However, the City of London Academies Trust (CoLAT) believes the Apprenticeship Academy, based in the sixth form centre at the Highbury Grove academy in Islington, north London, is a \u201cbeacon\u201d for what can be achieved.<\/p>\n\n\n\n
Reduced exclusions<\/strong><\/h3>\n\n\n\nThe trust\u2019s chief executive, Mark Emmerson, said of AP: \u201cIf it could be done more effectively across the country, we’d have far fewer young people not engaged in education. That’s the big picture.\u201d<\/p>\n\n\n\n
Launched five years ago, the Apprenticeship Academy has taught dozens of children so far.<\/p>\n\n\n\n
While the facility doesn’t actually offer apprenticeships, pupils are given workplace coaching or placements one day a week.<\/p>\n\n\n\n![\"\"](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/12\/Apprenticeship-Academy-Mark-Emmerson-inset-300px.jpg\")
Mark Emmerson<\/figcaption><\/figure>\n\n\n\nThe bulk of its pupils are in years 10 and 11, but it does provide small numbers of children in key stage 3 periods of \u201crespite\u201d before being \u201creintegrated\u201d back into their school. <\/p>\n\n\n\n
\u201cIf you’ve got 18 months to get the best GCSE results you can, you’ve got to stay,\u201d Emmerson says of keeping key stage 4 pupils in the trust. \u201cYou’ve got to stick.\u201d <\/p>\n\n\n\n
Forty-two children have \u201cgraduated successfully\u201d, sitting their GCSEs at the end of their stint at the unit. Just one has been permanently excluded. <\/p>\n\n\n\n
Figures provided by CoLAT show that, on average, attendance improved by 58 percentage points over the two years at the provision. It registered 80 per cent attendance last year, compared with a national average of 58 per cent in AP more broadly. <\/p>\n\n\n\n
\u201cWe can watch them very closely,\u201d Emmerson adds. \u201cWhilst they’re here, they’re still on the school roll. We’ve dramatically reduced the need to use permanent exclusion.\u201d<\/p>\n\n\n\n
Who are the pupils? <\/strong><\/h3>\n\n\n\nSixty per cent of the IAP students attract pupil premium funding, meaning they have been eligible for free school meals at some point in the past six years. Fifty-three per cent are on the SEND register. <\/p>\n\n\n\n
Apprenticeship Academy head Rachel Halpin believes more have undiagnosed needs. There are currently 13 pupils on roll, with its year 10 cohort expected to \u201cbuild up over the next couple of months\u201d. <\/p>\n\n\n\n
Children can be referred to the unit following \u201ca really big, serious one-off incident\u201d that could potentially result in a permanent exclusion. In such cases, they will be given the option of instead going to the Apprenticeship Academy. <\/p>\n\n\n\n![\"\"](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/12\/Apprenticeship-Academy_student-2-inset-600px.jpg\")
<\/figure>\n\n\n\nHalpin will also receive a referral for pupils before \u201cwe get to the point of this completely falling off the cliff and then being permanently excluded\u201d. <\/p>\n\n\n\n
Emerson adds: \u201cIt’s really important to us that it’s actually properly an option, because we don’t want people to come here and think they’ve just been forced to come here. That’s not what it’s about.\u201d<\/p>\n\n\n\n
He also doesn\u2019t want pupils coming to the provision \u201cunder the illusion\u201d that it\u2019s a \u201csoft option\u201d.<\/p>\n\n\n\n
\u2018Holding pens\u2019<\/strong><\/h3>\n\n\n\nAll but one of the provision\u2019s most recent 25 pupils were still in education six months after leaving. The other is considered to be not in education, employment or training (NEET). <\/p>\n\n\n\n
Government figures, published in June, show 16- and 17-year-old NEET rates rose to 6.2 per cent in 2024, a 12-year high. <\/p>\n\n\n\n
There is currently no data on how many schools have IAP. Unlike other specialist units, which require education, health and care plans or high-needs funding, schools are not required to report their use.<\/p>\n\n\n\n![\"\"](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/12\/Apprenticeship-Academy-Ashley-McCaul-Rachel-Halpin-inset-600px.jpg\")
From left: ThinkForward CEO Ashley McCaul and Apprenticeship Academy head Rachel Halpin<\/figcaption><\/figure>\n\n\n\nKiran Gill, chief executive of The Difference, said many schools were developing IAPs \u201cto help keep children thriving in the mainstream\u201d. <\/p>\n\n\n\n
