School InformationClick a tab below for information on Exams, OFSTED, Policies and Pupil and Sports Premium
Assessment and Reporting
Pupils are assessed regularly in class using a variety of methods in order to capture progress and support understanding. Work is marked regularly and pupils are informed what they have done well and what they need to do in order to improve. Pupils are also encouraged to self-evaluate and are given opportunity to assess their peers against clear success criteria.
The new national curriculum no longer uses levels for assessing progress. At the West Sussex Alternative Provision College we assess the progress of our KS3 and KS4 pupils towards an aspirational GCSE grade of 1 – 9.
All primary and secondary pupils receive half termly and termly reports that show their target and whether they are working below their target, are on track to meet that target or are working at a greater depth towards achieving that target and so may achieve higher than their target.
Each term teachers comment on the skills that pupils have developed successfully in their subject and a skill to develop in the following term. The national curriculum and exam board specifications are broken down into skills for each subject and when a pupil starts using that skill they are considered to be emerging in their ability to demonstrate that skill. The next step is to develop that skill until they are secure in its use and through classwork and assessment they will eventually master that skill and be ready to move on to the next one.
This means pupils’ learning at the West Sussex Alternative Provision College can be highly personalised, as teaching and learning is focused on developing skills at the pace and level suitable for their ability with appropriate support and challenge in place.
Teachers will always be happy to discuss progress if there are any questions or concerns on a day-to-day basis and parent/carer attendance at our termly review days offers the essential opportunity to speak to tutors for an overview of how individual pupils are progressing at WSAPC.
WSAPC recognises its statutory duty to provide impartial and confidential careers education to all our students in Years 7 to 11 and to give students access to careers information, advice and guidance.
We value the importance of careers education and guidance to support our students in realising their potential and the routes that they can take after their GCSE’s. We aim to broaden horizons, raise aspirations and help students to make the most of a range of opportunities on offer during their time at WSAPC.
Points to note:
- This programme of careers education is designed to gradually develop as each student progresses through the school.
- All aspects of the Careers Programme, in whichever way it is delivered, actively seeks to both challenge stereotypical thinking and raise aspirations.
- The advice is tailored to the needs and interests of each student, with reasonable adjustments in timings, support provided and methods of advice given for students classified as SEND or from low income backgrounds so that the barriers to benefitting from the programme are recognised and addressed.
Working alongside “Coast to Capital – Local Enterprise Partnership”, we aim to help students to:
- Develop knowledge about the changing nature of the world of work and the jobs market
- Understand the range of Post-16 learning opportunities locally and nationally
- Recognise individual strengths and interests
- Develop their career management and employability skills
Meeting the Gatsby Benchmarks
The eight Gatsby Benchmarks of Good Career Guidance (For more information about the 8 Gatsby benchmarks, please visit http://www.goodcareerguidance.org.uk/
- A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each pupil
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance
Students are entitled to:
- Access to qualified professionals and careers software
- Tutor mentors
- Guidance on interview techniques
- Targeted interventions to meet individual needs
- External visits to Further and Higher Education and Apprenticeship establishments to raise awareness and build confidence.
At WSAPC, the careers education programme begins in Key stage 3 and continues to the end of Year 11 when there is a high level of guidance to enable smooth transition to the students’ chosen Post 16 destination.
