Learning Provision Plan

Status:

Ratified

Drafted by:

Jocelyn Glossop

Ratified by Governors:

20/6/13


The Governing Body is responsible for approving this plan and for ensuring that it is followed.  The Principal is responsible for implementing this plan. The plan applies to the Principal and to all staff employed by the Academy.

Learning Environment – Premises Overview

Route 39 Academy will open in temporary accommodation for up to 100 students in September 2013. The accommodation will provide three 25 space areas, one with a sink. In addition there are two smaller rooms. We also have access to a hall/larger teaching space, small classroom and sports facilities at the nearby Parish Hall. In time for September 2014 additional temporary accommodation will need to be provided, however this is yet to be decided as it may be possible for us to move to our permanent site, dependent upon planning progress, building design/construction method and the build schedule. The temporary accommodation does not provide for any specialist teaching provision.

It is expected that September 2015 will be the first full year in the permanent buildings which will be 5,950sqm in size and include specialist provision for science, arts, technology, sports, etc. Permanent arrangements will include specialist provision for all learning requirements. It is in this year that we expect to open the Extend Phase (Sixth Form)

Learning Community – Student Numbers

The anticipated growth in student numbers is still fluid but an approximation of numbers by academic year is shown in the table below. It should be noted that as progression at Route 39 Academy is by stage not age that this may not be the most relevant categorisation of students.

2013

2014

2015

2016

2017

2018

2019

Year 7

100

200

300

400

500

500

500

Year 8

Year 9

Year 10

Year 11

Year 12

100

100

100

100

100

Year 13

100

100

100

100

Totals

100

200

400

600

700

700

700

Educational Vision (Vision)

The vision of the Governing Body (GB) is for the Route 39 Academy to be a small, close-knit rural school community, which will expand choice, increase standards and raise aspirations. The Governing Body and school staff will create a school with an ethos of 'Engage, Respect, and Aspire' that will provide:

  1. A school that encourages their students as individuals.
  2. A school that uses the best innovative practices to make learning inspirational, interesting and relevant to its students and will reflect this area's unique rural and coastal environment.
  3. A school that will produce students who leave with relevant qualifications and best equipped to excel personally, in the workplace and community.  
  4. A school that addresses the needs of all abilities, regardless of their background, on a personal level.
  5. A school that has an enthusiastic staff team focused on the best pedagogy.
  6. A school that creates a sense of mutual respect throughout the whole school community.
  7. A timetable that positively includes participation in extra-curricular activities.
  8. A school that will act as a central hub of our rural community life and can be used as a community facility.
  9. A sense of ownership of the school by its students, staff, and the wider community.

The GB will ensure that the school is a true community school and reflects the positive nature of our thriving rural community.  It will be a school where all students are known to staff and staff to students.  The GB wants the school to reflect the pursuit of academic and vocational excellence for all, and through a strong emphasis on pastoral care, support every child to fulfil or exceed his or her potential.  

Requirement:

The ethos, incorporating this Vision, is created, maintained and widely appreciated in the area, attracting students from the villages, towns and area within 15 miles of Bucks Cross defined by a straight line.

Learning Provision Plan (Plan)

The Plan should recognise the specific needs of the likely student population and community. It should clearly explain how the Plan will seek to realise the potential of every student whilst being a hub for the whole community.

The Plan should describe the structure of the school and the experience that students will have whilst attending it. It should set out what students will achieve, how they will achieve it and how the school will evaluate performance, both of individual students and the school as a whole.

