Case study
Special delivery
The Concorde Partnership includes a special school, which has developed specif_i c approaches to Diplomas
EW SIBLANDS School has Staff at the school began to unpick However, the system is rigorous and
N
been able to off er some fresh Diplomas component by component to units have to be validated. “We have to
perspectives on Diploma see what they could use and what might be specify outcomes and give evidence,” Mr
delivery. meaningful and useful to their students. Casson added.
T_h e special school for children and “We had to diff erentiate tasks and learning Now that elements of Diploma learning
young people with severe and complex activities,” Mr Casson said. “T_h is meant have been established, staff at the school
learning diffi culties, including autism, is having a very clear understanding what are working with SEN specialists in the
in the unusual position of being part of a each component of the Diploma meant and partnership schools, giving valuable
consortium. required in its original state, otherwise it support and advice. T_h ey are also working
“We have always been proactive and would not have made sense.” on Foundation Learning and progression
wanted to be outward-looking,” said Paul New Siblands now off ers Diplomas at guidance, and seeking to establish more
Casson, the headteacher. 16 to 19 in six lines of learning, including rigorous target-setting for SEN students.
“Before we joined the Concorde Creative and Media, Construction and the For the learners themselves, Diploma
Partnership, we already had plans with Built Environment, and Society Health and delivery has opened up new perspectives.
Castle and Marlwood secondary schools to Development, which are diff erentiated for their T_h e school has a “Diplomas room”, the
develop jointly a vocational centre, though students. During the coming months, they appearance of which changes depending on
this was disregarded by the local authority. will also study elements of Environmental and the unit being studied. For the fi rst time,
“When the two secondaries joined the
partnership, so did we, but it was clear we
had to develop our own particular form of
delivery.”
Early bids by the partnership to pass
through the Gateway for some lines of
learning were rejected because of a lack
of special needs input. It was a chance for
New Siblands to make its mark.
“When we joined it meant we were able
‘
Our aim is not to take our students down
a full Diploma line, but to give them a
comprehensive experience of different
working sectors and what these mean
to off er new perspectives on this and it Land-based Studies, Sport and Active Leisure students use the vocabular
helped to raise the profi le of SEN in the and Hospitality.
bids,” Mr Casson said. “T_h ese are Diplomas we think will yield
“Our staff got involved in writing some most for our pupils and refl ect areas of
of the lines of learning and we did as much growth within our region and locality,” Mr
as we could in relation to the size of our Casson said
’
y of the subject
they are studying.
T_h e school is planning to construct a
mainstream classroom on its site so others
can use it as a resource, as sending New
Siblands students to other schools would
school, which has fewer than 60 students.” “Our aim is not to take our students be problematic.
Mr Casson’s membership of the down a full Diploma line, but to give them And unlike its mainstream partners,
leadership team alongside the other heads a comprehensive experience of diff erent the school has a captive audience when it
also helped to raise the SEN profi le, and working sectors and what these mean.” comes to Diplomas. Each of the 20 pupils
meant the partnership as a whole was For example, while the school was in the in the age group is doing the units as it
benefi ting from the school’s perspectives. process of being rebuilt, pupils benefi ted forms part of their curriculum.
“One of the fi rst things we had to recognise from having builders and architects on site “Unlike other schools we don’t have to
and acknowledge was that our pupils would and were able to see fi rst-hand how to make recruit, so we probably have more young
never be able to fulfi l the assessment criteria cement and what tools were needed, as part people doing Diplomas here than in many
in the Diploma structure,” he said. of their construction studies. schools or consortia,” Mr Casson said.
“T_h ey have severe and profound learning As students at New Siblands cannot be Dave Baker, chairman of the Concorde
disabilities – such as Down’s, cerebral palsy, accredited under the existing system, the school Partnership, said the work being done by
visual and auditory disabilities – and work has found an alternative through the AQA unit New Siblands was “ground-breaking”.
at pre-entry levels. So this is very diff erent accreditation scheme. T_h e system is a framework “T_h ere are levels of ability that are
to the ability profi le of pupils who might and is content-free, allowing registered centres currently not being catered for and this
normally be studying Diplomas.” fl exibility over how they work. school is leading the way,” he said. DD
14 Delivering Diplomas • Volume 2 No 1 Spring 2010
13-14 case study.indd 4 5/3/10 10:56:17
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