Get in Touch
- Academy Type: Alternative Provision (AP) Academy
- Principal & Main Contact: Tessa Claridge
- Senior Administrator: Claire Lawson
- Careers Leader: Tom Harding - tharding@waveedu.org
- Designated Safeguarding Lead: Jane Cottrell – jcottrell@waveedu.org
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Deputy Designated Safeguarding Lead:
Russell Clarke – rclarke@waveedu.org
Tessa Claridge – tclaridge@waveedu.org - Address: The Shoreline Academy (Secondary). Springfield Court, Fishleigh Road, Barnstaple. Devon. EX31 3UD. The Shoreline Academy (Primary). Clearwater House, Love Lane. Bideford. EX39 3AU.
- Phone: 01271 386333 (secondary) / 01237 429283 (Primary)
- Email: shoreline@waveedu.org
- Opening Times: Primary Mon - Fri 09:00 - 14:00. Secondary Mon - Fri 09:00 - 14:00
- About
- Staff
- Academy Info
- Curriculum
- Subject Areas
- Student Data
- Newsletters & More
- Term Dates & Events
- Map
- Latest News
- About
- Staff
- Academy Info
- Curriculum
- Subject Areas
- Student Data
- Newsletters & More
- Term Dates & Events
- Map
- Latest News
About
The Shoreline Academy is located in North Devon. There are two sites, one located in Barnstaple for secondary pupils and the other located in Bideford.
Our Bideford site hosts our Primary and Nurture pupils; we aim to focus on emotional needs and development in a whole-academy environment. We recognise that all children are different and learn at different rates. Individuals should feel supported and challenged in their learning. Sometimes children face barriers to learning; in a Nurturing environment staff provide support, guidance, and model positive relationships.
Our aim is to work closely with primary and secondary schools in North Devon and beyond to provide support to the most vulnerable pupils.
Our pupils come to us at various points throughout their schooling, usually as a result of their school placement having broken down. Our purpose is to support pupils to create an environment where everyone can grow and develop, as they become responsible citizens and lifelong learners. Our role is to help pupils get back on track, either through a transition to a more permanent education setting or, for our older pupils, by completing Year 11 with The Shoreline Academy.
We work closely with a diverse range of outside agencies both statutory and voluntary so that our pupils and their families can access the support and guidance they need. We are committed to tailoring our curriculum to meet the needs of our pupils, developing a range of skills knowledge, attitudes and understanding so all our pupils can aspire to reach their full potential.
Devon's Local Special Educational Needs & Disabilities Offer:
For Careers information please click on the following link:
Staff
Tessa Claridge
Principal
Tessa has been in education for over 20 years. Starting her career in further education and holding various senior leadership roles, Head of Department in Surrey, Head of College in Cornwall and as Head of Education and Pastoral Operations in Oxfordshire. Tessa has used her varied experiences to inspire learners from different backgrounds, ages, and abilities to achieve and engage in education. Now as Principal of Shoreline Academy Tessa will be looking to bring her drive and passion to ensure an excellent student experience. In her spare time, Tessa likes to spend time with her family and dogs
Russell Clarke
Vice Principal
Russell’s teaching career began in Birmingham after completing a BSc (Hons) in secondary design and technology Education at Nottingham Trent University in 1998. Much of his experience is in pastoral support within mainstream schools. His previous leadership roles have included Senior Head of Learning and Guidance, Assistant Head Teacher and Deputy Head teacher. Russell’s family relocated to Devon in 2016 and he was appointed Vice Principal in July 2017.
Jane Cottrell
Family Support Manager
Jane has over 16 years’ experience within schools in Devon, having graduated from The University of Plymouth with an Honours Degree in Education and Training. She has undertaken a range of training opportunities to further enhance this qualification. She has always been passionate about forming and maintaining positive family ties and believes that supporting vulnerable students and their families will improve their educational attainment and emotional wellbeing. She has extensive experience in working with other agencies to ensure families and young people can access the services they need. Jane is a Thrive practitioner, this ethos and training is at the heart of her working practice in supporting young people to form trusting, appropriate relationships and become more emotionally resilient. When she’s not at work Jane enjoys cooking, listening to music, especially live concerts, and travelling with her family.
