ALTERNATIVE PROVISION 2017
Turning strengths & interests into success & achievement
ONE TO ONE PERSONALISED LEARNING • VOCATIONAL COURSES INDEPENDENT SCHOOLS • ALTERNATIVE PROVISION SCHOOLS BEFRIENDING SERVICES A60 Where we are A1 M1 WORKSOP Welcome Contents A57 30 R.E.A.L. Guide A60 Since its formation in 2008, R.E.A.L. Education has worked hard to develop a range of Our Services 4 29A outstanding alternative provision services Curriculum Options Guide 6 HILLSTOWN for students from school age through to A617 adulthood. As a provider of alternative 29 education, we boast one of the broadest COURSES GLAPWELL curriculum offers in the U.K. – adjudged Adventure 12 A614 by OFSTED in November 2016 as being Construction 14 “outstanding and fl exible”. We have created MANSFIELD a continuum of excellence in alternative Digital Arts 16 SUTTON-IN-ASHFIELD A617 provision that provides valid learning Mechanics 18 All the R.E.A.L. learning hubs and centres are strategically choices beyond the school or academy placed within the East Midlands. The geographical spread of 28 gate and allows those who may struggle in Hair & Beauty 20 hubs is a core strength, enabling group work opportunities, A60 BLIDWORTH positive interaction within local communities and a broad a mainstream setting to reach their potential. Land Based Studies 21 range of experiences that provide for a dynamic approach M1 R.E.A.L.’s strengths are highlighted by our fl exibility and speed to re-engagement and learning. Music Technology 22 A614 of response to meet the needs of children and young people with complex and challenging additional needs. Our commitment 27 Catering & Hospitality 24 Headquarters Sport, Ilkeston to quality and accountability is clearly emphasised in the opening Gallows Inn Playing Fields, of two independent special schools in 3 years; which were both Kingsmill House, Unit 1, Nottingham Road, Ilkeston, Sport 25 Kings Mill Way, Mansfi eld, A610 A6097 rated ‘Good’ by OFSTED within their fi rst year of registration. DE7 5BB This has enabled us to drive ‘OFSTED’ standards throughout NG18 5ER A60 Learning Hubs 26 the organisation to tie in with the demanding requirements of all R.E.A.L. Support Vocational Centres commissioners. In addition, we have invested in increasing of our North, Worksop vocational group off er to a further ten sites during the same period. Student Support 26 Adventure, Mansfi eld Sandhills Centre, To support this, we have established a unique telecoms and I.T. Kingsmill House, Unit 1 ILKESTON Sandhill Street, Worksop, infrastructure to enhance the safeguarding of all students and Value Added 28 Kings Mill Way, Mansfi eld, Nottinghamshire, S80 1SY NOTTINGHAM staff together with the management of risk and health NG18 5ER Additional Services 30 Central, Mansfi eld and safety. Catering & Hospitality, Kingsmill House, Unit 1 A52 Mansfi eld “R.E.A.L. is not just about putting provision in place. Making a Referral 32 Kingsmill Way, Mansfi eld, A46 6 Woodhouse Road, NG18 5ER You get a real sense of purpose in their interventions Mansfi eld, NG18 2AD and that is one of the core ingredients of their success.” Working Together 34 South, Ilkeston, Nottingham M1 A606 Local Comissioner Construction, Bolsover & Leicestershire A453 Unit 6, Hillstown Small Gallows Inn Playing Fields, A50 Business Centre, Mansfi eld We off er a range of services for both primary and secondary Nottingham Road, Ilkeston, aged learners, including short-term early intervention programmes, Road, Hillstown, Chesterfi eld, DE7 5BB S44 6LE accredited group opportunities and highly personalised and City Hub, 10 Newark Street, specialised one to one programmes. We pride ourselves on Digital Arts, Mansfi eld Sneinton, Nottingham, being fl exible and delivering eff ective solutions quickly. 100 Nottingham Road, NG2 4PP A42 Mansfi eld, NG18 4AJ A46 We do what the name suggests: Whittle Hill Farm, Shepshed Hair & Beauty, Ilkeston Road, Nanpantan, LE12 9YE “We Re-think Engagement and Approaches to Learning” 10-12 Thurman Street, So please contact us to discuss how we can develop an eff ective Ilkeston, Derbyshire, Our Schools partnership with your organisation and complement your off er to Our Vision DE7 4AQ Independent School, NANPANTAN A607 children and young people. Land Based Studies, Mansfi eld R.E.A.L.’s vision is to create Huthwaite Key Stage 2 & 3 outstanding alternative provision Pixton Lane, The Old Fire Station, and services, that enable young Sutton-in-Ashfi eld, Mansfi eld Road, NG17 1JF people who have been marginalised Blidworth, Nottinghamshire, A46 by their exceptional and complex Music, Mansfi eld NG21 0PN 100 Nottingham Road, “At the heart of all our needs, to develop skills and Mansfi eld, NG18 4AJ Key Stage 4 capabilities that will lead to them Concorde House, Kestral programmes is a full commitment Mechanics, Mansfi eld Road, Mansfi eld, becoming independent and employable adults, who can Kingsmill House, Unit 1 Nottinghamshire, NG18 5FT LEICESTER A47 to person-centred planning Kings Mill Way, Mansfi eld, interact and contribute NG18 5ER Alternative Provision approaches and the effective School, Mansfi eld positively within Mechanics, Nottingham 6 Woodhouse Road, use of student and parent voice.” their communities. 10 Newark Street, Sneinton, Mansfi eld, Nottinghamshire, Nottingham, NG2 4PP NG18 2AD Sport, Glapwell Glapwell Community Centre, M69 A6 The Green, Glapwell, M1 Chesterfi eld, S44 5LW @EducationReal educationreal REALEducation www.real-education.org 3 R.E.A.L. Guide R.E.A.L. Guide
Our Services Independent School Alternative Provision School R.E.A.L. Independent School off ers full-time school placements for boys and girls with complex additional needs aged between 7-19. We aim to provide a service We provide a broad range of education that meets the needs of children 98% and young people who are programmes for students from school age particularly hard to place, and pass rate for whom traditional avenues through to adulthood. of engagement have in 2016 been exhausted.