However, she said these efforts were too often \u201dunfolding without clear guidance, and despite best intentions, some risk replicating the very exclusions they aim to prevent, creating costly holding pens rather than inclusive support\u201d.<\/p>\n\n\n\n
Handpicked teachers<\/strong><\/h3>\n\n\n\nBut Emmerson says some of the provision described as holding pens \u201cmay not even have teachers\u201d. <\/p>\n\n\n\n
\u201cThere wouldn\u2019t be handpicked teachers. They might have one teacher with children all day, and that\u2019s really difficult.\u201d<\/p>\n\n\n\n
Pupils at the Apprenticeship Academy follow slimmed-down curriculums. They take English, maths and science GCSEs, as well as BTECs in business and PE. <\/p>\n\n\n\n
If any of the students excel in another subject, that is added to the core offer. Those fluent in another language are often put forward to take a GCSE in that, too. <\/p>\n\n\n\n
Lessons are led by Highbury Grove teachers, with timetables aligned to ensure availability. <\/p>\n\n\n\n
\u201cWhere teachers are full time [in PRUs and AP], if they\u2019re not well led and well recruited, they can be ground down. We know the teachers are coming here fresh,\u201d Emmerson continues. <\/p>\n\n\n\n
\u201cIf I look at what we’ve achieved in comparison with the children who have not wanted to take up the offer\u2026and have opted for other alternate provision\u2026then we see our outcomes are much better.\u201d<\/p>\n\n\n\n![\"\"](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/12\/Apprenticeship-Academy_-student-inset-600px.jpg\")
<\/figure>\n\n\n\nFigures provided by CoLAT show 88 per cent of students improve by two or more grades in English while attending the Apprenticeship Academy. The figure stood at 66 per cent for maths. <\/p>\n\n\n\n
Overall, 66 per cent secured a grade 3 or above in English. In maths, it was 44 per cent. <\/p>\n\n\n\n
Work experience<\/strong><\/h3>\n\n\n\nLessons are held over four days each week, with Wednesdays devoted to careers work delivered by organisation ThinkForward. Years 10s receive coaching preparing them for work, touching on areas such as CV writing and how to behave in an office environment. <\/p>\n\n\n\n
The following year, their Wednesdays are spent in work placements. <\/p>\n\n\n\n
\u201cThey\u2019ll do work experience, they’ll do business mentoring, insight days, all of that,\u201d says ThinkForward chief executive Ashley McCaul. \u201cWe’re really looking after the careers pathway piece.\u201d <\/p>\n\n\n\n
But Emmerson says it was \u201cvery difficult to get good work experience placements\u201d for year 10s, despite people being \u201cvery supportive at the top level\u201d. <\/p>\n\n\n\n
He doesn\u2019t \u201cknow whether they were concerned about their backgrounds or how they’d be or whether they didn’t feel confident\u201d. <\/p>\n\n\n\n
Placements have included working in the departments such as HR, facilities and procurement at the City of London\u2019s Guildhall. Students have also worked at a recruitment consultant, a charity, local estate agency, advertising firm and even the Barbican arts centre. <\/p>\n\n\n\n
Halpin is \u201cconstantly reaching out, cold calling businesses to get more people on board\u201d. <\/p>\n\n\n\n
\u2018High status\u2019<\/strong><\/h3>\n\n\n\nAccording to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n![\"\"](\"https:\/\/schoolsweek.co.uk\/wp-content\/uploads\/2025\/12\/Apprenticeship-Academy_track-inset-600px.jpg\")
<\/figure>\n\n\n\nEmmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n
The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n
After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n
This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n
The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n
The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n
Could others follow suit<\/strong>?<\/h3>\n\n\n\nIsos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n
Much of this is paid for by the excluding school.<\/p>\n\n\n\n
The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n
\u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n
\u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t
The bulk of its pupils are in years 10 and 11, but it does provide small numbers of children in key stage 3 periods of \u201crespite\u201d before being \u201creintegrated\u201d back into their school. <\/p>\n\n\n\n
