SEF 2017-18

Date created/updated: 20-Sep-18/4:31 PM

THE CONTEXT OF THE SCHOOL ............................................................................... 2

Statistics for Destinations ................................................................................... 2

Statistics for Free School Meals .......................................................................... 2

Looked After Children ......................................................................................... 3

In a Secure Environment ..................................................................................... 3

THE QUALITY OF TEACHING – PUPIL ATTAINMENT ................................................. 4

Exam Performance – Gender/Ethnicity ............................................................... 4

Overall Examination Grades (Pupil Attainment) .................................................. 5

National Comparisons ......................................................................................... 6

Baseline Data - FFT Results ................................................................................. 7

Vocational Achievements ................................................................................... 7

THE QUALITY OF TEACHING ................................................................................... 8

Barriers ............................................................................................................... 8

Transport ............................................................................................................ 9

The Use of Assessment to Support Learning ....................................................... 9

Key Issue ............................................................................................................. 9

PUPILS’ ACHIEVEMENT ......................................................................................... 10

Attendance ....................................................................................................... 11

Reintegration .................................................................................................... 12

Quality of Learning ........................................................................................... 13

Positive feedback from parents/carers, pupils in review meetings ................... 13

BEHAVIOUR AND SAFETY ..................................................................................... 15

OVERALL EFFECTIVENESS, INCLUDING THE PROMOTION OF THE PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT ................................ 18

Activities that Promote Community Cohesion ................................................... 20

LEADERSHIP AND MANAGEMENT ........................................................................ 21

Main Strengths ................................................................................................. 22

Weaknesses ...................................................................................................... 22

THE EFFECTIVENESS OF THE GOVERNING BODY ................................................... 23

PARENTS/CARERS ................................................................................................ 23

EQUAL OPPORTUNITIES ....................................................................................... 24

Evident through ................................................................................................ 24

SAFEGUARDING ................................................................................................... 25

SEF 2017-18

2

THE CONTEXT OF THE SCHOOL

The CE Academy is based in eight campuses across the county. Four for KS4, two for KS3 and two for school-age mothers. Teaching staff work on more than one site to provide a broad and balanced curriculum and specialist teaching. Pupils are encouraged to take responsibility for their behaviour. The right to fail and maximising achievement are both important to our ethos.

Attainment and attendance (average attendance at mainstream is 72%) on entry is evidenced as significantly below national average. The majority of young people come from dysfunctional families.

A majority (over 73%) maintained or significantly improved their attendance whilst with CE.

Currently the CE Academy is working with: 39 young people with LA Early Help Assessments, 12 with Child in Need Plans, 12 with Child Protection Plans and 8 who are Looked After Children. This is a constantly changing picture.

Statistics for Destinations

Key Tutors are responsible for ensuring the successful transition from KS3 to KS4 and to

employment/training.

In 2018 our records show that over 95% of young people were engaged with a destination once

they had left the CE Academy. This included college, youth training, Princes Trust, apprenticeships

and employment. Our NEET rate was 5%.

Government statistics published in 2018 show the National Destination rate for 16-18 year olds is

94% and for young people attending Alternative Provision (2016) 57%.

We are very proud that since we converted to be an AP Academy in 2012 we have had a sustained

NEET rate better than the National average and significantly lower than other Alternative

Provision institutions. This has been maintained in 2018 despite Prospects Careers Service being

limited to support only LAC and those involved with YOS.

Statistics for Free School Meals

The CE Academy currently -

51% of pupils receiving Free School Meals

85% of our client group are white British

15% of pupils are from nine different ethnic minority groups

Over the past decade young people taking free school meals have consistently performed at a

similar level as all other pupils in their GCSE examinations. In 2018 those in receipt of Pupil

Premium Funding (PPF) performed marginally below those who are not eligible for PPF in

examinations. In the past 12 years this has been true in 2011, 2012 and 2018 with PPF pupils out

performing non PPF pupils in all other years. Those in receipt of PPF also made as good or better

progress with their reading ages (KS3) than those not eligible for PPF.

These results further cement the ethos of The CE Academy showing that all pupils have the same

opportunities to succeed.

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Looked After Children

For the academic year 2017-2018 a total of 18 students were classed as Looked After by a Local

Authority through the year, this was a slight decrease on last year’s figure.

Looked After pupils performed in line with their peers at the CE Academy. 75% achieved a pass

grade in English and Maths, 50% achieved 5+ A*-G (including English and Maths) and 50% at least

1 C grade. All these statistics are in excess of National Data for Alternative Provision.

In a Secure Environment

We have worked with young people serving custodial sentences. We also monitor the progress of any young people admitted to psychiatric hospitals.

