Education Brief V5 May 2017€¦ · Education Brief V5 May 2017 ... Environment is key: We aim to...

Education Brief V5

May 2017 The Fen Rivers Academy

updated 24/01/18

Sue Conlon

Graham Payne

Education Brief – The Fen Rivers Academy, part of the Catch22 Multi Academies Trust

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Contents

Section A Education mission, ethos and values

Section B Proposed curriculum

Section C Assessment

Section D Success measures

Section E Leadership and staffing

Section F Organisation

Section G Admissions and re-integration

Section H Marketing plan

Section I ICT Vision statement


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Education mission, ethos and values

Our mission:

“Catch22 provides young people aged 4-18 with alternative education in order for them to progress and succeed in sustained education and employment. We do this through high quality teaching and learning based on effective relationships that enable the achievement of life skills and meaningful qualifications.”

Our Ethos & values

All children and young people have the capacity to learn regardless of their life situation. It is our role to unlock that learning potential. We have high aspirations with a specific aim to close the attainment gap of our cohort with those of their peers. We do this by working to our ‘methodology’ to open the door to learning and to re-engage excluded and often marginalised young people.

Our methodology is based on the Catch22 ‘Theory of Change’ programme. It illustrates four elements which represent the fundamental components of interpersonal support that empowers people to change their lives and maximise their potential.

1. Environment is key: We aim to create the right environment for learning. Many of our young people have been unable to cope in large, mainstream schools so our schools are small and personal.

2. Relationships are key: Many young people are either from single parent families, are looked after children, or have no role models in life. Our schools provide high ratios of teaching and support staff to learners. Our structure includes non- teaching staff (core workers/advocates) who build strong relationships with, and become role models for the young people in their care.

Our teachers are recruited with “character” and values in mind. We want teachers and support staff who believe our young people can succeed and who have high aspirations for their success academically and in life. All of our teaching and support staff will be trained to address behaviour as well as academic learning.

3. Trust: We communicate to students, we do not give up where others have. For example, we will only exclude under extreme safety/safeguarding situations and then initially on a temporary short term basis. We will support our leaners for up to six months after they leave our provision with mentoring and advocacy.

4. Methodology: Our curriculum is designed and structured to meet the cohort need.

The core strength of the school will be an embedded whole schools approach to behaviour management, tailor made to primary and secondary requirements which encompasses: specific time-tabled behaviour/therapeutic daily sessions; 1:1 mentoring around behaviour incidents; a structured cognitive behavioural approach to learning; and, specific roles within the schools to coach and mentor young people.


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Our 3 Key outcomes

Improved Behaviour

Staff challenge inappropriate behaviour every time it is displayed and is supported by therapeutic studies and a reflection session. PSHE lessons help students to develop as members of families, social groups and the community.

Meaningful Attainment

All students are taught the national curriculum, learning for a minimum of 5 hours a day, leading to appropriate outcomes (level 1 or above) in English and Maths. All students can undertake work experience and vocational learning, whilst the options offered at 16+ include further education and apprenticeships.

Successful Transition

Transition to an agreed destination occurs only after assesment using a comprehensive framework, examining attainment, behaviour and employability. For 6 months after transition, Catch22 maintains contact with the student.

Schools objectives:

The Fen Rivers Academy is designated as a provision that requires specialist learning needs. Our success for the Academy will simply be defined as the level of progression each young person makes in terms of changes to their behaviour, their academic ability, their ability to engage in the community and eventually live independent lives through employment and further education.

We aim to have leavers who are confident, happy young people with high levels of self-esteem, a clear picture of their future and the wherewithal in terms of skills, abilities and personal characteristics to achieve that future.

We will provide for the children and young people:

• Inspirational teaching and learning that achieves progression in line with national standards, including working toward Progress 8. This simple measure is a significant shift for many of our students who are on track to achieve single or no qualifications before they attend our school;

• A whole school integrated approach to behaviour management embedded in every aspect of school life;

• A nurturing and safe school environment built on strong relationships between young people and teachers;

• A balanced and accessible curriculum, providing real opportunities into employment and further education;


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School targets

To change the lives of this cohort group and set them on a track of aspirations and achievement we set high standards. If we expect them to achieve – we believe they will start to believe they can achieve.

We will ensure that our service is accessible to key vulnerable groups, including those:

• Classified as Children in Care;

• With SEND;

• Engaged with the youth offending system or returning from secure accommodation;

• With challenging behaviour needs;

• Who are permanently excluded;

• With mental health issues;

• With low self-esteem, confidence and poor emotional health and well-being;

• Who are long-term disengaged and with poor attendance

• Who are vulnerable/disengaged with the education system (e.g. due to family homelessness, domestic violence, traveller families, disrupted education, etc.);

• Who would benefit from a functional curriculum, including academic, vocational and work experience opportunities;

• Who are at risk of becoming NEET;

• Living in poverty/deprivation and accessing free school meals;

• In specific equalities communities.


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Section B Proposed curriculum

How the curriculum works in practice:

It is MAT policy and a given that all learners have access to a broad and balanced curriculum that caters to their individual needs.

Many of our learners, due to poor attendance and disengagement with the mainstream curriculum come to our school with a reading age well below their actual age and this can hinder learning and progression. Therefore, the school will deliver an education that:

• Meets individual requirements - therefore is based on assessed needs;

• Prioritises academic attainment (GCSE’s & vocational qualifications ) with a specific emphasis on behaviour interventions and therapeutic support;

• Focuses on multiple progression pathways – including reintegration back into mainstream as appropriate up to key stage 3, employability, enterprise and further education.

Overview of delivery

The curriculum provides for at least 5 hours of teaching each day with group sizes of eight students (maximum) in both primary and secondary.

• For our specialist provisions, teacher:learner ratios are 1:6 for both primary and secondary age groups. We aim to have a minimum of one TA per primary class (1:6 ratio), and in many cases two TAs per primary class. The ratio for secondary is one TA for every six students.

• Detailed market analysis will be undertaken to ensure that the vocational programmes offered meet the needs of the local economy & LEPs strategic agenda. This is critical to ensure that young people have the appropriate skills for local employment opportunities.

At primary the curriculum provides thematic learning across maths, English, PE, Science and ICT; involving play alongside therapeutic support. At the heart of our provision is the ‘cornerstones’ programme of study.

At secondary level, there will be flexible entry levels but also study of GCSE’s, where appropriate, combining therapeutic sessions alongside academic study and also mentoring and work experience. Catch22 will provide as wide a range of GCSEs as possible for more able students.

Mandatory GCSEs: - English Language, Maths, Science, ICT

Optional GCSEs: - Any from Humanities, RE, Art, Design Technology, Food Technology, Enterprise according to staff availability & expertise


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Non-accredited subjects: -Core PE, PSHE

At the start of each academic year the curriculum will be set based on the assessed needs of the young people attending and the subject specialisms of the staff. It is expected that students will take at least two additional qualifications alongside the core provision; this can include further GCSEs or vocational subjects, such as Hair and beauty, Construction, Catering, Health and Social Care.

Primary-specific considerations

Working with children of such a young age our primary schools are set in a nurturing context, with significant amounts of play combined with a focus on a thematic curriculum of numeracy, literacy, science, ICT, PE and Art. Circle time is used to explore behaviour and encourages children to openly talk about their feelings and difficulties. Staffing levels in primary are high: every class will have at least one TA alongside the teacher, and more personal support is an option where there is a need.

Considerations for all Key Stages

Full time attendance can be difficult for some children and part-time timetables are available for those that need a slow integration in order to build confidence and feel secure. This will be built to full attendance within a half term.

The curriculum is built around the national curriculum requirements to ensure that children are able to reintegrate back into a mainstream place, where appropriate, as soon as they are assessed as ready and at the same key stage year as their peers.

It is also essential that students are challenged and are able to study at the pace and stage they would in mainstream & that students achieve their age related expectations each year they are with us until reintegration or transition.

Further details regarding the curriculum are included on the Curriculum Plan. Information regarding the staffing of the curriculum is to be found in section E.

