report to local advisory board (lab) 25 january 2021

Report to Local Advisory Board (LAB)

25 January 2021

General Report to the LAB

Meeting

Date 25.1.2021

Item Number TBAP 2021

Title: Head of School Report to the LAB – General Update

Responsible TBAP executive team member:

Prepared By : Sarah Anderson Rawlins. Hazel Gering, Callum Lawe and Alex Gillion

http://www.tbap.org.uk/images/downloads/tbap/banner_graphics/blogger_logo.jpg

1. Introduction (COVID-19 update 2021) Unity Academy has updated and implemented robust risk assessments within the school setting which include the need to wear masks due to new variants of the virus. The current situation to date is that we are currently in a lock down across the country, however as a school we are open to learners onsite who we feel are safer in school whilst also offering a blended package to the cohort who have either opted to remain at home or who are find the online learning platform supports their needs. The updated risk assessment has been completed to enable all learners and staff to work effectively and provide a safe environment for teaching and learning to take place. We have followed government guidelines and developed a Lateral Flow testing area within the school, this has impacted on the use of the food technology room and the drama studio however to date all staff and learners have shared consent to test and there have been no positive cases using this testing system. Unity has been running classes in school as well as online using live Microsoft Teams to enable continuity and ensure there is no fluctuation in the educational experience for the learners. Staff have been placed on a rota system to reduce the contact within the school whilst maintaining ‘bubbles ‘. Welfare calls and home visits have increased with the inclusion and integration lead at St Neots and the SSM in Wisbech conducting daily doorstep visits to learners. To gain an idea of where we can improve, we have designed a parent survey which has enabled us to identify areas of improvement whilst in this current situation. The findings from this will inform CPD and improvements outlined in the SDP. Anxiety has been identified as having a significant impact on learners’ wellbeing and willingness to engage in school this notably fluctuates depending on the latest Government announcements. Unity has experienced a rise in incidents online and the safeguarding appendix within the report will reflect our current concerns. Beau Roberts the school therapist has increased her contact time with learners and staff and discussing targeted CPD with HOS for all Unity staff Hungry learners! There continues to be a real concern regarding the overall family poverty. Unity has experienced a high number of learners who need an increase in food and nutrition; decline in behaviours appear to be linked to a lack of food, energy and inability to concentrate in addition to this there have been concerns regarding uniform and we have now purchased additional school uniform items for learners where parents are struggling financially Following our safeguarding audit, it was suggested that as safeguarding is a major focus for our learners at both school sites and a significant amount of resource is dedicated to safeguarding, there needs to be a section within the report dedicated to the safeguarding and wellbeing at Unity Academy. Going forward there will always be a SSM representative who will attend the LAB meetings and report directly to the Chair of Governors.

2. Quality of Education (intent, implementation, impact)

2.1 The Curriculum The formal requirements of the National Framework sets out the content of all core subjects at KS4 and all subjects at KS3. The curriculum plan for KS3 creates a network of interlinked topics that allow learners to study similar topics areas in different subject lessons. In the creation of medium term plans, staff take into account the need to develop cross-curricula links so that learners can develop transferable skills for use in future studies or employment. In order to prepare year 11 for the exams that they take in the summer, we follow plans developed using the syllabus requirements for each course and each exam board. Lead teachers continue to refine each specific subject’s curriculum plan to make sure the course is covered, while still allowing lesson time for reflection, revision and exam preparation. MMT and SLT continually analyse and evaluate the efficacy of the curriculum offer so we can match the options provided to the needs and future plans of our learners. We promote learning, personal growth, progress and development, both academically and spiritually through a variety of core and optional subjects. The range of qualifications we are offering consists of BTEC, GCSE, Entry level, Functional skills, AQA unit awards and entry level pathways so that all learners can achieve and gain the confidence they need to move onto college. We will see the first achievements celebrated in BTEC Public Services this year and a welcome return of Hair and Beauty as a certification. We will also see learners achieving to a greater depth in some subjects with the awarding of Diploma level qualifications, as well as Award and certificate levels. The application of knowledge, understanding and skills continues to be areas for development so that we can capture the students learning in a way that enthuses and interests them. At KS3, we continue to make sure that the teaching of all required subjects is maintained while also weaving the development of literacy and numeracy across all subjects. As the curriculum plan has English at the heart of it, we recognise how important literacy is in the acquisition of skills and knowledge across all subject areas. Our literacy lead is currently engaged in training in the promotion of oracy, which has been proven to increase literacy across all subjects. This training will be distributed to the staff throughout the year. We continue to focus on making lessons as visual and practical as possible to assist our learners in accessing the curriculum. Throughout the lockdown earlier this year we continued to provide high quality education through the use of on-line platforms. This is providing a method of helping those learners requiring to self-isolate or whose anxiety at the current time is reducing their ability to access on site learning. This means that high quality learning can be accessed by all. The use of the outdoor spaces has been of particular importance over the past term as we continue through the use of social distancing. We also are focussing on well-being and maintaining all learners’ mental health at this difficult time. Figure 1 shows the English long term curriculum plan with all aspects of the curriculum being considered. As the curriculum plan is based on a spiral system of lessons, this pattern is repeated throughout years 1 to 3 with increasingly more complex objectives being introduced as the learners move from year 7 to year 9. As the teaching and learning of the skills is being repeated learners get a chance to retrieve ideas, reinforce concepts and develop each skill to a higher level.

