Chances2019-12-06T14:08:19+00:00

*resilience *respect *opportunity

High-quality education support services for young people and their schools

Who we are…

Chances is an OFSTED registered, short-term alternative education provision for students who, for a range of reasons, are struggling in their mainstream school.

We are an early intervention provision that offers a pause button. In a safe, inclusive environment students develop the *resilience they need and learn to *respect themselves and others in order to return to a mainstream setting.

Students are given the time, encouragement and support they need in order to re-engage with their education and begin to rebuild positive relationships.

Through a combination of individualised behaviour support and personalised learning, students leave with the knowledge, skills & strategies that provides them with the *opportunity to grow and thrive in and outside of school.

Newsletter 1
Newsletter 2

BESPOKE EDUCATION SUPPORT

We are able to design, in partnership with schools, parents and students, learning plans that incorporate a range of support packages, which can be dynamically adapted to changing situations throughout the student’s journey with us and their reintegration into mainstream education. Packages can include some of the following features:

  • 6-Week – This is our ‘base’ package, from which most bespoke plans are designed, offering 6 weeks (full time) with us in our Dawlish centre.

  • Crisis – This is our package designed to help our partner schools, with who we have a working relationship. aimed at offering support as soon as possible for the student in immediate need. It is rare that this is a ‘first time package’ for new schools.

  • Reintegration – This service aims to support the student in the transition back into mainstream school and usually follows one of our other packages.

  • Outreach – Our outreach package offers support for students outside of one of our buildings. An outreach worker can have sessions with students wherever the student, or school, would find appropriate.

“During their involvement with Chances, students develop better learning habits and many remain in mainstream education.”

Ofsted 2018

AT A GLANCE

Chances Educational Support Centre is an alternative education service based in Dawlish, Devon. It offers students a tailored education designed to meet individual needs and nurture the skills needed to improve life chances and realise potential. Its highly skilled staff do all that they can to help the students develop their self-esteem, confidence and self-worth, thereby assisting them with their engagement both in the classroom and in their own communities. Chances aims to ensure that the young people entrusted to its care are ready for the ever-growing demands of a complex society.

At Chances we believe that everything we do should be centred around the young people. Our unique blend of education and youth work creates a happy, safe and supportive environment where students can be stretched and challenged academically, have fun, and come to understand the intrinsic rewards of engaging with their learning. We understand that students make mistakes and we support them to learn from them in a school where good behaviour and manners are as important as academic success.

We are committed to improving the life chances of all students at Chances by seeking to remove any barriers to learning but keeping the consistency and fairness that they will need when moving forward. Working together with the students’ ‘home’ schools is very important to us as we know it is essential in helping with a successful reintegration back into mainstream education after we have helped the students find their love for learning once again.

Chances has a strong ethos informed by a set of core values. We believe that learning ‘Resilience and Respect lead to greater Opportunity’.

Our Chances Promise.

We are a  school where students are encouraged to:

  • Develop skills and behaviours which lead to better learning outcomes
  • See learning as fun, recognise their own progress and know that they can succeed
  • Recognise their own talents and  strengths and persevere where they experience difficulty
  • Grow in confidence, know themselves better, develop personal resilience and positively contribute to the life of the school
  • Keep themselves safe, be respectful of others and their environment

*INTEGRITY – Doing what’s right, even when no-one is watching

*RESPECT – Interacting with fairness, kindness and dignity

*DETERMINATION – We give people a second chance, and a third, fourth, fifth…

*COLLABORATIVE – Doing great things together and with others

*ACCOUNTABLE – Managing risk, taking responsibility and being accountable to each other and our stakeholders

*DYNAMIC – Creating fun and a little bit of weirdness

We believe that every young person has within them the ability to reach their potential but they face some unique challenges during these times. We work with schools to identify the different ways that we could support both the student and the school at which they are enrolled so that through better understanding a solution can be found to ensure a successful educational journey.