The key aspirations of the GB which need to be reflected in the Plan are as follows:

  1. The Plan should be clear on how it meets the specific needs of our particular students so that every student reaches their potential and aspires to continue to excel.
  2. A wide range of both academic and vocational courses are available for students to study.  
  3. The education at Route 39 Academy should prepare students for employment and further study. Form partnerships with other local schools, employers and educational establishments in order to widen what is on offer to our students.
  4. Although Free Schools do not have to follow the National Curriculum, students to achieve highly in Key Stage 4 and leave school with a significantly higher than average proportion achieving 8 GCSEs, grade A*-C, including English and Maths.  
  5. To provide the means for students to progress by stage rather than age.
  6. To provide all students with access to a solid grounding in academic subjects, currently proposed as GCSEs including English and maths plus at least three subjects from the English Baccalaureate – sciences, history, geography, languages and Computer Science (additional to the last EBacc list) plus three additional subjects these can be a combination of arts subjects, academic subjects and high quality vocational qualifications.
  7. It will be important for those students pursuing vocational learning to demonstrate achievements in the core subjects, particularly English and Maths, at both key stages.
  8. To ensure students are engaged with their learning by delivering the wide range of skills and competencies that they can use and rely on for the rest of their lives. They learn to be effective lifelong learners.
  9. To incorporate the surrounding local coast and rural environment into the core curriculum to give greater meaning and relevance to students.
  10. To offer an extended curriculum which draw on what the local community, local specialists and area have to offer (e.g. work experience with local businesses) as well as wider opportunities (e.g. Duke of Edinburgh award).
  11. A programme of appropriate high quality specialist interventions to support any child progressing above or below targets or expected rates.  
  12. SEND, LAC and EAL support to be purposeful, having a significant impact on each child.  
  13. The school to promote individual student and staff well-being, given the impact that this has on educational achievement.
  14. The Route 39 Academy will take account of the term dates of other local schools, as set out by Devon County Council, due to the parents’ childcare issues, their weekly and daily routines.
  15. Assessment and target setting processes and systems support progression and are to be meaningful to children and parents as well as teachers. These are to be intrinsically linked with proactive coaching strategies.
  16. Delivery of high quality careers and work related learning for all students which will ignite high career aspirations in our students.
  17. The school, staff and students to lead the way in terms of promoting and modelling positive behaviour, ensuring a restorative approach, including clear and well understood consequences to poor behaviour choices, and for which exclusion to be the last resort. This should only be used when the safety or well-being of other members of the community are at risk.
  18. Ecological principles and practices to underpin all decisions made relating to the school and its grounds, which can then be used as an educational tool.
  19. The Route 39 Academy to be the hub of community life and activity.    To maximise the use of the buildings at moderate cost to community groups.  An aim to offer workshops and offices on site, at a low cost, in return for student activity.
  20. The School to establish meaningful and active links with local organisations including, business, tourism, craftspeople and the farming community.

Measured Outcome:

The school is open to students from 8.00am during term time. The time given to subject areas must match or exceed those stated in the yearly timetables.

Effective use of the Physical Learning Environment

The GB are committed to working with specialists to ensure that a range of learning environments will be created, recognising that students learn in different ways in different settings.  A range of lesson types and styles will be the norm. Students will be able to learn in flexible environments allowing for lecture, large group, small group and individual study. 

The outdoor environment must be used to enhance and support the learning of our   students across the range of subjects taught.

Measured Outcomes:

Implementation of schemes of work to demonstrate how the various available learning environments will be used describing:

  1. Which environments will be used for each element, and what the expected advantages and outcomes are.
  2. How students will have access to a variety of learning environments.
  3. How and when the available outdoor environment will be used to enhance and support the learning.
  4. Report of outcomes from implementation in different learning environments termly with the teaching staff and at the full governing body meeting.

Provision of an effective ICT System and Learning Platform

The GB requires a learning environment that will be rich in relevant cutting-edge technology which will be used to deliver effective, personalised learning for every student across a broad and balanced curriculum.  The GB will focus on the following aspects of delivery:

  1. Supporting each student’s access to the curriculum.
  2. Engage each student in their learning.
  3. Flexibility to provide opportunities for personalised learning and teaching.
  4. How it will support teaching and learning within the flexible learning environments and the different methods of delivery of subjects.
  5. How it can be accessed from any location, at any time, using any device.
  6. What features it provides for teachers and other stakeholder staff to monitor progress.
  7. Flexibility to allow staff to easily add and develop content.
  8. What features it provides for parents to support their child’s learning.
  9. How it may facilitate an efficient and productive link between parents and teaching staff.
  10. How it will support staff CPD.

