clearly defined objectives, including the next steps following the placement such as reintegration into mainstream education, further education, training or employment. Alternative Provision Statutory Guidance (2013) How do I ensure I am prepared for inspection with regard to AP? AP is a key element of the OFSTED Inspection Framework (2014) and inspectors will focus on this before and during inspection. Inspectors will need to ensure that any AP used is safe, meets the pupil’s needs and provides good outcomes for the AP cohort, in comparison to the rest of their peers. Relevant extracts from the current Inspection Framework are included in Halton’s AP Directory and the Halton AP Quality Assurance Checklist. What registration are used to mark pupils attending AP? The government advise schools on attendance codes and those used for AP as follows; Present at an Approved Off-Site Educational Activity An approved educational activity is where a pupil is taking part in supervised educational activity such as field trips, educational visits, work experience or alternative provision. Pupils can only be recorded as receiving off-site educational activity if the activity meets the requirements prescribed in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006. The activity must be of an educational nature approved by the school and supervised by someone authorised by the school. The activity must take place during the session for which the mark is recorded. School Attendance (2014) Attendance codes for when pupils are present at approved off-site educational activity are as follows: Code B: Off-site educational activity This code should be used when pupils are present at an off-site educational activity that has been approved by the school. Ultimately schools are responsible for the safeguarding and welfare of pupils educated off-site. Therefore by using code B, schools are certifying that the education is supervised and measures have been taken to safeguard pupils. This code should not be used for any unsupervised educational activity or where a pupil is at home doing school work. Schools should ensure that they have in place arrangements whereby the provider of the alternative activity notifies the school of any absences by individual pupils. The school should record the pupil’s absence using the relevant absence code. School Attendance (2014)
Full Time Programmes Full Time Revolving Door Programmes Part Time/ Revolving Doors Programmes Preventative/Outreach Programmes √ √ Provider Name and Details National Teaching & Advisory Service, Dean Row Court, Summerfield Village Centre, Dean Row Rd, Wilmslow, Cheshire, SK9 2TB Telephone; 0845 373 6886/07790 618962 Contact – National Development Manager - Angela Highley Email; angela.highly@ntas.org.uk OFSTED Registration; NO Service: NT&AS delivers individual specialist education programmes of support and pride ourselves in providing bespoke, quality, creative education packages We work nationally with young people who are facing difficulty in accessing education. Our service is built on listening to young people and their families We have extensive experience of working with professionals in education, health and social care and provide advisory support to help young people progress. We are an independent company with a strong customer and commitment to quality. We work with; • Children out of school • Children in Care • Children in school who require additional specialist support • Children who are underachieving • Children who require managed and supported transfers/transition • Children who are unable to access or maintain mainstream school • Children and young people with special educational needs Part Time Programmes – KS3 and KS4 NTAS offers individual learning programmes for KS3 and KS4 students who have been excluded from mainstream school or are at risk of exclusion from mainstream school. They also support students with transition back into mainstream high school after a period of exclusion. Programmes of study include core subjects and other GCSE options as well as offering intensive literacy and numeracy support for students with identified SEN. In addition to this, NT&AS offer a transition programme ‘Moving On’ in order to support students with transition back in to a mainstream education environment. Core Subjects – English, Maths, Science and ICT Other curriculum subjects Transition programme – Moving On Specialist intensive Literacy and Numeracy support Academic level – up to GCSE Delivery Location: venue to be agreed Service Details Staff ratio/group sizes 1-1 tuition Hours per week – usually 3 hour teaching blocks although bespoke to student Student profile – KS3 & KS4 Children in Care – yes SEN – yes (BESD) Yes – (VI, HI, PD, ASD) Weeks per year – part time, up to 39 weeks per year
IF APPLICABLE: CONTACT NAME (Social Worker, YOS Worker):…………………………………………… ADDRESS: ……………………………………………………………………………………….... ……………………………………………………………………………………………………….. POST CODE: …………………. TELEPHONE NUMBER(s):…………………………… Email address:……………………………………………………………………………………...