\u201cIf you’ve got 18 months to get the best GCSE results you can, you’ve got to stay,\u201d Emmerson says of keeping key stage 4 pupils in the trust. \u201cYou’ve got to stick.\u201d <\/p>\n\n\n\n
Forty-two children have \u201cgraduated successfully\u201d, sitting their GCSEs at the end of their stint at the unit. Just one has been permanently excluded. <\/p>\n\n\n\n
Figures provided by CoLAT show that, on average, attendance improved by 58 percentage points over the two years at the provision. It registered 80 per cent attendance last year, compared with a national average of 58 per cent in AP more broadly. <\/p>\n\n\n\n
\u201cWe can watch them very closely,\u201d Emmerson adds. \u201cWhilst they’re here, they’re still on the school roll. We’ve dramatically reduced the need to use permanent exclusion.\u201d<\/p>\n\n\n\n
Who are the pupils? <\/strong><\/h3>\n\n\n\nSixty per cent of the IAP students attract pupil premium funding, meaning they have been eligible for free school meals at some point in the past six years. Fifty-three per cent are on the SEND register. <\/p>\n\n\n\n
Apprenticeship Academy head Rachel Halpin believes more have undiagnosed needs. There are currently 13 pupils on roll, with its year 10 cohort expected to \u201cbuild up over the next couple of months\u201d. <\/p>\n\n\n\n
Children can be referred to the unit following \u201ca really big, serious one-off incident\u201d that could potentially result in a permanent exclusion. In such cases, they will be given the option of instead going to the Apprenticeship Academy. <\/p>\n\n\n\n<\/figure>\n\n\n\nHalpin will also receive a referral for pupils before \u201cwe get to the point of this completely falling off the cliff and then being permanently excluded\u201d. <\/p>\n\n\n\n
Emerson adds: \u201cIt’s really important to us that it’s actually properly an option, because we don’t want people to come here and think they’ve just been forced to come here. That’s not what it’s about.\u201d<\/p>\n\n\n\n
He also doesn\u2019t want pupils coming to the provision \u201cunder the illusion\u201d that it\u2019s a \u201csoft option\u201d.<\/p>\n\n\n\n
\u2018Holding pens\u2019<\/strong><\/h3>\n\n\n\nAll but one of the provision\u2019s most recent 25 pupils were still in education six months after leaving. The other is considered to be not in education, employment or training (NEET). <\/p>\n\n\n\n
Government figures, published in June, show 16- and 17-year-old NEET rates rose to 6.2 per cent in 2024, a 12-year high. <\/p>\n\n\n\n
There is currently no data on how many schools have IAP. Unlike other specialist units, which require education, health and care plans or high-needs funding, schools are not required to report their use.<\/p>\n\n\n\n
From left: ThinkForward CEO Ashley McCaul and Apprenticeship Academy head Rachel Halpin<\/figcaption><\/figure>\n\n\n\nKiran Gill, chief executive of The Difference, said many schools were developing IAPs \u201cto help keep children thriving in the mainstream\u201d. <\/p>\n\n\n\n
However, she said these efforts were too often \u201dunfolding without clear guidance, and despite best intentions, some risk replicating the very exclusions they aim to prevent, creating costly holding pens rather than inclusive support\u201d.<\/p>\n\n\n\n
Handpicked teachers<\/strong><\/h3>\n\n\n\nBut Emmerson says some of the provision described as holding pens \u201cmay not even have teachers\u201d. <\/p>\n\n\n\n
\u201cThere wouldn\u2019t be handpicked teachers. They might have one teacher with children all day, and that\u2019s really difficult.\u201d<\/p>\n\n\n\n
Pupils at the Apprenticeship Academy follow slimmed-down curriculums. They take English, maths and science GCSEs, as well as BTECs in business and PE. <\/p>\n\n\n\n
If any of the students excel in another subject, that is added to the core offer. Those fluent in another language are often put forward to take a GCSE in that, too. <\/p>\n\n\n\n
Lessons are led by Highbury Grove teachers, with timetables aligned to ensure availability. <\/p>\n\n\n\n
\u201cWhere teachers are full time [in PRUs and AP], if they\u2019re not well led and well recruited, they can be ground down. We know the teachers are coming here fresh,\u201d Emmerson continues. <\/p>\n\n\n\n
