
Get in Touch
- Academy Type: Medical Academy
- Principal & Main Contact: Frances Harland (|Head of School) / Helen Casson (Executive Principal)
- Chair of the PPSC: Mark Escott
- Senior Administrator: Jenny Hollis
- Careers Leader: Nathan Gristy
- Address: Torlands Academy, Merrivale Road. Exeter. EX4 1PT. United Kingdom
- Phone: 01392 495437
- Email: Torlands@waveedu.org
- Opening Times: Mon - Fri: 0845 - 1530
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About
About
Torlands is an academy that exists to provide education for pupils unable to attend school owing to medical reasons.
Wave believes that children and young people with health needs that impede their attendance at school should have access to high quality educational opportunities, with the expectation that they will be returning to school as soon as possible.
Torlands Academy is based at Merrivale, our centre in Exeter. We provide an education for students across the whole county who are not able to attend school owing to medical reasons.
Torlands would be not be a suitable provision for students whose difficulties with school attendance are related to their Special Educational Needs, unless they have a co morbid health condition. Pupils with an Educational Health Care Plan are supported at school with additional funding. If a pupil’s EHCP reflects long term health difficulties that are impeding their learning, further support should be requested through an interim review of their EHCP, rather than a referral to Torlands.
Students are dual registered with their mainstream school and with Torlands Academy. We offer a blended approach that can include: group learning at Merrivale, group live online learning and individual teaching. Our provision is personalised to meet the individual needs of our students. We work closely with students, families, schools and other agencies to ensure a smooth and effective transition back into mainstream education as health improves.
Torlands Academy's Full Opening Plan for 2020/2021 is available upon request.
Staff
Staff
Helen Casson
Executive Principal
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.
Clair Mason
Family 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.
Curriculum
Curriculum
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.
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 student’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.
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/
Subject Areas
Subject Areas
ENGLISH - KEY STAGE 2 & 3
Students referred into Torlands have access to English lessons within the framework of the National Curriculum for English. A personalised approach to learning is established which enables learning to be matched to the individual needs of pupils as far as practical, in accordance with pupils’ particular health and medical needs. Liaison with pupils’ mainstream schools provides support for English learning programmes. Regular ongoing formative assessment opportunities help to inform planning.
MATHS - KEY STAGE 2 & 3
At Key Stage 2 and 3 we support students by developing their mathematical skills in a way which encourages confidence as well as providing satisfaction and enjoyment. It is our view that Maths is for everyone. It is diverse, engaging and essential in equipping students with skills for their future, whatever that may be. We support students to engage with, explore, enjoy and succeed in Maths. All students have the opportunity to follow a tailored programme that enables them to be numerate and builds on what they already know. Lessons encourage students to: • consolidate their understanding of Mathematics • be confident in their use of Number and Mathematics • extend their use of mathematical vocabulary, definitions and formal reasoning • develop the confidence to use Number and Mathematics to tackle problems in everyday life • develop an ability to think and reason mathematically • make connections between different areas of Mathematics • develop a firm foundation for appropriate further study at KS4 and beyond
SCIENCE - KEY STAGE 2 & 3
Science is an integral part of understanding how the world works and how the choices we make influence it in both positive and negative ways. KS2 and 3 science lessons will develop knowledge and understanding of Biology, Chemistry and Physics topics, as well as developing student’s data handling and investigative skills through safe scientific practicals whenever possible. Student will also be taught to apply knowledge to new situations, analyse data and draw conclusions. Students will also be guided to review and improve their own work in order to build presentation, literacy and numeracy skills. In KS3 students will, if possible, follow the science curriculum their mainstream schools follow in order to aid reintegration. For those where this is not appropriate or possible, our science teachers will teach science using the AQA KS3 scheme of work. Science will be taught through 10 big ideas: Forces, Electromagnets, Energy, Waves, Matter, Reactions, earth, Organisms, Ecosystems and Genes.
ENGLISH - KEY STAGE 4
At Key Stage 4, all students will study GCSE English Language. GCSE English Literature is taught alongside English Language for students who are well enough to access both courses, depending on their health needs, in liaison with their referring school. Programmes of study will be adapted to meet each individual’s needs, taking into account the amount of time they have with us.
GCSE ENGLISH LANGUAGE - KEY STAGE 4
Students study AQA 8700 specification, which offers a skills-based approach to the study of English Language in an un-tiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses. The specification offers the attraction of two equally-balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper. Each paper has a distinct identity to better support high quality provision and engaging teaching and learning. Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers. Paper 2, Writers’ Viewpoints and Perspectives, looks at how different writers present a similar topic over time. We also complete the Spoken Language Assessment which covers the Speaking and Listening element of the GCSE.
GCSE ENGLISH LITERATURE - KEY STAGE 4
Students study the AQA 8702 specification. The specification takes a skills-based approach to the study of English Literature that is consistent across the genres. The question papers and mark schemes allow teachers to return to inspirational literature teaching, and allow students of all abilities to achieve their best on every question. The texts we currently study are Romeo and Juliet by William Shakespeare, An Inspector Calls by J. B. Priestly, A Christmas Carol by Charles Dickens, and the AQA Power and Conflict Poetry Cluster.
MATHS - KEY STAGE 4
We study the AQA 8300 specification. GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series, and topics covered will include: 1. Number 2. Algebra 3. Ratio, proportion and rates of change 4. Geometry and measures 5. Probability 6. Statistics.
GCSE COMBINED SCIENCE - KEY STAGE 4
We follow the AQA specification – 8464. There are six papers: two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Biology: 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology. Chemistry: 8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources Physics: 18. Energy 19. Electricity 20. Particle model of matter 21. Atomic structure 22. Forces 23. Waves 24. Magnetism and electromagnets
Referrals
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:
Term Dates & Events
Downloadable Term Dates
Term Dates & Events
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