• Base 1

    Support Base 1 is predominately focused at meeting the needs of vulnerable students.  A wide range of intervention strategies are offered to enable students who are experiencing barriers to learning to overcome these difficulties.

    Explore by clicking headings to open/close a section.

    • Support Classroom

      The aims of Support Base 1 are:

      • To promote inclusive practice by supporting the college’s most vulnerable students during periods when they would otherwise fail to learn
      • To reduce fixed term and permanent exclusions by retaining disaffected students’ engagement in the college community
      • To create a temporary ‘safe-haven’ away from mainstream lessons to provide an opportunity for students to reflect on and understand their difficulties.  Students will be encouraged to develop a more positive approach to lifelong learning
      • To provide flexible part-time provision for students experiencing particular difficulties in certain ‘hotspot’ lessons
      • To provide a consistent and positive environment that support students in mastering the challenge of college, raising self-esteem and levels of motivation
      • To serve as a base, as part of a planned programme, for the re-integration of students with poor attendance or who are returning from exclusion, or those in danger of permanent exclusion.

    • Mentoring

      A mentor will work with an identified student on a one-to-one basis.  The mentor will set targets to help overcome any barriers they are having within college.
       
      The aims of mentoring are to:

      • Help students to overcome their ‘Barriers to Learning ‘
      • Improve attendance
      • Reduce exclusion rate
      • Improve attainment

    • Business Mentoring

      A business mentor involves people from local businesses coming in to mentor our students, usually from KS4, to inform them of their choices after college.
       
      Students referred for a business mentor usually have a negative attitude towards college work, low aspirations although must have good attendance.

    • Peer Pals

      A ‘Peer Pal’ is a Year 9 student who can offer support and guidance to a Year 7 student who is experiencing some minor transition difficulties.  Both students are withdrawn from their lesson to work on a one to one mentoring session.
       
      Mentors must be: 
      • A role Model    
      • Supportive    
      • Responsible    
      • Reliable    
      • Friendly    
      • A good Listener
       
      Mentees must experience one of the following:

      • KS2-3  KS3-4  KS4-5  Transition difficulties
      • Poor organisational  skills
      • In need of a friendly face
      • General transition difficulties
       
       
      Critical Success Factors
       
      • Comparison of attendance/punctuality data at start and end point
      • Comparison of SLEUTH data at start and end point
      • Comparison of interim report data at start and end point
      • Comparison of PASS data at start and end point
      • Student evaluation
      • Teacher evaluation in the form of a round robin

    • Groupwork

      ANGER MANANGEMENT
       
      Aims:

      • To explore various anger management strategies
      • To encourage students to reflect on their experiences of anger
      • To teach students how to manage their anger effectively
      • To encourage students to look at ways of reducing conflict in their lives
      • To recognize that we all have a right to be who we are and be accepted by others
       
      ATTENDANCE
       
      Aims:

      • Raise awareness of the importance of attending college
      • Understand the implications of poor attendance
      • Develop strategies to improve attendance
      • Enable students to manage time effectively
      • Enable students to accept responsibility for their own actions
      .

    • Classroom Behaviour

      Aims:

      • To use self-analysis to explore and identify current patterns of classroom behaviour
      • To encourage students to identify, and find ways to overcome, the reasons behind poor classroom behaviour
      • To improve students social skills and self-esteem through a range of self-reflective activities
      • To teach students how to interact in an appropriate manner in group situations
      • To equip students with the necessary skills to reform their behaviour

    • Raising Achievement & Self Esteem

      Aims:

      • To raise levels of self-esteem and achievement
      • To develop and practice the skills of positive thinking
      • To practice self-analysis skills
      • To improve student’s enjoyment of college

    • Circle of Friends

      Aims:

      • Provide a focus child with peer group they can trust
      • Raise self-esteem of all involved
      • Provide strategies to enable the focus child to overcome barriers to learning
      • Improve attendance of focus child

    • Playing for Success

      Aims:

      • To provide students with the necessary skills to achieve a secure level 5 in KS3 SATs
      • To raise self-esteem
      • To teach literacy and numeracy in a fun, non traditional style
      • To raise aspirations of students working below targeted level

    • Alternative Curriculum Placements

      Alternative Curriculum Placements are offered to students in KS4 who have become disengaged from mainstream education and would benefit from a vocational course, mainly consisting of practical, experience, in an alternative setting to the college.
       