Quality of teaching and learning:

Ensuring continuous improvement and high quality teaching In the first instance, the Academy will ensure that teachers are planning lessons appropriately. They should plan lessons and sequences of lessons in line with the appropriate scheme of work and appropriate to the age and ability of the students. Teachers’ planners or records should contain detailed information regarding individual students’ prior learning, reading ages SEND and medical details. This should then inform lesson planning, including differentiated approaches and resources according to need. For instance, for students with lower levels of literacy, key vocabulary can be prepared in advance on the students’ desk. When preparing courses and lessons, staff should bear in mind their responsibility to ensure the welfare and safety of students.


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This is particularly the case for students in a specialist setting who do not always consider fully the consequences of their actions. Such matters are of more importance in practical subjects, such as Science or Design Technology. It is important that staff are consistent in their approach to lessons. They should begin and end lessons on time and in a structured manner establishing clear and appropriate routines; Expectations in terms of both effort and behaviour must be high. By maintaining pace and challenge, students are more likely to be motivated and kept on task, which is a significant issue for many of our learners. Therefore, we encourage staff to make lessons as stimulating and practical as possible and spend as high a proportion as possible of lesson time on learning (as opposed to teaching). Teachers will need to employ a range of teacher strategies/approaches/activities within a lesson or sequence of lessons and ensure an efficient shift from one activity to the next. This is because many of our learners find it difficult to concentrate on any one task for an extended period of time. As this includes writing, planning in lessons should involve, where appropriate, activities involving verbal or listening responses. Given that student behaviour and attitude can be unpredictable, it is also important for staff to identify where it is necessary to change and adapt plans.

In terms of pedagogy, there are many aspects that we promote in exactly the same way as in a mainstream setting. Teachers and support staff should make effective use of questioning (pitching low order and high order questioning appropriately) and ensure thinking time for students to make connections in their learning. Often the best way to engage students in the early stages of a lesson is through carefully selected questions, encouraging discussion or debate. Teachers should value students’ contributions and make use of praise and rewards as often as possible to underline the value of achievement. The use of praise is a pivotal and can be adapted according to the individual student. For instance, less engaged students may need more praise in order to complete more simple tasks.

During the lesson, it is vital that ensure students are given feedback on work completed at regular intervals (‘mini-plenaries’). This is so that they can see for themselves the progress they are making, even in a short period of time. For our learners, this is very helpful as their attention spans are often short. Also, students must know how to move on to the next level, and so this should be a central part of feedback given whenever appropriate.

Teachers can demonstrate the checking of progress during the lesson in a variety of ways; - through appropriate questioning and verbal responses; marking of students’ work; peer marking and explaining/justifying answers given, and so on.

All staff have a responsibility for improving literacy skills of their learners; this is a key aspect of their provision, Staff should regularly identify key subject specific language both for display and individual use, they should encourage students to write in full sentences to support their literacy development, they should adhere to the academy marking policy and be aware of other literacy foci for the academy whenever appropriate, such as focusing on commas and full stops.


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Monitoring of Teaching and Learning In order to ensure that best practice in teaching is maintained, we will make sure that robust monitoring practices are put in place. The key procedures for monitoring teaching and learning are analysis of: examination results, achievement and progress data for all teaching groups, lesson observations, work scrutiny, learning walks and parent and pupil surveys. Observations & Learning walks

The school will have a scheduled, drop in process for the observation of teaching and learning. This is done via independent audits with specific resources recruited into the MAT, as well as adhering to our own observation cycle as per the school’s management plan.

Following an assessed lesson, feedback will be provided to staff and then logged, to be used both for evidence against Performance Management targets and for continuing professional development / ongoing staff training plans. Anonymous data is shared with the LGB and the MAT board on a termly basis.

A lesson or teacher rated as unsatisfactory or as requiring improvement will be provided with mentoring support from an outstanding teacher or deputy head. We are also part of PIXL where teachers can visit outstanding schools and see best practice in the classroom.

On a more informal basis, a planned cycle of peer observation is carried out on a termly basis, in order for staff to learn from each other and share best practice. Opportunities for staff to ‘drop in’ on other staff are always encouraged, subject to availability.

As well as observations, learning walks are used to obtain feedback on the quality of lessons. The purpose of the learning walks is more to observe good practice than to look for weaknesses. However, the walks also serve as a significant quality assurance measure. Any key areas for improvement, as highlighted by feedback from SLT, can be discussed at staff meetings or on training days.

Staff training/CPD

In the Autumn Term, in tandem with performance management targets, all staff will complete a training needs audit based on their practice. This is then costed and budgeted for. Further CPD areas can be identified through learning walks and lesson observations, both for individual members of staff and whole school training. Also, the make-up of a particular cohort or group of students on-site can be a factor in determining any appropriate training requirements. For example, if some new students in the same teaching group have speech and language issues, as identified by baseline assessments, this could lead to an internal/external training session for subject teachers and support staff.


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Also, each academic year, the Head teacher will agree with the MAT an academy improvement plan encompassing the ongoing development areas of both staff and students and the future needs of the cohort. The plan will be shared with all staff to engage staff ‘buy-in’ to school improvement. The plan will be shared at the MAT board and at local governing body meetings.

Monitoring of teaching and learning – roles and responsibilities. The key responsibilities for Staff are as follows: Leadership Team The Senior Leadership team is responsible for the overall quality of teaching and learning across the academy. This is achieved by:

• strategic planning of teaching and learning priorities in conjunction with subject leaders and the T&L Lead Practitioner;

• supporting individual departments through line management meetings;

• ensuring that the plan for academy improvement places a high priority on teaching and learning and that structures are put in place to support these priorities; and

• monitoring the quality of teaching and learning across the academy through activities such as lesson observations, learning walks, work scrutiny and planning scrutiny.

Curriculum and Learning Leaders (CLL’s) CLL’s are responsible for the effective teaching of their subjects, the evaluation of the quality of teaching and the monitoring students’ progress. Each CLL achieves this by:

• championing teaching and learning in their subject area;

• ensuring teaching and learning is an item on the agenda at all line management meetings;

• evaluating the teaching of their subject and the planning of lessons;

• ensuring curriculum coverage, continuity and progress for all students;

• ensuring that department procedures for assessing, marking, recording and reporting on student progress are implemented consistently and are in line with departmental and whole academy policy;

• analysing and interpreting data on students’ performance against academy expectations and other comparative data;

• monitoring students’ work and progress by regular sampling of classwork and home learning through book looks as well as assessment data; and

• taking an active role in the annual departmental review.


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Governors The Local Governing Body (LGB) has oversight of issues relating to the quality of teaching and learning across the academy. Key priorities are set out in the Academy Improvement Plan (AIP), the relevant sections of which are monitored by the LGB. Specific monitoring activities include:

• review of examination results

• analysis of student progress data

• reviewing summary reports of lesson observations, and

• making termly visits to the academy to view best practice Tutors Tutors are responsible for contributing to and monitoring the progression and well-being of individuals in their tutor group and providing advice and support to those students both socially and academically. This is achieved by:

• monitoring behaviour, rewards and sanctions, attendance and punctuality

• encouraging and developing the ability of students to evaluate and take responsibility for their own learning; and

• monitoring the academic progress and attitudes of individual students. Senior and middle Leadership support for the Headteacher Deputy Headteacher (DHT) – Behaviour and Attendance The DHT is responsible for the monitoring and evaluation of the overall experience of groups and individuals in their year groups. This is achieved by:

• setting clear expectations for the use of tutor time, monitoring the work of tutors and the quality of tutor time;

• monitoring the behaviour of students – both individually and as a whole, looking for trends and putting intervention strategies in place

• maintaining an overview of the experience of students in the academy, e.g. monitoring exclusions, on-call; and

• monitoring attendance and overseeing appropriate strategies for improvement


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Deputy Headteacher – Teaching and Learning

The DHT is responsible for ensuring that high standards of teaching and learning are

maintained at all times. This is achieved by: -

• establishing clear quality assurances for the monitoring of teaching and learning,

both formally (lesson observations) and informally (learning walks)

• Ensuring that staff have regular opportunities to improve their performance,

through the sharing of best practice and with a comprehensive and adaptable

CPD programme

The DHT will also monitor the effectiveness of the curriculum to ensure its continued

suitability for the students. The DHT will also be responsible for the monitoring of

student performance, co-ordinating suitable interventions where necessary.