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THE QUALITY OF TEACHING – PUPIL ATTAINMENT

In 2018 a total of 84 Year 11 pupils sat their GCSE examinations with the CE Academy. We work

with an ever changing cohort of pupils who vary significantly in their attitude to work, prior

learning (many have missed large areas of the curriculum) and ability to complete academic work.

Due to our recent expansion we are in the third year of offering an increasing variety of vocational

subjects and this is reflected within our results analysis.

This year results have again been pleasing for the majority of young people who attend the CE

Academy. This is reflected with headline results data showing that their achievements are far in

excess of pupils who attend similar schools (Alternative Provision) throughout the UK.

Once again we are pleased to report that young people at The CE Academy are more likely to

achieve GCSE qualifications or equivalents than young people at similar schools.

Very pleasing once again was the increasingly high percentage of young people (60%) who

achieved at least one pass at grade C and above. This has given them confidence that they can

achieve in line with their peers of a similar age. This is an increase on 38% last year and compares

with 20% at Alternative Provision nationally.

2018 GCSE Results

3% achieved 10+ GCSEs

4% achieved 9+ GCSEs

13% achieved 8+ GCSEs

26% achieved 7+ GCSEs

34% achieved 6+ GCSEs

56% achieved 5+ GCSEs

72% achieved 4+ GCSEs

80% achieved 3+ GCSEs

92% achieved 2+ GCSEs

98% achieved 1+ GCSEs

Exam Performance – Gender/Ethnicity

This cohort included 58 boys and 26 girls. In 2018 boys out performed girls in Maths and Science

and girls out performed boys in English Language/Literature and Art. This is the first time our

results have followed gender stereotypes and the national trend. 63% of girls achieved a GCSE in

English and Maths compared to 55% of boys. Considering ethnicity; 79% of this cohort was White

British. The other 21% was made up of ten other ethnic groups (none statistically significant to

draw conclusions). One pattern that we can identify was that EAL young people did not perform as

well as those who have English as their first language. This does not hold true for Maths, Art,

Photography and DT.

Analysis of results by ethnicity is problematic due to the small number of students involved.

Historically the figures we do have show that CE Academy pupils do well in comparison to national

statistics.

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Travellers have maintained placements with The CE Academy throughout the key stages and this

is contrary to research evidence on traveller access to education. They also achieve at GCSE level.

Nationally the group that performs less well is white working class boys. At CE Academy this is the

majority of our intake.

Our GCSE results show that young people at The CE Academy perform better than other young

people (at Alternative Provision nationally).

Overall Examination Grades (Pupil Attainment)

In 2018 a total of 86 Year 11 pupils sat their GCSE examinations with The CE Academy. We work

with an ever changing cohort of pupils who vary significantly in their attitude to work, prior

learning (many have missed large areas of the curriculum) and ability to complete academic work.

Due to our recent expansion we are in the third year of offering an increasing variety of vocational

subjects and this is reflected within our results analysis.

Once again we are pleased to report that young people at The CE Academy are more likely to

achieve GCSE qualifications or equivalents than young people at similar schools. Only two pupils

failed to pass any qualifications. One was a non-attender who arrived in year 11, one had

significant learning/EAL needs.

Very pleasing once again was the increasingly high percentage of young people (60%) who

achieved at least one pass at grade C and above. This has given them confidence that they can

achieve in line with their peers of a similar age. This is a significant increase on 2017 (49%) and

three times the national average (20%) for similar schools nationally.

We have seen a significant increase in the percentage and number of young people achieving five

or more GCSE qualifications or equivalent. One pupil finished year 11 with a total of ten

qualifications achieved and two pupils with a total of nine qualifications.

GCSE Passes or recognised vocational equivalent qualifications

2013 2014 2015 2016 2017 2018

1+ 98% 96% 98% 98% 97% 98%

2+ 84% 85% 88% 88% 86% 92%

3+ 70% 71% 77% 72% 78% 80%

4+ 62% 57% 63% 60% 72% 72%

5+ 48% 39% 49% 48% 57% 56%

6+ 30% 30% 24% 37% 43% 34%

7+ 16% 16% 4% 22% 36% 26%

8+ 8% 8% 1% 10% 23% 13%

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Even more pleasing is that this improvement has been achieved over a period of time when GCSE

examinations have become more rigorous and vocational qualifications been scrutinised to ensure

that their content and assessment requirements meet the highest standards.

Furthermore we can show that young people in receipt of Pupil Premium Funding performed only

below those who were not in receipt of this funding, with both groups at approximately twice the

national average for Alternative Provision.

National Comparisons

2017/2018 1+ pass

(9-1)

1+ pass

(9-4)

5+ pass

(9-1)

(Eng/Math)

5+ pass

(9-1)

(9-1)

(Eng/Math)

AP (National Data) (2014-2017) 57% 20% 9% 13% 19%

The CE Academy (2018) 98% 60% 50% 56% 71%

This shows that young people who attend The CE Academy outperform other pupils in similar

schools nationally. This is the case for all of the nationally recognised performance indicators.