Personalised programmes Vocational Courses Carefully structured and well-organised group learning opportunities are essential ingredients for helping children and young people progress in their learning and development. The R.E.A.L Alternative Provision School off ers For students aged 11-19 with a specifi c interest we off er innovative, bespoke and truly personalised accredited group vocational courses in a range of subjects learning packages for its students aged 14-19. ranging from entry level to level 4. We provide each student with the tools The core ethos at R.E.A.L. is to re-engage young people required for independent life skills and the in learning by off ering them something diff erent, with an world of work. emphasis on personalising their learning in line with their strengths and interests. Our core belief is that we can re-engage learners whose previous encounters with education have been unsuccessful, disrupted or have broken down, with a curriculum Our school placements provide local that is rich in functional literacy, numeracy and ICT set alongside authority decision makers with an alternative a wellbeing support package customised to each individual’s to costly out of county placements that can needs and personal circumstance. Our vision is to ensure that leave young people disconnected from their these vulnerable young people will be provided with a clear local communities. Our aim is to start from pathway to develop key independence and employability skills. A fl exible education where the child currently is in their learning To enable this to happen we have linked with a range programme that is and embark on a bespoke learning journey. personalised to the student: of business, commercial and training partners to provide from re-engagement in Our pedagogy is built on many years of opportunities for students to be gradually exposed to education to GCSEs, we can experience within special and mainstream schools, special real life working environments. meet your demands with a educational needs services, and local authority Education bespoke education package. Otherwise than at School (EOTAS) provision. Visit www.realaps.org for more information. A personalised approach for Visit www.realindependentschools.org for more information. each student aged between 7 and 19: from one to one learning to small groups; Befriending working in a home, cafe or one of R.E.A.L.’s locality Our vocational course off er is one The R.E.A.L. Befriending Service works to support children and young learning hubs. Learning is either of the broadest in the country for people aged 8-18 in Nottinghamshire. We provide 1:1 befriending support through discrete taught sessions or fully embedded an alternative provider. out of school hours, on weekends and in school holidays, where we also throughout the curriculum. We provide a dynamic off er small group activity day camps. approach to re-engagement in learning. Courses include: Our team is made up of teachers, teaching assistants and mentors who ■ Adventure are utterly committed to providing an outstanding and dedicated service. Services can include: We make sure the support given is of the highest standard, whilst maintaining ■ Catering and Hospitality ■ Teaching assistants a professional approach, our team of skilled professionals look ■ Construction to build positive relationships with the families we work with, ■ Specialist Teaching assistant ■ Digital Arts facilitating an environment where young people can relax. ■ Specialist Dyslexia teachers for touch, type & spell intervention with assisted technologies ■ Hair and Beauty We work closely with local authority commissioners and our families to provide a service which aims to meet the needs of ■ ■ Nurture groups Land Based Studies the family and young person by considering any specifi c and ■ Small engagement groups ■ Mechanics relevant requirements. ■ Small curriculum groups ■ Music Production At the heart of the service is the provision of a safe space ■ Learning Manager see referral page (32) ■ Sport for young people to develop their social skills and skills for Bespoke early intervention packages available for independence, to have a fun and relaxed time and to provide key stage 2 & 3. Refer to page 7 for more information respite for the rest of the family. Page 12 - for full course guide
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Curriculum Key Stage 2 & 3 (Age 7-14) Options Guide 38% Follow our Independent school curriculum of R.E.A.L. students We pride ourselves on a creative and adaptable curriculum that works using a thematic successfully R.E.A.L.’s curriculum offer is broad, balanced and designed approach across key stage 2 and for appropriate learners in KS3. More able learners in re-integrated back to equip young people at all key stages with the necessary years 8 and 9 will begin to follow a curriculum that will engage them and fully prepare into schools them for a GCSE pathway at key stage 4. This is in line with national changes to the in 2016 knowledge, skills and understanding to progress in further curriculum and enables us to cover key concepts in a deep and meaningful way. Concepts are taught using a wide range of strategies including learning outside the learning and life. classroom experiences, such as visits to places of interest including parks, museums and galleries. We deliver our courses in a creative and engaging way, taking Each half-term ‘a project’ is created to address a key concept, which enables teaching on board the needs, interests and learning styles of the individual. and support staff to plan subject focused sessions using a cross-curricular approach. There are a number of curriculum pathways a student can take Learning preparation forms, with corresponding resources, are sent out as a starting point for staff and these are then developed so that they become individualised for at R.E.A.L. at all ages, which is agreed on referral with the student, each learner. Once delivered, we ask staff to keep a record of children’s progress parents/carers and the commissioner. and to submit evidence of planning and work for scrutiny purposes at the end of each half term. Early Intervention Key Stage 2 & 3 We aim to work collaboratively with the school, academy or local authority in order to put in place suitable programmes for their young people that keep them on track with their education and at the same time aff ord them a more intensive period of support than the school may be able to provide. Vocationally based activities, literacy and numeracy development and R.E.A.L.’s bespoke ‘Wellbeing Intervention’ all provide schools and academies with an educationally driven alternative programme for young people who require early intervention to ensure they stay on track.
Pick & Mix “We approached R.E.A.L. with a cohort of year 7 and 8 students who your own who were disengaged with school and required something different. learning journey Through collaboration between ourselves and R.E.A.L. a creative programme was established Learning takes with a focus on engagement and place through 1 to 1, raising attendance. The course small group and larger group proved hugely successful and we sessions. Learning is either through were able to re-engage students discrete taught sessions or fully back into our academy. 3 years embedded throughout the curriculum. on and the partnership continues to fl ourish and we are able to offer Sessions can take place within the a differentiated approach for our learners’ home, our learning hubs or out in the community at students thanks to the work we venues where young people do with R.E.A.L. ” feel safe such as Youth Clubs, Libraries or local Bulwell Academy, Nottingham cafés and parks.
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Key Stage 4 (Age 14-16) & Post 16 Functional Skills Over 400 Functional Skills are qualifi cations in English, Mathematics and ICT that equip young people accredited with the practical skills needed to gain the most out of education, work and everyday life. qualifi cations Learning at KS4 builds upon the work done in KS2/3 where There is a strong focus on explanation and problem-solving. Learners can achieve Functional Skills qualifi cations at Entry 1 to Level 2. Exams can be taken at any point in the year once successfully learners usually follow the national curriculum but build learners are ready. These can be completed via a paper based exam at Entry 1 through upon learner strengths and interests. At KS4 we endeavour to Level 2, as well as learners having the option to complete an on screen test at Level 1 delivered and Level 2. to create many more opportunities for independent learning. in 2016 GCSE’s BTEC GCSE’s are the typical pathway for most young people in Key Stage 4 although some learners, BTECs are career-based qualifi cations designed to give young people the skills they where appropriate, will start their GCSE course in Year 9. GCSE courses are assessed at the need to move on to higher education or go straight into employment. Young people end of the course but there are regular opportunities to assess progress throughout the year. can develop a range of practical knowledge and skills which help them to prepare for and progress into their chosen career. Most learners who study GCSE’s with R.E.A.L will take Maths and English. They may take 98.3% English Literature, Science and Computing or choose to take other subjects that interest pass rate These courses include project work and practical work-related activities alongside them such as Citizenship, Geography, Art and Design and History. It is useful to take a some classroom style learning. These will all help to develop a young person’s range of subjects but whatever young people are planning to do in the future, it is now a in 2016 teamwork skills, creative thinking and presentation skills. requirement to retake Maths and English until they achieve a Grade C, Grade 4 or equivalent. BTEC Offer Assessment Methods Our GCSE offer covers every subject, including Entry Level Courses through to Level 2, ■ Assignments / Portfolio work dependent on ability and prior learning. ■ External assessment ■ Art and Design ■ Research ■ Home Cooking Skills ■ Essays ■ Sport ■ Projects ■ Workskills ■ Observations ■ Construction ENGLISH MATHS SCIENCE CITIZENSHIP ■ Health and Social Care ■ Photography