Caroline Maher
SENCo
This is my first year as SENDCo and I am already enjoying this new direction in my teaching career. I know that there will be many challenges but I believe that the rewards will be more than worth it!
I have been teaching English for seventeen years in mainstream and alternative provision schools in Liverpool and North Devon. I am passionate about children becoming good readers as I think that this is the key to good Literacy skills and improved life chances.
Before I studied at university to become a teacher, I trained to be a nurse and worked for many years on the wards and in the operating theatres of hospitals in Cheltenham and Liverpool. I feel that my nursing experience enhanced my teaching as it taught me patience and empathy!
I moved to Barnstaple from Liverpool four years ago as I am originally from the South West and wanted to return to my roots! My main hobbies are horse riding and reading. I have my own horse and we have lovely rides out together in the beautiful North Devon countryside. I read at every opportunity and I love my Kindle as I can download the next book immediately!
Our Curriculum at The Shoreline
Curriculum Vision Statement
WAVE aims to deliver an inclusive, high-quality curriculum across all its academies which is underpinned by our core values: be positive, show empathy, have respect, work as one team and be inclusive.
Each of our academies is unique, however we have developed a core curriculum offer, which is:
- Ambitious and aspirational. Carefully and coherently planned and sequenced over time. This includes accessing future learning, training or employment.
- Prepares our pupils for life in modern society, showing an appreciation of Fundamental British Values as well International Awareness.
- Broad, balanced and full, accessing academic and vocational learning across a range of National Curriculum subjects at Key Stages 1-4 and personalised so all learners are supported in achieving their true potential.
- Enhanced by a rich programme of out of class learning experiences.
- Delivered in an inclusive, caring, nurturing environment in which all learners feel valued and safe.
- Gives consideration to the labour market in the South West. Preparing our pupils for the local workforce and beyond.
WAVE academies deliver this core curriculum offer through a four-part model, based on the recognition that every experience from which our pupils learn in school, can be seen as part of the school curriculum.
Subject Intent statements
Primary Curriculum Intent Statement
Children will be equipped with a breadth of skills to progress socially, academically and creatively, we will encourage and model play, nurture and positive relationships to enable successful transition.
English Curriculum Intent Statement
English will expose pupils to the full beauty 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.
Maths Curriculum Intent Statement
Math will enable pupils to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems, pupils will be able to apply their mathematical knowledge to a wide range of subjects and understand that it is essential to everyday life, necessary for financial literacy and most forms of employment. It aims to develop a sense of enjoyment and mathematical curiosity about the subject and the world around them
Science Curriculum Intent Statement
Science will deepen specific scientific skills and knowledge to ensure that pupils develop the scientific, environmental and social awareness to become informed members of the local and global community.
Art and Design Curriculum Intent Statement
We will create a bespoke experience for each young person by responding to individual needs, exploring a diverse range of materials, media and techniques. Opportunities are provided to expose our pupil’s to a wide range of new and cultural experiences. The Arts will equip pupils with the confidence and skills to express themselves in different media.
Design and Technology Curriculum Intent Statement
To give pupils freedom to make and explore using an abundance of ever changing materials in a stimulating creative environment, designed to inspire inventiveness. To challenge pupils through the design and make process to solve real problems, considering the needs of themselves and others as preparation for life beyond education.
Humanities Curriculum Intent Statement
Our humanities curriculum aims to inspire our young people to become compassionate global citizens, by exploring, making sense of, and being curious about their place in the world and how this has changed over time. Opportunities are provided to enable our pupils to explore and understand their values and responsibilities, questioning and connecting the past, present and future, encouraging a more sustainable contribution to the planet.
Physical and Outdoor Education
To support our pupils in acquiring the tools and understanding required to make a positive impact in their own physical health and well-being. We want all children to experience a wide variety of physical activities which will enhance life-long fitness and life choices. The PE curriculum will help our pupils develop resilience and promote self-esteem through the development of physical confidence and problem solving.