Key Stage 3 Provision
Depending on when students join WSAPC, students will:
- Understand why leaving school with qualifications is important
- Know the differences between A Levels, BTECs, Vocational Qualifications and Apprenticeships
- Investigate possible career routes
- Be able to match skills and qualities with suitable occupations
- Be involved in an Enterprise Project
- Know the local Post 16 opportunities available to them
- Understand how to create their own CV
Year 10 Provision
- Have access to a work experience placement and, if appropriate, have first- hand experience of the world of work
- Engage in enrichment days, assemblies and workshops that specifically focus on employability skills such as interview techniques, creating CVs and meeting employers from a range of disciplines or businesses
- Be involved in an Enterprise Project
- Visit a range of local Post-16 providers on “Taster” Days to inspire and motivate students to consider higher education
- Have an initial one to one meeting with their Tutor Mentor to allow a more personalised approach to assisting them with their future aspirations when entering Year 11
Year 11 Provision
- Meet with external providers at “Career Speed Dating Days”, allowing them to speak with a range of professionals, building their confidence and enabling them to make informed choices
- Be involved in an Enterprise Project
- Study an accredited qualification in preparation for working life
- Have at least 2 intensive 1:1 meetings with their Tutor Mentor to consider various post 16 options available to them; more appointments will be put in place for students with medical or SEND needs
- Attend careers conventions wherever available
- Be informed of local college Open Evenings/Days and be supported by WSAPC staff where required
- Access bespoke assemblies/enrichment sessions and presentations with outside speakers
Our key aim is to ensure that careers education is impartial, promotes equality of opportunity, diversity and inclusion and is differentiated to meet the specific needs of each individual student. The guidance aims to provide current and relevant information to promote self-awareness, personal development and aims to provide our young people with the tools to make informed choices about their future.
Our teaching staff have an active interest in getting the very best from our pupils and inspiring them to achieve in whatever they do when they leave WSAPC. Our teachers are keen to promote the variety of careers and opportunities available within their own subject areas.
Teachers can enhance careers activity through their subjects in a variety of ways – such as guest speakers in school, subject-focused careers trips, and employer-led careers lessons, with employers helping to deliver aspects of the curriculum.
Opportunities for Access
We recognise the value and importance of external influences on assisting our students to make realistic and informed choices on their careers and future plans leaving school. We are very keen to build links with our partners in Post-16 education, employment and training. As well as our internal careers programme, we welcome the significant experience, skills and knowledge that our network of local colleges, employers, universities and training providers can bring to our Careers Education Programme at WSAPC.
There are a variety of opportunities for external partners to support our Careers Education Programme at school including:
- Careers assemblies & talks
- Careers Workshops
- Mock Interviews
- Work Experience & Volunteering
- Careers Fairs
- Off-site visits
Above are all examples of careers led activities we have had in school, but we are always open to develop any opportunities to inspire and encourage our pupils.
Any external partners such as employers, colleges, universities or training providers that are interested in supporting our pupils through our Careers Education Programme should make this request through our Careers Leader Mandy Gamon by email: firstname.lastname@example.org.
Visitors to school working with our pupils for careers related activities – individual or groups – will be expected to follow our procedures for safeguarding, as outlined in our school Child Protection and Safeguarding Policy. For any career activities taking place in school, we will do our best to accommodate requests regarding rooming and facilities such as ICT and technology as required.
We also welcome any literature regarding courses, activities or opportunities – such as leaflets, prospectuses, posters – which can be made available to our students. Literature can be emailed for the attention of the Careers Lead to email@example.com. Alternatively, please refer to our Contact page for the location of individual centres where literature can be handed to reception for the attention of the PSHE Teacher.
Do you work in a business or know of anyone that could help provide work experience or opportunities for our students?
We welcome the involvement and support of parents & carers within careers education and guidance. We are always looking for local businesses that are wanting to inspire and educate our students about the world of work and expand and develop our Career Education Programme. If you think you could help to provide invaluable work experience or opportunities that give students the chance to develop core skills and motivation, in the first instance, please contact Mandy Gamon by email firstname.lastname@example.org.
Measuring the success of our Careers Programme
Careers activity needs to be relevant and inspirational for our students. We measure and assess the impact of our careers programme through a variety of ways such as:
Careers and Enterprise Company’s Compass Tool
This is a tool for schools and colleges in England that quickly and easily helps us to evaluate our careers activity against the Eight Gatsby Benchmarks. This means that we are constantly comparing what we do against the best national practice. The tool was built in partnership with the Gatsby Charitable Foundation, to help us to easily discover our strengths and find areas for improvement. Once completed, the tool provides us with a confidential report and ideas to help you achieve the best for our students in relation to each benchmark.
Y11 Destination Figures
We track our Y11 school leavers each summer to confirm post-16 plans, and we strive to support all our students into a positive activity. We aim to have as few ‘NEET’ (not in education, employment or training) destinations as possible, and strongly encourage all students to be engaged in education or further training. A strong investment in our careers programme will reflect in our positive destination figures.