Outcomes ■ Award, Certifi cate, Diploma
COMPUTING GEOGRAPHY ART & DESIGN HISTORY
Vocational and technical GCSE’s
BUSINESS HEALTH & ICT ART STUDIES SOCIAL CARE
In light of current reforms R.E.A.L. will off er AQA Technical Over 75% Awards to complement GCSEs from 2017. It is likely that Pass rate across these subjects will retain an element of coursework which suits many of our learners. Maths, English & ICT, 2016
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AIM Awards ASDAN Not all learners are able to access GCSE and equivalent ASDAN PSD LEVEL 1 ASDAN ACCREDITED LEVEL 1 level qualifi cations but still need the opportunity to be AWARD OR CERTIFICATE AWARD OR CERTIFICATE successful and prepare for the future. PSD (Personal, Social Development) and Citizenship is at The majority of ASDAN units comprise of 20 GLH (2 credits per unit). the heart of R.E.A.L’s curriculum. PSD makes a signifi cant To achieve a Level 1 PSD Award, learners will need to complete 4 So what is an AIM Award? contribution to the national outcomes for children: units (8 credits). To achieve a certifi cate, learners will need to gain AIM Awards are a national awarding organisation, off ering a large number of Ofqual regulated a total of 13 credits. The topics chosen to make up the award ■ Being healthy qualifi cations at diff erent levels and in a wide range of subject areas. Each unit is fl exible enough and/or certifi cate will form a bespoke learning package to to be delivered in a variety of settings and at a pace to suit every individual learner. The units ■ Staying safe support individual needs. can be fl exibly and imaginatively combined to create a range of progression pathways. ■ Making a positive contribution Units available are: ■ Enjoying and achieving At R.E.A.L. we currently ■ Identity and Cultural Diversity COURSE ■ Economic well-being offer three pathways: ■ Healthy Living We believe that PSD provides the necessary skills needed in ■ Preparation for Work life and work. Our aim is to help our learners develop a sense of identity and function and to encourage them to become ■ Managing Social Relationships informed, active and responsible citizens. ■ Parenting Awareness ASDAN celebrates the diversity of multi-talented young people. ■ Managing Own Money They aim to encourage, engage and motivate learners whilst ■ Your Money in the Future enabling them to develop skills for learning, skills for employment and skills for life. The PSD programmes promote active and ■ Environmental Awareness experiential learning which is relevant and transferable, ■ Healthy Eating and which off er qualifi cations through imaginative ways of supporting young people in: ■ Individual Rights and Responsibilities PREPARING FOR PREPARING FOR TRANSITION INTO Each ASDAN unit can be accredited as a ‘stand alone’ INDEPENDENT LIVING TRANSITION INTO ■ Becoming confi dent individuals who are physically, EMPLOYMENT certifi cation or become part of an Award or Certifi cate. AND EMPLOYMENT EMPLOYMENT emotionally and socially healthy ■ Being responsible citizens who make a positive contribution to society and embrace change ■ Managing risk together with their own wellbeing as well as introducing them to new activities and personal changes Level ASDAN PSD Level 1 provides opportunities to include Level Level activities both inside and outside school and in non-formal Entry Level 3 Entry Level 3 Level 1 situations to suit individual needs. ASDAN PSD Level 1 is - Level 1 used for students aged 14-19 who choose to work towards nationally recognised qualifi cations.
Subjects Subjects Subjects Time Management, Beauty Care, Budgeting, Job Seeking Skills, Career Planning, Employment Skills, Health & Safety in a Cookery, Child Care, Computer Studies Workplace Environment, Garden Horticulture + Many more Using the Internet + Many more + Many more
Each completed unit carries a number of credits and OUTCOMES learners can work Award = 3 Credits towards a variety Extended Award = 9 Credits of awards Certificate = 15 Credits Extended Certificate = 27 Credits Diploma = 37 Credits
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PEARSON BTEC AWARD IN SPORTS LEADERS UK LEVEL 1/2 Adventure The National Indoor Climbing SPORT AND ACTIVE LEISURE AWARD IN SPORTS LEADERSHIP Award Scheme (NICAS) is a UK wide scheme designed to Course Information Course Information promote climbing development There is a range of courses available for Entry Level, Level 1 and The Level 1/2 Award in Sports Leadership provides the ideal This course is designed and accredit individual Level 2 learners. These qualifi cations have been designed to help starting point for learners aged 13 years and above who wish for those students achievement on artifi cial learners understand the skills and knowledge needed to work in to develop their leadership skills. climbing structures, the sport and active leisure sector. with 5 levels ranging from The course covers developing leadership skills, opportunities with an interest in foundation climber to Learners will be encouraged to participate in a wide range of in sport and recreation, healthy lifestyles and fair play in sport. advanced climber. sport and active leisure activities. Through participation they will The syllabus is designed to develop generic leadership skills sport & outdoor be required to demonstrate their ability to prepare for the activity, that can be applied to a variety of sports and/or recreational activities. teamwork, time management, and health and safety. situations, as well as contributing to the personal development Units include Taking Part in Sport, Planning own Fitness of the learner. The Level 1/2 Award in Sports Leadership is a Programme, and Job Opportunities in Sport and Active Leisure. practical qualifi cation in which learners must demonstrate their Learners of all ages will see that the qualifi cation can lead to ability to lead others in their chosen sporting activity. further study or career opportunities. Students will visit various sporting venues and sporting events to enable them to observe Assessment method Course duration and participate. ■ Portfolio work 1 year ■ Practical assessment Assessment method Course location Progression ■ Practical, task-based work Mansfi eld, Nottinghamshire Level 2 Award Internal assessment: ■ Observation in Sports Leadership ■ Practical task-based work Course duration Course location ■ Observations 1 year Mansfi eld, Nottinghamshire ■ Fieldwork tasks Progression ■ Portfolio work Pearson BTEC Level 1 External assessment: Certifi cate and Diploma in DUKE OF EDINBURGH’S BRONZE AWARD (level 2 only) Sport and Active Leisure Course Information ■ On-screen test Pearson BTEC First Certifi cate in Sport 3 The Duke of Edinburgh’s programme is a real adventure Licensed through the Adventure from beginning to end. The course includes a minimum of 3 months activity for each of the Volunteering, Physical and Skills Activities Licensing Authority sections. There is also an element of the course which requires (AALA), activities range from ASDAN PERSONAL DEVELOPMENT the learners to plan, train for, and take part in a 2 day (1 night) caving and rock climbing to expedition. Learners can choose to spend an extra three months PROGRAMMES (BRONZE, SILVER & GOLD) canoeing and orienteering. on one of the Volunteering, Physical or Skills sections. Course Information Through a creative and engaging curriculum, learners will fi nd themselves helping within their local community, getting fi tter, These qualifi cations off er imaginative ways of developing, developing personal skills and taking part in expeditions at recording and certifi cating a wide range of young people’s residential facilities. personal qualities, abilities and achievements, as well as introducing them to new activities and challenges. All the Assessment method Course duration programmes link to nationally recognised qualifi cations. ■ Assessor observations 1 year They are suitable for use in all educational settings and ■ Practical, task-based work Progression pitched at learners aged 14-16 working at Entry Level 3 ■ Observations and Level 1. Duke of Edinburgh’s ■ Fieldwork tasks Silver Award Assessment method Course duration ■ Portfolio work ■ Portfolio work 1 year Course location ■ Mansfi eld, Nottinghamshire Internal moderation Progression “Our courses are outdoor ■ Observations ASDAN CoPE Level 1 & 2 lead, working with learners to Course location develop their life skills, Mansfi eld, Nottinghamshire communication and confi dence.”