Food Technology Intent Statement
Here at Wave we believe that every child should be immersed in the diverse culture that food offers in a safe, inclusive and nurturing environment. Our young people will develop culinary skills that support health, well-being and independent living, these are transferrable to career opportunities locally, regionally and the global stage.
Vocational Studies Intent Statement
Students can access a variety of skills-based qualifications designed to help learners develop the personal and social skills needed to help them to progress to independent living, future employment or further vocational study.
Our Four Part Curriculum
At WAVE, we believe that the word ‘curriculum’ should be interpreted in its widest meaning: It is every learning experience, (both planned or unplanned), our pupils experience as a member of the school community, delivered both formally within a lesson or informally outside the classroom, throughout the whole school day.
This therefore encompasses the taught subject timetable, our approach to spiritual, moral, social and cultural development, enrichment learning outside of the classroom and the activities that we organise in order to promote learning, personal growth, emotional literacy, resilience and development of our pupils.
Our staff aim to structure these experiences to ensure that they have the most positive effect on the attainment, progress and personal development of all WAVE pupils. However, they are also dynamic and responsive to need, recognising the ability to draw learning from unplanned opportunities.
With this approach underpinning our curriculum delivery, WAVE academies offer a four-part curriculum comprised of Academic/Vocational, Enriched, Engagement and Therapeutic/SEND-specific elements. Through this combination, we deliver highly-personalised learning programmes which meet the specific needs of each pupil, in each academy.
Our Academic/Vocational Curriculum
Our Academic/Vocational curriculum centres around subject-specific learning. It is broad and balanced and in many ways similar in coverage and ambition to the National Curriculum.
Subject specific learning across key stages 1 – 4 is carefully and coherently planned and sequenced to ensure a body of knowledge and skills is built up over time. Links are made to prior learning, existing learning is contextualised and future learning is signposted. Cumulatively, this ensures our learners acquire sufficient knowledge, skills and understanding to access future learning, training or employment.
We assess attainment and progress in our academic/vocational curriculum using subject specific learning goals relating to knowledge, skills and understanding.
Our Enriched Curriculum
Our pupils benefit from participating in a variety of activities and experiences outside of the subject specific offer, each designed to enrich and enhance their learning and help to build the cultural capital required to succeed in life. This is often referred to as the “hidden curriculum” of our schools.
Our Enriched Curriculum is intrinsically linked to elements of social, moral, spiritual and cultural (SMSC) education as well as International Awareness, Community Cohesion and Fundamental British Values.
The added element of our Enriched Curriculum is each School’s aim to nurture the often hidden talents of each pupil. The Enriched Curriculum responds to the interests and aspirations expressed by our pupils, factors and issues affecting each academy’s immediate locality and includes work experience and community-based service.
Our Enriched Curriculum varies from Academy to Academy, but may include: outdoor learning experiences (such as forest school, bushcraft or farm visits), access to adventurous activities such as skating and surfing, opportunities for community work experience, careers advice, cultural visits, the opportunity to take part in a public performance, go on a residential school trip, representing the school in some way, visiting the theatre to see a professional show, visiting an art gallery, learning a musical instrument, etc.
Our Engagement Curriculum
WAVE recognises that many of our pupils require individualised support to enable them to re-engage with learning and flourish in full time education, whether in a mainstream or specialist provision.
Acknowledging Maslow’s Hierarchy of Need alongside a Trauma Informed Approach, we understand that in order for our students to learn and achieve their full potential (self-fulfilment needs), we must first ensure that their basic and psychological needs are met. These include the need to feel safe, feel loved and build a sense of belonging, as well as develop an increase in personal self-esteem. Staff will use the 4 categories for a Trauma Informed Approach- Protect, Relate, Regulate and Reflect in supporting our pupils.
Our aim is to enable our pupils to achieve self-fulfilment through delivery of our engagement curriculum: supporting learners to overcoming barriers which may prevent them accessing, engaging in, or enjoying learning.
Many of our academies offer nurturing provisions at both Primary and Secondary, allowing children and young people to work in small, familiar groups with practitioners who, first and foremost, aim to build positive, caring relationships with pupils: the foundations for positive engagement in learning.