The SENCO will play a pivotal role in the development of the students in our care. As a

result, they will be part of the senior leadership team where possible.

Middle Leadership

The Academy will have a Teaching & Learning Lead Practitioner for both Literacy and

Numeracy. They will work closely with the DHT for Teaching and Learning to ensure

that: -

• There is outstanding provision of literacy and numeracy within all lessons

• There are consistently high standards of teaching and learning in the core

subjects

• Data is used effectively so that suitable interventions are put in place for

students as required


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Section C Assessment

Baseline and ongoing assessments

We complete behaviour risk assessments in accordance with our SPINE programme (Supporting Positive Interventions in Education), Vernon spelling, Salford reading, Phonics letters and sounds (KS1/2) and teacher assessments against national curriculum and EYFS levels (KS1/2). The assessment along with information provided by the “home school” will inform the level of study by the attending child and establish clear goals and priorities for learning.

Our school approach to impact assessment and outcomes is illustrated by the diagram below. This is used for all Catch22 Education provision and combines a standard approach to data gathering and analysis which enables benchmarking of progress and impact across all Catch22 schools and the comparison of progress and impact across teams or individuals, as well as time series comparison of impact.

More detail on the information collected and measures used is given in the table below they are to be considered in relation to the outcomes of each child, as stated in section E of their EHCP’s;


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Metric Definition

Learner numbers

The total number of learners worked with in a given time period (= total number in learning on last day in period + total number of leavers in period), counted as the learners we will measure the impact of our work on.

Attendance All schools use DfE attendance codes. Reported monthly in schools:

• Present %

• Authorised absence %

• Unauthorised absence %

Retention A figure representing the percentage of learners on programme on the first day of the reporting who did not withdraw or leave the Academy prior to their intended end date or achievement of exit outcomes (including being mainstream school ready). Our target in schools is 100% retention owing to our no permanent exclusions policy.

Exclusions Total number of fixed term exclusions in the reporting period.

Contractual measures

Any additional contractual impact measurement we agree with commissioners, which will vary according to the commissioner.

Academic improvement/

Qualifications and Awards achieved

We aim for all learners to have achieved age related progress in numeracy and literacy in the time they have been in the Academy At KS4, students will achieve a nationally recognised Level 1 or 2 qualification in English, Maths and at least three other appropriate accredited subjects.

Behaviour and soft skills

Behaviour and soft skills are measured on entry, exit and at six weekly intervals using a combination of our own internal behaviour rating scale. We aim for all learners to exhibit behaviour and soft skills sufficient for success in mainstream education, Further Education or employment.

Destination

We aim to collect destination data for every young person we work with. To be considered a positive destination, learners must re-integrate and succeed in mainstream education or be attending further education or accredited training.


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Assess, Plan and Review (APR) processes

Across its Education provision, Catch22 has comprehensive Assess, Plan, Review (APR) processes that it will implement in the Academy.

The APR first incorporates referral and assessment information from learners, their parents/carers if possible, and all relevant partners. We gather baseline information against which future development can be measured, including initial and diagnostic assessments and interviews. The initial assessments will be wide ranging and include National Curriculum level assessments and our internally developed behavioural and motivation risk assessments. Each learner will have a nominated core worker to co-ordinate the initial APR process and the subsequent education pathway.

Attendance, engagement and progress will be continuously monitored and formally reviewed at one to one meetings which will take place weekly (or more frequently when required). These one to one sessions are recorded in the learner’s records and are used with other ongoing assessments (including academic levels, test scores, behaviour incident forms) to inform the Individual Education Plan review.

In school full reviews for all personalised learning and skills plans are undertaken termly. The system will produce a report against the targets produced for learners, parents and teaching staff as well as feeding into wider schools assessment of impact by the head teacher.

All learners at the school will have an EHCP. Catch22 will undertake and record all statutory requirements. The whole APR process is supported by an electronic data management system. We have invested in Capita SIMS for this purpose to ensure information is transferable with the existing schools systems in Norfolk.

Ongoing review/tracking is completed by teaching staff. Learner attendance, authorised absence, punctuality and status figures created from twice daily registers input directly into the system.

Monitoring Reports

In line with school and procedures, appropriate individuals within the school will be invited to review Individual Education Plans with the Core worker and young person on a minimum of a six weekly basis. The review focus will be on the young person’s successes, as well as addressing goals that have not been achieved, and in setting new targets for the subsequent half term.

The review process involves:

• Reviewing progress against the IEP, carried out with the young person, other and parents/guardians where they wish to and attend;

• Considering future developments, agree with the young person how the Individual Education Plan will evolve over the next six weeks;

• Recording progress in a way which is suitable for sharing with the young person;


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• Updating the assessment and revisiting any of the assessments at appropriate stages so that it continues to reflect the current situation;

• Creating the next IEP: a new IEP is created with short term SMART (specific, measurable, achievable, relevant and timed) targets to support progression. At this point the learning package may be altered to reflect the new targets.

In the case of an EHCP Review, all those involved in the plan will be involved in the process and invited to the review.

An “end of term” report will be produced for each learner highlighting current attendance, attainment and progress. These reports are sent to parents/guardians and reviewed parents evening and parent one to one meetings on a termly basis.

Home schools will receive a termly progress report for all students engaged in school with a summary to the LA of overall school progress. This review will be led by the head teacher and a member of the MAT board.

Should a young person be reintegrating, home schools will receive a full report showing annualised progress showing progress on academic progression and behaviour which will be discussed at a reintegration meetings with student, teachers and parents.

Performance of the overall schools network is reviewed by the MAT on a bi-monthly, basis with Head teachers presenting an overview of school performance as well as a summary of young people attendance/progression and any exclusion for the month.

We have a “no permanent exclusion” policy. Any consideration of a permanent exclusion will be discussed in terms of the annual review of the EHCP and the arrangements to name a different school in section I. We will work with the LA to identify and move children to a new permanent, appropriate school setting. Fixed term exclusions will be kept to an absolute minimum and only issued when it is in the best interests of the students.

The board also review the financial viability of the school by looking at monthly revenue and costs and forecasted surplus or loss requiring appropriate action to be taken by the head teacher.

Data by learner by school is collated in SIMS to enable the head teacher and MAT board to establish the long term effectiveness of the programme.

Each academic year, the Head teacher will agree with the MAT a school development plan encompassing the ongoing development areas of both staff and pupils and the future needs of the cohort. The school development plan will be shared with middle leaders and staff to engage staff ‘buy-in’ to school improvement. The plan will be shared at the MAT board and at local governing body meetings.

The board will challenge performance and encourage aspiration in achieving the highest results.


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The Catch22 Education Management Information administrator at the school will use the collated information to create monthly reports which compare baseline data with current outcomes. The reports will on attendance, behaviour and achievement. The Head Teachers will monitor individual progress and ensure implementation of action plans.

Teacher Assessments:

The school will be using an ‘assessment without levels’ model for all students. Students

in key stages 1-3 will be assessed by comparing their progress to at / below or above

age-related expectations. The ‘Cornerstones’ assessment tool will be used for key

stages 1 & 2; it measures progress in months compared to expected outcome at the

end of each year. Therefore you gain a figure in months below, at or beyond expected

outcome. In addition, there are reading, spelling and numeracy tests which give an age

outcome.

Students in KS3 will be assessed using the IDEAS+ model for core subjects. The

IDEAS chart is based around Blooms Taxonomy and progress along it indicates a

student’s progression to becoming independent learners. Student progress in a subject

will be indicated using the following terminology; - Ungradable, emerging, developing,

secure, mastery. Students will be graded based on the following terms; - Emerging,

Developing, Secure or Mastering. These will be recorded on SIMS marksheets for the

specific objectives taught, and have been pre-populated by SIMS from National

Curriculum programmes of study. Broadly speaking, they compare with IDEAS as

follows

I Emerging

D Developing

E Secure

A Secure

S+ Mastering

For non-core subjects, students will follow the ‘Alternative Edge’ assessment tool,

which measures the progress of students in the following 5 areas; - leadership,

organisation, resilience, independence and communication. These themes link closely

with employability skills needed for the KS4 curriculum.