KS3 Topics YEAR TWO Term 2.1 2.2 2.3 2.4 2.5 2.6 ENGLISH

Reading:words Novel study 1 Poetry Non-fiction Novel Study 2 Short stories Shakespeare

Writing Stories Poetry Arguments Imaginative writing Letters Essays

Reading: comprehension

Setting, plot and

characterisation

Poetic conventions

Inferences and evidence

in text

Language presents meaning

Purpose, audience and

context

Comparison of texts

Writing: composition Planning Drafting and

writing

Evaluation, editing and

proof reading

Planning Drafting and writing


proof reading

Writing: Transcription Spelling

Handwriting and

presentation Spelling

Handwriting and

presentation Spelling

Handwriting and

presentation Writing: Vocabulary

Words and sentences

Text and punctuation

Words and sentences


Words and sentences


Speaking Structured discussions

Short speeches

Formal debates Presentations

Informal and formal

contexts

Informal and formal

contexts Figure 2 shows how each subject links alongside the KS3 English curriculum to show a network of subjects all interlinking and providing opportunities for cross curricula project work. Each colour represents a different subject area. Shades of the same colour show where different sections of a topic are covered, e.g. light pink and dark pink both show the design and technology subject but the design and food technology are dealt with as distinct topics.

KS3 Topics YEAR TWO

Term 2.1 2.2 2.3 2.4 2.5 2.6

ENGLISH

Reading:words Novel study 1 Poetry Non-fiction Novel Study 2 Short stories Shakespeare

Writing Stories Poetry Arguments Imaginative writing Letters Essays

Reading: comprehension

Setting, plot and

characterisation

Poetic conventions

Inferences and evidence in text

Language presents meaning

Purpose, audience and

context

Comparison of texts

Writing: composition Planning Drafting and

writing


proof reading Planning Drafting and

writing


proof reading

Writing: Transcription Spelling Handwriting and

presentation Spelling Handwriting

and presentation

Spelling Handwriting

and presentation

Writing: Vocabulary

Words and sentences


Words and sentences


Words and sentences


Speaking Structured discussions Short speeches Formal debates Presentations Informal and

formal contexts

Informal and formal

contexts

DRAMA Reading, Writing and Grammar

Work of dramatists

Putting on a performance Improvisations

Spoken vs written

language Producing scripts Alternative

staging

Speaking Language use and meaning

Characters feelings, thoughts

and motives

Tone, intonation and

volume

Standard English vs

varieties of English

Using roles and setting the

mood. What happened next

Silence, stillness and

action

MATHS

Topic Number Ratio Statistics Probability Algebra Geometry and measure

Content

Place value, ordering of numbers,

primes, factors, multiples

Change between realted units

Use single variable

graphical representations

involving

Work with sets using

Venn diagrams, tables and

Four quadrat coordinates

Perimeter, area and

volume of 2D and 3D shapes

including

Priority of operations

Scale factors, scale diagrams,

maps

discrete, continuous and grouped data

grids. Calculate

theoretical probabilities

simplify and manipulate

algebraic expressions

composite shapes. Use properties of 3D shapes.

Propertoies of angles.