\u201cIf I look at what we’ve achieved in comparison with the children who have not wanted to take up the offer\u2026and have opted for other alternate provision\u2026then we see our outcomes are much better.\u201d<\/p>\n\n\n\n<\/figure>\n\n\n\nFigures provided by CoLAT show 88 per cent of students improve by two or more grades in English while attending the Apprenticeship Academy. The figure stood at 66 per cent for maths. <\/p>\n\n\n\n
Overall, 66 per cent secured a grade 3 or above in English. In maths, it was 44 per cent. <\/p>\n\n\n\n
Work experience<\/strong><\/h3>\n\n\n\nLessons are held over four days each week, with Wednesdays devoted to careers work delivered by organisation ThinkForward. Years 10s receive coaching preparing them for work, touching on areas such as CV writing and how to behave in an office environment. <\/p>\n\n\n\n
The following year, their Wednesdays are spent in work placements. <\/p>\n\n\n\n
\u201cThey\u2019ll do work experience, they’ll do business mentoring, insight days, all of that,\u201d says ThinkForward chief executive Ashley McCaul. \u201cWe’re really looking after the careers pathway piece.\u201d <\/p>\n\n\n\n
But Emmerson says it was \u201cvery difficult to get good work experience placements\u201d for year 10s, despite people being \u201cvery supportive at the top level\u201d. <\/p>\n\n\n\n
He doesn\u2019t \u201cknow whether they were concerned about their backgrounds or how they’d be or whether they didn’t feel confident\u201d. <\/p>\n\n\n\n
Placements have included working in the departments such as HR, facilities and procurement at the City of London\u2019s Guildhall. Students have also worked at a recruitment consultant, a charity, local estate agency, advertising firm and even the Barbican arts centre. <\/p>\n\n\n\n
Halpin is \u201cconstantly reaching out, cold calling businesses to get more people on board\u201d. <\/p>\n\n\n\n
\u2018High status\u2019<\/strong><\/h3>\n\n\n\nAccording to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n<\/figure>\n\n\n\nEmmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n
The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n
After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n
This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n
The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n
The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n
Could others follow suit<\/strong>?<\/h3>\n\n\n\nIsos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n
Much of this is paid for by the excluding school.<\/p>\n\n\n\n
The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n
\u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n
\u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t
<\/figure>\n\n\n\nHalpin will also receive a referral for pupils before \u201cwe get to the point of this completely falling off the cliff and then being permanently excluded\u201d. <\/p>\n\n\n\n
Emerson adds: \u201cIt’s really important to us that it’s actually properly an option, because we don’t want people to come here and think they’ve just been forced to come here. That’s not what it’s about.\u201d<\/p>\n\n\n\n
He also doesn\u2019t want pupils coming to the provision \u201cunder the illusion\u201d that it\u2019s a \u201csoft option\u201d.<\/p>\n\n\n\n
\u2018Holding pens\u2019<\/strong><\/h3>\n\n\n\nAll but one of the provision\u2019s most recent 25 pupils were still in education six months after leaving. The other is considered to be not in education, employment or training (NEET). <\/p>\n\n\n\n
Government figures, published in June, show 16- and 17-year-old NEET rates rose to 6.2 per cent in 2024, a 12-year high. <\/p>\n\n\n\n
There is currently no data on how many schools have IAP. Unlike other specialist units, which require education, health and care plans or high-needs funding, schools are not required to report their use.<\/p>\n\n\n\n
From left: ThinkForward CEO Ashley McCaul and Apprenticeship Academy head Rachel Halpin<\/figcaption><\/figure>\n\n\n\nKiran Gill, chief executive of The Difference, said many schools were developing IAPs \u201cto help keep children thriving in the mainstream\u201d. <\/p>\n\n\n\n
However, she said these efforts were too often \u201dunfolding without clear guidance, and despite best intentions, some risk replicating the very exclusions they aim to prevent, creating costly holding pens rather than inclusive support\u201d.<\/p>\n\n\n\n