To help measure the success of our pupils we compare our GCSE examination data with national

data from previous years. To do this we use a wide variety of headline measures drawing

comparisons with data from similar schools nationally. This shows that pupils at The CE Academy

achieve far in excess of pupils at similar schools nationally for all measures used. We are also very

pleased to recognise that results achieved in 2018 are on a par or better than 2017.

In 2016 the Government introduced new accountability measures for schools in the form of

Progress 8 and Attainment 8. In previous years we have calculated our average GCSE points score

to draw further comparisons with similar schools nationally. Progress 8 data has not been

obtainable presumably due to the numbers of pupils on roll for whom reliable baseline data is not

available.

Progress 8 data is not available for similar schools nationally. Therefore at The CE Academy we

have focused on obtaining Attainment 8 data to draw comparison with similar schools nationally.

0

5

10

15

20

NationalResults (AP

2016)

NationalResults

(AP 2017)

CE Academy2017

CE Academy2018

National Results Attainment 8 Comparison

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Baseline Data - FFT Results

Key Stage 4 Progress Average GCSE Point Score above/below national progress

English Math Science DT Exp Arts

Photo-graphy

Art

2017 +0.51 +0.59 +0.43 +0.75 +0.88 +1.46 -0.08

2016 +0.12 +0.01 +0.32 +0.37 +0.72 +0.57 -0.54

In both 2016 and 2017 pupils are achieving in excess of estimated levels based on Key Stage 2 data

when compared with similar pupils nationally in all subjects with the exception of Art, with Art

results significantly better in 2017. 2018 data is not yet available.

Vocational Achievements

At The CE Academy we strive to continue to offer a range of external and internal vocational

provisions that we hope will inspire our students to gain the confidence to work towards setting

and achieving their own personal goals. The purpose is to present our students with the

opportunity to experience new or challenging activities with the goal of increasing their

confidence and belief in themselves and their capabilities. It also provides some of our students

the opportunity to gain a qualification in a practical area. Vocational courses available include:

Motor Vehicle, Catering and Hospitality, Hair and Beauty, Land Based subjects, Photography and

Equine Learning.

Now that we are secure in the delivery of Level 1 qualifications we plan to continue to build our

partnership with City & Guilds and to possibly offer Level 2 qualifications in the future in both

Hair and Beauty and Catering and Hospitality.

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THE QUALITY OF TEACHING

Evidence available through:-

Teacher observation

Self-evaluation through debriefs

Teachers very committed, plan their work to meet needs, have good subject knowledge

and ‘go the extra mile’.

CE has been inspected 2002, 2003, 2004, 2006 2007 and 2008. All have produced

good reports. Both the 2011 and 2014 Ofsted Inspections judged CE ‘Outstanding’.

A No Notice inspection in December 2016 judged CE as continuing to be Outstanding.

CE mentioned on County 'Good Practice CD' distributed to all Northamptonshire

schools

Fischer Family Trust shows value added

Displays of students’ work/Art Exhibition

External exhibitions of pupil work – museums/arts centres

Feedback from young people (questionnaires)

95% of parents feel their children are well taught at The CE Academy

96% of parents would recommend CE Academy to another parent whose child was

struggling at mainstream school.

The strongest features of teaching and learning are:-

high expectations;

positive relationships;

good baseline ongoing assessment;

well planned lessons to meet a range of needs;

good subject knowledge, effective teaching;

very good subject teaching;

some good buildings and resources;

mental health provision (OT);

varied/individualised curriculum.

The very large majority are advancing well both socially and academically. The recurring difficulty

is in obtaining sufficient psychological support for the young people. We have used Pupil Premium

Award funding to pay for an occupational therapist.

Barriers

Some buildings militate against pupil opportunities - poor outside areas and a lack of specialist

facilities.

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Transport

Transport continues to limit opportunities for young people. This has led to poor attendance, lack

of curriculum opportunities and had detrimental impacts on pupils’ chances of being reintegrated

back into mainstream education.

The Use of Assessment to Support Learning

Teachers' are committed to planning and differentiating their work

Curriculum groups consistently reviewing and planning

Fischer Family Trust shows value added

Staff monitor and record pupils' personal development well and this enables them to provide

effective support to improve behaviour.

Good procedures and processes in place for monitoring and assessing pupil achievement.

The debrief at the end of the day is where staff review each pupil's general progress and is a daily

staff development opportunity to look at what went well and what we can do differently.

In the autumn term all curriculum groups meet to review pupil progress, complete a subject SEF

and development plan. Curriculum groups meet throughout the year.