Measured Outcomes:

A broadband connection that allows effective upload and download speeds for learning.

An ICT Learning Platform and supporting hardware and software that reflects the following requirements:

  1. Supports each student’s access to the curriculum.
  2. The curriculum content is up to date and of the highest standard.
  3. It engages learners and promotes effective learning experiences and high standards of achievement.
  4. Flexibility to provide opportunities for personalised learning and teaching.
  5. Supports teaching and learning within the flexible learning environments and the different methods of delivery of subjects.
  6. Can be accessed from any location, at any time, using any device.
  7. Provides for teachers and other stakeholder staff to monitor progress.
  8. Provides for parents to support their child’s learning.
  9. Facilitate an efficient and productive link between parents and teaching staff.
  10. Supports staff CPD.
  11. Develop the ICT knowledge, skills and understanding of our students and staff so that they are enabled to use ICT effectively in the workplace or progress to careers that specifically require deep knowledge of computer science or computing applications.
  12. Provide our teachers with high quality visual and interactive presentation technology, including access to on-demand digital learning material.
  13. Facilitate a widened pedagogy in line with our Vision for personalised and project based learning.
  14. Allow learning to take place anytime and anywhere through a virtual workspace designed to: enhance access to appropriate on-line learning material and courses; promote on-line communication and collaboration and provide relevant information to all of our stakeholders.
  15. Promotes time efficient working practices.
  16. Provides teachers with the ability to supplement the learning content with their own material using a simple editing system.
  17. Ensure access of stakeholders to relevant management information through tailored dashboards.
  18. Enhance management and administration through access to appropriate technology and integrated software solutions.

Core Entitlement

All students at Route 39 Academy will have access to a broad and balanced curriculum that is relevant, engaging and fits their stage of learning.

Our specialism is personalisation: knowing each and every student well, valuing them for what they bring to our community and nurturing their areas of strength as well as addressing areas they find more difficult.  Every student has a learning journey that best meets their needs, is challenging and ensures excellent progress, building on the experiences of Key Stages 1 and 2.

Learning Habits

We want all students to become the architects of their own success. A core aim is to develop students who are equipped for the challenges life can bring and confidently contribute to society, both now and in the future. Some of our students will be employed in jobs which haven’t yet been invented. We therefore place great importance in developing learning habits for life.

The focus:

What about exam results?

Research has shown that when students are helped to become more confident and independent as learners, and more articulate about the process of learning itself, examination results improve. Under test conditions they are less likely to 'go to pieces'; they are more likely to persevere and not give up in the face of difficulty for example, when confronted with an examination question presented in a different format to that which they have previously practiced.

The How and What of Learning

At Route 39 Academy we want learning to be natural and fun, building upon curiosity and creativity. We want all students to understand that learning comes from mistakes, is messy and involves taking risks. By using Learning Habits the learning community will be empowered to learn effectively inside and outside school. We intend to create a community of life-long learners. We recognise that everyone learns in different ways and that this is reflected in all planning and delivery.

Learning Habits

Social


Emotional


Strategic


Thinking


Route 39 Academy will develop this work with the support of South Dartmoor Community College, our partner school, and their Trust partner The Learning Organisation (TLO).

Literacy and mathematics

We know that highly developed literacy and mathematics skills are vital not only for a student’s access to the wider curriculum but are also essential life skills.