Translations, rotations and

reflections

Roots and powers Ratio notation Averages and

spread

Rounding and approximation

Divide quantities into different

parts

Construct and interpret

appropriate tables, charts and diagrams

Fractions, decimals and percentages

Working mathematically Reason mathematically

SCIENCE

Topic Skeleton and Food

Electricity and electromagnetism

Chemical reactions and

energetics

Acids and alkalis

Interdependance and

photosynthesis Matter

Content

Structure and function of the

skeleton, biomechanics and muscles, healthy diet, the digestive

system, dietary imbalances

Current and electricity, static

electricity, magnetism

Conservation of mass,

rearrangement of atoms, equations,

types of chemical reactions, catalysts,

energy changes and exothermic

and endothermic

reactions

Neutralisation, pH, reactions

of acids

The mechanism of

photosynthesis, relationships in an ecosystem, important of

plant reproduction,

plant nutrition, accumulation of

toxins

Physical changes, particle

models, energy in matter

Working scientifically Measuring Recording Analysis Planning Evaluation

Scientific evidence and

attitudes

ART

Topic Lines Colours Textures Patterns Form and space Shapes

Theme Designers and architects History of painting Artists

Media Clay Chalk Sculpture Watercolour Ink Biographies

CITIZENSHIP

Theme Politics The rule of law Health Volunteering Choices Money

Topic Political

parties, voting and elections

The civil justice system

Bullying, stereotypes and diversity

Voluntary groups and

charities

Personal life choices and

careers

Spending, saving,

consumer rights and

responsibilities

Skills Research Interrogate evidence

Debate and evaluate

viewpoints

Take informed actions

Present reasoned

arguments Apply skills

COMPUTERS AND ICT

Theme Fundamental prinicples E-safety Programming Digital

creativity

Using technology

purposefully

Computer networks

Topic Logical reasoning

Acceptable behaviour and

reporting concerns

Design, write and de-bug programs

Create, organise,

store, manipulate and retrieve

Collect, analyse, evaluate and

present data and information

Search technologies

DESIGN AND TECHNOLOGY

Theme Design Make Evaluate Technical knowledge Design project 1 Design project

2

Topic Research and

develop design criteria

Functional but aesthetic

Evaluate existing products

Mechanical systems Make for school Make for

leisure

Skills

Models, prototypes and

annotated sketches

select and use correct materials

Use design criteria

Levers, gears, pulleys and

axles

Design, make and evaluate

Design, make and evaluate

FOOD TECHNOLOGY

Theme Safety Cooking techniques Healthy Diet Seasonality Sourcing Processing

Topic Safe storage How to use

electrical equipment

Prinicples of healthy

nutrition

Selecting ingredients

Ingredients are grown, reared or

caught

Ready meals and fast food

Skills Discussion and planning

select and use the correct materials

and tools

Analysis and Evaluation

Planning and informed

action Reasoning

Food attitudes and

application of skills

HUMANITIES

History Pre-1066 1066-1509 1509-1745 1745-1901 1901-present Local history project

Topic Political history Church, state and society

Church, state, society and

world history

Politics, industry and

empire

Britain, Europe and the wider

world

Study of pre-1066 history

Geography Locational knowledge Place knowledge Human

geography Human

geography Physical

geography

Local fieldwork

project

Topic Polar regions and deserts Asia Economic

activities International development

Weather and climate

Ordnance survey maps

Skills Research and discuss

Interrogate evidence

Debate and evaluate

viewpoints

Planning and presentations Reasoning Attitudes and

application

MUSIC

Topic The work of

great composers

Solo performances

Modern musicians Notations Group

performances The history of

music

Theme Different genres Composition Different

traditions Tones and

scales Improvisation Different styles

PHYSICAL EDUCATION

Topic Health and fitness Dance Team games Individual

games Competitive

sports

Outdoor and adventurous

activities

Skills Research and discuss Improvisation Analysis and

evaluation Planning and

preparing Reasoning and

problem solving Apply skills

All KS4 learners are required to take a qualification in English, Maths, Science and ICT. These are taken at a level to stretch and challenge but not overwhelm our learners. This means that learners are placed on a pathway that allows for and encourages achievement. Recent changes to the Functional skills and Entry level qualifications have required courses to be adapted to take into account changes in the syllabus. While English, Maths, Science, ICT, Humanities, PE, Core BTEC and PSHE remain compulsory for all KS4 learners, we provide them with different options in the afternoon to allow them to follow qualifications that they find interesting. In the option subjects we include BTEC