Termly review meetings give a chance for pupils to discuss their progress and allows feedback

from parents, carers, pupils. We work closely with parents as partners, avoiding a judgemental

approach, with regular communication sharing via telephone, visits and meetings.

Informal discussion with parents/carers and young people.

CE employ an Occupational Therapist to support young people and prepare them for leaving.

Key Issue

Since the last inspection we have introduced a new marking and self-assessment policy. This

consists of a two stars and a wish approach to both marking and self-assessment. This has been

supported by the introduction of regular marking scrutiny to monitor this process, identify areas

of strength and areas for development.

“two stars and a wish” to aid pupil and staff assessment

Additionally we have introduced:

improved bespoke form that includes pupil self-assessment;

improved review format to include an opportunity for pupil feedback;

all pupils continue to be involved with discussing progress with their targets each lesson;

curriculum groups are developing additional self-assessment opportunities.

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PUPILS’ ACHIEVEMENT

Achievement is high and learning and progress good.

Often see significant progress particularly in year 11. Young people often need to make

social/relationship progress in order to achieve in year 11.

The CE Academy is achieving exam results far in excess of national averages in Alternative

Provision with over four times the number of pupils achieving 5+ A*-G grades and three times the

average of pupils achieving at least 1 A*-C grade.

The CE Academy’s high expectations and pupil enjoyment are evidenced through the GCSE and

other external exam results. ‘Moving On’ questionnaires provide additional evidence.

Young people complete a questionnaire at each review meeting. Analysis of these shows 88% of

young people believe teaching at CE helps them improve their learning.

88% of young people believed school helped them achieve as well as they could.

95% believe staff always treat them with respect.

Key Stage 3

At The CE Academy we aim to improve the literacy skills of young people. All young people

attending our Key Stage 3 campuses have 30 minutes targeted literacy support every day.

All pupils are assessed when they arrive.

Over the last academic year the gap between a pupil’s reading age and chronological age has

closed by approximately one year. This progress has been slightly better for those with Pupil

Premium Funding.

We are currently using several interventions including Ruth Miskin Fresh Start, Reading Wise, IDSL

and First News. Each young person is timetabled into groups to suit both their literacy level and

preferred learning styles. A team building program also supports the young people.

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Our parent review questionnaire completed at each review is designed to replicate the Ofsted

Parent View. Comparisons with national data results were very encouraging.

CE offers a number of trips/visits and residential experiences throughout the year. Activity

programs and residentials are to Govilon and Adventureways. As a result general behaviour

improves, attitudes to adults and ability to communicate with adults and peers.

CE staff have high expectations, positive relationships, well planned lessons to meet a range of

needs, good subject knowledge, effective teaching.

Pupils' poor starting points together with their difficult behaviours can result in what can appear

to be little conventional evidence of attainment. However, achievement and attendance are very

good.

Attendance

In 2018 86% of pupils referred to The CE Academy are designated as persistently absent from their

mainstream schools. Therefore attendance is always discussed at the initial meeting with parents,

and monitored closely by both key tutors and campus secretaries with The Assistant Headteacher

remaining responsible for pupil attendance.

On average attendance rose from 72% to 85%.

The CE Academy continues to have a significant challenge in improving school attendance and

focuses efforts on reducing the number of pupils who are designated persistently absent from

school. In 2017 49% of pupils were designated as persistently absent from school. This is a fall of

37% on referral and 25% better than the national rate for similar schools. 73% of pupils improved

or maintained their attendance in comparison to their mainstream school.

Attendance procedures are included in the induction training programme for all staff and all CE

policies and procedures are regularly reviewed. The CE Academy also employs an Attendance

Welfare Officer who conducts Parental Contract Meetings and advises SLT on attendance related

matters and queries.

At The CE Academy we continue to strive to engage with parents and carers so that we can work

collaboratively to encourage pupils to attend the campus as much as possible. As we often

encounter pupils who have very low attendance or whom refuse to attend school a variety of

approaches are tried where pupils are reluctant to attend.

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Reintegration

There are clear procedures for KS3-KS4 transition and reintegration procedures to mainstream

schools. Reintegration for SEN pupils is organised by the Local Authority.

Reintegration for pupils' return to mainstream is accessed via the Fair Access Protocol.

The CE Academy is set up to cater for a wide range of pupil needs across both Key Stage 3 and

Key Stage 4. However, where suitable we strive to aid reintegration to an alternative school

(mainstream or specialist provision) where they can better meet the needs of a pupil. This is a

considered decision that needs to acknowledge the wishes of parents but also take into

consideration the impact another change in school/failed reintegration could have on the young

person.

We continue to strengthen partnerships with local schools and continue to have a significant

proportion of young people dual registered with school, some on long term agreements and

others as shorter term interventions.

In 2017/18 we have again seen 35 pupils reintegrated into county schools with a further 6 moving

out of County.