  1. All staff will ensure that literacy and mathematics are taught effectively and coherently across the curriculum.
  2. Students who are under-achieving literacy and/or mathematics skills will be supported by an individualised programme to boost these skills to ensure the rest of the curriculum is fully accessible.
  3. Students who are achieving high literacy and/or mathematics skills will be supported to boost these skills. 
  4. The school will provide support to enable parents to support Literacy and Mathematics with their child(ren).
  5. The impact of support strategies in literacy and mathematics is tracked and effectiveness of the overall programme reviewed on an annual basis.

Personal Coaching

Personalisation is the specialism of the school. To support this, each student has a personal coach and belongs to a mixed age coaching group. The coach will ensure that each student’s academic and pastoral needs and aspirations are known and addressed. The coach is the key contact between the school and a child’s parents. The choice of coach for a student will be determined by the effectiveness of the relationships and their phase of learning.

The personal coach will be one of the school staff. They will have a weekly session with each of their students and follow the school coaching policy.

The coach

  1. Is the key trusted adult, for student and parent, who knows the student well.
  2. Enables the student to set appropriate and challenging targets and goals.
  3. Tracks progression towards agreed targets and goals, and associated actions.
  4. Ensures action is taken regarding any pastoral issues raised.
  5. Tracks the impact of actions taken to address pastoral issues.

Information, Advice and Guidance (IAG)

The quality of Information, Advice and Guidance is an important feature of education for all Route 39 Academy students, and also for their parents.  This is vital in the current economic climate and more so considering the employment difficulties in our local community.  IAG is an on-going active process, rather than a series of special events. It is built into our projects and is an inherent part of the coaching that each student receives. The school recognises the importance of involving outside support and sees the Fellows as having a key role to play in this provision.

Measured Outcomes:

  1. Every student at Route 39 Academy has an e-portfolio. This is a record of their learning journey and evidences their aims, progress and achievements, including academic and non-academic. This will feed into a regularly reviewed CV which is relevant to their future careers.
  2. Each personal coach is provided with effective training in providing IAG.
  3. Each personal coach is able to provide on-going, effective advice or is able to identify how a student can get the advice needed.
  4. Online, effective IAG resources are always available to students and parents.
  5. An annual, professionally run careers convention is held at the school.
  6. Talks/workshops are provided to the students from local employers. These are to be open to all students.
  7. Talks/workshops are provided to the students from national/international employers. These are to be open to all students.
  8. All students have opportunities to visit a local employer.
  9. Talks are provided from Route 39 Academy leavers about employment /further /higher education after school.        
  10. Route 39 Academy leavers are encouraged to return to the school to help teaching staff deliver learning and to discuss the options they took on leaving the school.
  11. Students have access to information and systems to allow them to plan their own personal fitness and link this to nutrition.
  12. Existing fellowship programme is retained and enhanced, with a minimum number of 25 fellows, of which at least 40% should be living or working within a 30 mile radius of the school. Each fellow must commit to devote half a day per year to support the curriculum and/or IAG either on site or by video conference.
  13. Each year, every student, in challenge or extend phase, has the option of a one-to-one session with an IAG expert offering impartial advice. 
  14. All post-16 students are offered work placements in Year 12 or 13 which can be run at any time throughout the school year.

Students’ progress by stage not age

Effective coaching enables students to follow the most appropriate route of study. A student’s rate of progress is not dictated or hindered by their chronological age instead it is based upon their stage of learning, identified areas in need of development, and identified areas of strength, their interests and motivations. Therefore, there is neither a set point to start or end a Key Stage nor a particular level of study and students sit examinations when they are ready. Readiness to sit examinations is a joint agreement between the student, the school and the parent(s).

  1. The curriculum enables all students to progress by their stage not their age. Each student has a timetable that is personally relevant.
  2. Students are assessed on entry to the school. This assessment includes spelling and reading ages, identification of gaps in mathematical knowledge and data from their previous school.
  3. Individual lessons can contain a mix of students from different school year groups and phases.
  4. Effective assessment and tracking ensures that any student who is failing to make appropriate progress is known and their needs addressed.
  5. Overall learning provision is constantly reviewed. A formal review takes place termly and strengths, weaknesses and gaps are identified by the phase team and reported to the Principal. The key aspects of the review are reported, by the Principal, to the GB along with any action that is necessary to improve learning provision.  