While we aim to help a range of students with varying needs, we have had particular success with young people who:

  • Have low attendance at school
  • Struggle with anxiety and/or low mood
  • Are causing concern as a result of gang membership or similar
  • Are at risk of CSE
  • Display challenging behaviours and times of distress

Qualified teachers and highly skilled Youth Workers provide a programme for students who are experiencing behavioural or emotional difficulties and are therefore at a risk of exclusion. Our smaller class sizes and highly-skilled staff team allow us to challenge students who are disengaging from education, identify barriers to learning and equip them with the necessary skills of resilience and self-management that they need to succeed.

The unique and effective combination of education and youth work is fundamental in providing the high standard of education your student deserves whilst addressing the underlying social, emotional and behavioural issues that are impeding their success at school.

We have printed copies available on request, but for transparency, all policies can be found here

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE)

Our Vision:

PSHE will enable students to feel positive about who they are and to enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities pupils will learn to recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, schools and communities.

Students will learn to recognise, develop and communicate their qualities, skills and attitudes. They build knowledge, confidence and self-esteem and make the most of their abilities. Students will learn to identify and articulate feelings and emotions, learn to manage new or difficult situations positively and form and maintain effective relationships with a wide range of people.

Our aim therefore for PSHE  is to provide pupils with:

  • accurate and relevant knowledge
  • opportunities to turn that knowledge into personal understanding
  • opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives

At Chances we know that learning and undertaking activities in PSHE education contribute to achievement of the curriculum aims for all young people to become:

  • successful learners who enjoy learning, make progress and achieve
  • confident individuals who are able to live safe, healthy and fulfilling lives
  • responsible citizens who make a positive contribution to society

In  PSHE at Chances, we will:

  • Create a comfortable classroom climate where students are confident and discuss their hopes, fears and sensitive issues
  • Develop a set of ground rules for the PSHE classroom
  • Model good practice in the way we talk to students
  • Provide enrichment opportunities that support and develop our students emotional and physical well being
  • Work with external providers to provide the best possible experience and expertise for our students
  • Remain flexible with our Curriculum and respond to issues as and when they arise.

In Key Stage 3 and 4 students receive two lessons per week (1.5 hours) of PSHE, delivered by our PSHE Lead.

QUIZ OF THE WEEK

Each week the pupils access a general knowledge current affairs quiz. The purpose of this is to help children gain a knowledge and understanding of what is happening in the world around them.

PSHE Core Theme 1: Health and wellbeing overview

In Key Stages 3 and 4, will be taught:

  • how to manage transition
  • how to maintain physical, mental and emotional health and wellbeing including sexual health*
  • about parenthood and the consequences of teenage pregnancy
  • how to assess and manage risks to health and to stay, and keep others, safe
  • how to identify and access help, advice and support
  • how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco, maintaining a balanced diet, physical activity, emotional health and wellbeing and sexual health
  • how to respond in an emergency including administering first aid
  • The role and influence of the media on lifestyle

* Sexual health is included within this core theme however it is important that it is also considered within the context of healthy relationships.

PSHE Core Theme 2: Relationships overview 

In Key Stages 3 and 4, pupils will be taught:

  • how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills
  • how to recognise and manage emotions within a range of relationships
  • how to deal with risky or negative relationships, including all forms of bullying and abuse, sexual and other violence and online encounters
  • about the concept of consent in a variety of contexts (including in sexual relationships)
  • about managing loss, including bereavement, separation and divorce
  • to respect equality and be a productive member of a diverse community
  • how to identify and access appropriate advice and support

PHSE Core Theme 3: Living in the wider world overview

In Key Stages 3 and 4 pupils will focus on ‘economic wellbeing, careers and the world of work’ and be taught:

  • about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy
  • how to make informed choices and be enterprising and ambitious
  • how to develop employability, team working and leadership skills and develop flexibility and resilience
  • about the economic and business environment
  • how personal financial choices can affect oneself and others and about rights and responsibilities as consumers

