Head Teacher Report to Cluster Term 2 2019/20

Contextual Narrative We have returned following our first half term holiday to mostly settled and engaged school community. We expect the lead up and following weeks of school holidays to be a tricky time for some and the addition of the changing clocks, weather, Halloween and Bonfire Night has made things a little more tumultuous for some students. The teaching team have embraced these events as an opportunity to develop students’ knowledge and understanding within the theme of festivals across the world. This encompasses UK based events but also Diwali, Hannukah and other ways that different cultures celebrate mid-winter, changing seasons and of course the build up to Christmas.

We are extending our links with other providers in Tiverton and have started our Y11 students on their two days a week at PETROC, this is in its early stages but going well so far. We also have begun to connect with Blundells to develop our gardening, horticulture and land-based provisions. The town starts its own Advent and Christmas celebrations with a Lantern parade on Saturday 30th November and we will be participating with members of our school community. The formal opening also takes place this term and will happen on Friday 29th November so there will be several opportunities to showcase the work of our fantastic team of staff and students. We will also be holding a Christmas Crafternoon as our termly charity fundraiser, in conjunction with MIND on Friday 6th December as well as our first Parents Forum next week. Our Christmas celebration plans are also in progress and more details will follow in December.

Admissions & Students on Roll
  Total On Roll Agreed Alt Provision Total Consults Received since September Consults Agreed Expected Total T2 =/- T2
7 16 (15) 1 2 Consults will only be agreed for September 2020 16 -1
8 8   1 8  
9 4 (3)   2 4 -1
10 2   3 2  
11 5 1   5  
Total 35 (33) 2 8 (+6)      








Numbers in brackets show changes between T1 and 2.

Total Number in Term 2: 33 both were parent requests for change of placement, one due to distance, the other due to inappropriate setting. Both were agreed with by school and LA. Education is being offered in both cases whilst on roll – distance learning and offered referral to WRAP Exeter.

Group Presents AEA Authorised Absences Unauthorised Absences Possible % Attend
Group 1            
Group 2          
Group 3          
Group 4          

Attendance Target: 95%    As of 18.10.19


Pupil Premium, Looked after children (CLA) and children with special educational needs (SEN)


Total (Raw & %) 7 8 9 10 11
Girls 5/14%          
Boys 30/86%          
EHCP 35/100%          
FSM 15/43%          
PPI 23/66%          
Prior Non-Attendance 14/40%          
Prior No Provision 10/29%          
  On Roll PP Students CLA Students SEN
Year 7 16 We are still awaiting accurate numbers for this cohort. As of 10/09/19, 14 students are FSM. 0 16
Year 8 8 0 8
Year 9 4 0 4
Year 10 2 0 2
Year 11 5 0 5
Total 35 0 35


Achievement and standards

Including SMSC and British Values, Wellbeing and Mental Health.

The curriculum content and establishing baselines continue to be the focus for this term. Working with the teaching team to formalise the Intent and Implementation of our curriculum is also an ongoing discussion. We have clarified our key principles as follows:

·         A personalised combination of high quality academic content and therapeutic input to meet the needs of all our students.

·         A focus on preparation for adulthood, to be successful, independent and resilient members of society.

·         A central tenet of emotionally intelligent relationships with peers and staff to ensure the very best learning and progress.

Our intention is a curriculum model that is flexible, relevant and places our students in line with their peers to ensure they have equal access to post 16 employment, training and education. This year, functional skills and GCSEs in the core subjects will be offered and we will broaden this as we take in further groups of students and have a full complement of staff to support a secondary level timetable. In our first year, we will deliver a curriculum focused on core skills: English, Maths, Science, PSHE and Wellbeing as well as extending students’ skills and knowledge of foundation subjects such as the technologies, humanities, Arts, PE etc.

We will implement this through a primary style grouping of students to establish relationships, routines and enable us to identify gaps, challenges and strengths from previous educational experiences. Implementation will also be in the form of teaching well-planned and personalised learning activities that enable students to develop agency and skills within their learning using Enquiry Based learning. Students will be taught the skills of questioning, research and presentation that will enable them to transfer their knowledge and skills across topics within all subjects.

Measuring the impact of our curriculum will be done in a holistic manner. Using the Autism Education Trust Progression Framework we will be able to track students growth in skills, knowledge and independence. This will be alongside the standard academic progression measures supported by external assessment, in the form of GL assessments pre-Ks4 and exam-based assessment in KS4. The impact of our curriculum will be seen in the balanced assessment of students as individuals with skills beyond subject knowledge whilst also celebrating the strengths that students have in particular fields.

Effectiveness of leadership and management  
Quality of Teaching All teaching staff are in the process of probation and although one is causing concern, we are confident that a combination of peer coaching and direct instruction and modelling will bring about the confident, pacy practice required.

We have recruited two stunning supply teachers who we have placed in Art, Food Technology and Gardening as well as securing two days a week of Science and Computer Science to increase the range of academic provision for our students at this early stage.

We have begun to model the curriculum for next year to inform our staffing strategy and have placed on hold the recent round of advertisements due to the success of the supply staff, both of whom applied, and we have secured until Easter with the view to transitioning them to full time staff.

Continuing professional development (CPD) We are extending our professional and specialist knowledge this term, starting with AET Progression Framework Training from the Babcock LDP Communication and Interaction Team. Our Occupational Therapist has begun to work with our students and train our staff to undertake low level OT inpur throughout the school day.

Safeguarding, behaviour and safety

We have made two referrals to MASH, the second was accepted and both concerned the same child. This has been progressed and we have received positive feedback on the quality and tenacity of our safeguarding practices.

Steve Radford and Vicky Hughes – Threpy Dog

Ethos and vision  
Calendar of events  


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