We have seen a fall in the proportion of these pupils (29%) return to their original mainstream

school and increases in the proportion of pupils returning to an alternative mainstream school

(34%) and those moving to a specialist provision (£37%).

This shows the impact that The CE Academy has on the lives of young people and illustrates the

rapid progress that some pupils are able to make both socially and academically .

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Quality of Learning

Young people access a broad and balanced curriculum. Improvements in their attendance from

when they were in mainstream school suggest they enjoy attending The CE Academy.

Of the few pupils with EHC plans the majority are achieving well both socially and academically.

Teaching staff work on more than one site to provide a broad and balanced curriculum and

specialist teaching.

A daily recorded self-evaluation exercise takes place in all campus sites at the end of the day

(debrief).

The number of examination entries suggests staff engage the young people sufficiently to be able

to enter for external examinations - City & Guilds and GCSEs.

Some young people are encouraged to take GCSEs a year early. This enables them to move on to

vocational courses early or to increase the total number of GCSEs taken. This may also be an

insurance against the consequences of offending behaviour.

A Campus Coordinator - Vocational Studies seeks appropriate placements through colleges and

other learning providers. She ensures excellent communication with the other providers who give

weekly written or daily feedback on pupil progress.

External factors can make progress for some, sporadic. Pupils make progress and given their

starting points some make very good progress.

Pupils are encouraged to self-assess by marking their work in a similar way to teachers’ “two stars and a wish”.

Positive feedback from parents/carers, pupils in review meetings

(a) Pupils - they believe they are treated with more respect than by mainstream teachers

(b) Parents - their children are happier, more willing to attend. 99% of parents believe their

child feels safe in school.

Regular visits from ex pupils seeking support indicate the development of lasting, trusting

relationships.

99% of parents said they receive valuable information on their child’s progress.

Visits from ex pupils to share successes and thank staff for past help and support.

We work closely with Parents/Carers as partners, avoiding a judgemental approach. Good

relationships developed as a result which impact on pupil progress. Generally parents are

cooperative and supportive.

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Vocational links - positive relationship developed between The CE Academy and vocational

provisions. This enables The CE Academy to provide a range of opportunities for their pupils. On

the whole they enjoy these opportunities.

Year 11 pupils (2017-2018) were asked the question: ‘What’s the best thing The CE Academy has

done for you personally?’ The following is a selection of their responses.

The CE Academy:

Helped me to plan for my future

Took me in

Gave me the chance of an education

Gave me maturity

Adventure Ways

Let me go on courses

Taking me to college interviews

Respected my wishes

Photography

Supported me

Helped me to see that I needed to change

Got me a job

Helped me to be myself

Helped me to improve my learning and my behaviour

Got me more GCSEs

Sessions with Hayley

Got me a bus pass

Opportunities on the football course

Gave me confidence

Got me seen by CAMHS

Gave me an enjoyable education

Got me a gym membership

Work experience

Fed me

Helped with my mental health

Improved my social skills

Helped me through the tough times

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BEHAVIOUR AND SAFETY

Pupils are encouraged to take responsibility for their behaviour. The right to fail and maximising

achievement are both important to our ethos. Our aim is to enable young people to make

informed choices, thereby improving their opportunities in life and their contribution to society.

Headteacher, Deputy Headteacher, one Assistant Headteacher, the Business Manager and three

governors have recruitment safeguarding certificates.

All staff are CRB/DBS checked. All staff receive Safeguarding training including Prevent/CSE

training. This is an ongoing priority.

All campus sites have entry security systems and CCTV. The two school-age mother campus sites

have CCTV in the nurseries.

CE has clear internal attendance procedures involving informal booklet for parents, alarm clocks,

fridge magnets with telephone numbers and daily follow up by centre staff.

The attendance procedure involves contacting parents/carers if a young person fails to attend

school by 9.45am. CE employs an external provider to be involved in the latter stages of the

process and prepare the paperwork for submission to the LA for court proceedings.

If a pupil absconds parents/carers are contacted within 20 minutes or sooner if appropriate.

Feedback from parents/carers/pupils/other agencies/observation/record keeping/reviews -

suggests pupils feel safe. Older pupils return to centres for advice and support on a range of

issues.

Attendance is very good with some pupils achieving 100% and a high percentage improving on

their mainstream school record.

A senior manager acts as Education Visits Coordinator. One member of SLT and the finance

manager are trained as EVC.

There are very few racist or homophobic incidents however, any that do occur are followed up

within CE and monitored, recorded and reported as required. If appropriate the police may be

involved in talking to the young people.