After each careers event we ask our students to feedback on the activity to find out what went well, what the students enjoyed and what they didn’t. We also ask this of our teaching staff and of our visitors to make sure events are as successful as possible and improvements can be made.
We encourage ongoing input from our students and welcome careers feedback through our student voice.
Careers work is constantly being promoted and relies on the teaching staff to be implemented successfully. A report is submitted to the senior leadership team and governors.
Careers-Alumni Success Stories
WSAPC Alumni – Their SUCCESS
Staff at WSAPC are committed to embedding a positive outlook in all of our students, past and present – we remind them that what they leave school with will not define their future. Life throws us curveballs that will change our outlook and ultimately our futures.
We are happy to share our own career journeys with our students to both inspire and raise their aspirations, allowing them to see that the path taken at the end of their time in compulsory education is not necessarily the same path on which they will remain.
WSAPC encourage our alumni to keep in touch, to return to school, to share their experiences, their journeys in Further Education and ultimately the world of work. Their visits are most welcomed by the staff who taught them and they prove to be positive experiences for our current students – being able to relate to someone who has been in the same position as they are currently in is invaluable to them as they not only hear about success but they can also see it!
WSAPC Mission Statement.
“The APC aims to provide a caring and positive environment where all are valued and supported through a personalised curriculum which challenges and inspires individuals to achieve their potential.”
Barriers to our student’s learning have included emotional trauma, anxiety, mental health, physical disability, learning difficulties, having a role in their home life as a “Young Carer” and medical conditions that prevent them from attending school. All of these contribute to their overall approach to education, meaning they are unable to cope in a mainstream setting which results in their ability to have the confidence to fully achieve what they are capable of.
“At WSAPC, we do not have a “them and us”. We have an us! Our staff are dedicated to lead our students in an empathetic way in order to guide our pupils to make informed and positive decisions. We are dedicated to work in an environment that promotes inclusion, equality and fairness and encourage our students to make positive changes for themselves, for their school community and for society.”
With that said……..we are both happy and extremely proud to be able to share some of our Alumni’s success stories. Their success is testament to the WSAPC Mission Statement.
(* The success stories have been anonymised – GDPR Compliance)
Alternative Provision to UNIVERSITY
Joined WSAPC midway through Year 10 and left with 8 GCSE’s, 7 of which are Grade 4 and above. Currently studying Engineering A Levels at a Further Education College and is completing the UCAS application and personal statement to apply to university to study a degree in Engineering.
Alternative Provision to A LEVELS to ACCOUNTANCY
Being unable to make it work in a mainstream setting, the small group environment of WSAPC made it possible for them to achieve the required GCSEs, allowing them to study the A Levels required to achieve their career goal of becoming an Accountant.
SELF DETERMINATION SUCCESS
Ground Works/Night School to FIREFIGHTER
Left WSAPC with one Level 2 qualification. Attended college but was unable to remain as could not engage in the required Maths and English. Took a role as Ground Work Labourer. Using initiative, made contact with the WSAPC centre that was attended asking for advice on how to achieve Maths and English qualifications. Attended night school and passed both qualifications. These were used to apply for the position of a Firefighter – after a successful training period, now fighting fires and keeping the community safe in all areas of Fire Safety.
Nursery Nurse Assistant to NURSERY NURSE MANAGER
Encouraged to apply for the Apprenticeship whilst at WSAPC. Using experiences in home life, looking after younger siblings in the interview, resulted in success. Regular attendance to college achieving the Level 3 Diploma in Childcare led them on to further qualifications in Childcare Management. Remained at the nursery and progressed to Room Manager. On seeing an opportunity of an empty building next to the nursery, produced a business plan for the owner and now manages the newly acquired building.
School Refuser to Work Experience to Apprenticeship to QUALIFIED BUTCHER
Initially refused to attend school, staff took time to find a solution that worked for both resulting in a long term two-day work experience at a local Butcher. At the end of Year 11, an apprenticeship was offered by the work placement. By offering an alternative, WSAPC built their confidence which progressed to re-engagement in education but in a workplace setting. The assessor attended the workplace and the qualification was achieved – a fully qualified butcher.