Timetabling

We know that strong relationships are critical in supporting a student’s learning and the efficacy of the teaching. Our approach to timetabling reflects our ethos. We do this by limiting the number of students each teacher teaches and the number of main teachers each student sees each week. We also block learning time to enable students to learn in a more profound way.

The timetable must support and reflect personalisation, enable stage not age learning and ensure that the requirements of each phase of learning at Route 39 Academy are delivered.

The school year will be 39 weeks long with term dates set to closely align with those of the local authority to support local families by ensuring that children from the same family in different school phases follow similar holiday patterns wherever possible.  The school day will begin at 8.30am and continue through until 5pm.

Parental and Family Involvement

The GB believes that all Parents have a right and a responsibility to be actively involved in their child’s education. Parental involvement and engagement is known to have a positive impact on student attainment. This relationship begins as soon as the parent chooses Route 39 Academy and continues throughout their child’s time in the school. To support this we will provide:

Community  Involvement

The GB actively encourages community involvement as a means of enhancing in-school provision. Moreover, strong community relationships provide each student with a sense of place within their community as well as supporting their personal development.

It is expected that the Fellows programme and links to local businesses, charities and community groups will be fully integrated into the curriculum.

Phases of learning

Students at Route 39 Academy will study academic subjects alongside business enterprise, land-based learning and community service. The learning is divided into three phases.

Students will move through these phases at their own pace and take examinations when they are ready.

Stretch Phase- Route 39 Baccalaureate

Implementation 

This phase will begin with the first cohort of students in September and is all about stretching the skills and understanding developed at primary school. The aim is to develop the key learning habits, literacy skills and mathematics needed to be an outstanding learner in all aspects of the curriculum. The stretch phase is the springboard to accreditation\examination level study.

 The following stepped subjects require a mastery of particular skills and concepts and will be taught separately but link to our project based learning approach:

The following subjects will be taught via project based learning in order to develop a strong foundation of learning skills alongside subject knowledge:

Guided study will take place during school hours, there will be no homework.

An extended curriculum including a range of academic, sport and arts opportunities will support personalisation. It will provide opportunities for students to learn from a wide range of adults. Students will be able to choose to develop areas of strength and spend more time practising and improving those areas that they find more difficult. The process of choice is supported by effective personal coaching and parental engagement.

We will also offer a range of peripatetic music tuition.

Project Based Learning

Projects begin with a challenging/driving question which the students are asked to respond to and investigate. As they explore their ideas, they gain subject knowledge but also develop key learning skills e.g. collaboration, creativity and initiative. Each project culminates in a final task – such as a presentation, a construction or piece of artwork, a research paper or panel discussion. Projects demand deep subject knowledge and take place over an extended period of time, from a few hours to an entire term.

Curriculum delivery time requirements

Stretch Phase - Route 39 Baccalaureate 

The Stretch phase curriculum in years 7 and year 8, and for some students also year 9, forms the Route 39 Baccalaureate. There are 3 principle aims:

  1. To develop the skills and habits that will enable each student to successfully progress to Key Stage 4 level study and achieve their potential.
  2. To provide an extended curriculum including a wider range of learning opportunities where student choice is central to the learning they pursue.
  3. To provide an opportunity for personal growth and achievement for all students, so that they have the attributes to be a lifelong learner.

The Route 39 Baccalaureate is divided into five component parts: 

Route 39 Baccalaureate Academic

This component includes Mathematics, Literacy, English, Humanities, Languages and Science (delivered through STEM)

Route 39 Baccalaureate Physical, Creative and Performance

This component will include sports, art and design, music, drama and aspects of D&T. An emphasis is beyond the strict requirements of the National Curriculum allowing for an enriched experience and a project based approach linking to the academic curriculum.

