1. Personalised Learning Pathways at The Canterbury High School
Jon Watson
Executive Principal
The Canterbury Multi-Academy Trust

2. Schools for ‘all the talents’
Comprehensive education for boys and girls in partnership with Simon Langton Grammar School for Boys’

3. Pathways
11- (13) EBacc + foundation, but includes drama, dance and ‘red box’
(13) EBacc
+ options including the idea of pathways with G&T
sport/performing arts and Inclusion & Engagement
personalised provision
16 – A comprehensive and inclusive pathway provision

4. An increasingly narrow range of options (13) 14-16
14 – 19 Pathways
EBacc/core
An increasingly narrow range of options (13) 14-16
Driven by Pot 3 Points
Sport
Performing Arts
Practical Learning
Inclusion & Engagement
16 – 19
An A level pathway
A Vocational Pathway (BTEC)
An elite Sport Pathway
An elite Performing Arts Pathway
An Occupational and Entrepreneurial Pathway
A High Needs/ Skills for Life Pathway
(13) 14-16
EBacc
Core
Driven by need for attainment & Progress 8

5. 16-19 Pathways
Academic
A levels
CHS
SLBG
CHS/SLBG
Tute
Tutor model
Vocat -ional
BTEC in a variety of areas
Also includes BTEC courses related to Sport and Performing Arts
Sport
Elite provision within specialist discipline by professional coaches
Combines with sports programmes (nutrition, sports pysch, fitness & flexibility etc)
Perform-ing Arts
Elite provision within specialist discipline by industry professionals
Combines with industry programmes
Occupat-ional
Programmes leading to industry relevant qualifications in ‘specialist facilities’
Also possible enterprise activities in terms of setting up businesses
High Needs/Skills for Life
Bespoke personalised programmes or small group programmes delivered both on and off site
Specialist staff back up
But,
it is possible to mix ‘n’ match across pathways and levels of outcomes
(GCSEs available only in maths and English)

6. How ? Staffing contracts have changed (but a lot is good will)
Some courses delivered by partner school
Some courses offered on a tutor model
Some courses offered using IT remote learning (TUTE)
Some programmes were largely delivered contracted to 3rd party providers on an on roll/off site model
Sport and Performing Arts benefit from professional infrastructure
Performing Arts now planning first year of university course
Flexibility of offer, flexibility of combinations, flexibility of levels; flexibility of ‘entry requirement’; flexibility of time
The 6th form Timetable
08.55
Period 1
09.50
Period 2
10.45
Break
11.00
Period 3
12.00
Period 4
1.00
Lunch
2.00
Period 5
3.00
Period 6
4.00
Period 7
5.00
Period 8
6.00
End of 6th form day

7. ‘Schools for all the talents.’
Has it worked ?
Different students, different aptitudes, different abilities, different skills and different needs.
‘Schools for all the talents.’
Size matters
Only a large 6th form can offer the variety of courses, the variety of levels and the variety of experiences necessary to prepare young adults for their next step.
September 2013 = 333 students
(when Canterbury 6th form consortium ended)
September 2014 = 415 students
September = 578 students
September 2016 = 710 students
Changes to ESFA ‘3rd party’ funding regulations impacted slightly. But….
September 2017 = 609 students

8. Ofsted October 2017, said… Effectiveness of leadership and management
Leaders and board members would agree that it is difficult to encapsulate the school and its philosophy in a few words. One headline statement, ‘As much as possible, as often as possible, for as many as possible’ is a good starting point. However, it does not include the school’s key values of ‘courtesy, responsibility, honesty, equality, respect and morality’ or the belief that, ‘Every child is good at something’.
What is clear is that board members, leaders and staff passionately believe in the statements above. They oversee a unique, large, vibrant and increasingly popular school, with a quite exceptional curriculum delivered in outstanding facilities. They never sway from doing what they believe is right for a pupil, regardless of any reduction to their headline measures.