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From September, students in KS4 will be measured against the new 1-9 scale, adopted

nationwide, so that student progress is comparable with local mainstreams. This is

important in cases where KS4 students return to a mainstream provision. Pluses and

minuses will again be used to show fine scores, e.g. 6+ or 4-. For non-GCSE subjects,

we aim to measure progress towards a level 1 or 2 qualification using at, below or

meeting expectations.

Students are regularly assessed to ensure that progress is being made. We set targets

for students which give the right level of challenge for each individual, based on internal

ongoing assessments, use of numeracy and literacy data and EHCP/Statements.

Standardised Assessments

Students will be assessed upon entry to the school and at regular intervals afterwards (termly is the most likely time period).

Further information is available in the Curriculum Plan.

Assessment of behaviour

At all key stages, every six weeks, a ‘behaviour ratings scale’ sheet is filled out for each

student. Students are scored from 1-8 in thirteen specific descriptors - eg. ability to

work independently. Although this is a behaviour tool, there are obvious links to

teaching and learning and the scale gives us further information by which to assess

individual student need within the classroom. The student total leads to an overall

grade or rating, based on the OFSTED judgements.

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Education Brief – The Fen Rivers Academy, part of the Catch22 Multi-Academies Trust

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Section D Success Measures We believe that closing the attainment gap is important – so we aspire our students to progress in line with national measures- i.e. the equivalent of achieving age-related expectations per academic year and in most cases, catching up to achieve peer-related results.

Exit outcomes for young people:

Exit outcomes are the levels reached by a young person, which indicate that they are ready to: leave the school, having acquired the necessary qualifications and skills; reach their long-term outcomes without further support from Catch22.

Exit Outcome Definition

Key stages 1-3

School ready Their SEMH needs have been met so that they are able to access a mainstream school setting.

And

Making sufficient academic progress

Having achieved progress equal to the equivalent of age related expectations or better.

Key stage 4

In Further Education or employment

• Attending Further Education or be in accredited further education or training.

• Work with accredited training (e.g. apprenticeship)

And

Achieved at least

level 1 in English and maths

Achieved a nationally recognised level 1 or level 2 qualification in English and maths.

And

Achieved at least a level 1 Vocational Qualification and/or 3 other level 2 academic qualifications

Achieved a nationally recognised qualification in a vocational subject and/or a minimum of three other accredited, suitable academic qualifications

And


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Further Education & Employment Ready

Displaying behaviour at a level sufficient for success in further education or employment

Assuring the Quality of the Curriculum Framework

The Catch22 education Quality Assurance Strategy supports an improvement culture which is central to improving outcomes for learners. Our quality assurance processes follow the best practice and principals of the OFSTED inspection framework and in order for us to be an outstanding education provider

Our quality assurance strategy is simple: implement, monitor, evaluate, change and plan. The processes underpinning the strategy aim to support the Catch22 mission by assuring and developing a learning culture for the school where all learners, staff, volunteers and visitors are safe and feel safe, regardless of their personal characteristics, including gender, disability, race, age, sexual orientation, transgender and religion or belief.

The underpinning QA processes that feed the QA strategy are:

• Observations of teaching and learning – completed, documented and reviewed in line with the OFSTED framework;

• Learner records and progression - completed and reviewed monthly by a senior team and bi-monthly by the Catch22 MAT.

• Learners feedback collation and review - completed monthly and reviewed

• The schools development plan will be reviewed and updated on a termly basis, with updates where appropriate.

• Annual skills audit in-line with the curriculum design.

• Performance Management audit

• Health and safety records – a review of incident reports and near misses.

The learner voice - process

Using learner involvement strategies is a core element within the curriculum framework and happens at both primary and secondary level. Using a survey, we will ask learners a range of questions (smiley faces for younger children) and gather their views on induction, the quality and range of programme on offer, the timetable and their personalised learning plan. Giving young people a voice builds their confidence and self-esteem and encourages them to express their own opinions whilst listening to others.

Our learner voice surveys enable us to develop and define provision on an ongoing basis. The outcomes of learner voice surveys are published and are used to inform


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our self-assessment process as part of our quality assurance procedure. We value learner feedback and report back to learners on how we have used their comments and opinions. Where it is not possible to act on their suggestions, we explain the reasons why.

Specific Fen Rivers Academy targets: - In line with the Catch22 education blueprint, we have set the following targets for the school: -

Measure Considerations:

Attendance: A minimum of 90% attendance, and/or an increase of at least 35% from their previous level prior to referral. Although we aspire to compel all children and young people to have 100 % attendance, this is not always possible due to family circumstances, individual demands and requirements and specific events. We do everything within our power to ensure attendance including- phoning home once absence is noted- visiting home, mentor helping arrange bus passes, following up with support services.

Progress: 80% of students to make the equivalent of achieving age related expectations per academic year across literacy and numeracy and specific subject areas. This target is set again due to the previous history and the need to close the gap at a quicker pace - due to time lost either at or out of mainstream school.

Qualifications: KS4.

Full time; - 80% of students to obtain the equivalent of a level 1 qualification in both Maths and English. The aim will always be to enter all students for a level 1 or 2 qualification in both English and Maths.

Behaviour: We aspire for the SEMH needs of all children in our care to have been met and their EHCP outcomes achieved so as to be able to manage in a mainstream environment.

Exclusions We have a zero permanent exclusions policy and aim to retain 100% of students on the program where appropriate.

Reintegration: Up to key stage 3

We aim for KS1, KS2 & KS3 students to reintegrate back to a mainstream place as appropriate.

Key stage 4 progress routes

85% of all students are targeted to be engaged in provision that is RPA compliant at KS5, subject to consideration of local employment, apprenticeship and FE provision.


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Section E Leadership and staffing

Teaching

All teachers will have QTS status and a specialist subject at secondary level.

All vocational tutors will have a minimum teaching or training qualification

All Advocates are qualified youth workers or hold an appropriate mentoring qualification

All staff will be trained in the Educare/NSPCC CPE Training, repeated at three year intervals

At the heart of our recruitment is an ability to teach outstanding lessons, in line with mainstream teaching provision. In addition, our cohort of young people will have a diverse range of needs and any teaching will be underpinned by a strong behaviour management ethos and whole schools approach.

Our staff is blended with specific core workers to deal with attendance issues, 1:1 mentoring on individual issues, reviewing progress and meeting/updating parents. Every young person will have an advocate who they can trust as a “go to” person. Teaching staff will work side by side with advocates who will provide “wrap around support” for each young person.

Our students form strong and supportive relationships with our staff that monitor and evaluate individual progress, including personal development targets. These opportunities ensure young people experience security and stability, are cared for during their time at our schools, and are able to translate this into their feelings and behaviours outside of school. This is also where discussion around unsafe behaviours can take place. All young people are made aware that we operate clear guidelines around confidentiality, and that there is some information they may choose to share with us that we cannot keep confidential for their own safety, or the safety of others.


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School structure and roles (based on a NOR of 96 students)

Delivery Model

Primary and secondary provisions will be run separately on the same site. This is so that health and safety & safeguarding needs are met, as well as ensuring that, in particular, any adverse behaviour from secondary students does not have any adverse impact on primary learners.

Structure:

Leadership: The school will be led by a qualified head teacher with strong leadership and management experience, having demonstrated a track record working with vulnerable young people with high behaviour needs and managing staff.

Deputy Head: With a strong emphasis on curriculum and behaviour management, the deputy head will focus on the quality of teaching and learning. They will be the constant communication link with parents or persons with parental responsibility. They will be qualified to BA honours or MA level.