Zac Holland Course Lead Paddlepower is an exciting scheme that has been designed to meet the needs of young people. Its colourful and youth centred approach aims to: Zac has worked in the ■ To make the outdoor industry since Encourage more young people to come into and stay in the sport programme more 1986. He holds multiple ■ Provide progression and reward achievement in a wide range of topics accessible the adventure team outdoor adventure ■ Show them all aspects of the sport – both competitive and adventurous qualifi cations including can travel to your The Canoe England ■ Provide signposts into Clubs where their skills and development can be nurtured locality to deliver caving, climbing scheme for Young People the course. and canoeing. ■ Provide a fl exible structure for delivery according to venue/situation ■ The scheme has recently been revised and now comprises 5 Awards to support a young paddler’s introduction and progress in Paddlesport
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Students will get the opportunity to develop their skills, ALL COURSES knowledge and understanding in the bricklaying, carpentry Functional skills in literacy, and joinery, plastering, electrical and plumbing trades. numeracy and ICT will also be studied at an appropriate Our foundation learning courses are for learners working at Entry Level and Level 1. Here learners level. Personal and social will study their vocational subject, alongside functional skills and personal and social development. development (PSD) units will also The Level 2 course is for high achievers who are capable of working at grade A*-C GCSE level. be undertaken in topic areas There is a clear progression from Entry Level through to Level 2, making the course ideal for such as employability, money learners wishing to enter a college environment to pursue further training. management, and self confi dence. This practical based course also involves community based projects, allowing students to put their construction skills into action in a safe environment with meaningful outcomes. Health and Safety is holistically applied throughout the qualifi cation.
PEARSON BTEC ENTRY LEVEL 3 AWARD PEARSON BTEC FIRST AWARD AND & LEVEL 1 AWARD, CERTIFICATE & CERTIFICATE IN CONSTRUCTION DIPLOMA IN CONSTRUCTION AND THE BUILT ENVIRONMENT
Course Information Course Information This qualifi cation is designed to help learners understand The BTEC First Award and Certifi cate in Construction and aspects of the construction industry and the skills required the Built Environment has been designed specifi cally for the to work successfully in that industry. requirements of 14-16 learners studying in schools With unit titles such as Producing a Timber Product, and education. Starting Work in Construction, Developing Plumbing Skills, The course has been developed alongside expert writers from and Developing Electrical Installation Skills; learners of all education and industry and with input from teachers within Construction ages will see that the qualifi cation can lead to further study schools and FE colleges. The combination of core, mandatory or career opportunities. and specialist units ensures that all learners develop areas of Learners will be given the chance to speak with members of essential construction knowledge. R.E.A.L. ensures that each the construction industry, to help them understand the range course is tailored to meet the specifi c needs and interests Our construction course offers a broad of options that are available to them. of each learner. The BTEC First in Construction and the Built Environment comprises two core units: introduction to the different trades within Assessment method Course duration Construction Technology and Construction and Design. the construction industry. ■ Internal assessment ■ 1 year Award & Certifi cate The Award is equivalent to one GCSE and the Certifi cate ■ Practical task-based work ■ 2 years Diploma is the equivalent to two GCSEs in size. ■ Observations Progression Assessment method Course duration ■ Portfolio work Pearson BTEC First Award Internal assessment ■ 1 year Award Course location in Construction and the ■ Practical task-based work ■ 2 years Certifi cate ■ Bolsover, Derbyshire Built Environment (level 2). ■ Observations Progression ■ Portfolio work Pearson BTEC First Extended Certifi cate in Construction External assessment and the Built Environment ■ Paper based exam Course location ■ Bolsover, Derbyshire
The R.E.A.L. Student Enterprise “The construction course has given our pupils a vocational alternative to study alongside their GCSE’s. I have visited on a number of occasions and have been impressed to see all pupils on task. There is a purposeful working ethos in the building and I’ve been impressed that all my pupils have achieved qualifi cations on the course.”
Head - Key Stage 4 PRU (Bolsover)
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NCFE LEVEL 2 CERTIFICATE IN ROCKSCHOOL (RSL) LEVEL 4 EXTENDED CREATIVE MEDIA: GRAPHIC DESIGN DIPLOMA: CREATIVE PRACTITIONER The Level 2 course is for high achievers who are capable The Level 4 course is a two year undergraduate study which is of working at grade A*-C at GCSE level. There is a clear geared towards training our learners to operate as practitioners progression from entry level through to Level 2, making the within the Internet, Gaming, TV, Engineering, Marketing and Design course ideal for learners wishing to enter a college environment sectors. Working commercially with industry clients as interns and or pursue further training within our Digital Arts Studio. developing high level industry skills our interns are making waves The Level 2 learners further sharpen their skills in modelling, and showing talent and promise within this booming technical world. animation, digital special eff ects and fi lm compositing and apply The R.E.A.L. Digital Arts student enterprise is a unique and ground these skills within the 4 unit briefs of their course. The Level 2 breaking commercial venture allowing our level 4 learners to gain course is also aimed at industry relevant skills involved in the a broad range of technical, administrative and socio-business TV, Film and Video Games world and involves the learner using skills in preparation for industry success developing work related professional client based processes. portfolios and gaining a high level qualifi cation in the process. Industry partners are already keen to work alongside our student Course Information enterprise company and continued growth will allow for further This qualifi cation is designed to help learners to further develop future expansion and cohesion with industry. Digital Arts and understand aspects of the digital design world and the more advanced skills required to work successfully in that industry. Course Information Learners will also interact with Level 3 and 4 learners as clients. This qualifi cation is designed to allow learners to explore and Students will learn a broad develop a broad range of skills required to work successfully in Course Location Progression the Digital Arts Industry. Learners will also manage and operate range of industry relevant Mansfi eld, Nottinghamshire Level 3 Diploma: Creative the R.E.A.L. Digital Arts student enterprise company and develop Media. (Graphic Design) technical skills including 3D Course Duration working relationships with industry clients to procure and complete 1 year commercial projects.The course invites the use of state of the art technology aimed at developing viral online products giving our graphic modelling for game, learners a broad-based in exploring their skills and abilities and television and fi lm industry, gaining a broad range of new skill and knowledge in all aspects NCFE LEVEL 3 DIPLOMA IN of Digital Art. CREATIVE MEDIA: GRAPHIC DESIGN fi lm and photography, graphic Course Location Progression design and animation, 3D The Level 3 course is designed for advanced level learners Mansfi eld, Nottinghamshire University Course who are capable of working at grade A*-C at A-level. Course Duration Digital Arts Industry Scanning and printing, Aerial There is a clear progression from Entry Level through to Level 3, 2 years “Learners from level 1–4 all interact making the course ideal for learners wishing to enter a higher photography and fi lm, video education environment or pursue further training within our in a professional way within our Digital Arts Studio. editing and special effects. commercial industrial setting The Level 3 learners further sharpen their advanced skills in which is aimed at preparing gifted modelling, animation, digital special eff ects and fi lm compositing young people for the fast growing and apply these skills within the 4 unit briefs of their course in digital design world.” addition to dealing with real industry clients. The Level 3 course is also aimed specifi cally at industry skills involved in the TV, “Dalmatian Systems approached R.E.A.L. Film and Video Games world and involves the learner using professional client based processes. Education to help us put together a promo video for a brand new and innovative Career NCFE LEVEL 1 AWARD Course Information Management Platform. From the moment IN CREATIVE STUDIES: This qualifi cation is designed to help learners to further develop GRAPHIC DESIGN and understand aspects of the digital design world and the highly we met with Neil and his students we knew advanced skills required to work successfully in that industry. that we had approached the right people. Here learners will be immersed in the Learners will interact with clients and industrial work being They listened to the brief we gave them, they atmosphere and operation of a real produced under the Student Enterprise company. commercial digital arts studio and gain took the time to get to know our product and industry relevant skills whilst completing four Course Location Progression understand what we were trying to develop. units of work based on popular and engaging Mansfi eld, Nottinghamshire Level 4 Extended Diploma: When we received the storyboard it was exactly Creative Practitioner video gaming and internet media projects. Course Duration what we wanted – and a bit more! Working with During this course a wide range of skills and 2 years software packages will be used to provide R.E.A.L. has been a stress free process and I can learners with a solid overview of the skills highly recommend hiring them if you have a and techniques used by current industry project you’re working on”. professionals. Course Information This qualifi cation is designed to help learners understand aspects of the digital design world and the skills required to work successfully in Assessment method: Levels 1-4 that industry. ■ Practical tasked based work Course Location Progression ■ Observations Mansfi eld, Level 2 Certifi cate Nottinghamshire in Creative Studies: ■ Portfolio work Graphic Design ■ Web based evidence Course Duration 1 year There are between 4-7 Mandatory Units which are internally assessed and moderated