Our academies work with our pupils to develop their metacognitive abilities and build a Growth Mindset (students understanding that their abilities are not fixed, but can be developed through developing a love of learning and resilience to setbacks). Many of our academies offer access to a Learning Mentor.
In addition, our academies recognising the importance of parent partnership and offering the opportunity to actively engage parents in learning opportunities within the academy setting. We call these our “Family Schools”.
We assess progress in our engagement curriculum using our own Benchmark Profile, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles.
Our Therapeutic and SEND Specific Curriculum
We underpin our academic, enriched and engagement curriculum offer with a wide range of interventions, designed to meet the special educational needs of our students and address specific gaps or barriers in their cognitive, social, emotional or mental health development, with the support of outside professional and other agencies.
By addressing individual needs in relation to a pupil’s diagnosed Special Educational Need or Disability, we create learning environments and take informed approaches to ensure the development of each pupil and his/her capacity to learn.
Our therapeutic curriculum is also underpinned by a sound knowledge and understanding of the impact of Adverse Childhood Experiences (ACEs) and Childhood Trauma to allow us to target appropriate intervention effectively.
Our Therapeutic Curriculum varies from Academy to Academy, but may include: daily literacy and numeracy support, music therapy, pet/equine therapy, Lego Therapy, speech and language therapy, drama therapy, draw and talk, art therapy and counselling for pupils.
We assess progress in our Therapeutic/SEND curriculum using our Benchmark Profiles, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles as well as other systems specific to need, often in partnership with outside agencies and professionals.
For further information regarding the curriculum, please contact The Shoreline Academy.
Documents
Subject Areas
Maths
'A person who never made a mistake, never tried anything new.' Albert Einstein This is a strong leading ethos in mathematics at the academy. Students are supported to learn new skills, build problem solving strategies and become more resilient, by learning that mistakes can be a good place to learn. Students all submit a maths baseline on entry to the school. This helps staff identify their areas of strength and the gaps in their knowledge, that we can work on. We use 'Doddle' as a platform to record topic understanding and this supports us in ensuring differentiation appropriately challenges each individual, through tasks and questioning. At the academy we have two main groups of learning; KS3 and KS4. However, within these paths each student has an individualised learning path, that includes entry level, functional skills and GCSE's. Students can expect to learn in a happy and supportive environment. We use maths games, real life scenarios and puzzles to promote co-operative learning and problem solving skills. KS4 students will tackle exam style questions on every topic covered, so that they feel prepared for their exams and post 16 aspirations.
English
At the academy, all of our students receive an individualised approach to English according to their ability and need. We start this individualised learning by asking each student to do baseline assessments when they first attend our school. We can then identify what grade the individual student is working at, any gaps in their learning and how best we can help them make progress. We have very small classes and our small team of English teachers and teaching assistants are present in every class to offer support and one to one learning if required. All of our students in key stage 4 are entered for formal examinations. All students take English Language GCSE and a Functional Skills English qualification. We have begun teaching GCSE English literature with the aim of broadening our students’ appreciation of literature and the opportunity to achieve this qualification as they would in a mainstream setting. It is our aim that all key stage 3 students make good progress in English so that they can access the GCSE courses, and that all key stage 4 students leave the academy with a qualification that will take them to the next stage of their education.
Science
In years 9, 10 and 11 we offer our students BTEC level 1 first award in applied science, which is a coursework only course. This is taught alongside and embedded into the AQA GCSE biology curriculum. AQA GCSE biology gives students the chance to gain a good understanding of human biology, organisms, evolution and the environment. Students sit two biology papers in the summer term which examine both the syllabus content as well as knowledge and application of the set required practicals.
History
History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Pupils will think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Art
Students explore the seven key elements; line, shape, tone, colour, form, space and texture in art. The curriculum is project-based so students can take ownership of their work and the direction they want to follow. The students are able to use a wide range of different media including; paint, pastel, charcoal, fabric, pens, pencil, clay to build their confidence over the course of the projects. The projects look at all different types of cultures and cover a wide range of different types of art; graphic, illustration, fine, pop, street and 3D art. All students have access to facilities allowing them to use techniques such as spray painting and lino painting, and a workshop with a kiln for exploring 3D work with a range of tools and materials. All students have the opportunity to display their art in a local art gallery.