College Student to BRICK LAYER
Achieved 5 GCSE’s including Maths and English at Grade 4. Due to a physical disability and high levels of anxiety, there were concerns over the chosen college course – bricklaying. Although this was a passion of theirs, there were doubts and anxieties around success in this area. Staff encouragement and support to both the student and the family and with taster sessions arranged at the college, they felt comfortable enough that needs would be met and the decision was made to take the course. Through determination and an extra year of study, the qualification was achieved and they are now a qualified bricklayer for a local building company.
College Student to SMALL BUSINESS – Photography
Struggles with academic subjects led to dis-engagement in education. Discussions with staff at WSPAC soon revealed a passion for Photography, a GCSE was offered alongside the study of the Art GCSE. Members of staff were happy to be photographed with their families to help build a portfolio for the coursework content of the GCSE. Achievement in both of these GCSE’s were at a Grade A and they went on to study Photography at college. They now run a successful small business in this area covering weddings and baby and toddler photography.
OUT OF SCHOOL INTEREST SUCCESS
Army Cadet to MEMBER OF THE ARMED FORCES
An academic student but due to past emotional experiences, struggled to engage fully in education. A real passion for the Armed Forces was evident as they were dedicated to the Army Cadets as an interest outside of school and achieved well in this area. WSAPC staff contacted the Army Recruitment and arranged for a recruitment officer to attend the centre, giving advice about the different careers within the Armed Forces that could be accessed. Achievement in GCSEs was not as good as it could have been but this did not stop them achieving their dream of becoming a Royal Marine. Having passed the arduous tests involved at the assessment centre at the highest possible grade, rejection came as a result of being too light and having a broken nose. This did not stop them, they persevered with their dream and looked at other opportunities in the Armed Forces. In January 2020, they started training in the Parachute Regiment as a Paratrooper.
Our commitment to our pupils is to offer them a warm, caring and supportive environment providing them with an engaging, challenging and rewarding education. Our offer provides pupils with the same breadth of opportunities that they would experience in the mainstream environment and is delivered by a highly experienced team of qualified teachers, behaviourists and mentors.
We strongly believe in the power of education to transform lives!
At the heart of our approach is a focus on the individual and doing what is in the best interests of each pupil. This means:
• Offering a broad curriculum of academic and vocational subjects enhanced by educational visits, external speakers and partnerships with local schools and community groups;
• Creating a bespoke plan for each pupil so any gaps in their education can be addressed and they can continue the GCSE courses they have already begun;
• Keeping classes to a maximum of eight pupils
• Encouraging families to be active partners in their children’s education;
• Nurturing key life skills such as confidence, self-esteem and ambition as well as the ability to co-operate, listen and interact positively with peers.
Our approach is based on high expectations, academic rigor and focuses on addressing individual needs, seeking to reignite a love of learning in our pupils to help them get back on track.
- Improved pupil engagement.
- A broad and balanced curriculum offer for all.
- Consistency in delivery and assessment.
- Improved pupil outcomes.
- Improved pupil attendance.
- An enrichment programme that supports personal growth and development.
Subject Leads driving challenge and consistency across the school embeds quality first teaching to support pupil progress and attainment. Subject development managed by subject specialists, drives standards forward and enable the implementation of whole school moderation, standardisation and consistency.
The subject leads are responsible for:
- Implementation and facilitation of subject team meetings at regular intervals throughout the school year (Biannual/Termly)
- Subject Moderation and Standardisation events – Driving consistency of approach and delivery across WSAPC in the subject (Biannual/Termly).
- Management and allocation of centralised curriculum budgets relating to their areas of responsibility.
- Peer observation processes.
- Developing subject delivery in response to national changes.
- Development of shared schemes of work and best practice.
- Identify areas for improvement and targeted intervention.
- Evaluate the impact of teaching on pupil progress through data analysis.
- Investigate and support the deployment of learning technologies and resources to promote quality first teaching and improved pupil outcomes.
- Support subject teams across the school and ensure that all of our pupils and staff are able to access equitable learning opportunities.
To raise standards and ensure an equitable offer in all centres, subject specialists will continue to drive standards in their areas forwards to meet the schools key curriculum outcomes.