Food, BTEC Media, BTEC Sport, BTEC Land based studies, GCSE History, GCSE Art development, BTEC Performing Arts, BTEC Public Services, BTEC Hair and Beauty and BTEC Construction. We were unable to continue to offer OCR Childcare Nationals due to the few number of learners wishing to study this course. We continue to look for the best options for our learners Figure 3 shows the outline of the KS4 2 year GCSE Maths map, providing a detailed picture of the subjects to be taught every week. Outline plans have also been developed for a combination of qualifications including entry level/functional skills and functional skills/GCSE. This provides teachers and learners with a clear picture of how the teaching and learning is developing and which subjects will be studied over the year. Similar paths have been developed for all courses at KS4.

While the current lockdown is in place we continue to follow the curriculum plan with our online learning package and in school as much as possible. However, due to the strain that the current situation puts onto the mental health of learners we try to include a larger amount of fun activities that help them develop their resilience and bring some positivity into their lives. This is important for learners in school as well as those who continue to learn on line. We continue to provide learning packs as in lockdown 1 and these help to support their online learning or as stand-alone documents for those learners unable to access the online lessons. Lessons continue to follow a similar timetabled pattern as for the in school lessons to maintain the pattern of activity for all learners and ensure some regularity with their learning. Figure 4 shows the phase 1 online teaching and in school provision package for St Neots.

2.2 Exams and Accreditation

Entries for year 11, 12 and 13 in 2020-2021 There are a total number of 27 learners in year 11, although eight are currently being educated off-site. There are also five learners in years 12 and 13 who will be resitting core subjects and completing BTEC courses to a higher level in summer 2021. All learners in years 11 -13 have a range of option subjects to choose from so they can study subjects that are relevant and enjoyable to them. All learners at the St Neots site who are in years 11-13 have achieved an accreditation through the AQA Unit award scheme. This allows them to gain an accreditation through the production of coursework, which is then marked and internally verified by staff. This system is currently being set up for the Wisbech site as well. All GCSE, functional skills and entry level qualifications have been entered for but we await news on how the accreditation will be met this year. At the current time OFQUAL have a consultation process underway to agree the more accurate way to award grades. In line with the process from 2019-2020, all staff are collecting and collating assessment materials to allow a fair and reliable school grade award to be made. Further information is expected to be shared with schools once the consultation process is completed. Entries by subject at GCSE for 2020-21 (year 11 only)

Total entries 2017-2018




English Language

5 12 19 19

English Literature

0 7 9 6

Mathematics

7 9 11 19

Biology

7 9 11 7

Chemistry

0 6 0 4

Physics

0 0 3 0

Art and design

2 5 7 4

History

0 3 0 2

Child development

0 2 1 0

Cohort size 13

14 21 21

This table shows the number of entries for each GCSE subject since 2017. Entries by subject for non-GCSE qualifications for 2020-21





BTEC Home cooking skills

9 5 1 9

Humanities entry level

11 12 12 19

Functional skills maths

10 12 11 19

Functional skills English 10 12 1 19

RQF ICT

10 11 7 19

RQF Performing arts

0 0 1 3

RQF Sport

7 2 2 8

RQF Digital media

5 0 2 0

RQF Land based studies

0 5 1 5

RQF Hospitality

0 7 0 0

RQF Health and Social Care

0 4 0 0

RQF Caring for children

0 5 0 0

RQF Business

4 3 0 6

RQF Hair and Beauty

1 0 0 3

RQF Vocational studies

0 4 0 0

RQF Public services

0 0 0 3

The importance of allowing learners to study subjects that are of interest to them is shown in the table where the number of learners in each subject changes for each year. Some subjects that are unpopular will not be taken up while other options show take up in each academic year. The headline data for the current year 11 shows that we aim to achieve 100% accreditation for these learners.

Target data

Cohort size : 21 %

5 grade 9 – 4

2 9.5

5 grade 9 – 1 including English and Maths

6 29

1 grade 9 – 1 at GCSE

6 29

1 grade 9 – 1 at GCSE or equivalent

21 100

2.3 Progress and Interventions

Data analysis Sept 2020-Dec 2020

The following tables show the development of learners from September 2020 to December 2020.