16 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 17 COURSES COURSES Mechanics
IMI ENTRY LEVEL 3 IMI LEVEL 1 IMI LEVEL 1 AWARD, CERTIFICATE AWARD, CERTIFICATE & AWARD, CERTIFICATE & & DIPLOMA FOR THE DIPLOMA IN SERVICE DIPLOMA IN TRANSPORT INTRODUCTION TO AND MAINTENANCE MAINTENANCE – VEHICLE TECHNOLOGY ENGINEERING (VRQ) LIGHT VEHICLE
Course Information Course Information Course Information This qualifi cation involves a practical The content of these qualifi cations has This qualifi cation consists of approach to assessment and includes been designed to give the learners a a combination of units from: many visual questioning techniques which broad understanding of the engineering ■ Health and Safety practices ALL COURSES stimulates and draws interest to learners. sector. The mandatory, core and self ■ Foundation Skills Functional skills in literacy, The qualifi cation’s combination of units development units help build this broad ■ Personal Social Development (PSD) numeracy and ICT will also provides learners with the fl exibility in the understanding, whilst the specialist units be studied at an appropriate choice of the areas they wish to develop will allow for a limited amount of specialist ■ Mechanical level. Personal and social their knowledge and skills in. knowledge to be gained and the limited ■ Light Vehicle development (PSD) units will also development of specialist practical skills. ■ Heavy Vehicle be undertaken in topic areas All learners will cover mandatory These qualifi cations are designed to ■ Motorcycle such as employability, money introductory units in Health and Safety, be focused on the taught content and ■ management, and Communication, Career Pathways Electrical are aligned to a number of progression self confi dence. and Hand Tools all relevant within the ■ Valeting routes in engineering, as well as linking automotive industry. ■ Cycle Maintenance to core GCSE curriculum areas in Maths The learners will then have a choice ■ Electrically Propelled Awareness and Science. from the following: Learners are required to choose units, ■ PSD units covering the knowledge/ Assessment method specifi c to their needs, across the listed skills required in the automotive ■ Externally assessed online tests groups above to achieve this qualifi cation. working environment ■ Internally marked practical tasks This Light Vehicle route allows learners ■ ■ Specialist units covering areas such Internally marked written assessments to have the fl exibility to develop their as Light Vehicle, Motorcycle, ■ Project work knowledge and skills across a variety of specialist areas to prepare them for Body and Paint Course location further studies and potentially enter into ■ Tools, Equipment and Material units Mansfi eld, Nottinghamshire a job role they desire in the future. that are essential in the workplace Sneinton, Nottingham Assessment method ■ Level 1 units in various automotive Course duration ■ Visual questioning specifi c areas 1 year Award & Certifi cate 2 year Diploma ■ Internally marked practical tasks Assessment method ■ Internally marked written assessments ■ Practical assessment Progression ■ Project work ■ Visual questioning Progression onto a wide range of further Course location ■ Portfolio work vocational qualifi cations in the engineering and associated sectors. Mansfi eld, Nottinghamshire Course location Sneinton, Nottingham Mansfi eld, Nottinghamshire IMI Level 2 in service and maintenance Mechanics Sneinton, Nottingham engineering (VQR) Course duration Apprenticeship 1 year Award & Certifi cate Course duration 2 year Diploma Employment Our Mechanics course provides a range 1 year Award & Certifi cate 2 year Diploma Progression of qualifi cations to cater from beginner Level 2 Certifi cate in Light Progression Vehicle Maintenance level upwards. IMI Level 1 in Service and Level 2 Diploma in Light Vehicle maintenance engineering Maintenance and Repair Principles IMI Level 1 in Transport maintenance Level 2 Diploma in Light Vehicle Whether young people wish to study motor vehicles or - Light vehicle Maintenance and Repair Competence motorcycles, the courses we offer will equip them with the Apprenticeship skills and knowledge required in the vehicle maintenance Employment and repair industry. Our young mechanics will experience life in a fully equipped workshop, repairing and rebuilding vehicles and motorcycles in line with their progression through the curriculum.
18 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 19 COURSES Hair & Beauty COURSES Land Based Studies
Hair & Beauty Land Based Studies
PEARSON BTEC LEVEL 1 AWARD/CERTIFICATE/ DIPLOMA IN LAND-BASED STUDIES (QCF) Bespoke Course Information Primary This course is ideal for those students looking for a more (KS2) days nurturing environment. Group sizes are kept small to enable available students to gain confi dence working with both their tutors and peers and working as part of a team. Delivery units on this course range from developing practical skills for maintaining plants, assisting with the care of small animals and horses, to planting and staking trees. Assessment method Progression ■ Internal assessment Pearson BTEC Level 1/2 ■ Practical task-based work First Award in Animal Care ■ Observations Pearson BTEC Level 2 ■ Portfolio work Technical Diploma in Course location Equine Studies Huthwaite, Nottinghamshire Pearson BTEC Level 2 VTCT LEVEL 1 AWARD, CERTIFICATE & VTCT LEVEL 1 PRINCIPAL LEARNING in Horticulture DIPLOMA IN HAIR & BEAUTY SKILLS (VRQ) IN HAIR AND BEAUTY STUDIES Course duration 1 year Award & Certifi cate Course Information Course Information 2 years Diploma The main purpose of the VTCT Level 1 qualifi cation in Hair and Principal Learning in Hair and Beauty Studies is aimed at 14-16 Beauty Skills is to enable learners to develop hair and beauty year olds seeking to gain a broad knowledge and understanding skills, techniques and knowledge, which will prepare them to of the hair and beauty sector. Whilst this qualifi cation uses
progress to the next level of vocational learning. All the units in hairdressing and beauty therapy to engage learners, a broad Key topics this qualifi cation directly prepare learners for further study in the range of knowledge and skills are developed which will support Key topics are also delivered throughout hair and beauty sector. learners to progress to any discipline. the course and accredited through AIM All units in this qualifi cation have been designed as a foundation Learners will be introduced to the hair and beauty sector, hair Awards, these include: for further study both in the hair and beauty sector and more styling and basic skin care treatments and hand and nail care broadly. Learners will develop knowledge of the hair and beauty services. They will understand the importance of creating a ■ Drug & Alcohol Awareness sector and use this as a basis for further learning at Level 2, positive impression, learn about personal appearance, style ■ Budgeting as a full time or part time learner. and wellbeing within hair and beauty and investigate careers ■ Employability This qualifi cation will enable learners to develop the practical hair within the hair and beauty sector and related industries. ■ Time management and beauty skills and techniques required to create a total look Learners will develop knowledge and understanding of hair, using colour; via the mandatory unit: beauty and related sectors and the basic technical skills to ■ Health & Safety in a workplace environment - Create a hair and beauty image using colour support progression to higher technical qualifi cations. ■ Using the internet Learners will also have the opportunity to select from a range Both Technical Awards and GCSEs will complement this of technical optional units including: hand and nail care, foot qualifi cation. GCSEs in maths and English are ideal since and toenail care, make-up application, skin care, nail art, they can be applied in the context of hair and beauty. face painting, blow-drying hair, washing skills, shampooing Science and business-related qualifi cations will also and conditioning hair, plaiting hair, colouring hair using complement this qualifi cation. temporary colour. Assessment method Progression Also included in the optional section of this qualifi cation are units ■ Internal assessment VTCT Level 2 Principal that support learners practical work such as: the hair and beauty ■ Practical assessment Learning in Hair and sector, hair and beauty products, health and safety, customer ■ External assessment Beauty Studies services and designing retail display areas. Apprenticeship Course location Assessment method Course duration Ilkeston, Derbyshire Employment ■ Internal assessment 1 year Award & Certifi cate Course duration ■ Formative assessment 2 year Diploma 1 year Award & Certifi cate ■ Practical assessment Progression 2 year Diploma ■ Holistic assessment VTCT Level 2 in Hairdressing ■ Portfolio work and Beauty Therapy NEW Course location Ilkeston, Derbyshire FOR 2017 R.E.A.L. Barbering