August 2014 Draft Contract disseminated Draft QA document disseminated Request for Policies/procedures Single Central Record to be completed Providers to send policies and completed SCR via email prior to delivery September 2014 Contract Award Meeting Complete Pre Delivery Checklist Complete H&S Checklist Complete Safeguarding Questionnaire Sign Contract Begin programme delivery To take place on Wednesday 3rd September 2014 Arrangements to meet students and timetable agreed also. Thursday 2nd October 2014 – 3pm – 5pm Providers Meeting at the Bridge School For all providers that are providing alternative provision for Students of the Bridge School Agenda to be emailed prior to the meeting. Monday 6th and Tuesday 7th October Individual Provider Review Meetings. Check how delivery is going. Discuss students and review processes. Carried out by Vicki with Provider Key Contact Amendments to provision delivery and processes if necessary. Week of 20th October 2014 Lesson Observation 1 Work Trawl 1 Carried out by within providers delivery premises. Discussions with teachers/tutors. Monday 8th and Tuesday 9th December Quarterly Individual Provider Review Meetings Utilising Review document Check all policies/procedures/SCR H&S, Safeguarding Checklist Review Carried out by Vicki with Provider Key contact. Spring Term Activity Notes Week of 12th January 2015 Lesson Observation 2 Work 2 Carried out by Vicki within providers delivery premises. Discussions with teachers/tutors. Thursday 8th January 2015 – 3pm – 5pm Providers Meeting at the Bridge School For all providers that are providing alternative provision for Students of the Bridge School Agenda to be emailed prior to the meeting. Monday 9th and Tuesday 10th March Quarterly Individual Provider Review Meetings Utilising Review document Check all policies/procedures/SCR H&S, Safeguarding Checklist Review Carried out by with Provider Key contact. Summer Term Dates Activity Week of 20th April 2015 Lesson Observation 3 Work 3 Carried out by Vicki within providers delivery premises. Discussions with teachers/tutors. Thursday 23rd April 2015 – 3pm – 5pm Providers Meeting at the Bridge School For all providers that are providing alternative provision
The teacher does not have sufficiently high expectations and fails to engage or interest groups of students. OR Students cannot communicate, read, or apply mathematics as well as they should. OR Learning activities are not sufficiently well matched to the of students. indicates a limiting judgement Expectations Consistently high for all students. Adults generate high levels of engagement and commitment to learning. High expectations for the vast majority of students contribute to their good progress. Adults create a +ve climate for learning The ‘good’ / ‘outstanding’ criteria were not observed or secure because... Use of assessment to aid learning Planning is based on accurate prior assessment. Understanding is effectively checked throughout, anticipating interventions. Constructive feedback and marking is frequent, of high quality, and ensures that students make rapid gains. Accurate assessment supports planning to set challenging tasks. Most students’ individual needs are matched so they learn well. Skilful questioning enables learning to improve. They know how well they have done and how to improve. The ‘good’ / ‘outstanding’ criteria were not observed or secure because...
The Quality of Leadership in, & Management of the School Students not engaging in lunch time cultural activities. (As part of SMSC). Observe activity plans and delivery. Seek student feedback. Liaise with other agencies to deliver “expert” sessions. AP Manager. Students. Other agencies. The Bridge SLT Revised plan of activities. Increased attendance at lunch time.. Positive feedback from students. Improved cultural awareness. Quality of Teaching Inconsistent marking of student’s work. Analysis of application of Marking Policy. Book trawl to monitor. Staff training session to agree a consistent approach to marking. Monitor weekly to assess improvement. AP Manager All staff. The Bridge SLT Reviewed policy. Consistent marking of work and appropriate student feedback given. Marking and assessment support progress as evidenced in work books. Quarterly Provider Review Meeting Feedback Name of Provider Date Attendees Achievement of Students
person has responsibility for dealing with any safeguarding issues and for liaising with other agencies regarding any concerns. 2.2 The named safeguarding lead is trained appropriately in accordance with the Government guidance: “Keeping Children Safe in Education 2014”. Y N 2.3 All are aware of the named safeguarding lead and the organisation’s procedures for how to report safeguarding concerns to them. Y N 2.4 There is a named e-safety lead within your organisation. This person will have special responsibilities for dealing with any e-safety issues. This person could be the same as the named safeguarding lead. Y N 2.5 The named e-safety lead is trained appropriately according to your organisational policy. Y N 2.6 All are aware of the lead Y N 2.7 There are arrangements for cover in place if the safeguarding or e-safety lead is unavailable. Y N 3 Safer Staffing Standard Yes No Evidence Action
occurrences or breaches in security. 6.14 Agreed thresholds and procedures for following up criminal / illegal acts e.g. criminal damage, assault, theft, harassment, or threatening behaviour in line with The Bridge School policy Y N 6.15 Have set measures for responding to safeguarding concerns in line with HBC and the The Bridge School Y N 6.16 There is a system in place for keeping all medication safe and a designated member of staff to administer medicines Y N 6.17 All policies and procedures are in line with the The Bridge School’s and HBC / HSCB. Y N 7 Information Sharing Standard Yes No Evidence Action 7.1 There is an information sharing policy based on DfE (Department for Education) information sharing guidelines Y N 7.2 There is a system in place for immediate communication with the The Bridge School in all safeguarding matters Y N 7.3 There are protocols in place for confidentiality for child protection information as agreed with the The Bridge School and data protection directions. Y N 8 Risk Management Standard Yes No Evidence Action 8.1 Risk assessment is in place for all activities Y N 8.2 The organisation recognises when immediate action is needed to safeguard a at risk Y N