% total learners making 1 sublevel progress or greater

English Maths Biology Physics Chemistry Sport/PE ICT PSHE DT Food Art Music

All learners

52% 84% 42% 18% 23% 47% 37% 49% 23% 47% 18% 22%

KS3 learners

73% 94% 49% 33% 30% 62% 32% 53% 41% 65% 32% 38%

KS4 learners

33% 75% 38% 0% 17% 33% 50% 54% 0% 29% 0% 4%

KS5 learners

0% 80% 20% 0%

0% 0% 0% 0% 0% 0% 0% 0%

Girls 54% 81% 35% 12% 8% 42% 42% 46% 19% 38% 23% 27%

Boys 50% 86% 47% 22% 33% 50% 33% 51% 25% 53% 14% 19%

LAC 33% 67% 0% 33% 0% 33% 33% 33% 33% 33% 33% 0%

FSM 57% 86% 39% 14% 25% 52% 37% 48% 26% 41% 19% 22%

English, maths, a science, PSHE ICT and PE are all compulsory up to the end of KS4

All subjects are optional to KS5

DT, Food, music and art are compulsory at KS3 but optional at KS4

KS3 are taught biology in the first term, physics is studied in the second term

Most of KS4 are studying biology, however, 4 learners are studying chemistry at GCSE level.

2.4 Monitoring of Teaching

In line with Tbap’s new teaching and learning policy, climate checks have took place in term 1. Climate checks covered a range of subjects focusing on differentiation, marking and use of LSP support. The following charts show the areas of strength and for development. Staff are aware of the areas that need to be developed and have personalised targets to address these issues.

Work checks have taken place in term 1 covering a range of subjects focusing on the use of the marking sheet and marking policy.

0%

20%

40%

60%

80%

100%

120%

Climate checks

11.09.2020 22.09.2020 08.10.2020 22.10.2020

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20

30

40

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60

70

80

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Total term 1

The following charts show the areas of strength and for development. Staff are aware of the areas that need to be developed and have personalised targets to address these issues.

In line with the need for evidence for the peer review, formal observations of all staff took place in term 2. These observations focussed on the use of differentiation in lessons and the need for fun activities. All teaching staff were observed teaching standards as required. This image shows the strengths and areas for develop by member of staff.

All staff are aware of their strengths and areas for development and this has been shared on the perspectives platform. This image shows the strengths and areas for development by subject.

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Work scrutiny October 2020

All support staff and Lsps who teach one or more lessons were also observed using the Tbap observation protocol. This image shows the strengths and areas for development by staff member.

All staff are aware of their strengths and areas for development and this has been shared on the perspectives platform. This image shows the strengths and areas for development by subject.

CPD for term 3 was developed to meet the areas for development as highlighted in these observations.

2.5 CPD Summary CPD events have been completed by all staff since the start of the academic year. The majority of ongoing training is being offered throughout the year to support and develop all staff as leaders in their specialist fields. Three members of staff are currently undergoing Initial Teacher Training, with one day out at college for lectures. Other staff have enrolled privately on a range of career and personal development courses outside of school.

The following has been completed by staff:

Safeguarding, Early help, section 47, section 17 and using My Concern All staff

Life after lockdown All staff

Lesson planning All staff

Marking at Unity All staff

Diabetes Training RB, JGA

Presenting work in books All staff

Staff code of conduct All staff

Features and strategies of ASD, OCD, ADHD and FASD All staff

B squared All staff

Using Perspectives All staff

Mental Health and Brain breaks All staff

Safeguarding lead AG, EP, CL, DL, JG,

HG, SR

Boxalls All staff

Marking for BTEC BTEC teachers

Using the behaviour system All staff

Health and Safety in School All staff

The role of the BSP in School All staff

Black History Month Planning All staff

De-escalation strategies All staff

New Staff Support Group EP, HS, MH, SI, NR

Talking to parents All staff

Carers access All staff

Trips and visits All staff

Using purple files All staff

Neglect All staff

Writing up on My Concern All staff

3. Health and Saftey

Following the Covid Lockdown 2 which commenced on 4.11.2020 there were concers raised in reagrds to 5 classrooms at Unity Wisbch site which had not natural light or ventialtion . Cambridge County Council reviewed the building and confirmed that there was sufficent ventialtion in the ceiling and that fans in the rooms would be supportive . They did however agreee that 2 rooms were not to be used due to having no ventialtion .

