Pupils at ACE face a wide range of barriers to educational achievement. From high achieving pupils with complex medical needs which make accessing a full timetable difficult to pupils with challenging behaviour and a lack of support at home which has affected the development of socially appropriate behaviours and social communication.

We are adept at identifying the needs of our pupils and developing a bespoke package of education for them which enables them to achieve their potential academically and addresses their social, emotional and behaviour needs. We are committed to providing this support whether or not they are pupil premium pupils.

A large majority of our pupils have complex behavioural difficulties which make it difficult for them to form positive relationships and engage in learning. They often have little respect for or trust in adults and do not cooperate with boundaries and rules. They tend to lack self-esteem and seek attention through negative interactions. They have a history of engaging in poor behaviour to hide the fact that they don’t understand work that has been set either because of an undiagnosed learning difficulty or because they have missed a lot of school and fallen behind their peers.

We have a high turnover of pupils over the year and at the start of this academic year 36% of our pupils are pupil premium but the members of this cohort change significantly through the academic year. All our systems have been developed to allow us to track the progress of identified groups in all performance indicators and we report to stakeholders termly. We aim to assess the needs of all pupils on entry, through a variety of diagnostic methods, and develop a personalised programme to enable them to access learning at an appropriate level and make at least expected levels of progress based on their circumstances. We review their programme on a continuous basis through our pastoral support team to ensure it is meeting their needs throughout their time at ACE. Six times a year we hold multi-agency meetings for all our pupils at which we review their progress and the effectiveness of interventions and seek the views of parents/carers and pupils.

Our estimated pupil premium grant allocation for 2016-17 is £100,000. Here are some examples of interventions we have planned for this year:

Literacy

Students who come to ACE are assessed within the first week and we use various interventions and approaches so that more of our pupils able to make expected or above expected progress. We have held literacy teaching and phonics training for all teachers and learning mentors.

All students at ACE are taught in small groups, research suggests that as a class size gets smaller the range of approaches a teacher can employ and the amount of attention each student will achieve will increase.

(Educationendowmentfoundation.org.uk, 2014)

Having small classes at ACE means that teachers are able to give meaningful feedback another factor when raising standards in all areas of the curriculum. Feedback studies show that for a very small cost giving meaningful feedback can have very high effects on learning.

Literacy is embedded in the whole curriculum and students are developing reading, writing and speaking and listening skills in every lesson.

Students who are identified as working significantly below the expected standard for their age are given 1:1 support.

 

Meta-cognition and self-regulation.

Meta-cognition and self-regulation are often referred to as learning to learn and at ace students have weekly SP@CE lessons with their academic lead teachers and learning mentors. These lessons help students develop the skills they need to reach their full potential and become lifelong learners.

This year we have introduced PIXL Edge and students are now given the opportunity to take part in activities and gain qualifications which develop their skills in leadership, Organisation, resilience, initiative and communication. All skills which the UK government have identified as being essential for the work place.

Vocational Learning

We place many Key Stage 4 pupils in training environments which suit their individual interests.

Examples of these are: construction, catering, equine studies, art, and music.

These placements help students develop their skills and provide a pathway to future employment opportunities. Through these courses students gain vocational qualifications and are also taught maths and English. Pupils combine these opportunities with time at school or visits from our peripatetic teacher.

The impact of this is greater attainment through increased attendance and higher aspirations.

Peripatetic teacher

The 1:1 core subject support for our year 11 vocational pathway pupils who find it difficult to engage with classroom learning continues to grow. We have an experienced special needs teacher doing outreach visits to support them with English, maths and science work aimed at ensuring they achieve a qualification in these subjects.

Evidence suggests that giving one to one tuition can help students catch up and address any gaps in their learning. This ensures that they are able to make at least expected progress.

International residential experience

In March 2018 students will be given the opportunity to travel to France with Voyager school trips.

They will be staying at Hotel du Moulin aux Draps 50 minutes’ drive from Calais and taking part in a number of adventurous activities to build self-esteem, resilience and leadership skills.

This gives students a view of the wider world and allows them experience a different culture. On return to the UK they use the skills they have developed to work co-operatively producing a presentation to show to Stakeholders, Governors and their peers.

This also gives ACE students equality of opportunity with peers in other schools.

Students who feel less isolated from mainstream education tend to be make better progress

STEP

This year we will continue with our successful STEP provision for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom.