Route 39 Baccalaureate Enterprise

This component links to project based learning and can include environment/land studies, business studies, food processing and development, leisure and tourism, hospitality, local craft and ICT. A range of real enterprise activities, with particular reference and links to the local community.

Route 39 Baccalaureate Personal & Physical Development

This component includes the development of learning habits, personal and physical development, PPSHE, leadership, critical thinking and personal challenge. Students will have the opportunity to present their work, from all areas of the curriculum, to an audience including other students and the wider community. An important aspect is that all students engage in, and can evidence, sufficient weekly physical activity.

Route 39 Baccalaureate Community, Philosophy and Ethics

This component will provide significant opportunities for students to provide help and support both within the school and to the wider community. The philosophy and ethics element enables students to gain an understanding of the world and their place and responsibilities within it. Wider opportunities include volunteering for school events, work experience, the student leadership (eg student council) and voluntary work within the community. Study of comparative religions will be included in this element of the Baccalaureate.

Assessment

All students can achieve the Route 39 Baccalaureate. Each component has specific assessment criteria including peer review. Students can achieve each component at different levels, bronze, silver and gold. Students maintain an e-portfolio, evidencing their achievements and progress. At the end of each year students receive an award that outlines their particular achievements in the form of a profile. The award document will also contain a student self-assessment.

Route 39 Baccalaureate Implementation

The Stretch phase will be grouped into three delivery types.  A full list of the subjects with their delivery types is provided in the education statement below.  Each student is provided with the opportunity to determine what they will study in the extended curriculum through half termly planning with their personal coach. However every student will be required to cover the components of the Route 39 Baccalaureate in order to secure the skills and knowledge required for success in the challenge phase.

We are committed to aspiration and enabling future engagement with the whole curriculum by providing a strong foundation in the traditional knowledge and skills of the core curriculum subjects.  

Mathematics and foreign languages will be taught as separate subjects requiring a level of understanding of concepts before progressing to the next level.

STEM (Science, technology, engineering with additional Mathematics), English, Humanities and Philosophy and Ethics will be delivered through a project based learning approach.

The permanent school grounds will be developed and used to provide different ecological habitats and learning environments (ponds, streams, woods) and to provide an opportunity for horticulture focussed and other land-based learning. Whilst in temporary accommodation we will included aspects of this learning within the constraints of our accommodation.

Outcomes:

  1. Student Outcomes: Each student achieves at least 2 sub levels of progress in the stretch phase (Key Stage 3) for each subject per year.
  2. Student Outcomes: Ensure student achieves at least 2 levels of progress in the stretch phase (Key Stage 3) and no later than the end of Year 9.

Stretch Phase Curriculum delivery time requirements –

Below is the requirement in time to be given to each subject or area in Stretch Phase.  A more flexible delivery than the weekly one suggested below may be implemented but over each half term the average percentage of time per subject/area will be as stated.

Stretch Phase

KS3 Subjects

Lesson Type

Hrs / wk

% time

Hrs / yr

STEM*

Project

5

16.7%

190

Maths

Stepped

3

10.0%

114

Literacy, English and Humanities*

Project

7

23.3%

266

MFL

Stepped

4

13.3%

152

Route 39 Baccalaureate

Extended Curriculum-Physical, Creative and Performance- Community Philosophy and Ethics

Route 39 Baccalaureate

11

36.7%

418

Totals

30

100%

1140

*In the transition year students opt for one humanity and can also start a GCSE in Science

Stretch Phase Completion and Transition

The focus in the final year of the Route 39 Baccalaureate will be on ensuring preparation for a successful Challenge Phase. Students can also opt to specialise in Geography or History and so start their GCSE in that area. They may also choose to continue the second humanity during extended curriculum time. STEM teaching becomes more specialised with some students opting to start GCSEs in Science. For some students alternatives to GCSE will be provide a more suitable route of accreditation.