All staff have now completed COVID Risk Assessments these have been sent to HR

Ongoing area of concern reagrding ensuring that staff are safe whilst in school when supporting learners who have escalated and will become physically aggressive towards staff or peers and bite and spit at staff , suggestion from Head of School was to RAG rate and risk assess learners and look at blended learning options to reduce the risk this is to be discussed with ELT .

4. Learners on roll

St Neots Wisbech Whole School

Attends School Educated off Site Attends School Educated off Site Attends School Educated off Site

59 10 30 4 69 14

5. Attendance

Whole School Summary

Attendances 62.65%

Authorised Absences 29.92%

Unauthorised Absences 7.35%

St Neots Summary

Attendances 63.21%



Wisbech Summary

Attendances 61.49%



6. My concern

7. Child support

Whole School Summary

Child in Care 9

Child Protection 2

Child in Need 2

Family Worker 3

St Neots Summary

Child in Care 3

Child Protection 1

Child in Need 2

Family Worker 2

Wisbech Summary

Child in Care 6

Child Protection 1

Child in Need 0

Family Worker 1

8. CPD

September

- Overall safeguarding - Myconcern

October

- Designated safeguarding training (attendes AG, CL, LP, JG, DL, SR)

November

- Cyberbullying - Internet safety

December

- Cyberbullying - Internet safety - Neglect

9. Serious Behaviour Incidents

Serious Behaviour Incidents Whole School Summary

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year Total

15 29 5

Serious Behaviour Incidents St Neots Summary


2 2 3

Serious Behaviour Incidents Wisbech Summary


13 27 2 42

10. Exclusions

Exclusions Whole School Summary


Exclusions St Neots Summary


7 24 0

Exclusion Wisbech Summary


6 20.5 0 26.5

11. Physical Intervention

Physical Intervention Whole School Summary


26 6 1 33

Physical Intervention St Neots Summary


25 6 0 31

Physical Intervention Wisbech Summary


1 0 1 2

12. Local Authority – safeguarding challenges

Year 10 Learner (OBB) on roll since September 2019, has not attended school once. Support has been put it place to try engage OBB with a phased return which he has refused to consider. Home visits have been attempted and OBB will not meet with anyone from school.

Year 11 Learner (CL) family have only recently engaged with welfare calls but are not willing to let anyone visit the home. Tutured a few hours a week by an external provision.

Year 11 Learner (GV) family now engage with school. 3 day placement at ACE but currently unable to attend due to COVID. Had a placement a NT&AS which GV did not engage with. GV enrolled at PRC but placement was terminated after 4 weeks due to behaviour.

Year 11 Learner (CCF) family engage in welfare calls and home visits. CCF attended ACE but placement was terminated due to behaviour and non engagement. Alternative placements are being concidered but CCF refusual to engage is a concern.

Year 11 (CD) is currently accessing off site tuition with Tutor Doctors. Mum will not allow CD to return to School and CD also refuses to attend school site. Mum is refusing home visits as mum feels this is detrimental to CD’s mental health. Latest annual review was held on the 7th Jan 2021

Year 11 (SH) is currently accessing EAQ Equine Assisted Qualifications. Where she attends4 times a week. Mum will not engage with school and Dad has recently started to engage with school, but she is refusing to attend Unity Academy. Local Authority attend all meetings as mum refuses to have any communication with school.

SR has communication with SH through EAQ and Dad

Year 10 (CR) was offered a placement at CRC, unfortunately This fell through due to behaviour concerns. The school have provided a laptop for online learning. CR is refusing to access this at all. SR is conducting welfare home visits weekly.

Year 11 (LS) is refusing to access online learning. It has been agreed that he is to participate in small group work through his college (PRC) twice a week and the college has offered online support. AG is in regular contact with Social Worker/ Foster carer and Local Authority. An annual Revie was held on the 19th Jan 2021

Year 11 (DB) is unable to be onsite due to his aggressive behaviour. There is also police involvement regarding the incident which took place last term. DB refuses to access online work but is engaging in work packs sent from school.

Year 10 (IM) has never attended school site due to his high anxiety. He is currently accessing all online lessons and has 100% attendance. Weekly welfare visits are being conducted by SR

Year 11 (JS) refuses to engage with anything school offers. SR conducts weekly visits and JS refuses to come and see SR but does shout down the stairs.

Parent/ Career - Survey January 2021

report to local advisory board (lab) 25 january 2021

Documents