Teachers/Tutors: Teachers will have QTS status and will plan, deliver and manage specific subject area learning programmes including English and maths. For secondary provision we will engage specific and dedicated maths, English, Science/ICT, PSHE/SMSC and other subjects. Whilst there is a strong emphasis on specialist subject teachers, there will also be emphasis recruiting teachers able to provide support on subjects beyond their specialism to provide greater support across the timetabled national curriculum subjects. For primary provision, we will recruit primary specialists but look for specific curriculum leads in key subject areas, in particular numeracy and literacy.

Advocates will be allocated to each student and act as their principal mentor. They offer 1-to-1 support and act as a constant and regular point of contact for the young person, their family and any relevant agencies. They are also involved from the initial referral all the way through to tracking post-transition.

A SENCO with the appropriate experience will be on site working with primary students in yr1.

Shared Administration staff will provide support for data gathering and analysis through SIMS and exam registration and management.

Central support will be provided by Catch22 for the school in respect of Human Resources and Finance, including budget control, management accounting, banking and expenses, recruitment, and employment contracts.

Specialist Support: Education psychologists/counsellors will be commissioned on a case by case basis with local agencies.


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The school will also be able to access wider services provided by Catch22, including:

- Dedicated leaving care services,

- Edge of care services,

- Family support services,

- Mentors working within the youth justice systems,

- Support for drugs and alcohol awareness, and

- A wide range of employment opportunities, including study programmes and apprenticeship programmes.

A key part of our ethos and methodology is building relationships through small group sizes, so that staffing (combined teachers/mentors/LSA) enables 1:3 delivery ratios at all key stages wherever possible.

Terms and conditions:

Staff will be recruited on full-time/ part time and term time only contracts to enable a flexible curriculum. Vocational tutors will be recruited from external partners appropriately vetted and contracted - again to allow flexibility of delivery.

General points

Timetables will be agreed in advance of each term based on student & curriculum need. Training and development will be provided through five inset days per annum, which will be communicated at the beginning of the academic year.

A dedicated SENCO role is essential to the provision- with all young people in our care with statements of additional need, the coordination and monitoring and management of these services will be a key role. This role will also be pivotal in liaising with referring schools and the LA. We will also ensure that appropriate Educational Psychologist time is provided, and this is reflected in the budget.

Curriculum Costings

As part of our education blueprint, we have set staffing ratios for our provision, depending on age range and perceived levels of support. In line with our model, we have looked to support a nurturing as well as academic environment, and so there is a particular emphasis on key support roles, such as Advocates and teaching assistants.

The staffing structure below is a generic staffing model based on a full cohort of students at the school (96). However, a reduced staffing structure will be required in the early months as we have planned for a graduated number of students at the centre (approximately 24 students to begin with). We will also need to take into consideration how and when staff are recruited as student numbers increase from 24 to 96 over time. The student numbers and the associated staff ratios are highlighted below:


26

Role

Staff:student ratio

Number upon opening (24)

Number upon completion (96); based on 56 primary: 40 secondary

Headteacher n/a 1 1

Deputy Headteacher n/a 0 2

SENCO n/a 1 1

Primary teacher 1:6 4 (Note 1) 9 (Note 1)

Secondary teacher 1:6 n/a 7 (Note 1)

Advocate 1:8 2 12

Primary Teaching Assistant 1:5 5 (Note 2, 3) 9 (Note 3)

Secondary Teaching Assistant 1:6 n/a 7 (Note 3)

Admin staff variable 1 3

Notes

1. Ratios of primary to secondary teachers TBC.

2. 3 primary TAs to be considered if the budget permits.

3. Ratios of primary to secondary TAs TBC.

NB It is hoped that primary and secondary TA support can be inter-changeable where necessary to help with recruitment.

NB The recruitment numbers may be subject to change if the initial numbers of students is different to what is highlighted above.


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Section F Organisation

The Fen Rivers Academy will be an outstanding school seen locally and nationally as a leading practitioner in:

• Assessment of student need and identifying best practice; and

• Therapeutic and innovative approaches in invoking positive changes in young people.

The cohort characteristics drive a need for:

1. Flexible teaching

2. One to one support with an advocate, plus additional support from LSAs & core workers

3. Support for additional learning difficulties; the SENCO to coordinate and source additional support requirements, including where necessary referral to CAMHS and social services.

4. Support at home with parents and carers to continue behaviour support strategies.

5. Particular attention to safeguarding and being aware of vulnerability.

6. Support in working with the LA, local schools, agencies and the wider family group, including engaging with YOT workers and social services, and where appropriate with CAMHS.

Our school day is structured to address the often short “attention” of our students. Lessons are typically 45-50 minutes long. Academic learning is scheduled for the morning when attention is highest, with play/sport/vocational work in the afternoons.

The school day

For primary learners, the school day will start at 9.00am and finish at 2.30pm. Behaviour and therapeutic support is built into lessons and play throughout the day in a way which enables the child to express themselves their emotions and feelings. Specific groups work and individual sessions will be held for issues such as “inappropriate touching”, forming attachments or anti -social behaviour such as bullying.

For secondary students, the school day will start at 8.45am with mandatory behaviour and therapeutic studies, followed by five hours of core subjects (plus 30 minutes lunch and one 15 minute break). Break time is kept short as this suits our learner behaviour profile. The school day will end formally at 3.15pm having had a formal reflection/behaviour session with a core worker.


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In line with academy freedoms the day will be extended three times a week to allow students who wish to, to study further optional vocational studies or activities. We are registered centres with, AQA, Pearson Edexcel, NCFE, OCN and ASDAN awarding bodies. In addition, alternative clubs may be offered depending on demand.

All students will complete five hours minimum teaching and learning time. This focus will be challenging for young people that have been non-attenders.

The delivery is in small groups with a staff to learner ratio of 1:3 Group sizes of six (up to eight max) are typically supported by one teacher and at least one support worker (TA and/or Advocate)..

Lunch time is spent together for staff and young people - eating together is a key part of the relationship building role. If appropriate, lunchtime for primary and secondary students will be staggered. Break cover is provided by staff on a rota basis ensuring all staff have sufficient time to prepare for lessons. An additional sum has been provided for in budget for agency cover for the inevitable sickness – absence and unanticipated events.

Enrichment days are built into the timetable and will include visits to local communities, churches, farms, and charity days for children in need for example. For many of our very young people might be supported by parents and carers to support, build confidence and self-esteem.

The diagram below summarises the breakdown of lessons and other activities in a typical day. There is capacity for flexibility in the school day, as long as any key provision (e.g. the delivery of core subjects) is maintained.


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Behaviour

For all students, behaviour management is embedded into the management of the day. Opportunities are taken to address “negative behaviours”, reflect on behaviour incidents and provide one to one emotional support for those that require it.

All staff will be trained to manage behaviour throughout the day and not just in class rooms, thereby supporting the strong behaviour led culture and ethos of the school.

We make clear we expect behaviour to improve, so we challenge inappropriate behaviour every time it is displayed- in class, break or lunch and we expect parents to do the same and equip them with the strategies to ensure this can happen. We measure behaviour just as we measure progress- making it overt and use rewards and sanctions & restorative justice to embed good examples and learn the consequences & impact of bad behaviour.

We have developed our own behaviour assessment and scale and this has been in use in our include schools for over nine years. The assessment is carried out pre- and post-enrolment. Average scores are grouped in four bands, in line with OFSTED judgements.

Staff and young people remain together during lunch and breaks where “learning moments“ are utilised to underpin behaviour and end of days reviews allow reflection on behaviour during the days and the consequences of that behaviour.


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Therapeutic Offer

We will supplement the basic behaviour model at the Academy with additional therapeutic approaches, according to the needs of the students. Given the age of the students in our carer, great emphasis will be placed on 1:1 interventions and nurture work. The role of the advocates are pivotal in this provision. We will use some of the following tools/models as appropriate; -

• The ‘Thrive approach’ to developing resilient and confident children. This draws on insights from neuroscience, attachment theory and child development to provide ‘a powerful way of working with children and young people that supports optimal social and emotional development’. We have thrive trainers available from other Catch22 provisions to help support its induction.

• Youth in Mind SDQ as a measure for baselining mental health issues

• Boxall profiling to assess students’ social, emotional and behavioural difficulties

• Social skills groups – circle time

• Art therapy

• Equine therapy (or other animals according to availability)

We will also be mindful of other therapeutic offers that may be available in the local area.

