Pupils at hospital Floor 12 or on home tutoring due to ill health 5 hours minimum.
Elective home education visiting provides the legal minimum of one contact per year, most get four visits or more.
Lessons start by 9.00 am and generally end by 3.00 pm (slight variation between bases).
Phonics and Reading
For all ACE students, we complete a Reading Age assessment 3 times per year in order to track students’ reading age progress and identify if this is a specific area of need.
For KS3 & 4 students we offer 1-2-1 Literacy Support, which includes use of Accelerated Reader. Students who are taught in a classroom setting read whole class texts and practise oral rehearsal and use the chunking method to sound out unfamiliar words. Trugs is also used to develop phonic knowledge and skills.
We learn the spellings of high frequency words in lessons and also key words for each topic / text.
We use precision teaching in some instances. The English department offer WRAT assessments to students who struggle in English in order to try to identify specific areas of need. We then administer interventions as appropriate.
At Primary for phonics we use letters and sounds but also look at schemes that children have used in their previous school and build on this. Identifying gaps in learning and setting targets to close the gaps. We also use precision teaching and all staff are trained by our educational psychologist.
For reading, KS1 use Oxford reading tree resources. KS 2 use Accelerated reader and topic based learning.
Targeted literacy resource shows that there is an average increase of 1.7 years in an academic year for every pupil reading age across each key stage at ACE 2014-15, 1.9 years in 2015 2016. Early results for 2017-18 show average 2 years increase over 9 months
Involved in the Plymouth Oracy Project to support developing skills in oral communication
Training for all staff (February 2018) on how to target literacy within their subject and ensure the curriculum
Disadvantaged difference is low and disadvantaged perform better than pupils nationally compared to their starting points 74% PPI, 76% non-PPI May 2018. This is an improving trend over the year the average for the year is 64%PPI and 73% non-PPI. National data 40% PPI and 73% non-PPI
Religious Education at ACE recognises the rich culture and diversity of modern life in the UK and the world; identifying that religion and belief forms an important part of many peoples’ identity and culture.
Through SMSC and Religious Education ACE supports students in asking and answering challenging questions and developing their knowledge and understanding of their own beliefs (whether they are religious or non-religious), in the light of what they learn. ACE enables students to build their sense of identity and belonging, which helps them flourish within their communities and as citizens in a diverse society. ACE teaches students to develop respect for others, including people with different faiths and beliefs, and supports them to challenge prejudice. ACE prompts pupils to consider their responsibilities to themselves and to others, and to explore how they might contribute to their communities and to wider society.
SMSC and Religious Education at ACE are taugh in subject lessons as part of the Humanities curriculum offer. Students will learn through thematic approaches for example by learning about the life and works of a famous follower of religion.
ACE also encourages a whole school approach and through regular staff training and subject up dates ensures that staff are confident in discussing challenging topics with their students.
ACE also works alongside the Plymouth Centre for Faith and Cultural Diversity to give students effective and focussed opportunities to meet and learn from people from a diverse background of faiths and cultures.
Staff at ACE are fully trained in Prevent strategy and, alongside safeguarding, this underpins all teaching and learning taking place at ACE.
Foundation Stage and KS1
There is an emphasis on the 3Rs but there is flexibility within the timetable to meet the developmental needs of the children depending on their levels of maturity and age. Children are provided with a range of learning experiences, many of which are thematically based, including group sessions, individualised learning, adult-directed activities and free choice. Recent topics have included Fire and Weather. As at KS2, all members of staff are involved in supporting children at mealtimes and in their play.
The emphasis is on reading, writing, speaking and listening and mathematics. Group lessons are based on a theme, recent examples of which have included The Armed Services and Construction. Pupils are also given targeted work, which is planned separately for each individual pupil, to address any gaps in their knowledge. Each child’s phonological knowledge is assessed and activities are planned on an individual basis.
All adults are involved in mealtimes, break times and Golden Times which are recognised as opportunities for developing children’s social skills and their ability to communicate. Children are encouraged to reflect on their behaviour by completing SHAPE booklets.
We offer GCSE or equivalent in:
- Design Technology
- Physical Education
- Personal Social Health Education
Every pupil has a personalised programme. All have access to a wide range of alternative lessons designed to engage and build learning and social competency. Emphasis is placed on English and mathematics. Subjects are taught by subject specialist teachers.
The National Curriculum for England
GCSE by subject
The Office of Qualifications and Examinations Regulation (Ofqual) regulates qualifications, examinations and assessments in England and vocational qualifications in Northern Ireland.
Ofqual information on different qualifications such as BTEC and Entry Level