Challenge Phase

Implementation

Students follow recognised GCSE and Vocational qualifications that match their learning needs and aspirations.  Mathematics, English and Science will be compulsory for all, through to GCSE, as the GB recognise the importance of and entitlement for every student to aspire to and gain at least a C grade in English language, Mathematics and Science to enhance their life chances and future learning and work prospects.

A pathways approach to the curriculum during the challenge phase will ensure the continued delivery of personalised learning. The majority of students are expected to complete the full English Baccalaureate suite of qualifications.  

Following our principle that students progress by stage not age, some students may begin to sit GCSEs in Year 10 or earlier. As students complete and accumulate qualifications they will have access to higher level study and/or new options.

The GB recognises that whilst some aspects of the curriculum must be compulsory, our students need access to a variety of courses and learning approaches. Students must therefore have the option of additional academic or vocational pathways that will maximise their opportunities for future education, employment or training.

Suggested Subject Options

  • Additional foreign language
  • History (as an additional humanity option)
  • Geography (as an additional humanity option)
  • Computer Science
  • Design & Technology
  • Engineering
  • Business Studies
  • Art & Design
  • Drama
  • Music
  • Leisure and tourism
  • Food processing and development
  • Hospitality and catering
  • Business administration & Finance
  • Public Services
  • Environment & Land-based learning
  • Physical education
  • Dance
  • Health and Social Care

Any vocational qualifications should be carefully selected for their quality, value and recognition by business and industry and should have been designated as ‘equivalent’ in the government’s new list as of January 2012 or later.

Measured Outcomes:

Student Outcomes: The detail needs to be agreed once national KPIs are set. We are aiming to be in the top 10% of schools nationally. This will be measured by Fisher Family Trust data (FFTDx).

Curriculum delivery time – Challenge Phase

Below is the requirement in time that must be given to each subject or area in Years 10 and 11.  A more flexible delivery than the weekly one suggested below may be implemented but over each half term the average percentage of time per subject/area must be as stated.

Challenge Phase

KS4 Subjects

Lesson Type

Hrs / wk

% time

Hrs / yr

Science*

Stepped

5

16.7%

190

Maths

Stepped

3.5

11.7%

133

English

Stepped

3

10.0%

114

Humanity option 1

Stepped

3

10.0%

114

Subject options*

Stepped

12

40.0%

456

Personal, Community, Philosophy and Ethics

N/A

3.5

11.7%

133

Totals

30

100%

1140

*students studying triple science will be allocated extra time however the three Sciences may not run concurrently and may be taken accumulatively

Extend Phase- Key Stage 5

Implementation

Route 39 Academy will aspire to retain 80% of students into the sixth form with the additional 20% coming from other local schools. The school must provide a rich variety and breadth of post-16 study options that will appeal to a wide range of our student cohort.  Previously the issue with sixth forms in rural secondary schools has been that they are rarely as large as those in urban schools, and find it difficult to offer a sufficiently wide range of subjects.

  1. Qualifications must be offered that ensure progression and continuity of learning.
  2. Students must be able to select a pathway that is most appropriate to their stage of learning and aspirations.  
  3. Any students who have not yet achieved a C grade in Mathematics and English will continue these subjects as part of their learning pathway.
  4. All qualifications provided are approved by the DfE for inclusion in the DfE performance tables unless approval for a qualification is given by the GB.

Options-

Academic:  AS/A Levels

Vocational: 

A range of options to be agreed in September 2014

A range of options to be agreed in September 2014 in liaison with Duchy College

Student Outcomes: Unless stated otherwise the average results for all students in the following categories is 15% above all measures of Reference Performance Data:

  1. Average Key Stage 4 results in the school for:
  1. The percentage of 16-18 year olds at the end of study achieving at least 1 advanced level qualification.
  2. The percentage of 16-18 year olds at the end of study achieving 2 or more A levels or equivalent.
  3. The percentage of 16-18 year old students at the end of study achieving 3 or more A levels or equivalent.
  4. The total points achieved by 16-18 year old students at the end of A/AS or equivalent study divided by the number of examination entries.
  5. The total points achieved by 16-18 year old students at the end of A/AS or equivalent study divided by the number of students.

