The alternative provision setting
Our aim is not to ‘de-school’ students. Our programmes will engage young people with a mixture of high level academic and vocational subjects, combined with the very best extra-curricular activities.

Our curriculum is designed to build self-esteem and aspiration, enabling students to return to mainstream when they are ready.

Students will be assigned a key worker who will act as a champion to ensure they progress academically and socially. The key worker will also liaise with parents, carers and outside agencies.

The transition in and out of our academy will be tailored to the individual so they can make progress from the start. We will offer short, medium, long term and permanent placements for children and young people from key stage 1 to key stage 5.

Providing the right support
A highly personalised plan will be put in place to support each student. We will use the best professionals available to identify the particular barriers to learning and underlying causes faced by individual students, and work collaboratively with our team on removing these in a supportive, but purposeful environment where everyone feels valued.

Our own staff will include an educational psychologist, a mental health nurse, counsellor, social worker and a team of highly qualified educational professionals, who are able to deliver the wrap-around support and care that is needed for what can be our most vulnerable pupils.

Curriculum options
The DAPA curriculum will be broad and balanced, reflecting the needs of individual learners and underpinned by the principles of inclusion and high aspirations for all. The core curriculum will be academic with a focus on students attaining five good grades in GCSE subjects at key stage 4 including English, maths and science.

The key stage 5 curriculum will be highly structured and focus upon the IB qualification as this meets our need for a bespoke high quality course. The ‘hub and spoke’ model described in the about us section will ensure that DAPA can deliver its specialised curriculum where it is needed.

At key stage 4, again the core curriculum will be an academic one, with a thorough grounding in the subjects that make up the eBacc qualification. It is recognised that highly ambitious targets will need to be set that enable students to ‘catch up and exceed’ where they would have been had they achieved well in mainstream.

Enabling students to be competitive in the job market
Alongside the academic curriculum students will also be able to access high quality vocational qualifications, and lower down the academy, students will also experience work related learning that gives them an understanding and preparation for such courses. Some courses will be delivered in-house and others may be re-brokered where a high quality course is available.

National curriculum
By basing the formal learning around the principles of the national curriculum we will ensure our students have access to academic excellence in recognised subjects, where their progress can be measured through standardised testing and assessments at key stages 2 and 3 – right through to validated qualifications at the end of key stages 4 and 5. By following the national curriculum, we will also ensure our students will be able to find an easier route back into mainstream at the appropriate time. 

Early intervention programmes
A key role for DAPA will to provide support for commissioners prior to a student being on role at DAPA. We will offer tailored help to schools on managing students and supporting teachers to prevent escalation to placement within DAPA.

This outreach will include:

  • behaviour support programmes for students
  • CPD for staff in dealing with student behaviours
  • use of our range of professionals to access support and therapy