Handpicked teachers<\/strong><\/h3>\n\n\n\nBut Emmerson says some of the provision described as holding pens \u201cmay not even have teachers\u201d. <\/p>\n\n\n\n
\u201cThere wouldn\u2019t be handpicked teachers. They might have one teacher with children all day, and that\u2019s really difficult.\u201d<\/p>\n\n\n\n
Pupils at the Apprenticeship Academy follow slimmed-down curriculums. They take English, maths and science GCSEs, as well as BTECs in business and PE. <\/p>\n\n\n\n
If any of the students excel in another subject, that is added to the core offer. Those fluent in another language are often put forward to take a GCSE in that, too. <\/p>\n\n\n\n
Lessons are led by Highbury Grove teachers, with timetables aligned to ensure availability. <\/p>\n\n\n\n
\u201cWhere teachers are full time [in PRUs and AP], if they\u2019re not well led and well recruited, they can be ground down. We know the teachers are coming here fresh,\u201d Emmerson continues. <\/p>\n\n\n\n
\u201cIf I look at what we’ve achieved in comparison with the children who have not wanted to take up the offer\u2026and have opted for other alternate provision\u2026then we see our outcomes are much better.\u201d<\/p>\n\n\n\n<\/figure>\n\n\n\nFigures provided by CoLAT show 88 per cent of students improve by two or more grades in English while attending the Apprenticeship Academy. The figure stood at 66 per cent for maths. <\/p>\n\n\n\n
Overall, 66 per cent secured a grade 3 or above in English. In maths, it was 44 per cent. <\/p>\n\n\n\n
Work experience<\/strong><\/h3>\n\n\n\nLessons are held over four days each week, with Wednesdays devoted to careers work delivered by organisation ThinkForward. Years 10s receive coaching preparing them for work, touching on areas such as CV writing and how to behave in an office environment. <\/p>\n\n\n\n
The following year, their Wednesdays are spent in work placements. <\/p>\n\n\n\n
\u201cThey\u2019ll do work experience, they’ll do business mentoring, insight days, all of that,\u201d says ThinkForward chief executive Ashley McCaul. \u201cWe’re really looking after the careers pathway piece.\u201d <\/p>\n\n\n\n
But Emmerson says it was \u201cvery difficult to get good work experience placements\u201d for year 10s, despite people being \u201cvery supportive at the top level\u201d. <\/p>\n\n\n\n
He doesn\u2019t \u201cknow whether they were concerned about their backgrounds or how they’d be or whether they didn’t feel confident\u201d. <\/p>\n\n\n\n
Placements have included working in the departments such as HR, facilities and procurement at the City of London\u2019s Guildhall. Students have also worked at a recruitment consultant, a charity, local estate agency, advertising firm and even the Barbican arts centre. <\/p>\n\n\n\n
Halpin is \u201cconstantly reaching out, cold calling businesses to get more people on board\u201d. <\/p>\n\n\n\n
\u2018High status\u2019<\/strong><\/h3>\n\n\n\nAccording to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n<\/figure>\n\n\n\nEmmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n
The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n
After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n
This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n
The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n
The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n
Could others follow suit<\/strong>?<\/h3>\n\n\n\nIsos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n
Much of this is paid for by the excluding school.<\/p>\n\n\n\n
The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n
\u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n
\u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t
From left: ThinkForward CEO Ashley McCaul and Apprenticeship Academy head Rachel Halpin<\/figcaption><\/figure>\n\n\n\n
Kiran Gill, chief executive of The Difference, said many schools were developing IAPs \u201cto help keep children thriving in the mainstream\u201d. <\/p>\n\n\n\n
However, she said these efforts were too often \u201dunfolding without clear guidance, and despite best intentions, some risk replicating the very exclusions they aim to prevent, creating costly holding pens rather than inclusive support\u201d.<\/p>\n\n\n\n
Handpicked teachers<\/strong><\/h3>\n\n\n\nBut Emmerson says some of the provision described as holding pens \u201cmay not even have teachers\u201d. <\/p>\n\n\n\n