- Increase in pupil progress and attainment data.
- Moderated and Quality Assured delivery and assessment.
- Consistency in subject delivery and assessment.
- Improved challenge and stretch in all subjects.
- Whole school accountability for pupil outcomes.
Subject Leads Directory:
- English – George Fisher – email@example.com
- Maths – Geoff Taylor – firstname.lastname@example.org
- Science – Sue McMeeking – email@example.com
- Art Including Design Technology – Beth Wood firstname.lastname@example.org
- PE Including Outdoor Education – To be appointed
- Personal Development Including Post 16 and Careers – Mandy Gamon – email@example.com
- Computing – Jody Bray – firstname.lastname@example.org
- Food and Nutrition – Anna Vallone – email@example.com
- Additional curriculum subjects will be overseen by the Deputy Head Teacher with responsibility for curriculum; subjects including Geography and History are taught in some centres but not all. Developments in these subject areas will see the offer of optional subjects being delivered through remote sessions and face to face workshops to all pupils in all centres.
It is our intent to deliver a curriculum that provides creative opportunities for learners to reengage in education, identify and close the gaps in their learning and develop the skills needed to be successful in adult life. Each subject will publish its Teaching Framework on the schools website at the start of each academic year. Frameworks have been designed by the subject teams under the direction of the subject lead teachers; given the transient nature of our cohort, the teaching frameworks are designed to focus on the skills and knowledge pupils need to develop to make progress and close the gaps in attainment on their peer groups.
|Curriculum Maps Will Be Shared Here Shortly|
|Food and Nutrition|
|English||Key Stage 3 Skills embedding|
|AQA Step Up 2 English Entry Level Qualification|
|AQA English Language GCSE|
|AQA English Literature GCSE|
|Edexcel Functional Skills Levels 1 and 2|
|Maths (Inc Statistics)||Key Stage 3 Skills embedding|
|AQA Maths Entry Level Qualification|
|AQA Maths GCSE|
|AQA Statistics GCSE|
|Edexcel Functional Skills Levels 1 and 2|
|Science||Key Stage 3 Skills embedding|
|Edexcel Entry Level Qualification|
|AQA Combined Science GCSE Synergy
AQA Biology GCSE
|Further development of qualifications to be confirmed|
|Computing||Key Stage 3 Skills embedding|
|NCFE Functional Skills Levels 1 and 2|
|Award in Digital Media to be confirmed|
|OCR Computing Entry Level|
|PE||Edexcel GCSE Physical Education|
|Sports Leaders Awards Level 1 and 2|
|Art||Key Stage 3 Skills embedding
Trinity Arts Award (Bronze, Silver and Gold)
|AQA Art and Design GCSE|
|Further development of qualifications to be confirmed|
|Personal Development||Key Stage 3 PSHE|
|GCSE Qualification when Introduced|
|Skills Builder Qualification|
|Futures – Careers
LIBF Lessons in Financial Education Qualifications
|Food and Nutrition||BTEC Home Cooking Skills|
|City and Guilds Level 1 and 2 Catering Award
WJEC Hospitality and Catering L1/L2 Award
|Health and Hygiene certificate|
|Award in Personal Effectiveness (APE)||Development of a range of qualifications and learning opportunities. It will be evidenced across the curriculum and through specific project based activities – Short courses could be used to provide core learning to higher ability K3 learners. Overseen by ASDAN Coordinators in each setting under the supervision of the subject lead for PD.|
|Certificate of Personal Effectiveness (COPE)|
- Improved behaviour and engagement.
- Improved Attendance.
- Personal development and growth.
- Healthier Lifestyles.
To support engagement, attendance and personal development, the following developments and activities are ongoing.
- Mentoring and fitness through Boxing: Our Boxing mentor delivers sessions in all centres and all age phases. With a clear focus on discipline and fitness through mentorship, the sessions enable pupils to express themselves and channel emotions in a controlled and safe environment.
- Care Farm: WSAPC pupils from all centres access the Care Farm to experience a real life animal care environment and engage in positive activities to develop self-esteem and confidence in a therapeutic environment. WSAPC are keen to work with the Care Farm providers with a view to developing our own onsite provision and accredited programme.