Rewards and sanctions are used where appropriate to address behaviour. Restorative justice techniques are used (i.e. removing graffiti from school walls- or apologising to a community member for throwing a stone or swearing).

Catch22 follows a Positive Behaviour Support Model (PBS), which is summarised below.


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Additional Support

Where a young person attracts additional learning support funding, we work with local providers to ensure an appropriate level of support is secured and provided- for example 1:1 support in class with reading by a volunteer or support worker.

Where we attract Pupil Premium we establish additional support to ensure progression in the areas for the target group are addressed such as supporting parents who struggle with maths numeracy and literacy so they can support at home.

EHCP recommendations and requirements will be implemented, including building time into the curriculum for referring other agencies such as social services or mental health.

IEPs are reviewed and updated every half term with new targets set challenging the students to progress. These are informed by ongoing teacher assessment and observation, mock exams where applicable, and portfolio evidence. Every term, a report is sent home and the teacher evaluates progress through the use of tracking sheets in order to adapt the learning package or support to help learners reach their targets and fulfil their potential.


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Promoting equality

We will work to develop a learning culture where all learners, staff, volunteers and visitors are safe and feel safe regardless of any personal characteristic including gender, disability, race, age, sexual orientation, transgender and religion or belief.

We use robust data collection to inform teaching and learning strategies to narrow the gap in achievement between those young people from marginalised groups, such as BME groups and those where English is a second language (though the majority of this provision will be white British ethnicity). The profile of the cohort also means that the radicalisation agenda is less prevalent – our challenge is more to ensure our cohort can become strong citizens in their local community.

We will ensure that all learning materials are inclusive and do not discriminate and the promotion of equality and diversity within the curriculum is assessed as part of our quality assurance framework. We ensure teachers and front line staff self-assess their practice through the use of teacher/support worker toolkits which ensure that learning promotes equality and diversity.

We will work to ensure that young people with English as a second language are treated equitably and that where required, all resources needed are translated as appropriate.

Partnership working

Collaboration and partnership working is at the very core of Catch22’s approach to the development and delivery of alternative educational provision.

Specifically, we will:

1. Work with the LA to support links between the school and ‘cluster schools’ throughout Norfolk to establish a ‘joint’ approach in tackling exclusion and establishing a healthy and proactive system for student success within mainstream. This will feed into raising standards and standardisation of good practice in pedagogy throughout the county.

2. Create links with social care and early help structures in Norfolk County Council, in relation to social care provision set out in the EHCP and possible health provision

3. Discuss care plans for LAC and the PEP and social care planning and review setting.

The Academy will be expected to support and shape the way in which education is delivered locally, and by working closely with the LA to ensure that the school is fully integrated within the schooling network for both Primary and Secondary. To this end, we will provide outreach and school to school support in the local area, in particular with regard to SEN provision. This in turn will help with transition arrangements back into a mainstream setting.


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The school will provide a senior representative to attend NCC schools forum with a view that schools would share curriculum expertise, resources and best practice. This reciprocated training model would be used to train staff throughout the network of schools in Norfolk.

Attendance

A primary risk in relation to working with young people on a daily basis is unexplained absence. Our rigorous procedures ensure that we adopt a first day response to establish why a young person has not attended, to ensure the learner’s safety and wellbeing is checked in line with local protocols for children who go missing from home, education or care; and provide daily monitoring of absence thereafter.

By regular review of the young person’s progress, including tutorials, contact with parents/carers and other agencies and the monitoring of absence patterns, staff are able to identify causes that affect attendance, engagement and behaviour and employ a range of actions to support improvements. This is especially important given our experience in supporting those young people who may be a target of grooming or those involved in relationships with inappropriate adults.

We want young people attending our school to play a leading role in their school and in their personal development. We typically have a student council at secondary level that represents the views of students, or a social group to create some fun, or agree a way of listening and talking that involves everyone and their learning. We actively promote ‘learner voice’ – finding ways both socially and in school for young people to say what they want about the school and what they feel they need from it; such as the design of our services, induction, and the subjects/teaching. Giving students a voice builds confidence, self-esteem and encourages them to express their own opinions whilst listening to others.

In terms of collaboration with students, we also;

• Discuss the outcomes of assessments with the learner – tests can be scary, so we will share them using simple language and explain why we do them;

• Talk to young people about how we can best help them – young people might want support to identify what they need, especially if they have been out of education for some time;

• Draw up a personal Action Plan - we will do this together with young people, enabling their voice to be heard while at the same time supporting and challenging them to raise their aspirations and ambitions;

Parents of very young children can sometimes feel helpless and themselves be vulnerable or often have challenges such as addiction, need care and support or be ill equipped to provide the support a child needs outside of school. Therefore, involving and engaging parents is a key and implicit part of what we do, ensuring they are part of developing a child’s individual learning plan, communicating progress, and


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engaging with any other agencies involved in the “family” situation. The advocate role has been created with this in mind.

In working with disenfranchised young people lacking confidence in the education system, partnerships with parents, carers and professionals is key to creating good relationships and communication and to creating a sense of team in tackling the problems to minimise disengagement. This is achieved by:

• Initial consultation and treating the parent/carer as the ‘expert’ on their child throughout their school career. Parents/carers will be empowered by the strong communication with the school in the form of regular phone calls, termly home visits and increased involvement expected by the school from the parent/carer to attend open days/evenings, reviews, EHCP reviews, and other meetings;

• Parental guidance and support will be given by offering in and out of school support by providing a dedicated Pastoral lead and in providing a ‘Parent forum’ to offer peer support;

• In troubleshooting the day to day issues the young person may face;

Parents will be encouraged to communicate with the school regularly, and every effort will be made to ensure that communications accentuate the positive as much as possible. To promote good work and behaviour, regular phone calls will be made and praise postcards sent home.

Parent open evenings will be held termly for one to one discussion on specific issues, with daily contact where necessary so immediate issues can be referred. Progress on the learning plan is discussed with parents and changes proposed. We want young people attending our school in Norfolk to play a leading role in their school and personal development.

Whilst we appreciate that it is often vital to support parents in improving the attendance of their child, we are also mindful of the need to set high expectations of parents as per their duties under legislation. This will include the use of attendance legal processes where appropriate. The Academy will make use of legal frameworks where appropriate to promote good attendance in line with all Norfolk schools.

Service design:

We will ensure the active participation of the young person at every stage of the programme. Catch22 will ensure young people, parents and partner agencies can indicate how they view and wish to shape the service, using a range of methods to relay this information including:

• Peer researchers;

• Exit questionnaires;

• Self-esteem indicators; and,


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• Parental impact questionnaires.

Engagement of parents continues through the schools governing body, which has clear terms of reference. On a governing body of nine, we aim to appoint two parent governors. These will be elected places and representative of school population.

All of the above means that although young people mostly have little choice in attending our schools and are usually referred by the LA or home school, we take the approach that we want to be a school young people would chose to go to and that parents would support that choice if they did have an option to do so.

Safeguarding

� It is essential that our safeguarding meets the industry gold standard. We are committed to this by:

� Promoting the welfare of young people as outlined in recent statutory guidance: Keeping Children Safe in Education (2015) and Working Together to Safeguard Children (2015)

� Implementing sound policies, procedures and practice that will ensure good inter-agency cooperation and the recruitment and retention of competent, motivated employees

� Training staff in Level 2 Educare Child Protection in Education, with annual Safeguarding refresher training and ensuring they are aware of their responsibility to identify and report children who are at risk

� Ensuring every school has a Designated Safeguarding Lead who acts as the link with the Local Authority safeguarding, children’s social care teams and the Headteacher/Catch22 MAT Board. They are trained by Local Authority to support staff to carry out their safeguarding duties

� Addressing actively the prevent agenda.

� Managing a robust approach to risk factors – and their appropriate responses.