20 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 21 COURSES COURSES Music Technology
ROCKSCHOOL (RSL) - LEVEL 1 ROCKSCHOOL (RSL) - LEVEL 2 CERTIFICATE IN TECHNOLOGY CERTIFICATE IN TECHNOLOGY
Pathway - Technology Pathway - Technology The Level 1 Certifi cate is a 20 Credit qualifi cation centered The Level 2 Certifi cate is a 20 Credit qualifi cation centred Music Technology around Technology. All tasks are industry focused and off er around Technology. All tasks are industry focused and off er learners a real hands on approach. Building necessary skills learners a real hands on approach. Building necessary skills in line with industry. The Level 1 Certifi cate Qualifi cation also in line with industry. The Level 1 Certifi cate Qualifi cation also This is an exciting course that has been put together appears on the GCSE performance tables. appears on the GCSE performance tables. Learners are engaged in live demonstrations furthering their Learners are engaged in live demonstrations furthering their for young people who are interested in music and understanding of Digital Audio Workstations, Composing for Film, understanding of Digital Audio Workstations, Composing for Multi track recording, and theoretical knowledge Film, Multi track recording, and theoretical knowledge media studies. of Microphones and their application. of Microphones and their application. Course Information Course Information The Level 1 Certifi cate In Technology is a 20 credit qualifi cation The Level 2 Certifi cate In Technology is a 20 credit qualifi cation and off ers an introduction to Technology and related subjects. off ering further study into Technology and music theory. Benefi ts Qualifi cation ■ Practical Focus - Hands on sessions Level 2 Certifi cate in Technology - 20 Credits ■ Industry Sessions with Musicians across varying Assessment method musical styles ■ Practical Composition work ■ GCSE Equivalent ■ Industry Recording Sessions Qualifi cation ■ Portfolio of Evidence Level 1 Certifi cate in Technology - 20 Credits ■ Practical Examination Assessment method Course Breakdown ■ Practical Composition work Core units ■ Industry Recording Sessions ■ 223 - Live Sound Recording - Controlled assessment (Exam) ■ Portfolio of Evidence Optional Units ■ Practical Examination ROCKSCHOOL (RSL) - LEVEL 1 ■ 202 - Composing Music (Style) Course Breakdown ■ 224 - Digital Recording and Production Core units AWARD IN MUSIC TECHNOLOGY ■ 226 - Remixing and Production ■ 119 - Live Sound Recording - Controlled assessment (Exam) Pathway - Composition Optional Units The Level 1 Award is a 12 Credit qualifi cation that off ers a unique introduction to Music Technology, Composition and ■ 103 - Composing Music Collaboration the recording industry. ■ 116 - Music Sequencing and Production At R.E.A.L. Music our facilities are industry standard; hardware ■ 118 - Using a Digital Audio Workstation and software both refl ect current technological trends enabling Progression skills learnt to be easily transferred directly into industry. Rockschool Level 2 Certifi cate in Technology. The core focus of the Level 1 award is Composition. Learners are engaged in live demonstrations centering around Digital audio workstations (DAWs) Reason and Cubase. Course Information This qualifi cation is designed to help learners understand the various strands of the Music Industry and serves as a primer for our 2 day level 1 qualifi cation. Benefi ts Course Breakdown Music ■ Develop Core Skills in Core units Composing, Business Practitioners ■ 116 - Music Sequencing qualifi cations are and Technology and Production for learners who ■ Varied units - Teaching want to develop their learners to compose all Operational units skills in the core genres of Music. ■ 101 - Arranging Music elements of the ■ 102 - Composing Music Ideas music industry. ■ Accessible course content - Learn to create the music Progression you love. Rockschool Level 1 Qualifi cation Certifi cate in Technology. Level 1 Award in Music Technology - 12 Credits Assessment method ■ Practical Composition work ■ Tutor Observations ■ Ongoing formative assessment (portfolio of evidence)
22 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 23 COURSES Catering & Hospitality COURSES Sport
Catering Sport
PEARSON BTEC AWARD, CERTIFICATE & LEVEL 1/2 AWARD & Hospitality DIPLOMA IN SPORT & ACTIVE LEISURE IN SPORTS LEADERSHIP Course Information Course Information There is a range of courses available for Entry Level, Level 1 and The Level 1/2 Award in Sports Leadership provides the ideal A course designed to teach you Level 2 learners. These qualifi cations have been designed to help starting point for learners aged 13 years and above who wish learners understand the skills and knowledge needed to work in to develop their leadership skills. The course covers developing to cook great food that tastes the sport and active leisure sector. Learners will be encouraged leadership skills, opportunities in sport and recreation, healthy amazing, saves money and, in to participate in a wide range of sport and active leisure activities. lifestyles and fair play in sport. Through participation they will be required to demonstrate their The syllabus is designed to develop generic leadership skills the long run, will help you lead ability to prepare for the activity, teamwork, time management, that can be applied to a variety of sports and/or recreational and health and safety. situations, as well as contributing to the personal development a happier, healthier life. Students Units include Taking Part in Sport, Planning own Fitness of the learner. The Level 1/2 Award in Sports Leadership is a Programme, and Job Opportunities in Sport and Active Leisure, practical qualifi cation in which learners must demonstrate get the opportunity to develop learners of all ages will see that the qualifi cation can lead to their ability to lead others in their chosen sporting activity. further study or career opportunities. Students will visit various their skills, knowledge and sporting venues and sporting events to enable the learner Assessment method understanding in the catering to observe and participate. ■ Portfolio work ■ Practical assessment Assessment method Course duration ■ Practical, task-based work and hospitality industry. Internal assessment 1 years Award & Certifi cate ■ Observation ■ Practical task-based work 2 years Diploma A practical based course which involves working in ■ Observations Course location a real training kitchen serving food in a café environment Progression ■ Fieldwork tasks ■ Ilkeston, Derbyshire for students, staff and members of the public. Students Level 2 Diploma in ■ ■ Glapwell, Derbyshire put their catering skills into action in a safe working Portfolio work Uniformed Services environment with meaningful outcomes. External assessment Level 2 Diploma in Sport Course duration (level 2 only) (Active Leadership). 1 Year Food standards, health and safety and hygiene ■ On-screen test Progression training are holistically applied throughout the Course location Level 2 Award in practical and theory based qualifi cation. ■ Ilkeston, Derbyshire Sports Leadership ENTRY LEVEL 3 PEARSON BTEC AWARD ■ Glapwell, Derbyshire Level 3 in Higher IN INTRODUCTION TO THE HOSPITALITY Sports Leadership INDUSTRY “We need to make sure that PEARSON BTEC LEVEL 1 AWARD/ all kids are given the opportunity to learn CERTIFICATE IN GENERAL COOKERY about food and good IN HOSPITALITY (QCF) Snooker Champ Shaun Murphy eating habits while backs pioneering programme to they’re still young, Course Information so that they’re This qualifi cation is designed to help learners understand aspects boost students’ Science, Maths sorted for life.” of the catering industry and the skills / techniques required to and English skills. work successfully safely/hygienically within the industry. Jamie Oliver Our patron and World snooker champion Assessment method Progression Shaun Murphy has given his backing to a pioneering programme which ■ Practical tasked Level 2 NVQ Diploma in uses snooker to develop the Science, Maths and English skills of young based work Professional Cookery people here at R.E.A.L. ■ Observations Level 2 NVQ Diploma in Food Functional Snooker, which links the sport with the national curriculum, ■ Portfolio work Production and Cooking has been trialled by our Leicestershire hub and has proved so successful that it will be launched region-wide. Course Location Level 2 NVQ Diploma in Food and Beverage Service It uses a scoring system adapted from the traditional game in which the R.E.A.L. Alternative Provision coloured balls retain their values, the reds are numbered one to ten and School, Mansfi eld All the above qualifi cations are readily available within further they all contain symbols to indicate whether to multiply, subtract or use Course Duration education (College based) or addition to calculate the value of the shot. 12-18 months through an Apprenticeship It aims to engage young people through the sport and help them to working within the industry. develop their core skills, as well as their communication, teamwork and problem-solving abilities. Bespoke courses are available for both primary and secondary interventions, email: [email protected] for more information.