- Albion in the Community/Worthing Bears Basketball Community Programmes: WSAPC pupils benefit from access to sports mentorship, coaching and access to further advice regarding healthy lifestyles, through sessions through these external agencies.
- Hairdressing: With resource availability in our Littlehampton and Burgess Hill centres, pupils are able to experience and practice basic hair and beauty techniques and skills.
- Enterprise: Community cohesion at its best; pupils engage in entrepreneurial activities and projects; experiencing project management from conception to delivery, under the supervision of West Sussex business leaders. Projects are designed to ‘give back’ to the community whilst maintaining financial viability. Drawing on a wide range of skills and learning, pupils involved in these projects discover hidden talents and confidence that may have been missed in traditional learning environments.
- Horticulture: on site at our Burgess Hill site with developments to enable its delivery at our Lancing site; Accreditation through the The Royal Horticultural Society is being investigated alongside further links to the organisation to support sustainability. With links to Science, Food and Nutrition and Maths, pupils enjoy designing, maintaining and experiencing the process of field to fork to support a deeper understanding of the food chain and biological process.
- Sports Leaders: Sports Leader accreditation is to be developed further to allow the delivery of this course across the centres; pupils from all centres will be able to access this qualification. This course will offer pupils the opportunity to develop and deliver Sports sessions to younger pupils.
Post 16 and Careers:
- We have developed links to enable the timely transfer of our NEET pupils to ensure they are supported through the summer into an appropriate destination.
- In partnership with South Coast Training Providers, an organisation that provides a network of post 16 trainers and providers, we are continually developing how we can develop in school support for year 11 pupils, We intend to launch our own internal careers information day and this network with allow us access to a wide range of providers who could support. Membership of this group can possibly support our vocational planning.
- Our Personal Development curriculum provides a robust careers programme to support and prepare our pupils for post 16 transition.
Cross Curricular Project work with a focus on Digital Media.
- We constantly review and look to create and deliver greater learning/engagement opportunities for all of our pupils; with this in mind, the procurement and planning for the wider use of, technology in the classroom was implemented in 2019. Our pupils use technology and creative resources in the mainstream schools they come from and will do when we get them back. We have placed an emphasis on how learning technology can enhance all areas of the curriculum, Green Screen technology, Virtual Reality headsets, Lego Mindstorms, Digital recording equipment, Photography Kits and 3D Printers are examples of resources that can support engagement, access to higher learning and better outcomes in learning, as well as developing STEM curriculum. Investment in quality resources would support the ambition to develop cross curricular/Project based collaborations and broaden the offer across the school.
- Alongside the individual subject area planning, the lead teachers develop plans across the curriculum in conjunction with other subject lead teachers; these projects will offer pupils various ways in which they can engage in learning opportunities through hands on and creative tasks.
- The resources bought into the school offer an exciting opportunity for pupils to demonstrate the skills and knowledge that they may not have been able to express in the mainstream schools. The vocational landscape is changing and many pupils will look to develop careers online, from web design to Vlogging. As a school we must ensure that pupils have access to traditional academic skills and knowledge alongside contempt learning opportunities that are relevant to the world in which they live.
Options and remote learning: (to be launched September 2020)
- In order to enable pupils to follow courses that we do not directly deliver as part of our core curriculum; the development of a range of qualification options is in place. As a Microsoft school, we have developed the use of Microsoft Teams to be able to address the geographical barriers that have, in the past, limited access to some subjects by pupil’s dependant on their location within the county.
- We will look to offer a range of qualifications that can be accessed online by pupils in any centre, supported by workshops to enhance delivery.
- The following subjects will be on offer in this way; the list is not exhaustive and will be continuously reviewed to respond to the need of our learners. These subjects are on offer to some pupils in the school; working in this way will enable the offer to be available to all centres.
OCR Geography Entry level
|GCSE Childcare/Health and Social Care|
|GCSE History||GCSE Psychology|
|GCSE Sociology||GCSE MFL|
|GCSE RE||GCSE Media Studies|
- Each centre will provide individualised Learning plans for pupils who have been identified as needing academic intervention by the SENDCOs.
