Get in Touch
- Academy Type: Alternative Provision (AP) Academy
- Principal & Main Contact: Acting Principal Jayne Brigg
- Senior Administrator: Ryan Gear- rgear@waveedu.org
- Careers Leader: Geoff Pope - gpope@waveedu.org
-
Designated Safeguarding Lead:
Rebecca Stoneman - rstoneman@waveedu.org
- Deputy Designated Safeguarding Lead: Jayne Brigg -JayneBrigg@waveedu.org
- Address: Great Eastern and Great Western, Brunel Business Park, St Austell, Cornwall, PL25 4TJ
- Phone: 01726 61003
- Email: Restormel@waveedu.org
- Opening Times: Mon - Thurs 09:00 - 14:30, Fri 09:00 - 13.00 , 26 hours per week
About
Restormel Academy is based in St. Austell in Mid-Cornwall; a region that includes some of the most socially and economically deprived areas within Cornwall.
Restormel Academy provides a warm, caring and individualised learning experience for pupils whose behaviour has hindered their progress in mainstream school. We strive to re-engage our pupils with learning, by maintaining a calm working atmosphere, and supporting positive change in the way our pupils choose to behave. We provide places for those young people who have been permanently excluded from school, or who are on intervention programmes because of their behaviour.
Cornwall's Local Special Educational Needs & Disabilities Offer
Careers information:
Staff
Jayne Brigg
Acting Principal and SENCO
Jayne has been teaching across mainstream Primary and 2-19 SEN for over 20 years. Originally from Cumbria, Jayne completed her degree and PGCE in York and having taught in Yorkshire for 5 years, moved to Cornwall in 2003. Jayne has an interest and specialist training in complex autism, AAC and Behaviours that Challenge and joined WAVE having taught nurture groups at Pencalenick School - Truro and most recently as Assistant Headteacher at Doubletrees School - St Austell. Jayne is committed to working in partnership with the NHS to make a positive difference to the lives of young people through meaningful and quality educational experiences.
Rebecca Stoneman
Pastoral Support Manager
Rebecca has over 16 years of experience and a significant understanding of direct work with Children, Young People and Families, in Education, Health and Voluntary sectors. After completing an FdA in Children and Young People’s Workforce, she went on to study a BSc Combined Psychology & Sociology degree. Rebecca has worked with Barnardos, the School Nursing team in Cornwall and local secondary schools. After joining Wave MAT in 2020, she has worked within the medical provision at CHES, completed a secondment at Caradon APA and now brings her experience and knowledge to the role at Restormel Academy. Rebecca really enjoys working with young people and their families to support student safety. Outside of school, Rebecca enjoys spending time with her family, socialising with friends, coastal walks and attending music gigs
Emma Hope
SENCO
Since graduating from Winchester Emma has taught across all primary age ranges from Reception to Year Six. She quickly fostered an interest in the additional needs of children. Emma’s overarching passion is to ensure that barriers to learning are overcome. She endeavours to make sure that children are supported appropriately to enable them to achieve their full potential. Emma also taught at a Special needs school for children with MLD and Complex needs.
Since living in Cornwall with her husband and 2 children Emma has continued to specialise in SEN, gaining the PG Cert and, National Award for SEN. Emma has worked as a SENDCO across 2 Primary Schools and is the SENDCO for CHES and Sowenna, a position that reflects her core values of inclusion and improving learning experiences. Emma is also a Trauma Informed Schools and Thrive practitioner.
Outside of work Emma has a keen interest in running, rowing, cross fit and gardening (when she is not being mum taxi!). Emma has recently started a new hobby of bee keeping.
Our Curriculum at Restormel
Our curriculum covers both the academic and the vocational; it aims to foster the emotional, intellectual, social, and creative development of all our learners, by being aspirational, creating a culture of curiosity, and celebrating individual successes.
