Alternative pathways in mainstream school

Last year I worked as part of a team to set-up a new alternative pathway in my mainstream secondary school. The aim of this pathway was to support students going from year 9 into 10 who were at risk of being permanently excluded. 

This was a really well-planned project. Or so I thought but the experience has taught me a lot!

The plan:

We worked with an educational psychologist to plan the curriculum and the teaching environment. 

Curriculum

Students would be in school three days a week and complete GCSE Maths, English literature and language, combined science and a range of AQA unit awards to ensure breadth of the curriculum (for example humanities). Students would all do PE and a cookery lesson too. The cookery lesson was to ensure that they could look after themselves as adults. On the other two days they would complete one day of work experience and one day at college. These two days would compliment each other, for example a student may study hair and beauty at college and then work at a hairdressers for work experience. Students would leave with 5 GCSEs, a BTEC, a range of AQA unit awards and work experience. 

Environment

Students would be taught by some of the best teachers in the school and supported by a teaching assistant. There were 8 students in the class. Lessons would take place in their own designated classroom which was set-up like a primary class where students had their own desk (and own pot of pens, etc) along with a group space for demonstrations. Every lesson had the same format so students could predict the structure of the lessons. Lessons were 40 minutes long. 

So, the set-up was good and we were excited to start our programme. 

How did it go?

Successes:

Most of the students liked coming to school and attendance showed a large improvement.

Teacher feedback was generally positive. Yes, there have been ups and downs with behaviour but generally students in school have been receptive to learning.

Attainment data has been positive for this group compared to the previous year.

Things I hadn’t considered…

Many students did not get on well at their work experience placements. In hindsight we did not do enough to prepare them for the world of work. 

Many students have not flourished at college. In hindsight these students need the most structure and college does not offer this structure. They did well at school as it was predictable with clear boundaries and this is not the nature of college. College placements do offer a strong vocational pathway but we need to work more directly with colleagues there to support students. 

A new student was placed in the group in November and this rocked the boat. The group needed to stay small, calm and again, predictable. This caused issues for many students in the group.

I had focussed too much on the academic curriculum and had not considered students’ other needs. Future groups will benefit from mentoring and a well-planned pastoral curriculum.

This has been a good learning experience for me. I have just read Mary Myatt’s new book, AP Huh and this has helped me to reflect on my next steps around alternative provision. This will be the subject of my next blog and I would love to know your experiences.