Curriculum delivery time requirements

Extend Phase

KS5 Subjects

Hrs / wk

Core Subjects - A levels/ Vocational/GCSE

Up to 25

Maths GCSE (if applicable)

3

English GCSE (if applicable)

3

Personal, Community, Philosophy and Ethics

4

Staff

Our staff are our greatest asset. All staff employed by the Trust must demonstrate the following minimum criteria which will form part of the application assessment:

  1. They have a passion for learning
  2. They are or have the potential to be outstanding in the job they have applied for.
  3. They share a belief in the school Vision and the desire to see it realised.
  4. They show a commitment to the ethos of the school.
  5. They demonstrate the capacity to work well with children.
  6. They contribute ideas and are not afraid of change.
  7. They are strong in their beliefs but listen to and respond positively other ideas.
  8. They learn from challenges and mistakes positively.
  9. They demonstrate a desire to continually advance and improve their own skills.
  10. They demonstrate a desire to engage positively with parents and the community.
  11. They demonstrate an ability to work well with other schools and freely share best practice.
  12. They are committed to the safeguarding and behaviour policies of the school.

Teachers

The GB is committed to recruiting teaching staff with Qualified Teacher Status. We focus on recruiting experts in teaching over those who are experts in their subjects. The Principal leads teacher recruitment and organises line management and leadership structures and the Route 39 Academy Trust is the employer.

Teachers must have the skill and desire to deliver learning in a flexible learning environment, using a project based learning and stage not age approach. All teachers are teachers of literacy and mathematics, regardless of their specialism.

The staff costs for gross salary, employers NI and Teachers Pension Scheme contributions must not exceed the budget agreed the GB.

Learning Coaches

Learning Coaches support in-class learning and are an additional adult in the classroom. Learning coaches work with the whole class and in close liaison with the designated teacher of that class. They enable the teacher to provide individual or small group input during lesson time. Learning coaches facilitate all students to be independent in their approach to learning and remain on task.

Learning coaches specialise in a particular learning need, for example dyslexia, running specialist provision sessions and tracking and monitoring the progress of students accessing these provisions. Learning coaches facilitate study time and can also contribute to the extended curriculum, as directed by the Principal.

Learning coaches are led and managed by the Director of Specialist Provision.

Staff Professional Development

Staff well-being is a high priority for our school. All staff are valued and respected and work within a context that supports and encourages career development and work-life sustainability. The school has its own terms and conditions that support this aim.

Our Performance and Progression policy, and procedures, are the key driver for staff development.  All staff will have access to coaching and set performance targets that directly relate to priorities identified in the whole school improvement plan. Staff will be supported to achieve these targets through well-matched opportunities for professional development.

All staff receive on-going training and development in

In addition to this staff use the Performance and Progression audit tool to assess their own practice and identify areas for development and personal training/development requirements. All staff are able to study towards a Masters degree and leadership qualifications.

The school supports professional development by defined time, during the working day for staff meetings, planning, collaboration and staff:staff coaching. Staff also have the opportunity to visit link schools to share and develop effective practice.

Self-Evaluation

Effective self-evaluation and improvement planning is the key to ensuring that the school is effective in its provision and that students are engaged, respectful, aspirational and are making progress. Self-evaluation is defined by the Monitoring and Self Evaluation Policy.

This process must be continuous and evaluate a minimum of:

  1. Attainment and progress.
  2. Teaching and learning
  3. Learning provision/curriculum
  4. Behaviour and attendance
  5. Engagement of parents and the wider community

As a learning community we recognise that in doing this we will be in a better position to deliver all of the aims within this document and continuously improve.