For information about the Curriculum broad intent and vision across our Trust, please visit our Curriculum Overview
Key Stage 3
We run a 'rolling programme' where pupils are taught in mixed year group classes at Key Stage 3 due to small class numbers, and who may remain with Alternative Provision for longer than a Year. (Though we remain short stay). Our spiral design ensures each pupils receives teaching of the knowledge, understanding and skills within this planning they need from their various starting points. It is flexible and dynamic enough to be able to respond to need in this way- in Maths and Science, for example,-but draws from the National Curriculum. For example, see our Curriculum blog about Science at KS3. See
You can see many of the sorts of learning activities students at Restormel are able to engage in in our Twitter pages on our website. For more information about the curriculum at KS3, please contact us.
In Key Stage 3, here is a sample of a typical academic taught curriculum our students may receive - see PDF below.
Key Stage 4
Here are the qualifications we teach at Restormel, as well as our enriched and PSHE/RSE programme of study and Careers guidance. For more details, please contact us.
- AQA GCSE English Language
- AQA GCSE English Literature
- AQA GCSE Mathematics
- AQA GCSE Biology
- BTEC Home Cooking Skills (Level 1/2)
- BTEC Personal Growth and Wellbeing (Level 1)
- BTEC Workskills (L1 Introductory)
We also offer Functional skills in English and Maths
Documents
Subject Areas

English
At Restormel Academy, English will enable students to access the breadth of the English language, through reading, writing, speaking and exploring a full range of texts and mediums. We want fluent and confident readers and communicators who can adapt as necessary to their audience. At Key stage 3, students follow a broad and varied curriculum, embedding the key reading and writing skills. We use a thematic approach which allows the students to explore fiction, non-fiction, poetry, speaking and listening every half term through varied topics.
At Key Stage 4, students study GCSE English Literature, GCSE Language and Functional Skills, following the AQA syllabus. Through GCSE English Language, students gain the knowledge, skills and understanding to explain, evaluate and analyse how writers use language and structure to achieve effect and influence readers. Students also learn how to craft their own imaginative and effective writing, adapting tone, style and register for different forms, purposes and audiences. Students learn the importance of editing and redrafting their work to ensure they use accurate and effective spelling, vocabulary, punctuation and sentence structures.
The GCSE English Literature qualification allows students study a range of forms of writing: poetry, plays and novels. These texts cover Shakespeare, Power and Conflict Poetry, 19th century novels and modern texts. The course encourages analytical reading to identify themes, characterisation, plot devices and use of imagery. Exposure to classic and modern writing is intended to help students to become creative in themselves.
The Functional Skills qualification teaches students to communicate with confidence and independence and offers excellent preparation for not only their GCSE but employment and further education.

Science
KS3 – We will be completing our work on the digestive system including practical activities to test for different food groups in a variety of common foods. We will then be moving on and looking at the structure and function of the breathing system.
Yr10 – Year 10 will be learning about infectious diseases and how the immune system of the Human body protects you from disease. We will then be covering the topic of non-communicable diseases which includes work on diseases such as Cancer, Heart Disease and Diabetes.
Yr11 – Year 11 need to start getting ready for their GCSE exams in the Summer Term. The main focuses of their work this half term will be on the topics of communicable and non-communicable diseases followed by some work on genetics. We will also be completing practical work including a heart dissection which will support the work that they have completed on the circulatory system. In relation to their upcoming GCSE exams, I will be providing them with as many opportunities as I can to practice past paper GCSE exam questions on a range of topics. I would also like them to complete a mock exam when I find an appropriate slot in the timetable as I know that the experience will be beneficial and will help the students get used to what is expected of them during their exams.

Humanities - Key Stage 3
In Humanities we study both Key Stage 3 Geography and Key Stage 3 History.
In our Geography sessions we look at the Structure of the Earth and the Tectonic Activity associated with it. We look at how the surface of the Earth is constantly shifting and study the dynamic, often catastrophic, effects of this constant movement. We analyse the way in which volcanoes are formed and predicted, how earth occur and are unpredictable, and how volcanoes and earthquakes can cause. These three tectonic events can, and often do, have a devastating effect on nearby settlements and environments. Students have the opportunity to analyse and compare case studies of tectonic related events in both developed and less developed countries.