Research suggests that learning outside the classroom interventions consistently show positive benefits on academic learning and wider outcomes such as self-confidence.

Students who have found the transition between primary and secondary school difficult particularly benefit from this model. The need for transitions is much reduced and the consistent teacher through the day results in improved progress for identified vulnerable pupils.

Seymour

This year we have added a learning outside the classroom element to the provision at Seymour house. Students with SEMH difficulties now have a range of opportunities with ACE staff working in partnership with specialist youth workers from Hamoaze house.

This provision is similar to STEP with a larger team and aimed at mostly key stage 4 students.

Outreach

Our outreach team has been boosted by the addition of an outreach TA. Their role is to support the students with their emotional and social development and encourage them to attend the Outreach base at Seymour house.

This is the first step for students who are moving back in to a small group provision.

Careers

Year 11 pupils will have three visits to careers fairs this year.

Two of these are local events and one is a fully funded trip to Exeter.

In addition to this students will also have the opportunity to attend mock interviews at Barclays Bank and work experience with local employers.

The aim of this is to provide students with an insight into the world of work and ensure they are fully prepared to make the right choice when applying for post 16 provision.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and to develop a mature attitude to managing their learning.

Digital Technology

As a school we have invested a great deal in digital technology for both teachers and students. Technology has the potential to enable changes in teaching and learning interactions, such as by providing more effective feedback. Technology can also be used to motivate students to engage in lessons or practice particular skills.

Identification of need and allocation of additional support

Our Pastoral Team meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs. The Pastoral Leads alongside representatives from other areas of ACE ensure that we have the capacity and expertise to support our growing pupil roll.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.

We are able to come up with creative solutions for our young people from taxis to support attendance to bespoke vocational packages such as equine therapy.

Measuring the impact

We have a team of leaders and managers who review the progress of PP pupils through our curriculum progress data and attendance data and hold departments to account for their progress through the development and monitoring of action plans to address any issues. All departments are required to report to this team at our weekly Leaders and Managers meetings. The progress with these actions is monitored by the Senior Leadership Team and governors through the School Development Plan.

We also track pupils’ progress in numbers of behaviour incidents, reward points gained, attitudes to learning and their vulnerabilities and social circumstances to enable us to build up a full and dynamic assessment of needs.

We are developing new performance indicators this year around engagement and readiness to learn. These have been developed over the last couple of years in smaller bases and are being adapted and trialled in our larger sites.

Our strong commitment to teamwork means that any member of staff is able to put forward an idea for an intervention to our Leaders and Managers teams and see it implemented and evaluated.

2015-16 progress and achievement

Last year our data showed that the % of pupils making at least expected progress in subjects over the whole year was as follows

Subject Pupil Premium Progress Non- Pupil Premium Progress
English 84 88
Maths 82 86
Science 75 78
Design Technology 72 70
Geography 83 82
History 86 86
PE 88 90
PHSE 80 83

These figures indicate a gap in progress for PPI pupils in core subjects of 3-4% over the year. This is not seen in the other subjects as our most complex and vulnerable pupils only study core subjects. Analysis shows that we have a small cohort of extremely challenging pupils who struggle to make progress even with 1:1 support from specialist SEN teachers. These young people are involved with a wide range of outside agencies, many of them are Looked After Children who come to us late in year 11 with little expectation of achieving any qualifications and we are able to ensure that they all leave with a minimum of a basic qualification in English and maths.

Our figures compare very favourably with national average figures 39.7% for PPI pupils and 73.4% non-PPI achieving expected progress in English and maths.

The work we have done over the last year in developing diagnostic indicators for pupils social and domestic circumstances together with our existing vulnerability diagnostics has enabled us to improve our ability to accurately predict outcomes and expected levels of progress under the new National Curriculum. This work will continue in 2016-17 together with further training for non-specialist teachers involved with core subject teaching in our smaller bases and we expect that the accuracy of our assessments and ability to respond to needs will improve.

Analysis of our behaviour tracking systems show that PPI pupils (average 58 behaviour points) display more challenging behaviour, more frequently than non-PPI pupils (average 32 behaviour points). PPI pupils are more likely to be receiving an intensive provision such as STEP which in 2015-16 had 50% PPI pupils and 30% LAC compared to the whole school figures of 32% PPI and 7% LAC.