PHSE Policy

RSE Policy

Chances Educational Support Services actively supports Pupil Premium students during their time at the provision. We have high expectations of what our students can achieve and we believe that no child should be left behind. We are determined to ensure that the students who attend the provision are given, in the short period of time they are with us, every chance to realise their full potential and aspire to be the best they can possibly be. To support those who are Pupil Premium, or entitled to Free School Meals, and ensure improved outcomes for them, Chances;

  • Has an overall ethos of academic attainment for all students – high aspirations and expectations for all with a focus on high-quality teaching.
  • Is identifying the main barriers to learning for disadvantaged students and implementing interventions that will support in overcoming these (to be recorded and kept for all staff to access in a Pupil Premium Folder). Evaluating the effectiveness of interventions and making adjustments as necessary.
  • Will frequently monitoring the progress of every disadvantaged student and when a student’s progress slows, putting appropriate interventions into place.
  • Creates a specialised staff position as ‘Pupil Premium Mentor’ to support disadvantaged students as well as developing the skills of existing teachers and teaching assistants.
  • Holds a Pupil Premium Mentor meeting regularly with parents (once every 2 weeks). Discussions to take place around issues the students are facing and things which Chances can do to remove these barriers. The findings from the meetings will be fed back in a broad perspective to staff, and more in detail to the Headteacher and SLT.
  • Replaces some one-to-one Key Workers’ support sessions with small group work for disadvantaged students.
  • Ensures teachers know which students are eligible for Pupil Premium. Highlighting students so that when staff mark a set of books, they are aware of the books of disadvantaged students.
  • Uses performance management to reinforce the importance of Pupil Premium impact.
  • Has a senior leader in charge of monitoring the impact of the pupil premium strategy.
  • Has reduced class sizes
  • Works with the mainstream schools to ensure support for individual pupils with key curriculum resources.
  • Provides pupils with increased opportunity for social interaction and enjoyment.

We hope that parents and carers of our Pupil Premium children will continue to work closely with us at Chances so that we can all achieve our aims. We also believe that many of the children that come to Chances are disadvantaged and therefore work hard to ensure all the students in our care receive the support needed to breakdown any barriers to learning.

If you wish to discuss how we can help in greater detail with a member of staff or inform the school of any additional information that would help us in supporting your child please contact the school.

At Chances we do our utmost to support students with Special Educational Needs and Disabilities(SEND) and we appreciate that SEND can add a layer of additional anxiety and complexity to attending secondary school. We work alongside our partner schools to ensure we communicate with parents to support our students in a way that is as inclusive as possible and helps them fulfil their academic potential.

All the information about how we support students with SEND at the school is contained within our SEND report which can be found here. We also have a SEND Policy which is on the website too.

Chances staff work closely with all the students’ mainstream schools SENCOs. The SENCO has the day to day responsibility for the coordination of specific provision made to support individual students with SEND and medical conditions including those who have EHCP plans. They also provide professional guidance to colleagues and will work closely with staff, parents/carers and other agencies.
Please find all the individual school SENCO contact details for schools we work with at Chances. If there are any queries please do not hesitate to contact a member of staff at Chances for support or direction.

If you have any concerns or questions please do not hesitate to contact us.

The curriculum comprises all learning and other experiences that the mainstream school plans for its students. It is still the responsibility of the feeder school to share the learning that they want the young person to undertake and support Chances fully in providing this.
The aims of Chances curriculum are derived from the overall school aims. They are for all students to:
● Achieve their potential in as many ways as possible
● Develop spiritual and moral values
● Obtain a variety of skills and qualifications which will prepare them for the next stage of their lives
● Be part of a happy community within which all will feel secure and valued
These aims are interdependent: they reinforce each other.  The personal development of students and their ability to be part of a wider community, play a significant part in their ability to learn and to achieve. Development in all these areas is essential to establishing high standards of attainment for all students. To do this, the curriculum that we provide aims to be broad, balanced and relevant to all students as individuals and differentiated to meet their individual needs. It allows students to develop a wide range of knowledge, concepts and skills and equip them for the next stages of their development whether academic or to enter employment.