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As part of the PACC programme young people are encouraged to adopt safe practices through

various visits and workshops eg:

CE employs an Occupational therapist to support young peoples’ and staff mental health

Knife crime

SLT attend Missing Persons and Child Exploitation meetings with representatives from a number of agencies

Internet safety

Bikeability

Links with the Arson Task Force

Visits from Theatre groups

Workshops on safe sex – in-house

Visits from "Solve it" - solvent abuse/legal highs

CAN (Council on Addiction – Northamptonshire)

Learning through virtual babies

Visits to Wood Hill Prison

First Aid for young people

The three senior managers and the Multi Agency Coordinator are trained as Designated

Safeguarding Leads. Staff and governors have received Child Protection (including Prevent and

CSE) awareness training and know the County Council procedures. Every child has a Cause for

Concern log. There is a Health and Safety committee.

The fire and electrical equipment is serviced regularly.

Behaviour varies dependent on time spent in CE and at what point it is judged. A very large

majority move from very problematic to good.

On admission to The CE Academy behaviour of young people is generally poor as the majority

have been permanently excluded or are at risk of permanent exclusion from mainstream or

special schools.

The philosophy of The CE Academy is to encourage young people to value education intrinsically

and to take responsibility for their own behaviour.

Young people in The CE Academy travel a journey which often starts with blame and abdication

ending in an acceptance of responsibility for their actions. This takes time.

All young people are set achievable behaviour targets reviewed at least termly or more often if

necessary.

Our debrief system clearly records any positive or negative consequences and it is evident in

individual pupil files the progress made over time.

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As pupils begin to take responsibility disruption to lessons is reduced. Exceptions to this are

evident when young people are awaiting court appearances, homelessness, experiencing crisis in

their lives or have been unused to working with groups of other young people in a formal setting.

Bullying is taken seriously. As the sites are small and relationships between staff and pupils and

parents/carers good, bullying can be dealt with swiftly using established consequences and

through behaviour targets.

There is on-going work with staff regarding consistency of behaviour management. The issue is

new staff and consistency. We provide on-going training reinforcing CE expectations to maintain

standards. There is comprehensive induction for new staff.

Parents/carers/pupils are told to consider lunch/breaktimes as part of the school day. The CE

Academy regards this as important for the development of social skills and a holistic approach.

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OVERALL EFFECTIVENESS, INCLUDING THE PROMOTION OF THE PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT

Many pupils come from dysfunctional families lacking organisation in the home. Young

people are encouraged to adopt a healthy lifestyle; through science, PACC and cookery.

Parents said their children are happier, more willing to attend. 98% of parents feel their

child is well cared for at their campus.

CE provides a breakfast of toast and a drink free to all pupils, as many arrive not having

eaten.

Young people are offered tap water but can buy bottled water for 20p. CE will swap fizzy

drinks for a free bottle of water.

Food produced during cookery is shared and good social skills are promoted by expecting

all pupils to sit at a table to eat. Cookery lessons also focus on different cultures. Various

games and activities are available during lunch and breaktimes.

Healthy living is promoted through cookery as an activity and within the PACC curriculum

including sessions on substance misuse, relationships, health advice. External agencies are

involved: eg NYPDS (Northants Young People's Drugs Service), Solve It and the Police are

invited into the Campuses to contribute to the curriculum.

The school nurse provides a weekly drop-in at some campuses offering confidential advice

on all aspects of healthy living. CE is now part of a Local Authority Health Education

contract to provide Health Advice.

Five of the campus sites have purpose built sports cages on site, they also use local community

facilities.

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Young people begin to make a positive contribution by engaging in the following activities:-

Pupils are involved in interviewing for new staff.

Fundraising/awareness days observed eg Children in Need, Breast Cancer - Macmillan, No Smoking.

Young people are involved in producing and selling crafts at Spring and Christmas Teen Markets to raise money for Macmillan.

All premises display a general code of conduct to remind pupils of their responsibilities. There is also a safe use of the internet code of conduct.

An annual cross curricular event to focus on other cultures.

Clearly defined consequences promote pupil understanding of rights and responsibilities.

The structure of the day with breaks and lunchtimes shared with staff and pupils promotes opportunities for discussion and debate. Each campus has one daily newspaper, the weekly "First News", a weekly Junior News magazine and various special interest magazines as requested by the young people eg Fishing and Professional Beauty.

Pupils’ views are taken into account eg school lunches, the Academy motto.

Small group situations, with all pupils allocated key staff, provides opportunity for pupils to voice their views and opinions.

There are suggestion boxes in all campuses for young people to make their views and suggestions known.

Young people are involved in progress review, planning and making decisions re their educational provision with key tutors.

Trips to Govilon/London prompted by pupils who heard of previous students' positive experiences and enthusiasm for the visit.

Small groups have attended football matches, theatres and exhibitions.

A selection of fruit available in campuses following pupil representation.

Pupils involved in choices re charitable organisations to be supported. Currently cancer charity.

