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.
WSAPC provides short term primary provision from Reception to Year 6.
Our primary ‘Branch’ classes are based in Burgess Hill, Chichester and Lancing. The provision is based on small group classroom settings that support the educational needs and abilities and ranges of the class cohort, as well as providing a nurturing environment in order to address the social and emotional needs of the children.
Learning is fun and interactive whilst following the national curriculum guidelines for primary aged pupils. This includes time for play and physical activities as well as a morning breakfast club and communal lunch time with our staff.
Children are encouraged to work together on project based work as well as individually with the emphasis on literacy and numeracy in all subject areas.
Our primary provision supports the individual needs of our children and allows time for us to identify each child’s specific learning requirements in order to move children on to longer term settings.
Curriculum – Key Stages 3 & 4
WSAPC secondary provision is set in 5 centres across the county. Although we are a large campus in a large geographical county, we aim to provide a consistent model of education and support in all of our centres so that every child that passes through our doors is taught a broad and balanced curriculum offer of the core subjects in English, maths and science as well as a variety of experiences including PE, art, outdoor activities and cooking.
The aim in all of our centres is to work with the pupil on their individual needs for both their academic, and their social and emotional requirements, thus developing the individual to make informed choices with regards to the future.
The college addresses the balance needed between understanding where the child is when entering our college and setting aspirational targets in order to move onto other educational settings, as well as addressing the social and emotional needs that are blocking the pathways to success. It might take one pupil a short period of time to redress the issues and move on quickly or it could take longer depending on the circumstances of the individual. Whatever the case, WSAPC will work with local schools and the local authority to support the child’s next steps in education.
All subjects follow the national curriculum at KS3 (as well as Step Up to English) plus the following accreditation is offered at KS4, chosen to recognise progress and success as well as equip pupils with the qualifications and skills to move on to other schools and establishments, as well as further education, training and work:
- AQA GCSE Maths http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300
- NCFE Functional Skills Levels 1 and 2
- Eduqas English GCSE http://www.eduqas.co.uk/qualifications/english-language/gcse/
- NCFE Functional Skills Levels 1 and 2
- leading off Step Up to English (KS3) http://www.aqa.org.uk/subjects/english/elc/step-up-to-english-5970
- Arts Award http://www.artsaward.org.uk/site/?id=64
Computing (some centres)
- OCR ICT Functional Skills http://www.ocr.org.uk/qualifications/functional-skills-ict-level-1-09876/
- NCFE Level 2 Graphic Design https://www.ncfe.org.uk/qualification-search/ncfe-level-2-certificate-in-creative-studiesgraphic-design-4414.aspx
PSHE & Preparation for Working Life
- AQA PSE http://www.aqa.org.uk/subjects/work-and-life-skills/qcf-award-and-certificate/personal-and-social-education-5800
- AQA Preparation for Working Life http://www.aqa.org.uk/subjects/work-and-life-skills/aqa-certificate/preparation-for-working-life-short-course-4800
PE & Activities
- Sports Leadership Award https://www.sportsleaders.org/courses/qualifications/qualifications/
- AQA GCSE PE http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
Cook and Eat (link with SMEH)
Summary of Year 11 Attainment Outcomes 2018-19
A report on the outcomes from the last academic year will follow shortly.
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 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
Careers Provision at WSAPC
Charging and Remissions Policy
Child Protection Safeguarding Policy
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.
Pupil Premium 2018/19 Academic Year- Objectives (full report pending)
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:
- small group learning
- specialist TA support
- cook and eat
Pupil Premium 2017/18 Academic Year
Details for the last academic year are published here.
Pupil Premium 2016/17 Academic Year
Details for the last 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 key objectives for the use of the Sports Premium funding during the academic year 2018/2019 are coming here shortly.
Details for 2017/2018 academic year are published here.