24 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 25 R.E.A.L. Support R.E.A.L. Support
Student Support
Students and R.E.A.L. will have access We want to give you as much support as to a range of support services. we can to make sure that you succeed. We will help you set targets and achieve your goals by regularly listening to what you have to say and making changes to Eating & drinking help you on R.E.A.L. promotes a culture of healthy eating and your way. drinking. Hot and cold meals will be available to you at lunchtimes, as well the odd ‘naughty but nice’ treat.
Safeguarding You will be made aware of R.E.A.L.’s safeguarding offi cer during your induction. This is the person you would contact should you have any concerns or disclosures that you would like to make to a member of staff within the R.E.A.L. team.
Student welfare Information on drugs and alcohol Student Support misuse, safer sex, bullying, e-safety and much more will be made Services available during your time with us.
Learner voice Here at R.E.A.L. we listen to how our learners feel about their education. You can use your voice to make changes for the better. We will give you the opportunity to tell us how you think we could improve and the types of things you would like to see whilst you are with us.
eSafety Online safety (eSafety) is a priority for everyone, staff , governors and students at R.E.A.L. As one of only a handful of education providers to have been awarded two prestigious eSafety accreditations by a national awarding body - we ensure that young people understand their rights and responsibilities to use technology safely when they join R.E.A.L. In addition, all staff undergo annual eSafety training and awareness raising. eSafety remains our focus and is completely integrated into our approach to safeguarding young people.
26 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 27 R.E.A.L. Support R.E.A.L. Support
Value Added
Quality Assurance Safeguarding Insurance Half termly learning walks, teaching observations and work scrutiny R.E.A.L. is committed to safeguarding and promoting the welfare We work with a market leading insurer who regularly visits us to ensure they understand sessions are carried out both internally and externally. Tracking of of children and young people. All staff are required to act in the the nature of work we undertake and that they are providing comprehensive cover. progress is continually reviewed and communicated to the student, best interests of our students at all times, as described in our Our public liability insurance meets and in many cases exceed’s the requirements of parent/carer and commissioner. “Safeguarding Children and Young People Policy”. our commissioners. All certifi cation is displayed at our R.E.A.L. Learning Hubs. Counselling Service Parent Group R.E.A.L. off er a confi dential Person Centred Counselling Service Our Parent Group meets regularly. We encourage all parents and carers to get to young people age 12+. Learners can self refer or be supported involved with the group. It’s a great way to make new friends and provides a by their tutor, parent or carer. great opportunity for parents and carers to advise and suggest new ideas and developments to improve the way R.E.A.L. delivers services. We understand Careers Education and that many parents do not live locally and we are always looking for ways of Information Advice enabling families to feel part of our community and as involved as possible. and Guidance We also provide a Facebook group to parents so they can stay up to date, reach out to R.E.A.L. and other parents through a closed, Between Year 9 and Year 11 young people are off ered regular moderated online community. access to impartial Information, Advice and Guidance and a careers education curriculum. The careers curriculum includes access Interested in fi nding out more? to careers and skills fairs, mock interviews and workshops in CV R.E.A.L. places people in positions of responsibility for young Please email [email protected] building and Interview techniques. Alongside this, we aim to people. Consequently, R.E.A.L. seeks to do all that is reasonable increase young people’s awareness of the values and attitudes to ensure the good character of all employed in delivering its relevant to work. There are also a number of accredited learning services, including volunteers, and ensuring the safety of young opportunities. Upon completion, young people should have learnt to people. Therefore, recruitment and induction procedures are make considered choices in relation to future careers and options. necessarily robust and all staff and key volunteers undertake an enhanced DBS check. R.E.A.L. recognises however that these checks are not a guarantee that the checked person’s behaviour will always continue to be appropriate. All staff are responsible for maintaining high standards of behaviour when engaged in R.E.A.L.’s provision and are encouraged to raise their own concerns of others’ inappropriate behaviour with the Safeguarding Coordinator.
All staff will wear photographic identifi cation whilst engaged in the work of R.E.A.L. and this will include details of their DBS certifi cate should it be requested by external parties. Staying Safe We take great care to make sure that every child is safe while they are with us. Every venue we use and every activity each child takes part in will have been assessed for risks to make sure it is safe. This practice is continually updated through training and policy. All sites are monitored and fi ltered for the safe use of technology and the worldwide web. eSafety We are committed to continually improve our approaches to eSafety, keeping staff and pupils safe. We use 360 safe to benchmark R.E.A.L. against other schools nationally and we have been awarded a Certifi cate of Commitment and Progress from the national awarding body.
28 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 29 R.E.A.L. Support R.E.A.L. Support
Additional Services
Short and long term interventions are available.
Wellbeing A key goal of our work is to improve our students’ well being. We aim to build students’ confi dence and develop their ability to express their emotions eff ectively. Feeling good about who you are and having a positive self identity are key aspects of our wellbeing. They are important if we are to bounce back when encountering diffi culties in life. Also essential are relationships where we feel comfortable, happy and able to trust. These relationships are the foundation of being able to learn and develop. Our aim therefore is to off er relationships that encourage our students’ ability to refl ect on how choices and behaviours create both opportunities and limitations in our lives. We strive to support our students to see the potential for positive change and to achieve this in small steps that can help them achieve their potential. To do this we adopt a strengths-based approach as this enables us to interact with our students in ways that are respectful and positive.
