Get in Touch
- Academy Type: Medical Academy
- Principal & Main Contact: Frances Harland (|Head of School) / Helen Casson (Executive Principal)
- Senior Administrator: Jenny Hollis
- Careers Leader: Nathan Gristy - ngristy@waveedu.org
- Designated Safeguarding Lead: Clair Mason – cmason@waveedu.org
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Deputy Designated Safeguarding Lead:
Frances Harland – fharland@waveedu.org
Helen Casson – hcasson@waveedu.org - Address: Torlands Academy, Merrivale Road. Exeter. EX4 1PT. United Kingdom
- Phone: 01392 495437
- Email: Torlands@waveedu.org
- Opening Times: Mon - Fri: 0830 - 1630
About
Torlands Academy is a medical provision academy that provides education for children and young people with complex medical and/or mental health needs which prevent them from attending school. We pride ourselves in providing pupils with access to high quality education, ensuring they are thoroughly prepared for the next stage in their learning journey. Personalisation is the cornerstone of our pedagogy; the curriculum is bespoke and programmes are crafted to meet individual needs which demands a totally flexible and adaptable approach to teaching and learning from all involved.
Torlands provides personalised education through a combination of teaching at our centre in Exeter (Merrivale), small group teaching, online learning and 1-1 teaching.
Devon's Local Special Educational Needs & Disabilities Offer:
Careers information:
Staff
Helen Casson
Director of Education
After graduating from the University of East Anglia in PsychoSocial studies, Helen completed her PGCE at Sheffield Hallam University. She then taught in Sheffield for a few years before moving to an inner London school as Assistant Headteacher, leading on student and staff wellbeing. After a move to Cornwall in 2011, Helen became Deputy Headteacher at Looe Community Academy. Helen is a trained SENCo and a Thrive practitioner and is passionate about ensuring the needs of all young people are met. Helen sat on our Wave MAT board for number of years before joining the Wave team. Outside of school Helen and her family enjoy exploring Cornwall in their rusty VW camper and bright orange beetle!
Frances Harland
Head of School
Frances completed a degree in English Literature at Exeter University in 1988 and then worked for a literary agency specialising in foreign rights for English and American publishers in London. After moving to Devon in 1994, she undertook a PGCE in English at St Luke’s, Exeter University, before teaching in North Cornwall. Her interest in alternative provision stems from her experience of teaching a Year 11 student in outreach as they were not permitted to attend school on health grounds. In 2006, she began working in Devon with students unable to attend mainstream school for a range of complex reasons. She feels strongly about inclusion, and about meeting the needs of all young people, whatever their barriers to learning.
Mike Keveth
Assistant Head of School
After graduating from the University of Exeter with a degree in Pure and Applied Mathematics, Mike then completed his PGCE before working as a mathematics teacher in two Hampshire schools in the 1990s. Mike moved back to his home county of Cornwall to join Looe Community School initially as Head of Mathematics, before becoming an Assistant Headteacher in 2001 and then the Deputy Headteacher from 2008. Whilst at Looe, Mike was also briefly seconded to the Local Authority as a Secondary Mathematics Advisor. In 2014, frustrated by the political direction of education, Mike and his wife decided to leave education for a new challenge and started their own hospitality business. After four successful years, they sold their business and Mike resumed his teaching career with Wave. Mike believes passionately that education should not be a ‘one size fits all’ and likes to be ‘creative’ when solving problems. When the Torlands Academy was formed in 2019, Mike became the lead teacher for both mathematics and online learning and was recently promoted to Assistant Headteacher. Outside of school, Mike enjoys family life, exploring the South West with his two dogs, almost any sport, and is an avid Plymouth Argyle supporter.
Clair Mason
Pastoral Support Manager
Clair came into teaching after spending several years working as a qualified Veterinary Nurse in Devon. She returned to University to retrain as a teacher and on completion of her degree she then spent the next fifteen years teaching in secondary schools and delivering BTEC and HLTA training across Devon. She also spent several years working part time within the Social Care arena, working with young people and their families who were highly vulnerable due to homelessness, substance abuse and mental health needs. Whilst working with some challenging young people, she gained valuable experience of working with other agencies such as the Youth Offending Team, YSmart and CAMHS. She is a trained Thrive and ELSA practitioner. At home she likes to keep up with her daughter and take her Bavarian hound for long walks on the local beaches and woodlands.
Nathan Gristy
Assistant Head of School
Having graduated from Newcastle University with a degree in Land Resources, Nathan undertook a PGCE at Leicester University and went on to teach geography in a number of mainstream schools. It was during this time that he became increasingly interested in the reasons behind the poor outcomes for students with additional needs. This lead Nathan to a career change where he worked for the Youth Offending Service, championing the importance of education for young people at risk of offending. In more recent years Nathan has worked with the young persons' charity, Young Devon, managing a busy drop-in centre and an accommodation project supporting young people leaving the care system. Prior to starting with Wave, Nathan worked with excluded students in the Torbay area, developing his interest in use of the outdoor environment as a resource to support young people with social and emotional needs. When not at work, Nathan enjoys being in the outdoors, ideally in or on the water.
Cath Marchant
SENCo
After graduating from University with a degree in Music Performance, Catherine spent a year as a freelance musician before going on to complete a PGCE in Primary Education. She then taught in Essex and Devon in Senior Management and SENCO roles. Catherine also completed a Level 3 Counselling qualification and is an expert in Early Years and the teaching of reading. In 2017 Catherine started teaching at a special school on Dartmoor and in 2018 began working with WAVE. As SENCO Catherine is strongly committed to working alongside staff and families to help improve the life chances and mental well-being of students. She also teaches Mathematics and English on days without a SENCO timetable. Outside work Catherine enjoys reading, listening to music of all genres and spending time with her young family.
