The Community and Hospital Education Service is an AP Academy that exists to provide education for pupils unable to attend school due to medical reasons, it is not appropriate long term education for pupils with SEN needs.
We follow the principle that; ‘Cornwall 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’.
CHES AP Academy is based at Tolvaddon, Camborne. We provide an education for students across the whole county who are not in school due to medical reasons. Where there are health conditions as a co-morbid condition of a pupil’s SEN needs, CHES is not considered a suitable provision. Pupils with an ECHP are supported at school with additional funding, if the ECHP reflect health difficulties that are impeding the learning of a pupil, it would be expected that further support is requested through an interim review of the ECHP rather than a referral to CHES. Our students are dual registered with their mainstream school and with CHES AP Academy. We offer a blended approach that can include Individual Teaching, live Online Learning, Teaching Assistant support for the core subjects as well as a variety of additional subjects and progress is monitored carefully. Our students access a personalized package of up to 25 hours per week, dependent on their health. We work closely with the students, their families, schools and other agencies to ensure smooth and effective transition back into mainstream education as health improves.
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 and is delighted to have now joined the Wave team. Outside of school Helen and her family enjoy exploring Cornwall is their rusty VW camper and bright orange beetle!
Linda graduated in 1990 and achieved her PGCE the following year. Her first teaching post was at a large secondary school in the North West of England where she taught for nine years, taking up the role of Head of Year. Linda relocated to Cornwall following this to take up a position at Glynn House in Truro, where she worked for approximately 14 years in senior management roles. Linda joined CHES in September 2014 to take on a new challenge of working with and helping to coordinate a large team of staff educating children with medical difficulties across Cornwall. Since joining CHES Linda has been keen to promote further opportunities for students to take part in creative activities and inclusion projects. Linda feels that it is a privilege to work with young people who strive so hard to overcome their difficulties and to see their confidence grow. Linda is a mother of four and enjoys photography, walking and historical fiction.
Lucy has been a teacher since 1995 and has worked in Primary Schools and at Cornwall College Camborne before joining CHES in 2008. Lucy is the Special Needs coordinator. Lucy completed the National Award for Special Educational Needs Coordination in 2014 to help her to carry out the role of SENCo. She teaches English in the online school and in the home. Lucy is married and enjoys spending time with her family
Will has been a teacher for 18 years. He completed his degree in Applied Statistics and Management Science in Plymouth, before going on to complete a PGCE in Secondary Education. Will taught secondary Mathematics in local secondary schools, before taking up a post at Glynn House APA, where he subsequently became Deputy Head. After this, Will spent three years as Head Teacher at Restormel APA, before taking up his current post of Raising Standards Leader for Data. Will has a professional interest in the application of multivariate statistical analysis to education - particularly in using data to inform teaching and decision making, with the aim of improving outcomes and life-chances for young people, especially those whose barriers include behaviour, attachment issues, and medical conditions. Will also teaches Mathematics for CHES APA. Outside of work, Will enjoys camping, reading, travelling, and spending time in Cornwall with his wife and large family.
Amanda has been teaching for 22 years, she has an Honours Degree in Biological Sciences and a PGCE in Balanced Sciences with Environmental Science. She taught in several mainstream schools, holding a variety of positions, before joining CHES online approximately 7 years ago. Amanda finds facilitating students to reach their potential in spite of difficulties they may have very rewarding. Outside of work Amanda enjoys reading, kayaking, walking and spending time with her family.