- Delivery of these intervention will be implemented by the HLTA, designated as having responsibility for intervention in each centre.
- Specific targets will be set and then measured for impact.
Outdoor Education funding sits centrally and be developed and planned through the subject lead for that area. All centres will have a menu of activities in place to support engagement and personal development.
Attendance and Outreach:
The team have supported pupils where attendance is low or has stalled, pupils where behaviour has prevented access to a full timetable, supporting safeguarding responsibilities through welfare checks where attendance is refused and acted as the intermediary between families and WSAPC.
Attendance Officers liaise with Assistant Head Teachers to discuss all pupils and look at where appropriate inventions can be made, including A6 referral processes.
The new data Privacy law (GPPR) came into force in May 2018 and we have reviewed our internal processes and policies to safeguard our data and ensure compliance with the new regulations.
Our Data Protection Officer is Judicium Education. Our Privacy Notice and Data Protection Policy are found on this page. These documents explain what data we collect, hold and share and the reasons for this. Please take a few minutes to read and understand and should you have any queries please contact our Data Protection Officer by emailing DPO@wsgfl.org.uk .
Summary of Year 11 Attainment Outcomes 2018-19
Summary of Year 11 Attainment Outcomes 2016-17
This academic year has again seen our pupils building on the success of the previous cohort and attaining some good results. We are delighted to see that the percentage of pupils achieving at least a Level 1 qualification in both English and Maths has risen again this year (to 85%, having been only 49% in 2013-14). Maths and Science have seen increases in the number of pupils achieving 4/C and above at GCSE. The number of passes (9-1/A*-G) in Maths and Science have also increased.
Click here for a full report on our 2016/2017 examination outcomes.
Outcomes for students 2015/2016
Details can be found here.
Outcomes for students 2014/2015
Details can be found here.
Please click to view and download our latest Governors’ Reports.
Governors’ Report 7th July 2020
Governors’ Report 20th May 2020
Governors’ Report 2nd December 2019
Governors’ Report 21st October 2019
Governors’ Report 3rd July 2019
Governors’ Report 21st May 2019
Governors’ Report 25th March 2019
Governors Report 21st November 2018
Governors’ Report 2nd July 2018
Governors’ Report 16th May 2018
Governors’ Report 19th March 2018
Governors’ Report 22nd November 2017
Governors’ Report 20th September 2017
Governors’ Report 3rd July 2017
Governors’ Report 17th May 2017
Governors’ Report 27th March 2017
Governors’ Extra Report 15th February 2017
Governors’ Report 23rd November 2016
Governors’ Report 19th September 2016
Governors’ Report 27th June 2016
Governors’ Report 21st March 2016
Governors’ Report 23rd November 2015
Governors’ Report 21st September 2015
Governors’ Report 16th March 2015
Governors’ Report 19th November 2014
Governors’ Report 16th July 2014
Governors’ Report 12th February 2014
Governors’ Report 11th December 2013
Governor’Report 22nd October 2013
Policies and Procedures
WSAPC has adopted all WSCC model policies for schools. Please click to view and download our Policies and Procedures, or contact the school office to obtain a hard copy from us.
Administering Medicines Policy
Adverse Weather Policy
Adverse Weather Protocol
Anti- Bullying Policy
Behaviour Policy Annex Covid19
Careers Provision at WSAPC
Charging and Remissions Policy Mar 2020
Child Protection Safeguarding Policy
Child Protection Safeguarding Policy Addendum For Covid19
Addendum Appendix 1
Addendum Appendix 2
Addendum Appendix 3
Children Looked After Policy
Community Cohesion Policy
Complaints Procedure Summary
Data Protection Policy
Education Partnership Protocol
Equality & Diversity in Employment Policy
Exam Policy Appendix 1
Examinations Access Arrangements Policy
Exam Contingency Plan
Examinations Disability Policy
Examinations Emergency Evacuation Policy
Examinations Internal Appeals Procedure- new draft
Examinations Non-examination Assessment Policy
Examinations Special Consideration Policy
Examinations Word Processor Policy
Freedom of Information Policy
Health and Safety Policy
Managing Serial and Unreasonable Complaints Policy
Marking and Feedback Policy
Monitoring & Evaluation Policy
Online Safety Policy
Positive Handling Policy
Positive Handling Policy- letter of instruction
Preventing Radicalisation and Extremism Policy
Privacy Notice Pupil
Provider Access Policy (draft)
Pupil Premium Policy
Sex and Relationships Education Policy
Special Educational Needs and Disabilities Policy
Spiritual, Moral and Cultural Development
SEN Information Report
Teaching & Learning Policy
WSAPC Vision and Ethos
What is Pupil Premium?