� Actively working with our students to:

– Uphold strong absence management procedures- 30 minute response at start of day, home calling and visits

– Build strong relationships with young people so they feel they can discuss any issues with us

– Teach comprehensive PSHE lessons, ensuring that young people are educated in any risks they may face in society

– Actively promote equality and diversity


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All recruiting and line managers are required to complete online Safer Recruitment training and all staff, including temporary staff and volunteers, are required to follow the Safeguarding Policy. Our effective, embedded safeguarding procedures ensure children and young people stay safe, reduce risk behaviours and build resilience. Our work as lead professionals ensures we follow appropriate data sharing protocols in respect of safeguarding young people.


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Section G Enrolment and Transition

We accept that students in specialist provisions are less likely to return to a mainstream environment. However, we believe that the aim should be for students to return to mainstream wherever possible, especially for key stages 1-3.

Pupil induction begins with an initial meeting involving the current host school (or agency), and Head Teacher, positioned as a ‘getting to know you’ meeting, with an aim to capture and understand the young person’s history, including, education, agency involvement, individual needs, offending, etc. We want to understand what the young person is interested in and any areas of identified or presenting need; the EHCP details and how any learning difficulties and disabilities could impact on their learning. This information will facilitate an initial risk assessment and curriculum needs.

On day one, the young person will be shown around the school facilities by the Head Teacher. Over the first two weeks, the young person will also be supported through assessment and development of the IEP by a mentor to ensure they settle into the environment and timetabling. At the end of their first week, their support teacher will review progress and address any ongoing issues that have surfaced in school during the week.

We provide clear direction as to meal times, use of mobile phones, dress code and other day to day policies that will guide a young person through their time at the school.

Ongoing support will be provided at the appropriate level based on the social skills of the young person and their ability to integrate.

Key Stage 3 and 4 Assessment:

In addition to baseline and ongoing assessments, we complete behaviour risk assessments and teacher assessments against national curriculum and GCSE levels. These can be supplemented with additional assessments where appropriate e.g. dyslexia screening. Baseline information is generated, against which work with the young person is built and future development can be measured.

To support the EHCP, we will connect and engage with relevant supporting multi-agencies and parents to ensure continuity of services and consistency of support to ensure all delivery is provided meets the learners’ plan.

We use outcomes from the learner assessment processes (formative/summative) to help us ensure that the curriculum offer is appropriate for learners and to ensure ongoing development. We gather evidence which enables us to support changes to the type, level and volume of provision offered including:


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• Level of ability (outcomes should enable identification of the most appropriate curriculum level);

• Needs and wants of the learner;

• Interests and aspirations;

• Personal circumstances and history;

• Life skills;

• Self-management level (including anger management);

• Risk assessment – involving other support agencies if appropriate;

• Readiness to change.

Reintegration:

Key Stages 1-3

Our transition plan for key stage 1, 2 & 3 students is to return to mainstream school. Each plan is differentiated to meet individual pupil need.

Regular and structure assessment involving the young person, parents/carers and other professionals is key to this process to ensure that the young person is ready to return to a mainstream. Key stages within this process are:

• Assessment - against baseline and progress targets across all measures.

• School placement agreement and initial timelines- working with home schools and the LA to secure a place back in school at an appropriate term time

• Student agreement - understanding that the child is ready and feel confident to return.

• Parent/carer agreement - understanding the parent believes reintegration is achievable and how they can support the process.

• Weekly review - to assess progress and address any specific challenges or issues

• Phased Transition Timetable - at a pace to suit each child.

Planning for transition begins the term before transition with short visits to the new school with a mentor, this helps the young person to gain confidence, get to know the school environment and build resilience in lessons.

Transition speed is led by the young person and the transfer school.

The transition plan ensures full-time provision and aims to increase attendance at the new educational setting to full-time. During the transition phase consistent and


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effective monitoring ensures that the mentor offers appropriate support, which is gradually reduced based on engagement and the young person gaining confidence within the new setting. A range of strategies, including the mentor working with other children within the classroom, or withdrawing from the classroom for short periods, enhances this process. Regular review meetings to assess progress, renegotiate timescales and timetable are integral to a successful transition. All the above is done in conjunction with the home school teaching staff and support staff.

Follow up meetings with school, referrer, and parent/carer will take place at least once a month to feedback on progress of transition when the transfer has taken place.

Criteria for reintegration

1. The child is assessed to have their needs met in a mainstream setting as reviewed as part of the EHCP and progress towards its outcomes, using tolls such as the behaviour ratings scale

2. They will be achieving age related expectations in the core subjects, or have made suitable age related progress from their starting point at the Academy

In essence, EHCP review of outcomes will be the pivotal criteria for assessing the readiness for re-integration.


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Key Stage 4

Our transition strategy for Key Stage 4 comprises of progression to a suitable KS5 provision, such as an apprenticeship scheme or another local education/training provider for full time education, which meets the needs of the individual student. This will be founded on baseline assessment and a range of complex needs assessments that will be used to develop the individual package that lead the student to a positive destination at post 16 at college/training/work.

Any support for transition back in mainstream begins at the start of intervention with full communication and information sharing regarding the student between ourselves and the referring school/agency. Meetings and regular reviews are held to develop a joint working practice that will enable a more successful and needs-led intervention with a return to mainstream school or more appropriate provision.

Supporting Positive Progression and Re-integration

School staff work closely with the young people, parents/carers and the receiving school, college or employer to create a transition plan, usually within the last term of their involvement.

The plan will start with an assessment of progress against the exit criteria, including an assessment of behaviour on the behaviour rating scale (a rating of 4 or 5) and an assessment that the required academic progress has been achieved.

Acknowledging both have been achieved, the Core worker will facilitate:

• Supported exploratory/introductory visits to schools/colleges/employers;

• Supported interviews and interview preparation if entering work;

• Visits from the receiving schools/colleges to our school to build relationships prior to transfer for those at key stage 3;

• Mentor support for sessions as agreed to support transfer in line with transition plan both at key stage 3 and 4. The level of support will depend on the level of progress the individual has made and the skills they have developed during their period at the school;

• Integration timetables gradually increasing the ratio of time spent at new provision and reducing the input of mentors;

• Sharing best practise with the receiving school or college on successfully removing barriers to learning and engagement for that individual;

Only when all parties are content that a young person is ready to move on will a transition start, and this will include a period of dual support by Catch22 until the young person is able to cope on their own terms.


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Section H Marketing Plan

Purpose of this plan

The purpose of this marketing plan is to detail how we will develop a credible local brand to support the local engagement strategy and reassure stakeholders that young people referred to the Fen Rivers Academy will get a high quality education experience. We will work with the LA to embed our school into the local systems for naming and placing of children into special schools/Academies. Risks to achieving a credible brand and assurance:

• Negative perceptions. Students wishing not to attend, or parents/carers not wanting to send their children to, specialist provision.

• The Academy is brand new. There may be a lack of understanding of what it will offer and how to access it.

• Catch22 is not sufficiently known in Norfolk as an education provider. Our additional presence (‘Include’) may confuse stakeholders about what we do.

To overcome these risks, we will implement a marketing and communications plan

that covers three key areas:

1. Identify audiences and establish messages 2. Create a brand identity and assets 3. Develop content and communication platforms.

1. Identify audiences and establish messages

The purpose of this activity is to identify and prioritise key audiences, and define

messages for those audience groups. Our partnership with the Local Authority is

critical to the success of this activity. Catch22 understands that a key element of a

successful provision is the relationship with the commissioner, especially in the set-

up phase. Key steps will include:

• Working with the Local Authority to identify and map key audiences.

• Articulating core messaging for each audience group and creating guidance for staff responsible for communicating those messages.

• Undertaking engagement activity including the S10 Consultation as per DfE requirements, leveraging Catch22’s existing local relationships and linking in with local networks


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2. Create a brand and assets

The purpose of this activity is to enhance local recognition and emphasise Catch22’s national presence and credibility. Catch22 has already undertaken extensive commissioner research to develop its education blueprint. This blueprint defines Catch22’s education approach and, along with the engagement detailed in step 1, will inform brand development. Catch22 will consult with key audience groups, including young people to ensure the brand and assets work for them. The output will be a co-created brand identity and associated assets such as values, tone of voice, positioning and visual elements. Outputs of brand development will include:

• A visual brand identity and guidance for use

• The Academy name

• A uniform design

• Signage and other environmental branding.

