How We Progress
Progress at our school is not simply about achieving Academic success. Our Curriculum model is designed to support pupil progress in the following areas:
- Improving attendance
- Reducing stress and anxiety
- Reducing behavioural incidents
- Increasing personal, social and leadership skills
- Increasing potential and aspiration
We firmly believe that, if we can address these issues from pupil point of entry, Academic progress and transition to positive, appropriate and sustainable destinations post 16 are achievable – and we have a record of proving it.
All pupils enter at ‘Step 2’ of our Curriculum model (below) and, depending on circumstance, immediately find a place on one of the higher ‘steps’. Most pupils soon demonstrate ‘Step 4 or 5’ abilities but others take a period of time to get there. Progress made by pupils entering at the lower ‘steps’ is judged more on the areas outlined above as priorities over Academic performance.
Curriculum Development Model (CDM) illustrating the rationale behind ‘The CPA Way’:
|Step 8||Leadership||Pupil is steering own path through school and displays dedication to personal development by setting a positive example in all areas of school life – this may include mentoring and supporting pupils in completing their own journeys. Pupil contributes widely and in valuable ways to the ‘whole school’|
|Step 7||Aspiration||Pupil is accessing careers information and is motivated to improve all areas of performance in school in order to achieve a desired ‘positive destination’, pupil is completing additional qualifications in order to strengthen Post 16 applications|
|Step 6||Empowerment||Pupil performance indicators show reduced stress/anxiety, fewer behaviour incidents, increased RAISE points and more significant academic progress|
|Step 5||Access||Pupil attends regularly and is accessing lessons/interventions and is making progress personally, socially and academically|
|Step 4||Inclusion||Pupil established as part of school community – staff, peers, friends, mentors and agencies make pupil feel welcome, comfortable and supported – attendance and re-engagement is improving|
|Step 3||Trust||Bespoke support network designed based on pupil data – CPA staff, parents/carers and external support assigned to pupil and partnerships form|
|Step 2||Contact||Pupil meeting occurs, tour and baseline testing complete – induction|
|Step 1||Referral||Pupil information collected|
Pupils enter the CPA during termly referral windows. Pupils referred from other schools only come directly into the CPA at the start of each term. When not at capacity, the CPA offers respite and short term places outside of these windows with the CITE team – based at Bishop’s Wood in Stourport. Pupil progress at CITE begins at ‘Step 3’ and is focussed at getting new pupils ‘CPA ready’ – smoothing the transition into school for new pupils whilst providing continuity and stability for existing pupils.
How We Progress at Key Stage 5
Our 6th Form was set up in September 2017 to support our most vulnerable learners for up to one Academic year following the successful completion of Key Stage 4. Our priority with these pupils is to upgrade their qualifications (English and maths), provide them with additional qualifications and provide sufficient careers/destinations IAG to allow progression to College, apprenticeships or employment post 17.
Key Stage 5 pupils will typically focus on progressing through the latter 4 ‘steps’ of our Curriculum Development Model (CDM) – they are seen as being in the ‘towards independence’ stage of their academic journeys:
CDM steps 5 – 8: towards independence + social skills development:
- Step 8: an adult leadership role
- Step 7: focused personal development
- Step 6: taking full responsibility for actions
- Step 5: sharing responsibility
Some evidence of the ‘dependency traits’ still exist in these vulnerable pupils and they are seen as being most suited to our 6th form if they require further support with attendance, engagement and achievement. If this is the case these are addressed as part of our ongoing commitment to bespoke educational packages:
CDM steps 1 – 4: dependency:
- Step 4: taking part – team building
- Step 3: regular attendance, assessment, support
- Step 2: priority social skills (self-esteem, feelings, empathy, values)
- Step 1: initial contact – selling the idea
Pupils’ Independent Learning Profiles continue to be updated regularly and are shared termly with all staff – major changes to pupil’s circumstances are discussed, and strategies are implemented, as required.
Students are continuously supported by teachers and Learning Coaches (ratio1:4), trained in specific areas of expertise by The ContinU Trust and the CPA. These specialisms are designed to facilitate and support the learning of individual students via a wide range of motivating practical, vocational and issue based activities. These activities promote and encourage progression through the Curriculum Development Model.