Physical Education (PE)
The academy offers practical lessons to all students across KS1-4. There are vast amounts of activities available to our students focusing on net and wall sports, invasions sports and general health related fitness sessions. Our overall aim is to provide students with the opportunity to lead active, healthy lifestyles as well as developing students’ social skills, resilience and knowledge of the importance of exercise.
Personal, Social, Health and Economic (PSHE) Education
Personal and social education is delivered in all key stages at the academy. The content in KS3 focuses on health and wellbeing, living in the wider World and relationships. The aim is for students to learn and develop their knowledge on a wide range of both PSE and citizenship topics and the refine this knowledge and understanding when they reach KS4 to have the opportunity to achieve a level 1 / 2 award or certificate in PSE. Our overall aim is to help students lead confident, healthy and responsible lives.
Intervention
Intervention is an important part of the day to day running of the academy. We work with various students mostly on a 1:1 basis and cover a range of subjects building positive, trusting relationships. These can all vary depending on the students’ behaviour or needs at the time. Intervention can take place on or off site again depending on the individual. Intervention sessions can range from, support with individual subjects, to neuroscience, to walking our school dog, all individualised to each students needs at the time.
Primary PSHE and SEMH Intervention
We understand that our students have complex needs, we aim to address these through 1:1 and small group tailored interventions. Our students learn through creative or sensory activities, games, songs, stories and YouTube videos (never underestimate the power of YouTube!). They study neuroscience, emotions, feelings, friendship, internet safety, road safety, stranger danger, the importance of telling the truth and the factors of keeping healthy (mind and body). They learn strategies which they can use in and out of school to be able to cope and deal with powerful feelings and emotions. They learn to be able to put their thoughts and feelings into words and who they can talk to for help and support. As a school, we use the same language and strategies to support and guide each of our students in these areas.
Motor Vehicle Studies
Here at the academy we have a purpose built motor vehicle studies workshop where students get the chance to get really hands on. Students learn new skills from right across the motor vehicle industry, from health and safety to vehicle inspections and valeting. These skills can offer KS4 students the chance to gain an industry recognised qualification. KS3 students can also perform personal projects from bike builds to creative metalwork. Whether you are planning a career in the motor trade or not, these are great life skills to have.
Catering
Being able to cook is an essential life skill. Learning to cook is fun, creative and you will never forget how to do it. We offer this learning opportunity as either an enrichment activity or a BTEC Level 1 or 2 programme. You will be introduced to basic cooking skills by following recipes for simple dishes and learning how to use kitchen equipment safely. Each recipe is underpinned with knowledge about sourcing food, nutrition, hygiene and food safety. Through a variety of recipes developed, a range of techniques, skills and knowledge will be demonstrated. Explaining the value of acquiring skills for cooking at home and discussing ways to pass on your knowledge of cooking skills to others is also explored. These programmes aim to give you the skills and confidence to enjoy cooking at home and maintain a healthy lifestyle through cooking for yourself, friends and families and to inspire others to do so.
Learning Outside the Classroom (LOTC)
Our LOTC programme aims to enable young people to view themselves in a positive way through meaningful learning that occurs by acquiring knowledge and skills through real-life, practical hands-on activities that are challenging rewarding and incorporates first aid training throughout. Young people have the opportunity to gain nationally-recognised awards in First aid, sports and other activities, validating their learning and empowering them to continue enjoying activities that promotes active lifestyles, grit determination, resilience and positive change. We follow these 10 objectives: Improvement in student’s ability to cope with change. Increasing grit determination and resilience. Increased levels of trust and opportunities to examine the concept of trust. Improved achievement and attainment across a range of curricular subjects. Enhanced opportunities for the development of the social and emotional needs. Increased risk management skills through opportunities for involvement in practical risk-benefit decisions in a range of contexts. i.e. encouraging pupils to become more risk aware as opposed to risk averse. Greater sense of personal responsibility. Possibilities for team work including communication skills. Improved environmental appreciation, knowledge, awareness and understanding of a variety of environments. Development of a fit and healthy lifestyle. Opportunities for pupils to develop life skills
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