Science resources sought as a result of pupil suggestion (re periodic tables).

Liquid soap and hand lotion in toilet as a result of pupil requests.

Pupils requested pool tables and punch bags but SLT decided to reject these suggestions. None of these options are viewed by SLT as conducive to a learning environment or lead to good behaviour.

At pupils’ request there are Wii/X boxes in Campus sites.

Pupils have chosen outdoor gym equipment for the Campuses.

Pupils are asked to complete a questionnaire at half termly review meetings and a more comprehensive set of questions at the end of their year 11.

Pupils requesting homework.

School uniform implemented through pupil request.

Prom Committee led to first CE prom in 2016. This was continued in 2017 and 2018.

Pupil involved in training staff.

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Activities that Promote Community Cohesion

Pupils not in their community as they access the PRU from a wide geographical area.

PACC curriculum

Visits to other cities

Mixed campus trips

During Ramadan pupils gave a member of staff a cardboard birthday cake (all young people

have a birthday card and cake)

Campuses supporting local, national and international charities

Cross curricular events celebrating cultures from countries around the world

Inter-generational projects (Tea Dance) - CE young people provided food and hosted the

event

Yarn Bomb event – older women have taught young people how to knit

Older people from the community have had hair and beauty treatments

Breakfast is offered as part of the school day and is designed to be an opportunity for social skills

training.

Campuses are timetabled to offer personal, social, health, careers and citizenship education -

PACC - as a whole campus activity for half day per week. All staff are involved.

The excellent condition of campus sites, lack of graffiti and excellent displays which are rarely

defaced or damaged show the pupils respect the buildings. Pupils take pride in showing

prospective candidates and visitors around the Campuses.

Art exhibitions of pupils’ work have been held in professional venues for the last 7 years. Young

people have won prizes and sold their work in a public exhibition.

Our aim is to enable young people to make informed choices, thereby improving their

opportunities in life and their contribution to society.

Overleys and Oaklands provide for young mothers to take their babies to school.

Silver Artsmark was awarded in May 2007. In 2014 and again in 2018 we were awarded the Gold

Artsmark. Now working towards Platinum.

Ethos and philosophy of The CE Academy promotes a caring environment and long term changes

in behaviour.

Annual barbeque at Overleys raises funds for charity – parents, carers, professionals and students

and their children invited.

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LEADERSHIP AND MANAGEMENT

Evidence of effective management and leadership evidenced through Ofsted feedback, HMI,

Governors.

All staff are valued equally. All are offered support and mentoring on arrival. Staff are offered flu

vaccine every year.

All staff are involved in training days.

Our priorities are based on the expectations that there are aspects of our practice that will

enhance the education experience of young people attending The CE Academy and improve the

professional development opportunities of staff. All staff receive a CE staff development folder

informing them of teacher/support staff competencies and providing space for an ongoing record

of professional development.

Campus Coordinators are responsible for day to day processes and procedures, promoting the

ethos in each campus.

The curriculum groups consist of all staff teaching that subject. The group is responsible for

ongoing planning, reviewing, setting targets and evaluating that aspect of the curriculum. The

majority of curriculum group meetings are attended by a member of SLT.

There are curriculum leads for English, including literacy, maths, science and art.

Daily debriefs provide ongoing staff development opportunities.

Attendance system/procedures in place.

GCSE examination results good.

Progress of young people from entry (baseline assessment) to leaving - good.

Comprehensive induction for new staff including the opportunity to achieve a minibus driving

qualification, first aid at work certificate and food hygiene certificate and Safeguarding Training.

New staff receive a handbook.

The CE Academy strives to provide equality of opportunity. All campus sites are able to deliver

maths, science, English, art, PACC and cookery. A variety of other subjects ensures a minimum of

five GCSE options are available. This is achieved by staff teaching in more than one campus

thereby offering subject specialism and a broad and balanced curriculum in all campus sites. This

provides value for money.

School-age mothers bring their babies to school (each school-age mother campus has a nursery

nurse) this enables pupils to concentrate on their learning. Aim to ensure young women can make

choices re future.

Recruitment and employment of good quality staff (very important).

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Main Strengths

Good teaching and learning.

Outstanding examination results/external accreditation.

Positive interaction with young people leading to improved social skills.

Pupils are offered full-time timetable.

Headteacher, Deputy Headteacher, Assistant Headteachers, Business Manager and two governors have completed Safeguarding Recruitment training.

Staff training.

Positive relationships with parents and young people.

No restraint – de-escalation, promotion of young peoples’ responsibility.

Partnerships with outstanding vocational providers.

Improvements in attendance.

Destinations Data (over 95% of KS4 leavers in a destination).

Weaknesses

Consistency of behaviour management (new staff) – addressing this with booklet and training.