English Subject Statement

Maths Subject Statement

Science Subject Statement

Chances Assessment and Reporting

Our assessment system for students in Year 7 to Year 9 reflect two significant recent national changes :

  1. GCSE assessment have changed from letter grades to numbers grades (9 to 1)
    – This will affect all students in Year 7 to 9
  2. Removal of National Curriculum Levels at Key Stage 3
    – all schools have devised their own assessment system for students prior to GCSE

Other features of the new GCSEs include:

  • Linear exams in the summer of Year 11 with no modules
  • Increased content and difficulty
  • Greater focus on quality of written communication
  • No coursework

At Chances we work with a number of schools and academies and therefore have tried to respond to these changes with the purpose of creating a system that is easy to follow but remains consistent whilst still best preparing students for their future exams.  Therefore, we use GCSE number grades for assessment for all students from Year 7 onwards. This enables students, parents and staff to measure progress with respect to GCSE grades from 1 to 9. These levels can be found on the links below for the core subjects.

As students are often with us for only a short period of time we set, alongside the partner school, SMART targets, directly related to the work they are doing at school, but can be achieved in a shorter period of time. These more regular assessments take place throughout a placement and are reported home by the end of each half term. The report shows the SMART target grade and the current working grade during a students time at Chances.

The chart below compares National Curriculum Levels, with GCSE grades and GCSE numbers.  It will help compare between these different ways of measuring progress.

This chart is meant as an indication and should not be taken as definitive.  However, it is a useful way of looking at progress between old NC Levels, GCSE grades and numbers.

At Chances Educational Support Services we believe that healthy well-rounded children have the best chance of achieving success at school and in the wider community. Students need to feel happy, safe and. The school’s commitment to this runs through everything we do during the school day.

Chances place an emphasis on PSHE – Personal, Social, Health Education – including timetabled lessons and Key Workers for every student to offer times both inside and outside of the classroom, where students can talk about social issues at school and home. Students are encouraged to take responsibility for their actions and to be part of the fixing process in matters of their behaviour. It is important students understand and learn.

The student’s voice is an important aspect of life at Chances, so that they are treated fairly. Students are encouraged to display work and help with presentation boards throughout all of the school.

The use of our Student Wellbeing Assessment ensures that students wellbeing is regularly monitored and supported by staff enabling us to adapt our support as necessary.

If you wish to discuss how we can help in greater detail with a member of staff or inform the school of any additional information that would help us in supporting your child please contact the school.

Celebrating Achievement and Positive Behaviour

At Chances we try to place a positive emphasis on what the school does to manage student behaviour. We believe our behaviour management promotes good behavioural habits that help our students to manage their own behaviour. Rewarding positive behaviour and good habits enable students to engage in learning, make good academic progress and sustain good relationships with both adults and peers. Chances support students to make responsible choices and set into place clear boundaries, to understand the effect their behaviour has on others whilst increasing student awareness to keep themselves safe, not only at school but at home, online and in their community.

To promote and recognise students good behaviour, Chances has developed ‘C-Praise’ to help us reward positive effort within the learning environment as well as social time.

‘C-Praise’  was designed with our students in mind. All staff can access the C-Praise System and are able to reward students for agreed positive behaviour with the appropriate amount of points in the areas they have excelled in. All students, along with key workers, can see how many C-Praise they have gained and what they have been awarded the points for. Therefore students and staff can monitor their progress and know what they are aiming towards. Staff are encouraged to have high expectations of all the students at the provision.

