Ratified by Governors:
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.
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)
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.
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:
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.
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.
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:
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.
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.
Implementation of schemes of work to demonstrate how the various available learning environments will be used describing:
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:
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:
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.
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.
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.
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).
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.
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.
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.
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).
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.
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:
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.
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
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.
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
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:
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.
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.
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.
Hrs / wk
Hrs / yr
Literacy, English and Humanities*
Route 39 Baccalaureate
Extended Curriculum-Physical, Creative and Performance- Community Philosophy and Ethics
Route 39 Baccalaureate
*In the transition year students opt for one humanity and can also start a GCSE in Science
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.
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
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.
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).
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.
Hrs / wk
Hrs / yr
Humanity option 1
Personal, Community, Philosophy and Ethics
*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
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.
Academic: AS/A Levels
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:
Curriculum delivery time requirements
Hrs / wk
Core Subjects - A levels/ Vocational/GCSE
Up to 25
Maths GCSE (if applicable)
English GCSE (if applicable)
Personal, Community, Philosophy and Ethics
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:
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 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 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.
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:
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.