Paul Lees Deputy Head Teacher Tim Maguire Assistant Head Outreach New Regent’s College Hackney

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

 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 summary  ILP targets ILP targets

 New Regent’s College (NRC) runs KS4 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 KS3 and during KS4. 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 re- engagement, ESOL, GCSE courses, as well as Vocational courses.

 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.

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 BTEC First Certificate in Music  2008 – 2009 Pilot OCN Units  2009 – 2010 Offered full range of OCN Step Up and Progression Qualifications  2010 – 2011 Expanded curriculum to Creative Media and the Performing Arts and also offer BTEC Foundation Learning Qualifications

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)

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)

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

 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.

 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%

 Behaviour  Exclusions Autumn term 2009/  Exclusions Autumn term 2010/  Serious Incidents Autumn term 2009/  Serious Incidents Autumn term 2010/  % of students who disrupt their learning Autumn term 2009/ %  % of students who disrupt their learning Autumn term 2010/2011 – 4.33%

Learner Needs Learning Needs Interests Engagement level Personalised programme

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