\u201cThere wouldn\u2019t be handpicked teachers. They might have one teacher with children all day, and that\u2019s really difficult.\u201d<\/p>\n\n\n\n
Pupils at the Apprenticeship Academy follow slimmed-down curriculums. They take English, maths and science GCSEs, as well as BTECs in business and PE. <\/p>\n\n\n\n
If any of the students excel in another subject, that is added to the core offer. Those fluent in another language are often put forward to take a GCSE in that, too. <\/p>\n\n\n\n
Lessons are led by Highbury Grove teachers, with timetables aligned to ensure availability. <\/p>\n\n\n\n
\u201cWhere teachers are full time [in PRUs and AP], if they\u2019re not well led and well recruited, they can be ground down. We know the teachers are coming here fresh,\u201d Emmerson continues. <\/p>\n\n\n\n
\u201cIf I look at what we’ve achieved in comparison with the children who have not wanted to take up the offer\u2026and have opted for other alternate provision\u2026then we see our outcomes are much better.\u201d<\/p>\n\n\n\n<\/figure>\n\n\n\nFigures provided by CoLAT show 88 per cent of students improve by two or more grades in English while attending the Apprenticeship Academy. The figure stood at 66 per cent for maths. <\/p>\n\n\n\n
Overall, 66 per cent secured a grade 3 or above in English. In maths, it was 44 per cent. <\/p>\n\n\n\n
Work experience<\/strong><\/h3>\n\n\n\nLessons are held over four days each week, with Wednesdays devoted to careers work delivered by organisation ThinkForward. Years 10s receive coaching preparing them for work, touching on areas such as CV writing and how to behave in an office environment. <\/p>\n\n\n\n
The following year, their Wednesdays are spent in work placements. <\/p>\n\n\n\n
\u201cThey\u2019ll do work experience, they’ll do business mentoring, insight days, all of that,\u201d says ThinkForward chief executive Ashley McCaul. \u201cWe’re really looking after the careers pathway piece.\u201d <\/p>\n\n\n\n
But Emmerson says it was \u201cvery difficult to get good work experience placements\u201d for year 10s, despite people being \u201cvery supportive at the top level\u201d. <\/p>\n\n\n\n
He doesn\u2019t \u201cknow whether they were concerned about their backgrounds or how they’d be or whether they didn’t feel confident\u201d. <\/p>\n\n\n\n
Placements have included working in the departments such as HR, facilities and procurement at the City of London\u2019s Guildhall. Students have also worked at a recruitment consultant, a charity, local estate agency, advertising firm and even the Barbican arts centre. <\/p>\n\n\n\n
Halpin is \u201cconstantly reaching out, cold calling businesses to get more people on board\u201d. <\/p>\n\n\n\n
\u2018High status\u2019<\/strong><\/h3>\n\n\n\nAccording to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n<\/figure>\n\n\n\nEmmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n
The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n
After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n
This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n
The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n
The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n
Could others follow suit<\/strong>?<\/h3>\n\n\n\nIsos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n
Much of this is paid for by the excluding school.<\/p>\n\n\n\n
The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n
\u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n
\u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t
<\/figure>\n\n\n\nFigures provided by CoLAT show 88 per cent of students improve by two or more grades in English while attending the Apprenticeship Academy. The figure stood at 66 per cent for maths. <\/p>\n\n\n\n
Overall, 66 per cent secured a grade 3 or above in English. In maths, it was 44 per cent. <\/p>\n\n\n\n
Work experience<\/strong><\/h3>\n\n\n\nLessons are held over four days each week, with Wednesdays devoted to careers work delivered by organisation ThinkForward. Years 10s receive coaching preparing them for work, touching on areas such as CV writing and how to behave in an office environment. <\/p>\n\n\n\n
The following year, their Wednesdays are spent in work placements. <\/p>\n\n\n\n
