
Get in Touch
- Academy Type: Alternative Provision (AP) Academy
- Principal & Main Contact: Clare Barden
- Senior Administrator: Michelle Tedder
- Careers Leader: Carlo Corby
- Address: Stansfield Academy. Falcon Road, Exeter. EX2 7LB. United Kingdom
- Phone: 01392 445446
- Email: stansfield@waveedu.org
- Opening Times: Primary 0900 - 1415, Secondary (0900 - 1430). 1300 on Fridays for primary and secondary
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About
About
Stansfield Academy is an Alternative Provision Academy providing full time education for children from 4-16 years of age. We cover Central Devon including Exeter, East Devon and Mid Devon and work closely with Devon County Council to ensure a swift transition both into and out of the Academy to minimise the impact of any transition on the learning of those young people.
Stansfield Academy's Full Opening Plan for 2020/2021 is available upon request.
Staff
Staff
Clare Barden
Executive Principal - Devon
Clare completed her Degree in London, and moved to Cornwall in 1992. She worked for a few years in a Secure Unit for adults with Severe Learning Disabilites in Falmouth, before completing her PGCE in London in 1996 and working at Pool School (now Academy) for 10 years. In 2007 she took up post as Deputy at Penwith AP Academy, before taking the post of Head at Restormel APA in February 2015. Clare became Principal at Penwith APA in April 2017. Clare is passionate about giving vulnerable young people every possible opportunity to succeed in life, striving for ways to help them academically, socially and emotionally. Her interests outside of work include playing saxophone and keyboards, walking, travelling, gardening, cooking…..and sleeping.
Emily Johnston
Head of School
Emily worked in mainstream primary schools for fifteen years teaching across all Key Stages including Early Years Foundation Stage. During this time she took the role of SENDCo and Key Stage One Leader. Alongside teaching, her main focus was working with individual children to support and develop their social, emotional and behavioural needs. Emily prides herself on building positive relationships with children to help them achieve their full potential. Emily joined Stansfield as the Learning and Standards Manager in Primary 2016 and is now the head of school.
Mo Hurley
Assistant Head of School
I qualified as a teacher in 2012 after serving 24 Years in the Royal Navy. My first educational job was as a volunteer mentor at a mainstream school before being taken on as a cover teacher. I did this for a couple of years and then taught ICT at the same school. I then decided to move in to Alternative Education and started at the Stansfield Academy in 2016 where I continued to teach ICT and then PSHE. In September 2019 I became the Assistant Head of School with responsibility for exams, data, careers and work experience amongst things. I am passionate about giving all of our learners the best that education can offer and always encourage them to never miss an opportunity!
Yasmin Trevelyan
Family Support Manager
Yasmin graduated in 2012 from the University of Plymouth with a Ba (Hons) Music Degree followed by a Secondary PGCE in Music Education. Yasmin has worked as a secondary school Music teacher for 4 years and then developed as an assistant Head of Year, Pastoral support and then did her Level 3 Safeguarding training and assisted with all Safeguarding at her previous employment. Yasmin believes that all students should be given equal opportunities to ensure success and self-fulfilment. When Yasmin is not working she loves spending time with her two young children and has a keen interest in horse riding, baking and walking.
Claire Treliving
SENCo
Claire gained her PGCE in History and PE at Exeter University in 2000. She spent seven years working in a secondary in Yeovil being Head of Year 11 for the final two years. Relocating to Devon Claire began at an outstanding KS3 PRU called Voyager as an outreach behaviour teacher to help reduce exclusions. Following the merge of the Devon PRU schools and the medical division, Claire continued to with students permanently excluded from school. Over the years Claire has seen many changes and carried out various roles but has been the SENCO for the last four years and has successfully gained the National SENCO Award with Plymouth University. Claire enjoys being the voice for students with special needs and is committed to make positive changes for all no matter the barriers.
Curriculum
Curriculum
https://www.compare-school-performance.service.gov.uk/
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.
Construction 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.
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 pupils 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 (pupils 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 pupils 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 Stansfield Academy.
Subject Areas
Subject Areas
Our new subject area details will be updated here soon. Please revisit this site and take a look.
Term Dates & Events
Downloadable Term Dates
Term Dates & Events
No upcoming events found - please check back soon.Latest News
Latest News
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Guide for leaders in alternative provision (AP)
Read MoreGuide for leaders in alternative provision (AP)
22nd May 2020 Attached is a guide for leaders in alternative provision (AP) which has been written by a number of us who lead trusts, provisions and networks across the country. We hoped it might be ... -
Coronavirus (Covid-19) - Academy Opening Update
Read MoreCoronavirus (Covid-19) - Academy Opening Update
18th May 2020 Last week the Government announced that the next phase of school reopening will begin from June 1st 2020 provided that it’s key tests are met. This marks a first tentative staging poi... -
Providing “life support“ during the COVID 19 pandemic - Wave Trust staff are thanked by pupils and families for helping them through the lockdown
Read MoreProviding “life support“ during the COVID 19 pandemic - Wave Trust staff are thanked by pupils and families for helping them through the lockdown
7th May 2020 As parents, pupils and teachers across the country wait to hear when and how schools will officially re-open following the relaxation of lockdown restrictions, Wave is continuing to do w... -
Coronavirus (COVID-19) - Academy Opening Information
Read MoreCoronavirus (COVID-19) - Academy Opening Information
20th April 2020 You may have seen some news reports suggesting that the Government had set a date for re-opening schools in England. This is not true. The Government has not yet made a decision on wh... -
Coronavirus (COVID-19) - Educational Hubs Update
Read MoreCoronavirus (COVID-19) - Educational Hubs Update
9th April 2020 Earlier this week we contacted all our parents and carers to determine the demand for opening educational hubs for vulnerable children and children of key workers. Although demand stil...