Difficulty accessing appropriate placements for young people that have been assessed as requiring an EHC plan.

On-going difficulties with the LA over travel arrangements have affected attendance. This limits opportunities for young people.

Lack of work experience placement opportunities for young people since Prospects Careers Service input reduced from September 2018.

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THE EFFECTIVENESS OF THE GOVERNING BODY

High quality personnel on the Governing Body bring a good range of expertise including:

an ex councillor (Chair), a representative from higher education, a secondary headteacher, a

parent and a teacher, an ex SEN officer, an ex LADO (Local Authority Designated Officer) and a

retired Education Officer.

The Governors are enthusiastic, supportive, proactive and challenging in their support for CE.

Meetings are held termly.

The Governing Body are fully aware of the need for compliance re Safeguarding/Child Protection.

Minutes of Governors meeting shows their support and appreciation for work done in CE.

The Governors monitor the work of CE through meetings, reports and updates, involvement in

training and input from accountants and auditors.

PARENTS/CARERS

Communication with parents/carers through a wide range of media is not easy due to family

circumstances.

Distance of catchment area often impacts families’ ability to visit the school. Public transport is

difficult in some areas. Cost of transport can be prohibitive. However we maintain good working

relationships by regular contact:-

Through review meetings and questionnaires

Home visits

Telephone calls

Letters to parents

Distribution of booklet "Moving On - Your Views"

Regular written reports

Regular feedback to parent/carers from daily staff debriefs

Complaints procedure is in place

Key Staff - provide a consistent link between school/home

On admission parents/carers work through an introductory pack with Key Tutor which

promotes information exchange, ensure permissions are in place and sets baseline for

communication.

Postcards home

Parents supportive and appreciative of what young people achieve with us. 95% of parents believe

their child is taught well at CE Academy. Prospects say the young people are often confident

communicators with adults.

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EQUAL OPPORTUNITIES

Evident through

School Age Mother opportunities

Looked After Children

Traveller pupil successes

FFT - results

Ethos

Cross Curricular - annual event

All courses open to all - girls encouraged into trades

Sporting activities same for boys and girls

Stereotypes challenged within PACC

Split of gender groups to maximise potential

Equal opportunities reflected - staff deployment

All young people are regarded equally and we strive to meet their individual needs through personalised timetables reached in discussion with young people/parents/carers

Procedures for reporting incidents

Equality scheme and action plan reviewed annually

Transgender

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SAFEGUARDING

Allocated key worker for all young people.

Daily debriefs - record concerns - leads to internal and external referrals, embedded line of referral for consistency.

Regular contact with parents.

Reviews/monthly reports.

Close liaison with Virtual School.

All staff have received E-Safety/Prevent/CSE/Child Protection training.

4 Designated Safeguarding Leads.

Appointed Multi Agency Coordinator with Looked After children responsibility and EPEP trained.

SENCO – also EPEP trained.

Headteacher, Deputy Headteacher, Assistant Headteachers, Business Manager and two governors – Safeguarding Recruitment qualified.

Child Protection training for staff during induction and as refresher courses for whole staff.

Staff with pupils throughout the day, follow pupils leaving site.

PACC provides guidance and support to young people re making informed choices to keep themselves safe.

All staff CRB/DBS checked.

All pupils and staff sign use of internet agreement.

CCTV cameras in all campus sites.

Many of the young people attending CE do not naturally adopt safe practices.

Member of staff with responsibility for planning and delivery of sex education across CE.

Family Support - liaison between Campuses and other professionals re families/pupils experiencing difficulties outside school.

Member of staff responsible for developing mental health curriculum.

Some staff are involved in core groups.

CE hold a central register showing staff CRB/DBS, verification of identity and qualifications.

Close liaison with other agencies: CSE/Police/Troubled Families Team (NCC Early Help) /Prevent.

Assistant Head attends CSE/MISPER Panel Meetings.

All young people have risk assessments.

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EVC – two members of SLT and the Finance Manager are trained as Educational Visits Coordinators and have received the appropriate LA training and monitor all off-site visits. Records of risk assessments are available.

There are clear procedures for KS3-KS4 transition and reintegration procedures to mainstream schools.

Career Mark 2017-18 – working towards re-validation.

OT support for staff and pupils.

The CE Academy has clear internal attendance procedures involving informal booklet for parents, alarm clocks, fridge magnets with telephone numbers and daily follow up by campus staff.

Key Tutors are responsible for ensuring the successful transition from KS3 to KS4 and to employment/training.

Occupational Health Therapist employed virtually full time and acts as part of the CE staff team. Provides an interface with health and ensures informal exchange.

Liaison with Early Help Team.

Close liaison with Police teams responsible for CSE, missing persons and encouraging young people out of gangs.

Close liaison with Police re gang activity and exploitation of young people.