflect on progress and plan their progression through the programmes at annual reviews in the third term.
Career Education & Information
Although the Academy does not have a dedicated careers service or advice and guidance department, career education, advice and is embedded within the programmes in the form of Professional Development modules which provide opportunities to identify and action next steps in planning their career as professional artists. This is supported through the artistic tutorial system. Some career guidance is additionally undertaken by the Academic team (Academic Course Manager & Academic Course Coordinator) and students have the opportunity to seek further advice from guest tutors and speakers where relevant.
The Academy provides a prayer room to allow individuals to observe their faith and believes this essential to harmonious community relations and inter-faith dialogue so are an important element of the Academy’s Prevent approach.