Halifax academy ‘succeeding’ in bid to help pupils excluded from schools

In Calderdale, the Whitley Alternative Provision (AP) Academy at Halifax was previously known as the Calderdale Referral Unit, but its new status brings positive and practical ways in which it can ensure children who have been removed from mainstream schooling can realise their potential.

As well as children excluded from other schools it also provides education for children who need protecting, for example, and some in the council’s care.

Chief Executive Officer of the Impact Education Trust, Mick Kay, said since the academy joined the trust, “We are trying to change perceptions, that our children can, and will, achieve.

“For too long children in alternative provision have been forgotten about.

“This is not like a referral unit – this is an academy.”

Speaking to members of Calderdale Council’s Children and Young People’s Scrutiny Board before the COVID-19 lockdown, Mr Kay said everyone – who attended the academy had a different story and the aim was to ensure they realised their potential with “one size fits all” type provision consigned to the past.

“There are personalised plans in place for every young person to try and transition them to what their next stage of learning might be,” he said.

Mr Kay said plans included a range of aspects such as personal development and building up pupils’ confidence.

Board Chair Coun Colin Raistrick (Ind, Hipperholme and Lightcliffe) agreed it was the individual that was important. “Let’s have the best outcome for the child,” he said.

Board members heard since the unit transitioned to being an academy last autumn attendance had improved in some year groups, although this was still an area for improvement overall.

But fixed term exclusions had decreased significantly and the academy’s School Improvement Plan aimed for it to be “Good” in all areas by the end of this academic year.

Calderdale commissions 80 places for pupils.

Mr Kay said children and young people at the Whitley AP Academy had the same teaching and learning experiences as young people at other schools or academies, both through the curriculum and consistency in routines and boundaries.

“It’s the achor of love, warmth and never giving up on them,” he said.

Members, some having visited the academy, commented on issues including the positive learning ethos, options for a pre-alternative provision or early intervention places, staff training, and the need for mainstream schools to be more inclusive.

Alternative provision should be a turnaround provision, not a solution, with a challenge to get students back into mainstream education, said Mr Kay.