  • Once a student has  received 10 C-Praise  points they receive a certificate from the Chances staff team or their Key Worker

  • Once a student receives 15 C-Praise points a letter will be sent home to parents/carers informing them of their child’s achievement from the Head Teacher

  • Once a student receives 20 C-Praise a letter will be sent home from the CEO of Space or chair of governors congratulating  the student for their excellent behaviour and a voucher worth £5 is included as a reward

Chances also look to link C-Praise points to each individual school with the aim that points converted to current feeder school reward systems

For some students, additional support may be required to help them establish more appropriate positive behaviour habits. This is where our Key Workers support, building professional relationships and offering guidance for the individual whilst also creating close links with parents and carers who can expect to have the support and extra contact with a member of the behaviour team.

Safeguarding is everyone’s responsibility. At Chances we take our duty to safeguard and promote the welfare of children extremely seriously. 

Our Designated Safeguarding Lead is Miss Lisa Money.

Our Deputy Safeguarding Officers are Mr Matt Buck & Miss Sarah Lock

Our Dedicated Teacher for Children in Care is Mr Dan Leverton.

If you have any concerns regarding a student who attends Chances, in the first instance speak to Lisa Money 01626 864412. Outside of school hours, contact Devon’s Multi Agency Safeguarding Hub on 0345 155 1071.

For more information about Safeguarding, click here

Along with many of our partner schools, we are Operation Encompass registered

British Values

At Chances, we firmly believe and are committed to the teaching of values which promote cohesiveness within our school and community. We believe that these values which traditionally underpin British Society should permeate all aspects of school life and be upheld by every member of the school and wider community. Every member of the school community should feel confident and secure in their responsibility to promote British Values.

Definition of British Values

In 2011, the government defined British Values as:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of different faiths and beliefs

This guidance was initially published to further strengthen the previous guidance published in improving the spiritual, moral, social and cultural development of pupils to ensure young people leave school prepared for modern life in Britain. In November 2014, the government outlined that all schools must now have a clear strategy for embedding these values and show how their work has been effective in doing so.

We at Chances promote these values through our own school values, curriculum delivery, and the school offer and enrichment activities. The purpose of our actions will ensure all pupils at Chances have a voice that is listened to.. 

Chances will prepare pupils for life in modern day Britain where the population has an increasingly rich diversity of backgrounds, origins, beliefs and cultures by promoting the values on which our society has been built. By teaching pupils these values we will help all to become good citizens of the United Kingdom

The examples that follow are an indication of some of the many ways we seek to embed British values at Chances  and should be seen as an indication of our approach rather than an exhaustive list.

Democracy

  • School Council
  • Involving pupils in decision making
  • Taking part in group discussions and debates
  • Ensuring all pupils are listened to by adults
  • Inviting speakers to the school
  • Taking part in the UK Youth Parliament Elections 

The Rule of Law

  • Having a clear behaviour policy that is explained to all
  • Organising visits from outside speakers, including the police service to reinforce the message of right and wrong

Individual Liberty

  • Encouraging pupils to be independent in their learning
  • Providing pupils with opportunities for reflection as they take responsibility to discerning their vocation
  • Mutual respect
  • Having a mission statement that is inclusive
  • Constantly promoting respect for others as good manners
  • Reinforcing the value of everyone’s opinions in class debates
  • Having an effective anti-bullying policy
  • Having educational links with other schools
  • Remembrance Activities
  • Supporting charitable works

Tolerance of those with different faiths and beliefs

  • Marking Holocaust Memorial Day
  • Focusing on rights and responsibilities
  • celebrations of different religious festivals throughout the year

Behaviours which are contrary to these British values are actively challenged, whether they come from children, parents or staff. Such instances are extremely rare in school and we are proud of the reputation we have in our local community.

How can we help?

We don’t only support individuals in our centre, we can also ask our outreach workers to help you at your school. If you have concerns about a group of students, or your capacity/ability/skills to tackle a particular issue, please check out our school’s section  or contact us to see how we could help.

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