Pupil Premium is additional finance given to publicly funded schools in England, targeted specifically to raise the attainment of disadvantaged pupils to close the gap between them and their peers. The funding is allocated to educational establishments on the basis of children registered as eligible for free school meals at any point in the last 6 years, and for children who have been registered as being in care for 6 months or longer, or were adopted from care.
Objectives for 2020/2021
The focus of our spend this academic year remains raising academic progress across the core subjects and targeted support to improve attendance and engagement by:
- SEND Interventions
- specialist HLTA Intervention and SEMH support
- counselling- this is to be offered across all sites with counsellors engaging with PP students in centre on a weekly basis.
- cook and eat- to continue to ensure all pupils receive a healthy, well-balanced meal each day and develop the community of the centre through communal eating. Pupils plan and cook food for all to eat developing their cooking and independent living skills as well as benefiting the school community. The young people are involved in every aspect from planning and preparation to cooking and serving of the meal. Students work towards accreditation in the subject.
Pupil Premium 2019/2020 Academic Year
A full report will be published here shortly.
Pupil Premium 2018/19 Academic Year
Details for the academic year are published here.
Pupil Premium 2017/18 Academic Year
Details for the academic year are published here.
Pupil Premium 2016/17 Academic Year
Details for the academic year are published here.
Pupil Premium 2015/16 Academic Year
Please click on this link to access information regarding our use of Pupil Premium funding during the 2015/2016 academic year.
At WSAPC, we recognise that it is our statutory duty to safeguard and promote the welfare of our students and that they have a fundamental right to be protected from harm.
Although the school is not an investigative agency, we have an important role in all aspects of the welfare of our students. With our day-to-day contact with our young people during school term time we are particularly well placed to observe outward signs of abuse, changes in behaviour and signs of failure to thrive.
We are committed to safe recruitment and selection procedures to ensure that all staff and volunteers have been appropriately screened prior to appointment, and to the provision of appropriate child protection training through the staff induction programme and within continuing professional development opportunities. We are committed to regular training in this important area.
Our full Safeguarding Statement and Child Protection Policy is available under the policy section. We are committed to implementing this Policy, which follows the guidelines of the Local Safeguarding Children Boards of Brighton and Hove, East Sussex and West Sussex.
Please note that under GDPR, the new data protection regulations which came into force on 25th May 2018, our Data Protection Officer is Sam Channon, Business Manager. Please email any data protection queries or concerns to her at DPO@wsgfl.org.uk
Other policies and useful links are listed below:
Designated Members of Staff for Safeguarding Children
WSAPC has several Designated Teachers for Child Protection. They are available to provide advice, guidance and make decisions in respect of any child protection concerns.
Doug Thomas – Head Teacher
Ben Thomas – Blended Learning, and Deputy Head
James Walters – Littlehampton
Jackie Clack – Chalkhill
Shaun Jarvis- Burgess Hill
Helen Ellis – Inclusion, Chichester and Deputy Head
Alex Jones- Crawley
Phil Edkins- Lancing and Worthing
WSAPC’s aim is to create a safe environment where individuals can both work and learn. WSAPC takes all E-Safety issues extremely seriously. If you have an E-Safety concern that you would like to report, concerning anything at home or school, then please contact the Head of Centre or Designated Safeguarding Lead immediately.
The Department for Education’s Vision for the Primary PE and Sport Premium is that ALL pupils leaving primary school are physically literate and have the knowledge, skills and motivation necessary to equip them for a healthy, active lifestyle and lifelong participation in physical activity and sport.
The plan for the current academic year can be found here.
The report on the use of the Sports Premium funding during the 2018/2019 academic year can be found here.