After graduating from the University of Durham, Lucy completed her PGSE at the University of Exeter and had been teaching ever since. Having worked in many different roles in school, Lucy became Assistant Head Teacher leading on curriculum before taking a career break from leadership to raise her children, (completing her NPQH in Nottingham with new born baby in tow)! Lucy completed a Masters Degree in Education at the University of Bath recently and is currently developing a research proposal into post 16 outcomes for students who attend the AP setting and how we positively make a sustainable difference to the life chances of some of our most vulnerable students through quality provision. Joining the CHES team and Wave Multi Academy Trust in 2016, Lucy thoroughly enjoys teaching and sees her job as a great privilege to be among such talented and creative staff and students. Outside of school, Lucy enjoys spending time with her family and friends
Judy originally trained and worked as a Medical Laboratory Scientific Officer in Pathology and then moved on to work in the pharmaceutical industry supporting medical professionals to set up asthma clinics. Judy was then a full time mum bringing up her three children. Judy has worked in education for the past 10 years and has worked in both primary and secondary education. She has a keen interest in supporting families and understanding their needs. Judy has extensive experience in working with other agencies to ensure families and young people can access the services they need. Judy is a Thrive practitioner, this ethos and training is at the heart of her working practice. She has a keen interest in supporting young people to become more emotionally resilient. When Judy is not at work she loves spending time with her family. She is a keen kayaker, coast walker and runner. She is very proud that she has completed 2 marathons. Judy also loves cookery, crafts of all sorts and reading.
CHES PPSG Attendance 2016-17 (pdf)Download
CHES OfSTED Report 2015 (pdf)Download
2013 Cornwall Community and Hospital Education Service funding agreement (pdf)Download
CHES Annex to Funding Agreement (pdf)Download
CHES Provider Access Policy (002) 012018 (pdf)Download
CHES APA PPSG Declaration of Interests 2018 (pdf)Download
If you would like to compare this to other schools, follow this link https://www.compare-school-performance.service.gov.uk
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 are baselined in English, Maths and Science when they join CHES. These baselines are used in conjunction with the data that is given to us by the mainstream school to ensure that work is provided at the correct level.
Reading and spelling tests are also completed on entry and a literacy support programme is put in place to support the students if required.
Learning Support Mentors work closely with teachers and visit the home to provide a range of support. This includes literacy and Numeracy support, exam practice, Dyslexia support and life skills. We also teach a compulsory Online Safety course which is a self study package with guidance from a dedicated teacher.
The Pegasus Awards are also offered to our students. These awards give students the chance to work on their academic and social development and gives them realistic targets to achieve in daily life.
More details can be found on the Pegasus website: http://www.learnandgrow.co.uk/pegasus/
Working closely with school we offer
We also support additional subjects if required by the school.
We use phonics schemes such as Read Write Inc, Letters and Sounds, Jolly Phonics, Oxford Owl and Nessy.
We also offer literacy support to students with low reading and spelling ages.
We also teach Art and Cookery where appropriate.
As with Key Stage 2, we offer additional subjects where necessary with close communication with the school.
We also offer Literacy support to students with low reading and spelling ages.
At Key stage 4 a GCSE package for students can include
Some students also study GCSE Art or a Level 1 award in BTEC Home Cooking Skills.
Our offer is through a blended use of interactive online lessons and individual support by teachers and Learning Support Mentors.
Other GCSE subjects may be offered and supported by the mainstream school
Students study AQA 8700 specification. The specification offers a skills-based approach to the study of English Language in an untiered 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.
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 get back 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, An Inspector Calls, Conflict Poetry and a Christmas Carol.
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.
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.
1. Cell biology
3. Infection and response
5. Homeostasis and response
6. Inheritance, variation and evolution
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
20. Particle model of matter
21. Atomic structure
24. Magnetism and electromagnet
AQA also offer single Sciences so some of our students follow the AQA 4401 specification.The specification integrates the principles of ‘How Science Works’ throughout the units and in the controlled assessment. The course helps put Biology in the context of students’ everyday lives with topics ranging from ‘Keeping healthy’ to ‘Humans and their environment’.
The specification is based on a series of topics related to the living world and relevant to students. It is designed to help them understand how Science can be used to explain the world in which they live and the impact humans have.
For a pupil to be considered at the CHES panel they will need a referral form from a relevant medical professional as well as a funding and assessment referral from the registered mainstream school.
CHES 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.
Relevant medical Professionals include:
• Member of Community Paediatrician Team
• Hospital Consultant
• Clinical Psychologist
• Consultant Child & Adolescent Psychiatrist
• CAMHS Senior Practitioner