Voyage Learning Campus - Year 7 & 8 Staff
|Ashlee Copeland||Year 7 & 8 Lead Teacher and Assistant SENCO|
|Mark Bristol||Teaching Assistant|
|Lucy Rothwell||Teaching Assistant|
|Julia Harvey||Business Support Administrator|
Our provision is situated on the Nailsea site, shared with the Tuition Service. We support students who have been excluded from mainstream school. We work with all our young people to help them develop the skills and resilience to return to a mainstream setting. We believe every young person has a right to receive an education and experience educational and emotional success. Our staff take a holistic approach to students needs and work closely with parents and carers to support the individual student.
Throughout the school day opportunities are provided for group and individual work to facilitate intervention and support. We seek to re-engage students with education by understanding their needs, making learning purposeful and ensuring students feel successful. In order to continue to become successful learners we support students to learn how to manage their behaviour, learn how to learn and improve their own emotional wellbeing. This support is achieved through one to one sessions with our Therapeutic Support Worker or through small group work.
We work closely with all mainstream settings in North Somerset to support our students and the school during the transition period when students are ready to return to mainstream schooling.
During Terms 1 & 2 the enrichment activities will be cooking, where students will make a range of breakfast, dinner and desert dishes and Design Technology where students will complete a project of their choice. The sports activity for Terms 1 & 2 will be swimming.
You can download our current timetable from the useful documents section at the bottom of this page.
Support / Interventions
When students join our Centre they are immediately assigned a Key Tutor. The Key Tutor will be the main point of contact for parents/carers if they need to discuss progress and any issues that may arise. The Key Tutor will offer advice, support and strategies to their students in order to help them manage their behaviour.
Each day students take part in social games. The aim of this time is to help students develop their confidence and self esteem through games played in small groups.
Skills time is used for targeted intervention to support individual students with reading, writing and numeracy support.
We have a set of school values with supporting expectations which we all agree to follow. These are displayed around the Centre and are referred to when discussing behaviour with our students.
- We will be polite to each other
- We will listen and follow instructions the first time
- We will look after all property and ask before using something that belongs to someone else
- We will use appropriate language (no swearing) with each other
- We will accept that we are all different
- We will think of others and not hurt each other through name calling, or physical violence
- We will aim high and always do our best
- We will always give things a go and remain in lessons
- We will ensure everyone can learn at all times
- We will tell the truth
- We will take responsibility for our own behaviour
- We will accept when we have made a wrong choice
At the end of each week we hand out certificates and rewards for those students who practice these values as well as a certificate for the 'Student of the Week'.
Rewards and Consequences
During lessons we use a 'Going for Gold' system. Students begin each lesson on green in order that they have a fresh start for each lesson. Students move up through bronze, silver or gold for positive behaviour and down to orange for negative behaviour. Students with positive behaviour points are then rewarded with an activity on a Friday afternoon. These activities can be a mixture of on-site and off-site activities; previous activities have included laser quest, rock climbing, canoeing, mountain biking and a movie afternoon.
Other rewards include earning merits for excellent work, positive phone calls home and earning computer time.
To have a school to go to and didn’t think treat her like she was the only child in the world that did something wrong. Her confidence and self-esteem have improved greatly
I appreciate all the support VLC has given her whilst in their care. She began to dislike secondary school until attending the VLC. Previous schools were very negative and punishing. The VLC listens, explains and improves a child’s future
I listen better to my Mum than I did and communicate better with people