Attendance figures for 2015-16 show that PPI pupils had an average of 71% and non-PPI had an average of 75%. But when we look at the progress pupils are making with improving their progress from baseline on entry, 82% PPI pupils are improving and 83% of non-PPI pupils.

2015-16 exam performance

PPI year 11 pupils (30) Non-PPI year 11 pupils (70)
Any A*to G GCSE qualification 97% 100%
Any A* to C GCSE qualification 17% 23%
Qualification in English and maths 93% 99%

 

 

Pupil Premium 2014-2015

Literacy

We have continued with our whole school initiative for development of literacy.

Our Renaissance Reading programme, for all pupils, to raise reading ages is delivered through English lessons. Pupils are assigned a book appropriate to their reading age and are assessed online to move on to the next level. This programme also benefits more able readers as it moves them on quickly to higher level texts.

Vocational Learning

We place many Key Stage 4 pupils in training environments to suit their interests, for example construction, catering, equine studies, art, and music to develop their skills and provide a pathway to future employment opportunities. Through these courses they gain qualifications and are also taught maths and English. Most pupils combine these opportunities with time at school in regular lessons.

International Residential Experience

We fully funded a visit to Krakow in Poland to see Auschwitz, salt mines and Schindler’s museum for some pupils at Bretonside. This was the first time we have tried an international event and it was a once in a lifetime experience for these young people, and the staff!

STEP

This year we continued with our successful STEP provision for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom and support from Youth Workers.

Careers Fair

We have three visits for year 11 pupils to careers fairs in 2014-15. Two local events and one fully funded trip to Exeter.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and develop a mature attitude to managing their learning.

Peripatetic Teacher

This year we have increased the core subject support for our year 11 vocational pathway pupils who find it difficult to engage with classroom learning, with an experienced special needs teacher doing outreach visits to support them with maths, English and science work aimed at ensuring they achieve a qualification in these subjects.

Identification of need and allocation of additional support

Our Pastoral Team meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs. This team has been expanded in 2014-15 with two new Pastoral Leads and representatives from other areas of ACE ensuring that we have the capacity and expertise to support our growing pupil roll.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and many more.

Staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.

We are able to come up with creative solutions for our young people from taxis to support attendance to bespoke vocational packages such as equine therapy.

Pupil Premium 2013-2014

Literacy

We have continued with our whole school initiative for development of literacy involving all staff in training to use synthetic phonics, to support reading and integration of literacy across the curriculum.

We have increased the provision of extraction for 1 to 1 literacy support lessons with subject specialist teachers to raise pupils’ literacy levels to enable them to access the wider curriculum and help prepare them for the world outside of school.

Our Renaissance Reading programme, for all pupils, to raise reading ages is delivered through English lessons. Pupils are assigned a book appropriate to their reading age and are assessed online to move on to the next level. This programme also benefits more able readers as it moves them on quickly to higher level texts.

Vocational Learning

We place many Key Stage 4 pupils in training environments to suit their interests, for example construction, catering, equine studies, art, and music to develop their skills and provide a pathway to future employment opportunities. Through these courses they gain qualifications and are also taught maths and English. Most pupils combine these opportunities with time at school in regular lessons.

Residential Experience

Building on our successful trip to Cornwall we are planning a visit to London with pupils involved in the organization.

STEP

Our STEP provision goes from strength to strength. This programme is for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom and support from Youth Workers.

Careers Fair at Exeter

We arranged a trip for our year 11 pupils to Exeter for a careers fair. This experience was supported by Careers Southwest to make students aware of the opportunities open to them.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and develop a mature attitude to managing their learning.

Identification of need and allocation of additional support

Our Pastoral Team meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and many more.

Staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.

Literacy

We have continued with our whole school initiative for development of literacy involving all staff in training to use synthetic phonics, to support reading and integration of literacy across the curriculum.

We have increased the provision of extraction for 1 to 1 literacy support lessons with subject specialist teachers to raise pupils’ literacy levels to enable them to access the wider curriculum and help prepare them for the world outside of school.

Our Renaissance Reading programme, for all pupils, to raise reading ages is delivered through English lessons. Pupils are assigned a book appropriate to their reading age and are assessed online to move on to the next level. This programme also benefits more able readers as it moves them on quickly to higher level texts.

Vocational Learning

We place many Key Stage 4 pupils in training environments to suit their interests, for example construction, catering, equine studies, art, and music to develop their skills and provide a pathway to future employment opportunities. Through these courses they gain qualifications and are also taught maths and English. Most pupils combine these opportunities with time at school in regular lessons.