In our History sessions we initially look at the birth of the Industrial Revolution and how it led to Britain building its empire. We look at the factory systems and working conditions at the time, and the improvements implemented to reduce illness and injury especially in children working in the mills and factories. We study the slave trade; the causes, effects and, ultimately, its abolition. Studying the British Empire leads us on to the causes and effects of World War One. We analyse the flashpoint that triggered the war but also the strengthening and the worsening of relationships leading to mounting mistrust between countries that contributed to the flashpoint. We then go on to research the “Joining up” campaign, the conditions in the trenches, the weapons and equipment and, finally, the end of the war.

BTEC Work Skills - Key Stage 4
In Years 10 and 11 it is necessary to focus on the future and the workplace. Applying for a job can be a daunting experience; from completing application forms and creating CVs to identifying the key elements of a job advertisement, knowing the difference between employment contracts and what an employment contract must contain. BTEC Work Skills is a suite of BTEC qualifications designed to equip students with the essential skills for job success and career development. The main purpose is to develop students’ employability skills. The structure of BTEC Work Skills is flexible and designed to support programmes that are student-led. We have chosen two units that best suit our programme and fit into the qualification that is the right size. The two units are internally assessed, and the assessments undertaken in a way that suits each student. Our BTEC Work Skills programme is designed to give students confidence when looking at job adverts and application forms, together with gaining an understanding of the important differences between employment contracts.
Unit 2: Selecting and Applying for a Job.
The aim of this unit is for students to consider how to find suitable job opportunities that match their skills and interests. The students will also explore how to present themselves and their skills in different types of application documents. Different employers in different job sectors will recruit people in a range of ways and this can be confusing. In applying for full, part-time or voluntary jobs, apprenticeships or placements students will need to know how and where these employers advertise their vacancies. It is also important to understand the key information that they should include when applying for different job opportunities and how to present this information in the right way to help them to be considered for the next stage in the recruitment process.
In this unit students will: identify their relevant skills and interests; know where job opportunities are advertised; identify the key information needed for an application; and how to present themselves, their experience and their skills in an application document.
By the end of the unit students should be: confident in identifying their own skills, qualities and experience; be able to efficiently search and select relevant job advertisements; present personal information and complete job application documentation.
Unit 3: Recognising Types of Employment Contract
The aim of this unit is for students to explore different ways employees can be contracted and consider the impact on individuals in the workplace.
There are many different types of employment contracts to reflect different employment statuses and it is important to know the key similarities and differences between them. Students need to be aware of their entitlements as an employee and the level of employment protection each type of contract provides. It is also important to consider how different ways of working will have an impact on the student’s life outside of work and how they might help them achieve long-term and short-term career goals. In this unit students look at different employment statuses, explore the benefits and potential issues of each and consider the types of contractual options that they might prefer.
In this unit students will: research different contracts and working patterns; analyse the advantages and disadvantages of different work opportunities and contracts; identify how work patterns can impact on mental and physical wellbeing.
By the end of the unit students should be developing skills in: establishing information when looking at adverts and employment contracts; information handling when comparing advertisements and employment contracts; appropriate communication skills when making enquiries regarding vacancies and employment contracts.
Referrals
Wave Multi Academy Trust work with the Local Authority regarding Referrals and placements at our Alternative Provision Academies. Please follow this link to Cornwall Education Welfare Services. Phone number 01872 323400
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Child Protection & Safeguarding Policy
Restormel Academy recognises that the safety and welfare of children is paramount and that we have a responsibility to protect children in all of our academy activities. We take all reasonable steps to ensure, through appropriate procedures and training, that all children, irrespective of sex, age, disability, race, religion or belief, sexual identity or social status, are protected from abuse.
We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow procedures to ensure that children and young people receive effective support, protection and justice.
We listen to our pupils and take seriously whet they tell us, children are aware of the adults they can talk to if they have a concern. When there are concerns for a child's welfare, we may need to share information and work in partnership with other agencies. We will ensure concerns are discussed with parents/.carers first unless we have reason to believe that by doing so would be contrary to the child's welfare.
Our Child Protection and Safeguarding policy underpins and guides our safeguarding procedures and protocols.