      The Inclusion Department aims to ensure that students accessing alternative provision continue to access English, Maths and Science KS4 courses as a minimum, and where possible students are placed on courses which provide a GCSE equivalent qualification on completion.
       
      Students accessing Alternative Provision are regularly monitored to ensure they are making adequate progress. Students also access the Support Classroom, where their key worker will ensure that relevant coursework and revision tasks are completed.
       
      The college currently accesses provision from the following providers:

      • Hartlepool College of Further Education
      • Home Farm Training and Education Centre
      • GoalZ

    • Transition School

      Transition School is offered for up to 40 students, three times a year (during the Easter and Summer holidays), lasting for 3 days. 
       
      The aim of the provision is
      • to ease the transition of our students from KS2-KS3
      • to enable the students to create a circle of friends before they start college
      • to improve their team building skills

    • CPD Training

      Training is held every Wednesday in the Student Support Centre between 3:30-4:30 and is open to all staff.  The training sessions aim to empower our staff with the necessary skills to further support the wide range of students attending High Tunstall.  We offer both in-house training and invite outside agencies to provide an overview of their provisions.
       
      The type of training offered is:
      • Medical Training
      • Anti-bullying
      • IEP’s
      • Speech & Language
      • Dyslexia
      • ADHD
      • Subject Specialist
      • Epipen
      • CAMHS
      • ACORN
       
      Any staff who would like to attend any training sessions or deliver any training themselves, please discuss with Jade Harwood or Lisa Garforth (Student Support Co-ordinators).

    • Further Support

      RE-INTEGRATION
       
      Our re-integration programme targets those students needing support back into mainstream lessons or students transferring into school.
       
      STUDY SUPPORT
       
      Each lunch time and after school, the students are invited to attend a study support group. This gives students time to catch up with their studies or complete homework with the guidance of an Inclusion Assistant, or Teacher.

  • Base 2

    • Physical / Medical Students

      Working alongside local universities has allowed High Tunstall to receive input from medical students in the area. These students spend time in the school to give them the opportunity to support teachers and to explore the diverse needs of students they may come across when they graduate.
       

    • Intervention

      LITERACY/NUMERACY/SCIENCE
      Intervention is provided to identified students in key stage 3. Intervention runs on a 12 week cycle.  It is evaluated at the end of each cycle, to check if it has been beneficial to the students, and to plan any future action for the identified groups.
       

    • In-Class Support

      In-class support is allocated on a needs basis. We prioritise students with a Statement of Special Educational Needs, Physical/Medical needs, and children at School Action+ level on the Code of Practice.
      In-class support is never given on a 1:1 basis, the support is usually for a few students, but the Inclusion Assistant will support the whole class when possible.
       

    • Transition/Primary Partnerships

      The Inclusion department support the College in the transition process from year 6 to year 7. We visit primary schools, working with them throughout the school year. We offer a transition school to support students in meeting new friendship groups and gaining confidence in and around High Tunstall.  We collect new information about individual students each year to assist teachers in supporting and teaching according to the child’s needs.

    • School Nurse

      The Nursing team support High Tunstall’s staff and students daily. We have excellent communication with the team who train and advise our staff in planning and providing for students needs. Currently we have 3 medically trained staff members on our inclusion team who liaise with parents and nurses to offer the most appropriate care.

    • Vulnerable Student Provision

      We offer a support classroom that runs daily for vulnerable students who are anxious about attending mainstream college.  The classroom provides a space for support, and is tailored to the needs of the Individual students.
    Support Base 2 is predominately focused at meeting the needs of students who have physical and medical difficulties.

  • Base 3

    • Support Programmes

      The support programmes available in Support Base 3, cover the core subjects, behaviour skills and social develeopment.

    • Re-Integration

      Students attending Support Base 3 will be re-integrated back into college via Support Base 1 or directly into mainstream lessons depending on the individual.  Re-integration will be monitored and reviewed.

    • College / School Visits

      Prior to accepting students into the provision, visits to the college/school and appropriate information will be calculated.  A contract on students conduct will also be agreed.

    • Behaviour Modification

      Students attending Support Base 3 are there for a fixed period of exclusion from their educational setting.  During this period of exclusion, students will be expected to conduct themselves appropriately and modify their behaviour.

    • Home / College Liaison

      Students will be visited at home if they fail to attend college or the provision in Support Base 3.
    Support Base 3 provides education for students who are excluded from school for fixed periods of time.