3. Develop content and channels

The purpose of this step is to establish a bank of content and a timeline of

communications for the year, including the opening of the school and exam results

and the appropriate channels to target the audiences. Key outputs will include:

• A flyer that outlines key information, (e.g. planned site layout, curriculum offer, extended Catch22 offer), for the stakeholder consultation process

• A website with content for key audiences and presence on appropriate social media, such as Twitter.

• A launch event for local schools and other agencies where they can visit the site and meet the teaching staff.

• A collection of case studies that emphasise the three key outcomes: attainment, improved behaviour and successful transition.

• A school prospectus that details core messaging, staff team, the curriculum offer and the extended Catch22 offer.

Stakeholder Engagement The purpose of stakeholder engagement is to identify the key audiences relevant to the launch and ongoing success of The Fen Rivers Academy. The plan details who the audiences are, who will manage the relationship with them, the key messages we have for each group, or what we want them to think/feel, about the academy. The plan also includes examples of how we might deliver those messages, for example, through an email campaign or in a face-to-face meeting.


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Creating local links through good stakeholder engagement is at the heart of the academy. Catch22 understands that to provide a quality service to young people, the programme needs to be fully embedded and linked with existing local provision. These relationships will also provide us with the background knowledge on other services that are available and can be accessed by young people, both whilst they are at the school and when they progress. This is vital for the delivery of sustained outcomes. The relationship with the commissioners will be managed by the Executive Principal of the MAT and Head Teacher of the School, the advocate will manage relationships with Parents and others agencies involved in the students Individual learning plans and Individual Education Plans. The school will collate demographic and outcome data gathered in relation to the students’ needs, attendance, academic performance and behavioural presentation in the school. This will be reviewed jointly with the local authority commissioner on an agreed schedule. We will liaise with the LA about local schools forums and attend meetings with schools. Parents will be encouraged to engage in wider school life by attending open days, events and activities presented by the young people themselves. Access will be available day to day through email and telephone. Regular news letters will be sent via email - updating commissioners, stakeholders and parents on key messages, timetables, holidays, insets and events.


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An example of our target audiences with rationale is included below. Audiences

WHO WHY

Norfolk County Council The relationship with the CC is vital

Local schools

Schools must be confident that their students will

receive a high-quality experience at the academy

and that those returning to mainstream will be better

equipped to do so.

Catch22 staff

Existing staff in the Norfolk area (include) should

understand the model and offer so they can

advocate for the MAT.

New staff to the academy will be representatives /

champions locally.

Parents

Parents must be confident that their children will

receive a high-quality experience at the academy

and that there will be regular contact from the

school to inform them of their child’s progress.

Young people

Young people / learner engagement will be

managed locally by staff within the academy.

Local community Catch22 aim to engage people from the local

community as soon as possible to further improve

student provision and raise awareness of the work

of the school.

Key messages Messages should be developed from the blueprint and tailored for each audience and the locality, including: -

1. Catch22 has more than 200 years’ experience of providing services that help people turn their lives around. We have a good track record of serving the community in Norfolk. Our staff are local and have good networks across multiple agencies.


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2. Catch22 MAT provides young people aged 4 to 18-years-old with alternative education in order for them to progress and succeed in sustained education or employment. We do this through high quality teaching and learning based on effective relationships that enable the achievement of life skills and meaningful qualifications.

The table below is an example of potential arrangements for communication with key stakeholders in the Norfolk area. This is by no means an exhaustive list.

Audience Relationship

manager

Channels/content Timings

Norfolk CC MAT

Principal

Face-to-face

Ongoing:

six weekly review

meetings

Local schools Head teacher Consultation (S10)

Open day

Meetings

Regular e-newsletter

One-off meeting

Once a year

Every half term

Every term

Parents Advocate Consultation (S10)

Open days / events

Academic Tutor days

Parents’ Evenings

Review meetings

One-off meeting

As required

Twice a year

Termly

Every 6 weeks

Multi agencies Advocate CIN meetings

CAMHS referrals

Other bespoke support

As required

Students Advocate Face-to-face

Meetings with parents

Every two weeks

as a minimum.

As above


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Section I ICT Strategy

ICT for learning, teaching, management and administration

Context

Catch22 is fully aware of the importance of effective ICT provision within the classroom, in terms of learning, engagement and preparation for the next stage of a young person’s career.

Regarding the curriculum, Core subjects are taught daily alongside a programme of vocational education activities, including learning offsite. At primary, a significant part of the curriculum is based on project based learning. At key stage 3 students follow the alternative edge curriculum, which focuses on personal skills such as leadership and organisation. At key stage 4 students will work on projects either through the NCFE VCERT qualification or the bronze/silver Arts award.

General multi-purpose teaching spaces will serve traditional subjects – maths, English, RE, PSHE, plus vocational teaching in classrooms fit for purpose e.g. food technology. In addition there will be science labs suitable for delivery of age related curriculum.

The academy specialises in nurturing young people, building positive relationships, and preparing students for adult life. All teaching will carried out in small groups to maximise potential for learning and progress. Additional small group space will be made available for mentoring and 1:1 activities. Small group teaching is ideal for specific support of SEND students.

Collaborative and group working activity is expected to be structured within curriculum teaching. Groups are often doubled up in order that students can benefit from two practitioners simultaneously. This is particularly prevalent on collapsed timetable days such as anti-bullying or healthy eating.

However, the academy is also committed to supporting and encouraging independent study.

Bearing all this in mind, the academy will deliver on the following learning and teaching strategies involving the use of ICT: -

• All classrooms will be equipped with an interactive whiteboard and ceiling-mounted projector.

• All members of staff will work from their own laptop.

• Laptops and tablets will be available for flexible usage, and will be mobile to enable use in any classroom. Teachers will be able to display material from their laptops onto interactive screens in the classroom.

• The academy will also provide ICT facilities for the specific teaching of ICT skills to support curriculum delivery.

• Desktop PCs, Laptops and tablets will be available in the Learning Resource Centre to help with mentoring and research.

• Other multi-media resources will be available e.g. TV, DVD, projector/whiteboard.


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• Students are able to complement learning within the classroom by using resources of the Virtual Learning Environment (VLE) outside of normal lessons. Space will be available in the building as well as from home. Parents will be encouraged to monitor their progress.

• The academy will look to adopt a ‘bring your own device’ approach that will encourage students to have flexible access to services and content on their own devices irrespective of location.

• Wifi to be available in all rooms with sufficient capacity for all staff and students.

In addition, there are other aspects of ICT that will be put in place to improve the academy’s ICT provision. These aspects include: -

• Exam management software

• A SIMS system and database, hosted by Catch22 and accessible via Catch22 secure cloud environment, as we already have multiple hosted SIMS databases for other smaller schools.

• Email and secure data storage for staff and confidential data provided by existing Catch22 cloud provider.

• HR systems hosted by a 3rd party (Hours) on the internet.

• A Finance system hosted by a 3rd party on the internet.

• May possibly use cashless payment systems for students in the future (e.g. catering)

• An electronic door entry system for controlling student access to all rooms.

• A common VLE system across all MAT schools

• We may also use a cashless payment system in the future. This has a significant benefit with regard to lunches in particular.

N.B. The Academy is happy to take advice on secure options for separating staff and student services. For example, different levels of web filtering may be required on a per user basis, with a system to control access to services. Also, web filtering will be required to protect against inappropriate sites, including extremist material as defined by the government PREVENT initiative.

Equipment requirements

As a Specialist Academy, we feel that students will need intensive use of devices.

Our aim is to acquire enough mobile devices to allow for a device to student ratio of

at least 1:4. When numbers are lower as is the case during the first few months, the

ratio will be closer to 1:2. There will also be sufficient ICT provision for members of

staff included in the ICT budget.

All schools within the Catch22 Multi-Academies Trust will follow the same ICT

guidelines. Figures quoted represent the minimum numbers of devices to be

acquired.

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