Nine Maidens APA mainly supports the students from the Camborne, Redruth area and the Lizard peninsula. It is based near the village of Four Lanes and surrounded by rolling countryside. Nine Maidens is split into a secondary department and a primary department. Each students programme is individualised and work is set at appropriate levels enabling all students to access the curriculum. It is one of the few APAs in the country to be awarded the Dyslexia Friendly Schools Quality Mark and takes pride in the intervention programmes offered. Outdoor Learning is another unique strength of the APA which gives the students opportunities to learn in a creative manner away from the classroom. Students consider Nine Maidens to be a safe place to learn and that ever day is a fresh start.
Jonathan has worked at Nine Maidens since 2003. During his teaching career he has worked in a number of local schools initially as a SENCO and then as a Deputy Head. He was born in Hayle and considers it a privilege to be able to give something back to his local community by working at Nine Maidens. Jonathan has 4 children, 2 dogs and in his spare time enjoys surfing, windsurfing and mountainbiking.
Michael has worked at Nine Maidens since 2007. Before this he spent 8 years in pupil referral units in Nottinghamshire working with children across all key stages. He is a secondary trained teacher in Design and Technology delivering electronics, resistant materials and food technology up to GCSE level with 4 years mainstream experience. In his spare time he enjoys motor cycling spending quality time with his family and walking his dog.
Lorna graduated from Plymouth University in 2009 and following this taught in local primary schools for a number of years. More recently Lorna has been working for a local youth charity supporting at risk young people and their families in the community before starting at Nine Maidens in 2017. Lorna believes that supporting vulnerable students and their families will improve their educational attainment and emotional wellbeing. In her spare time Lorna enjoys walking her dog along the beach and spending time with her family.
After graduating from Camborne School of Mines with a first class honours degree in Mining Engineering, Su started a research project on Coastal Erosion. It was during this time that she started to do some teaching work in the labs and discovered that drilling formulae and equations into people was more her passion than drilling into rock, so a change of direction was needed. After completing the SCITT course at Truro College in 2000, Su taught Maths at Redruth School and Brannel School before joining the team at Nine Maidens in January 2013. Su is committed to creating a positive “can do” approach in her classes and strives to provide a safe learning environment where pupils can develop their mathematical confidence.
Nine Maidens AP Academy OFSTED Report July 2016 (pdf)Download
2013 Nine Maidens Short Stay School funding agreement (pdf)Download
Nine Maidens APA Declaration of Interests 2018 (pdf)Download
Wavemat - Provider Access Policy - Nine Maidens APA (pdf)Download
Nine Maidens PPSG Attendance 2017-18 (pdf)Download
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At Nine Maidens AP Academy, the Primary Department is currently composed of three classes: One specialising in providing an appropriate curriculum for Key Stage One children; a lower key stage two class and an upper key stage two class. We also have the flexibility to allow children to move between classes to best fit their needs. We use the Thrive programme to assess the children’s emotional and developmental needs and ensure that we can meet these needs in order to make sure that every child is actually ready to learn, enjoys being at school, and is able to fully access all the learning opportunities we can provide.
At Nine Maidens we follow the National Curriculum in line with all of our mainstream feeder schools. In this way, any of our students who are due to be reintegrated will not feel like they have missed parts of their learning, but may be able to share knowledge with their peers. We also provide as many outdoor education opportunities as possible to ensure that the children gain as much life experience as we can provide, as well as giving them the chance to find an area in which they naturally excel. These opportunities include swimming, sailing, surfing, forest school and gweal-an-top activity centre, for example. These facilities do not just enhance the learning opportunities for the children, but show them that, despite previous negative educational experiences, we are here to support them and help them to deal with situations that they may have found tricky in the past, whilst making education enjoyable. As of September 2014, we will be following the new National Curriculum through the Inspire Programme; again ensuring that our children follow the same topics and ideas as their peers and so help the transition from our school back to mainstream as fluid as possible. In addition to addressing the mainstream curriculum requirements, we also aim to meet individual needs according to advice from fellow professionals, as and when required, or as an additional support to any students we feel are struggling. We use various tried and tested resources to help support the emotional development of our children, including anger management, emotional literacy, social skills, and include various texts and techniques. We have access to an outdoor play area – whether the weather is wet or dry. We are able to use the school garden and tarmac area, and use the field too. During these outdoor activities, we encourage independent play, as well as social interaction with other adults and students. We have an activity box to expand gross motor skills, and as all outdoor activities are fully supported by adults, we are able to focus on individual development and need.
We use a range of blended online and teaching/learning resources for KS1, reinforcing skills and engaging children in language development – reading, spelling and phonics knowledge, including Read Write Inc and Nessy. We use Oxford Reading Tree books, alongside other approaches for children in a phased development.
The provision is split into 6 classes, 3 KS4 and 3 KS3 one of which is the KS3 Nurture provision. Each class has an allocated keyworker who will liaise with parents if there are any concerns. The KS4 students have the opportunity to sit exams in the following subjects;
Each subject has a dedicated TA who works closely with the teacher to deliver the curriculum. KS3 students follow the National Curriculum at an appropriate level which is assessed on entry. The following subjects are covered;
The Nurture provision follows the same curriculum which is all delivered by the Nurture teacher in the Nurture classroom. In addition this class participates in a number of group activities to build self-confidence and teamwork. In addition all the students get opportunities to participate in a range of outdoor activities which focus upon teambuilding and developing communication skills with their peers