Rebecca Chudleigh
Assistant SENCo
After graduating from the University in Plymouth achieving a degree in Civil and Coastal Engineering, Beckie decided that she wanted to complete her PGCE specialising in Mathematics.
Beckie has taught in schools around Devon and Cornwall for the last 13 years which included training PGCE students.
Beckie started at Torlands Academy a year ago. Beckie is passionate about making sure all pupils succeed and feel confident in Mathematics and loves to help pupils build their resilience in lessons.
Outside of work hours Beckie loves to walk on the moors with her dogs and also is a very keen gig rower who volunteers for the CPGA (Cornish Pilot Gig Association).
Our Curriculum at Torlands
Our individualised curriculum is designed to ensure that pupils’ health does not adversely affect their education. Progress is monitored carefully and targets are designed to challenge and provide opportunity for progression back into mainstream.
All students’ baseline levels of English, Maths and Science are assessed when they join Torlands. These baselines are used in conjunction with the data that is given to us by their mainstream school to ensure that work is provided for them at the correct level.
Reading and spelling tests are also completed on entry and a literacy support programme is put in place to support students if required.
Learning Support Mentors and Family Support workers work closely with teachers to provide a range of support, including home visits. This includes literacy and numeracy intervention, exam practice, dyslexia support and life skills.
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.
Reading is taught through the Read Write Inc Systematic Synthetic Phonics validated programme
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.
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.
Forest School Intent Statement
Our intent is to provide a nurturing space that supports our pupil’s wellbeing by providing and implementing positive outdoor, student-led experiences in a natural setting, the impact of which will help foster traits such as resilience, confidence and independence and develop motivation, co-operation, decision-making and social skills.
Personal, Social, Health Education Curriculum Intent Statement (PSHE)
The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every young person so that they know more, remember more and understand more about how to play a positive and successful role within society. PSHE supports our pupils to become healthy, independent and responsible members of a society, who understand how they are developing personally and socially, and give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. We aim to provide our pupils with opportunities for them to learn about rights and responsibilities and to appreciate what it means to be a member of a diverse society. Moreover, our pupils are encouraged to develop their sense of self-worth by playing a positive role in contributing to the life of the school and the wider community.
We want our pupils to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it:
- To develop a confidence in sharing their own thoughts and opinions with others
- To develop skills and attributes to keep themselves safe and healthy
- To develop an attitude of a responsible global citizen
- To show tolerance of others' beliefs, religions and life choices
- To build positive, respectful relationships with other people
Careers Curriculum Intent statement
The goal of Torlands Academy’s Careers Education programme is to raise aspirations, give pupils the skills to achieve their full potential and provide them with the opportunity to experience different career pathways. We want our pupils to experience a careers curriculum that establishes a growing knowledge and awareness of the world of work and what they, as young people, can aim for as they prepare for adulthood and Post 16 transition.
Through the Careers Education programme, we aim to support and support pupils to:
- Assess their potential in respect of abilities, interests and needs/values.
- Develop their ability to make an informed choice about further education/ employment that is achievable, realistic and sustainable for their future.
- Be aware of a range of life and occupational opportunities in a context of social and economic change
- Navigate transition by providing familiarisation visits, exposing them to alternative environments and assisting them towards the independence required to access these provisions.
Psychology Intent Statement
The aim of the Psychology curriculum is to equip pupils with the knowledge and skills needed to be able to understand and explain the causes of human behaviour and the impact of this behaviour on wider society. We want pupils to be able to think analytically and reach logical conclusions based on scientific evidence.
We promote topical discussion and encourage pupils to develop an enquiring mind. Students analyse the relative contributions of competing theories from some of the most influential Psychologists throughout history, in order to discuss their impact on our understanding of human behaviour and society as a whole.
PERSONAL, SOCIAL, HEALTH EDUCATION - KEY STAGE 1, 2, 3 & 4
We have a clear and comprehensive scheme of work, in line with the National Curriculum PSHE statutory guidance; the curriculum is based the three core learning themes of: Health and Wellbeing, Relationships and Living in the Wider World. The programme of study also incorporates the Relationship and Sex Education policy and ensures that our schemes of work link to British Values, Cultural Capital and Spiritual, Moral, Social and Cultural development. In addition to this, connections are made to the wider curriculum, allowing students to see the value of application of knowledge and skills gained through PSHE. We also use the Torlands Tasters virtual assemblies as an opportunity to further promote PSHE, British Values and SMSC.
The teaching and learning of RSE is planned comprehensively within each year group so that students know more, remember more and understand more. We are aiming for pupils to become more aware of RSE and know the purpose of it. Parents are contacted on a regular basis in relation to the teaching of RSE and are encouraged to contact the school for further support and clarification as required.
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 Torlands Academy.
https://www.compare-school-performance.service.gov.uk/
Documents
Referrals
Torlands is an interim provision for children who are unable to attend school for medical reasons. We aim to reintegrate all pupils at the earliest opportunity.
For a pupil to be considered for Torlands, they will need to be referred to the Inclusion Team at Devon County Council by a relevant medical professional, and by their registered mainstream school. Relevant medical Professionals include:
• Member of Community Paediatrician Team
• Hospital Consultant
• Clinical Psychologist
• Consultant Child & Adolescent Psychiatrist
• CAMHS Senior Practitioner
Referral forms can be found at:
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