Lees Brook Skills Academy offers each student a 16-19 Study Programme based on their prior attainment, and designed to meet clear educational and career aspirations.
All students who haven’t achieved a grade 4 (previously a C) in GCSE maths and English language by the end of Key Stage 4 will have to continue to study those subjects.
Where GCSE 4-9 (previously A* - C) English and maths is not immediately attainable, students can study other English and maths qualifications such as Functional Skills as ‘interim’ or ‘stepping stone’ qualifications on the journey towards achievement of a GCSE.
All students should be given the opportunity to follow a course that:
• Provides progression to a level higher than that of their prior attainment
• Includes qualification(s) that are clearly linked to suitable progression opportunities in training, employment or higher levels of education.
• Requires students to work towards GCSE 4 -9 grade in Maths and English (or other qualifications that will act as a stepping stone for achievement of these qualifications in time).
• Allows for meaningful work experience related to the vocational area of the Study Programme, which develops employability skills and/or creates potential employment options.
• Includes other activities unrelated to qualifications that develop the skills, attitudes and confidence that support progression, including work experience.
• Students will be expected to study at least one substantial vocational qualification, to provide a route into a trade, profession or other form of employment, or access to a university of higher education course.
• These qualifications should make up the majority of the Study Programme time, and in most cases these qualifications will be at a level above the student’s prior achievement.
• Some students may not be ready to achieve a substantial qualification, so this element of the Study Programme may consist of substantial work experience and English and maths, working towards GCSE if they have still to achieve these qualifications at Grade 4 or above.
• For those planning to move onto higher education or further training, work experience or other kinds of work-related education can help students select the course and career path which best suits them.
Menus for Autumn Term 2018
We will start on Week 2 from 10th September 2018
Please make us aware of any food allergies to enable us to cater for these. We are able to offer Gluten Free and Halal alternatives if required. If you have any questions or require any information relating to the Catering provision, please don’t hesitate to contact us on 01332 671723.
“Progression routes, when students leave The Skills Academy, are well-planned and result in many students moving into employment or on to courses at a high level”. (OFSTED Nov 16).
Positive destination rate 2017/18 = 98% a slight increase from the previous year. Note National target is 80%.
“The curriculum meets the needs of the learner”. “Students needs are well catered for and as a result, outcomes in the Vocational subjects they take are good”. (OFSTED Nov 16).
Aim Awards Entry Level 3 Diploma Skills for Employment and Further Learning
Aim Awards Entry Level 3 Extended Certificate Skills for Employment and Further Learning
BTEC Level 1 Diploma in Construction
City and Guilds Level 1 Diploma in an Introduction to the Hair and Beauty Sector
City and Guilds Level 1 Certificate in an Introduction to the Hair and Beauty Sector
BTEC Level 1 Diploma in Health and Social Care
City and Guilds Level 1 Award in Investigating the Hospitality and Catering Industry
BTEC Level 1 Diploma in Sport and Active Leisure
BTEC Level 1 Certificate in Sport and Active Leisure
BTEC Level 2 First Award in Construction and the Built Environment
City and Guilds Level 2 NVQ Diploma in Hairdressing
City and Guilds Level 3 NVQ Diploma in Hairdressing
54% met/exceeded expected level of progress
English Functional Skills
70% met/exceeded expected level of progress
71% met/exceeded expected level of progress
Maths Functional Skills
55%met/exceeded expected level of progress
For the purpose of this policy, assessment is taken to include Pre and Post 16 programmes where assessed work contributes towards external Awarding Body accreditation.
We believe that each student has the right to appeal against an assessment decision if she/he feels that a decision is unfair. The Policy is part of our overall quality assurance framework.
Grounds for Appeal
All students should be aware of their right to appeal against an assessment decision on the following grounds:
• The student disagrees with the assessor’s decision on assessment
• The student is not satisfied with the result of an assessment
• The student is not satisfied with the number of re-assessment opportunities offered
• The student is not satisfied with the time allowed for assessment
• The student’s feels that they achieved the required criteria of the awarding body
Each Awarding Body publishes procedures for appeals against its decisions. The Assistant Principal (Director of The Skills Academy) will be able to advise students of these procedures.
Appeals may be made to Lees Brook Community School – Post 16 The Skills Academy regarding procedures used in internal assessment, but not the actual marks or grades submitted by the school for moderation by the Awarding Body.
Students wishing to appeal against the procedures used in internal assessments should contact the Assistant Principal (Director of The Skills Academy) or Departmental Internal Verifier as soon as possible to discuss the appeal. The Assistant Principal (Director of The Skills Academy) will inform the student of the appeals procedure. This is outlined below:
Stage 1 – Informal Discussion and Resolution
A student who is unhappy with the outcome of assessment should discuss the matter as soon as possible with the member of staff who was directly involved. In the case of an overall course, or unit grade, it may be more appropriate for the student to discuss the concern with another member of the teaching team or Departmental Internal Verifier.
The member of staff approached by the student will respond and both have the opportunity to reach an agreement through discussion. This informal stage of the procedure should be completed within 5 school days of the student first raising his/her dissatisfaction with the assessment.
A student should not normally proceed to the next stage of the appeal until this informal attempt at resolution has been made.
The student may be reassessed on the same areas of assessment that the appeal concerns.
Stage 2 – Assessment Appeals Form
If the attempt to resolve the concern informally has failed, the student should submit a completed Assessment Appeals Form within 5 school days of receiving the member of staff’s response at the informal stage. The completed Assessment Appeals Form should be submitted to the Assistant Principal (Director of The Skills Academy) and the Departmental Internal Verifier.
When the Assistant Principal (Director of The Skills Academy) receives the completed form he or she will consider the student’s appeal and, if necessary, ensure that the work is re-assessed. The outcome of this stage of the appeal, including the results of any re-assessment of the work, will be discussed with the student and with the member of staff who made the original assessment. In any event, the Assistant Principal (Director of The Skills Academy) will confirm the outcome of this stage of the appeal to the student, in writing, within 10 school days of receiving the completed Assessment Appeals Form.
Copies of the Assessment Appeals Form are available from your tutor.
Stage 3 – Further Review of Appeal
If the student is not satisfied with the outcome of Stage 2 of this procedure, he/she should write, within 10 school days, to the Assistant Principal (Director of The Skills Academy) requesting a review of the Appeal. At this stage, all aspects of the student’s appeal will be reviewed and the student will be notified of the outcome, in writing, within 10 school days of receipt of the request for a review.
Normally, the outcome of this stage of the appeal is final. However, if the work in question is part of an externally accredited qualification, the student should be aware that external awarding bodies have their own appeals procedures, which may be applied in appropriate circumstances and an External Verifier will make an informed decision.