The Strengths-Based The Solution-Focussed Approach Approach
The Human Positive Givens Approach Psychology
Mind Body Awareness
Work Based Learning We off er extensive high quality work experience opportunities for learners at R.E.A.L. and have strong links with a range of employers covering the sector skills areas. Placements off ered are robust and match learners’ personal and vocational interests. Learners are supported and monitored through a range of visits and 1:1 support is off ered during the placement if required. Learners work placements may vary in length of time and can take place in blocks of either one to two weeks, or a number of set days each week. Every learner is interviewed by the potential employer and all placements are health and safety checked. The employers we work with are also able to off er additional support to our learners such as mentoring, site visits, enterprise days and mock interviews. Some of the placements off ered lead to further training opportunities in traineeships and apprenticeships. R.E.A.L.’s successful employer engagement programme creates links with genuine industrial partners and allows R.E.A.L. to plan individual progression plans for students that enable them to function Courtnie Marriott within a working environment, develop intellectual, emotional and social skills R.E.A.L.’s fi rst Student Ambassador that will see them develop into fully included adults.
30 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 31 R.E.A.L. Support R.E.A.L. Support
Open Days and Visits Should you wish to bring any of your students to visit one of the R.E.A.L. Education Making a Referral vocational centres, there will be open events throughout the year to give you and your learners a chance to look around. Alternatively days and times can also be arranged to suite your demands. For more information on these events please contact [email protected] Things to consider when making a referral… or our complimentary provision manager on 01158 220 400
Which service do you require? How many days/sessions do you require? Personalised programme - vocational group - school placement - a combination of personalised programme Do you require a subject specifi c tutor? LearningLearning MManageranager and vocational group - a reception and assessment package LevelLevel 3 What level of learning manager support LLevelsevels ooff seservicervice What is your budget? is required? LLearningearning MManageranager EExcelxcel What kind of teaching support is needed? Are you looking for short or long term intervention? InIn aadditionddition ttoo ththee susupport/servicepport/service Teacher - Specialist TA - Small curriculum group R.E.A.L.R.E.A.L. off er a ‘tiered‘tiered approach’approach’ providedprovided aatt thethe LearningLearning ManagerManager to thethe llevelevel ooff susupportpport anandd servserviceice andand LLearningearning MManageranager PlPlusus commissionerscommissioners can exexpectpect ffromrom LevelLevel 2 levels,levels, commissionerscommissioners wouwouldld our LLearningearning MManagers.anagers. LLearningearning MManageranager PlPlusus alsoalso recereceive;ive; ■ CareersCareers planninplanningg and interview InIn aadditionddition ttoo ththee susupport/servicepport/service ((thisthis would be as standard for providedprovided aatt thethe LearningLearning ManagerManager an on roll learner but could level, commissioners would Level 1 be commissioned for an also receive; Learning Manager additional fee) Referral Pack ■ Liaising with other agencies such ■ Preparation, Coordination and as SALT, OT, Social Care, CAMHS A referral is made through the completion of ■ Fully organise, arrange and chairing of EHC Annual Review ■ Identifying and securing the Year the company referral information pack, which coordinate the learners timetable ■ Collation and completion of 11-12 Pathway consists of a referral form, pupil pen picture including staffi ng, subjects, half termly reports about the and a risk assessment. changes, transport, debriefi ng ■ Compiling reports for EHC Annual learner that is then used to ■ Ensure all QA processes including Review, LAC Review, EHC Transfer, plan and develop the learner’s The form consists of a series of questions about: risk management, curriculum ICPC’s timetable and shared with the ■ Reason for referral ■ SEND profi le planning meetings, lesson commissioner (6 reports observations, unannounced per annum) ■ Medical needs ■ Social profi le drop-ins, work scrutiny ■ If young person is a LAC ■ Parent/carer information ■ Fund holder information exercises take place - working with the Virtual School ■ Education profi le ■ Collating and updating information and hosting PEP Meetings and progression data about ■ Completing exam entries the learner including; Consent and access arrangements/ All information is then presented at a weekly allocation panel where the Form, Pupil Information File, Risk concessions placement will be discussed and actions agreed and communicated to Assessment, Pen Portrait, LPF ■ Working to support tribunal the commissioner within 48 hours of the commencement of the meeting. running log, wellbeing tracker, cases with the LA Assessments etc. ■ Out of County Management ■ Liaising with parents Support (overseeing the Referral forms are available on request by ■ Completing the Service Level education provision of email from [email protected] Agreement with the commissioner other alternative education ■ Liaising with the Commissioner providers for LAC learners and attendance at a termly meeting via the Virtual Schools) (3 meetings per annum) ■ CollationCollation and completion of termtermlyly reports about the learner that is tthenhen shasharedred wwithith tthehe cocommissionermmissioner ((33 rreportseports pperer annumannum)) ■ Completing referrals to other aagenciesgencies such as CCAMHS,AMHS, Early Help, etc in conjunction wiwithth tthehe cocommissionermmissioner TheThe llevelevel on off er isis dependantdependant upuponon tthehe comcomplexityplexity ooff tthehe llearnerearner anandd ■ Implementation of reward tthishis wwillill bbee refl ectedected inin thethe prpricingicing structure off ereeredd to commcommissioners.issioners. ssystemsystems wwithith tthehe llearnerearner ThThee 3 llevelsevels ooff susupportpport anandd servserviceice areare;; LevelLevel 1 - LearningLearning MManager,anager, LevelLevel 2 - LearningLearning MManageranager PlPlusus aandnd LevelLevel 3 - LearningLearning MManageranager EExcel.xcel.
32 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org 33 R.E.A.L. Support
Working Together
Collaboration is a core value here at R.E.A.L. and we believe that working together in partnership is key to successful progression for our young people. For this reason, we have set out some principles to detail what you can expect from us and outlined some ideas about how we would like our commissioners and learners to work with us.
C We will provide omm iss ■ A safe learning environment io n ■ Termly progress reports, including e qualifi cation tracking r ■ Accurate and timely morning and afternoon registers ■ Tutors with subject expertise ■ An innovative approach to our .
curriculum delivery L .
■ Excellent communication between learning A .
managers and commissioners E . R Collaboration ■ Close liaison with families, so that we go that ‘extra mile’ in order to make things work r ■ Careers advice and guidance e ■ An ever positive approach to our work rn a Le The commissioner’s promise to us: e Th 1. to provide full and accurate referral information 2. to maintain excellent communication with course leaders and senior managers 3. to be clear and fair when setting expectations for the learner 4. to be actively involved in progress reviews and feedback to learners and their families 5. to be prepared to change course with a particular learner if the education package is not suitable The learner’s promise to us: 6. to treat others as you wish to be treated 7. not to use bad language 8. to always consider the impact of your actions on others 9. not to bring drugs or alcohol in to provision 10. not to smoke on R.E.A.L. Education premises 11. to talk to us if you are having diffi culty 12. to believe that we want the best for you and your future
34 Trust Innovation Achievement @EducationReal educationreal REALEducation www.real-education.org The experts in providing creative educational solutions.
R.E.A.L. Education Ltd Kingsmill House, Unit 1 Kings Mill Way, Mansfi eld, Nottinghamshire, NG18 5ER
Information on obtaining policies For further information on R.E.A.L. Education’s policies and procedures (including Safeguarding, Health and Safety, Equal Opportunities, Behaviour Management) please contact us at offi [email protected].