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‘MEETING THE NEEDS OF A PERSONALISED AGENDA THROUGH A BOROUGH WIDE PROVISION’ Paul Lees ‘MEETING THE NEEDS OF A PERSONALISED AGENDA THROUGH A BOROUGH WIDE PROVISION’ Paul Lees Deputy Head Teacher Tim Maguire Assistant Head Outreach New Regent’s College Hackney

Admission Process Notification from admissions Initial interview – personalised Base line assessment – English, Admission Process Notification from admissions Initial interview – personalised Base line assessment – English, Maths, ICT and learning styles Skill focussed observations Placement meeting Transition

ILP ILP initiated by end of induction Initial priorities agreed Within 6 weeks all ILP ILP initiated by end of induction Initial priorities agreed Within 6 weeks all students have a personalised learning programme in place and targets set to address priorities ILP summary ILP targets

NRC Context New Regent’s College (NRC) runs KS 4 alternative provision across Hackney. We NRC Context New Regent’s College (NRC) runs KS 4 alternative provision across Hackney. We have approx 200 year 10 and 11 students on role. Students are referred to us from a variety of institutions at the end of KS 3 and during KS 4. These referrals come from the PRU panel, new to borough or country or students with special circumstances. We have 20 providers in and around the borough, who offer a range of courses, from reengagement, ESOL, GCSE courses, as well as Vocational courses.

Personalised programmes Our Induction programme identified a group of students that our Menu of Personalised programmes Our Induction programme identified a group of students that our Menu of providers didn’t accommodate. These students were high ability GCSE students who we unable to be placed as they were year 11. We discussed this situation with a provider and they devised a course to meet these students’ needs.

CASE STUDY Our curriculum offer has changed dramatically over the last 3 years. The CASE STUDY Our curriculum offer has changed dramatically over the last 3 years. The evolution of the Music course at NRC is a good example of how our thinking has changed on how and what our students learn. 2006 – 2008 – 2009 – 2010 – 2011 BTEC First Certificate in Music Pilot OCN Units Offered full range of OCN Step Up and Progression Qualifications Expanded curriculum to Creative Media and the Performing Arts and also offer BTEC Foundation Learning Qualifications

Creative Media and the Performing Arts Creative Media Production Edexcel BTEC Entry Level Award Creative Media and the Performing Arts Creative Media Production Edexcel BTEC Entry Level Award in Creative Media Production (Entry 3) (QCF) Edexcel BTEC Level 1 Award in Creative Media Production (QCF) Edexcel BTEC Level 1 Certificate in Creative Media Production (QCF) Edexcel BTEC Level 1 Diploma in Creative Media Production (QCF) Edexcel BTEC Level 2 Certificate, BTEC Level 2 Extended Certificate and BTEC Level 2 Diploma in Creative Media Production (QCF) Performing Arts Edexcel BTEC Entry Level Award in Performing Arts (Entry 3) (QCF) Edexcel BTEC Level 1 Award in Performing Arts (QCF) Edexcel BTEC Level 1 Certificate in Performing Arts (QCF) Art and Design Edexcel Entry Level BTEC Award in art and Design (Entry 3) (QCF) Edexcel Level 1 BTEC Award in Art and Design (QCF) Edexcel Level 1 BTEC Certificate in Art and Design (QCF)

Creative Media and the Performing Arts Music Edexcel BTEC Level 2 Certificate in Music Creative Media and the Performing Arts Music Edexcel BTEC Level 2 Certificate in Music (QCF) Edexcel BTEC Level 2 Extended Certificate in Music (QCF) Edexcel BTEC Level 2 Diploma in Music (QCF) Creative Media in a Digital World NOCN Entry Level Award in Skills Towards Enabling Progression(Step -UP) (Entry 3)(QCF) NOCN Entry Level Certificate in Step-Up (Entry 3)(QCF) NOCN Entry Level Diploma in Step-up (Entry 3)(QCF) NOCN Level 1 Award in Step-Up (QCF) NOCN Level 1 Certificate in Step-Up (QCF) NOCN Level 1 Diploma in Step-Up (QCF) NOCN Level 2 Award in Progression (QCF) NOCN Level 2 Certificate in Progression (QCF) NOCN Level 2 Diploma in Progression (QCF)

Planning and Assessment 1 topic with differentiated outcomes and assessment (support levels and Bloom’s Planning and Assessment 1 topic with differentiated outcomes and assessment (support levels and Bloom’s taxonomy) 1 task with multiple roles Independent learners?

Auditing programmes for accreditation opportunities We had a identified from data that students weren’t Auditing programmes for accreditation opportunities We had a identified from data that students weren’t being accredited in PSD as much as they should/could be. Sent our PSD specialist to visit our providers who had shared our concerns. Discussed with providers, observed lessons, SOW, talked to students, etc. Identified PSD opportunities that were being delivered already - fully/partially. Identified which qualifications to accredit these opportunities with. Identified what evidence was already being gathered, which could also be used for PSD accreditation.

IMPACT Attendance Student attendance prior to entry 0% of students with attendance at or IMPACT Attendance Student attendance prior to entry 0% of students with attendance at or above 93% 84% of students with attendance below 75% 60% of students with attendance below 50% 47% of students with attendance below 25% Student attendance as of end of January 2011 18% of students with attendance at or above 93% 49% of students with attendance below 75% 28% of students with attendance below 50% 12% of students with attendance below 25%

IMPACT Behaviour Exclusions Autumn term 2009/2010 - 1 Exclusions Autumn term 2010/2011 - 0 IMPACT Behaviour Exclusions Autumn term 2009/2010 - 1 Exclusions Autumn term 2010/2011 - 0 Serious Incidents Autumn term 2009/2010 - 18 Serious Incidents Autumn term 2010/2011 - 8 % of students who disrupt their learning Autumn term 2009/2010 - 6. 21% % of students who disrupt their learning Autumn term 2010/2011 – 4. 33%

Key Elements Learner Needs Learning Needs Personalised programme Interests Engagement level Key Elements Learner Needs Learning Needs Personalised programme Interests Engagement level

Contact Details Email: plees@regents. hackney. sch. uk tmaguire@regents. hackney. sc. uk Contact Details Email: [email protected] hackney. sch. uk [email protected] hackney. sc. uk