In order to become less vulnerable and more confident in applying for, interviewing for and gaining offers of positive destinations post 17 the CPA will continue to promote and develop the social skills of our pupils:
1) Priority Social Skills: these are the skills necessary to contribute to & benefit from group work, classroom learning, employment and to be able to benefit from and contribute positively to the activity i.e.:
- self-esteem – a positive life view, a commitment to control and change their life;
- recognising and managing feelings – impulse and anger control, defer gratification, develop alternative strategies for addressing conflict;
- understand and identify with others (empathy) – to recognise the feelings, needs and points of view of other students and teachers, or victims of crime;
- values development – to identify, understand and explore alternatives to current values, beliefs, behaviour and their consequences, particularly in relation to the school ethos.
2) Other Social Skills: when students are ready, they will move onto prioritise the other important social skills that will support the pupil in progressing to and through the latter stages if the CDM. These are developed with the encouragement of all staff i.e.:
- communication skills – including listening and assertiveness, non-verbal, literacy;
- interpersonal and relationship skills, friendships and support networks;
- problem solving, including decision making, particularly in terms of interpersonal issues, the ability to set attainable goals, linked to self-control and delaying gratification;
- negotiation, how to reach compromise;
- planning, thinking ahead;
- reviewing skills, learning from experience.
This supports students in finding and taking up a wide range of positive outcomes. At all stages in the delivery of the CPA curriculum we will work with students on potential destinations. This includes:
- Regular discussions with parents to look at trajectory of progress and to better judge what is best for the pupil whilst continuing their Academic journey;
- Provision and supervision of work experience
- Alternative provision in the form of off-site, full-day activities that provide stepping stones and/or immediate access to post 17 providers.
- A ‘get in early’ approach with post 17 providers in order to build relationships and confidence in order to support applications and ease transition
- Careers and destinations support and advice including supporting the application process, chaperoning visits, interviews and taster days.
Key Stage 5 provision is focused on the progression of pupils towards positive post 16 destinations following completion of Year 12. Admissions are made in September following a trial period and, where capacity allows, may be considered for immediate entry throughout the year. Pupils are placed vertical tutor groups according to their needs where they are encouraged to mentor and support younger pupils.
Key Stage 5 Curriculum Offer
|English||Work Skills||Mental Health Awareness|
Overview of Example Key Stage 5 Timetable:
|Work Exp.||Work Exp.||Work Exp.|
All Key Stage 5 pupils benefit from:
Academic Strategies to ensure that pupils deemed too vulnerable to access Post 16 destinations at the end of Year 11 or that require upgraded qualifications gain progression within a further 12 months:
- Early entry examinations at Level 1/2 and GCSE if appropriate;
- The opportunity to study additional GCSEs/vocational qualifications;
- The opportunity to experience offsite vocational learning;
- Extra provision after school mentoring/tutoring and enrichment;
- Work related learning (work experience);
- Additional and targeted careers IAG as part of a small cohort
Intervention Strategies to ensure success for our more vulnerable students:
- All students will have an updated individual learner profile;
- All 1 to 1 support will be available for a variety of academic and therapeutic support;
- Reduced timetable and consolidation of subjects;
- Additional work related/vocational learning, for example, Hair & Beauty, Contruction, Horse/Animal Care, Motor Vehicle – whereby they have the opportunity to secure an NVQ Level 1 (award/certificate/diploma) or equivalent;
- Students are withdrawn from lessons for additional literacy and numeracy work with the SENCO (Special Educational Needs Co-ordinator) team;
- Continued school nurse support (where required);
- Drugs counselling (where required);
- Educational psychologist (SDQ scores used to determine suitability and need);
- Aspiration specific Level 1 courses delivered on bespoke basis where necessary.
Transfer from KS4/5 to post-16/17 learning or employment is carefully handled – with substantial activities to support progression, particularly at the key transition points in the summer term.
Outcomes for Pupils at Key Stage 5
- Year 12 pupils in December 2018 had attended 90% of the time.
- 75% of Year 12 pupils demonstrated little or no significant stress or anxiety after their first term
- Year 12 pupils were engaging with work experience, alternative provision and careers support – 50% had achieved an offer of a place at College from September 2018 and were expected to accept it.