Residential Experience

Building on our successful trip to Cornwall we are planning a visit to London with pupils involved in the organization.

STEP

Our STEP provision goes from strength to strength. This programme is for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom and support from Youth Workers.

Careers Fair at Exeter

We arranged a trip for our year 11 pupils to Exeter for a careers fair. This experience was supported by Careers Southwest to make students aware of the opportunities open to them.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and develop a mature attitude to managing their learning.

Identification of need and allocation of additional support

Our Pastoral Team meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and many more.

Staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.

Literacy

We have continued with our whole school initiative for development of literacy involving all staff in training to use synthetic phonics, to support reading and integration of literacy across the curriculum.

We have increased the provision of extraction for 1 to 1 literacy support lessons with subject specialist teachers to raise pupils’ literacy levels to enable them to access the wider curriculum and help prepare them for the world outside of school.

Our Renaissance Reading programme, for all pupils, to raise reading ages is delivered through English lessons. Pupils are assigned a book appropriate to their reading age and are assessed online to move on to the next level. This programme also benefits more able readers as it moves them on quickly to higher level texts.

Vocational Learning

We place many Key Stage 4 pupils in training environments to suit their interests, for example construction, catering, equine studies, art, and music to develop their skills and provide a pathway to future employment opportunities. Through these courses they gain qualifications and are also taught maths and English. Most pupils combine these opportunities with time at school in regular lessons.

Residential Experience

Building on our successful trip to Cornwall we are planning a visit to London with pupils involved in the organization.

STEP

Our STEP provision goes from strength to strength. This programme is for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom and support from Youth Workers.

Careers Fair at Exeter

We arranged a trip for our year 11 pupils to Exeter for a careers fair. This experience was supported by Careers Southwest to make students aware of the opportunities open to them.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and develop a mature attitude to managing their learning.

Identification of need and allocation of additional support

Our Pastoral Team meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and many more.

Staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.

Pupil Premium 2012-2013

Literacy

We have continued with our whole school initiative for development of literacy involving all staff in training to use synthetic phonics, to support reading and integration of literacy across the curriculum.

We have increased the provision of extraction for 1 to 1 literacy support lessons with subject specialist teachers to raise pupils’ literacy levels to enable them to access the wider curriculum and help prepare them for the world outside of school.

Our Renaissance Reading programme, for all pupils, to raise reading ages is delivered through English lessons. Pupils are assigned a book appropriate to their reading age and are assessed online to move on to the next level. This programme also benefits more able readers as it moves them on quickly to higher level texts.

Vocational Learning

We place many Key Stage 4 pupils in training environments to suit their interests, for example construction, catering, equine studies, art, and music to develop their skills and provide a pathway to future employment opportunities. Through these courses they gain qualifications and are also taught maths and English. Most pupils combine these opportunities with time at school in regular lessons.

Residential experience

We fully funded a 2 day residential experience for some pupils at Bretonside. This was the first time we have tried such events and plans are already afoot for the next ones!

STEP

This year we set up a new provision for secondary pupils needing a more practical topic based learning experience more akin to the primary model, with an emphasis on learning outside the classroom and support from Youth Workers.

Careers Fair at Birmingham NEC

We arranged a trip for our year 11 pupils to the NEC at Birmingham for a careers fair. This experience was supported by Careers Southwest to widen their horizons from the south west peninsula and the opportunities open to them.

Curriculum Focus Days

Across the service our year 11 pupils are involved in various day events to support them with exam coursework and focus on maximising achievement at GCSE. Working through a series of practical activities individually tailored to their needs, with refreshments provided, it gives them an opportunity to address any issues they may have and develop a mature attitude to managing their learning.

Identification of need and allocation of additional support

This year we set up a Pastoral Team which meets once a fortnight to identify and monitor the need for additional support of High Profile Vulnerable Users including pupils with safeguarding needs.

This is in addition to the main referral route for staff having concerns about a pupil.

The team draws on support from a wide range of agencies such as Youth Offending Team, Educational Welfare Officer, Educational Psychologists, Child and Adolescent Mental Health Service, Harbour Drug and Alcohol Services, Barnardos, NSPCC and many more.

Staff involved with the team have been undergoing more specialised training in various aspects of Child Protection and have delivered whole staff training to raise awareness of the issues our young people face.