\u201cThey\u2019ll do work experience, they’ll do business mentoring, insight days, all of that,\u201d says ThinkForward chief executive Ashley McCaul. \u201cWe’re really looking after the careers pathway piece.\u201d <\/p>\n\n\n\n
But Emmerson says it was \u201cvery difficult to get good work experience placements\u201d for year 10s, despite people being \u201cvery supportive at the top level\u201d. <\/p>\n\n\n\n
He doesn\u2019t \u201cknow whether they were concerned about their backgrounds or how they’d be or whether they didn’t feel confident\u201d. <\/p>\n\n\n\n
Placements have included working in the departments such as HR, facilities and procurement at the City of London\u2019s Guildhall. Students have also worked at a recruitment consultant, a charity, local estate agency, advertising firm and even the Barbican arts centre. <\/p>\n\n\n\n
Halpin is \u201cconstantly reaching out, cold calling businesses to get more people on board\u201d. <\/p>\n\n\n\n
\u2018High status\u2019<\/strong><\/h3>\n\n\n\nAccording to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n<\/figure>\n\n\n\nEmmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n
The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n
After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n
This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n
The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n
The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n
Could others follow suit<\/strong>?<\/h3>\n\n\n\nIsos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n
Much of this is paid for by the excluding school.<\/p>\n\n\n\n
The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n
\u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n
\u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t
According to The Difference\u2019s IAP best practice guidance, published today, the units should not be seen as a place to \u201cfix\u201d the child, and real success is more likely if provision is underpinned by \u201cstrong whole-school inclusion\u201d.<\/p>\n\n\n\n
It outlined four key tenets of effective IAP: that provision is \u201cunified\u201d with the mainstream school, it identifies and balances learning and wellbeing, and is \u201cshaped by measurable pupil outcomes\u201d.<\/p>\n\n\n\n
Emmerson says his aim was for the Apprenticeship Academy to be \u201cunashamedly academic and unashamedly work focused\u201d. He has found that when students are \u201con work experience, all of the children step up in an adult environment\u201d.<\/p>\n\n\n\n
The facility \u2013 which has a capacity of 20 children \u2013 occupies three rooms in the school\u2019s sixth-form centre. <\/p>\n\n\n\n Emmerson says one of the academy\u2019s \u201ckey principles\u201d is \u201cthe quality of the facilities\u201d. It\u2019s not a \u201cprefab, onsite cabin, which is often the case in AP \u2013 it\u2019s high status\u201d.<\/p>\n\n\n\n The youngsters also follow the same rules as those attending Highbury Grove. <\/p>\n\n\n\n After-school detentions are issued for lateness, and children have to wear school uniforms. <\/p>\n\n\n\n This ensures there is \u201cno lowering of expectations\u201d, Emmerson explains, and that students aren\u2019t under the illusion \u201cthey are in a lesser place\u201d. <\/p>\n\n\n\n The Difference recommended IAPs be seen as \u201ca place of support not sanction\u201d which balance academic progress and wellbeing, rather than a \u201cfluffy place\u201d where no serious learning takes place.<\/p>\n\n\n\n The charity also urged schools to try and dispel the notion that IAP is a last chance saloon before exclusion, or a place for \u201cnaughty children\u201d.<\/p>\n\n\n\n Isos Partnership research from 2018 revealed the average cost of an AP placement \u2013 which are largely funded through authority high-needs budgets \u2013 was \u00a318,000 a year. <\/p>\n\n\n\n Much of this is paid for by the excluding school.<\/p>\n\n\n\n The Apprenticeship Academy receives \u00a3160,000 a year from the trust\u2019s schools. The amount is matched by the City of London Corporation, CoLAT\u2019s sponsor.<\/p>\n\n\n\n \u201cIf you think about the costs of normal AP, in order to be effective they have to create a space, they have to have a head, a school keeper, they have to have separate catering. They have to have all of those fixed costs,\u201d says Emmerson.<\/p>\n\n\n\n \u201cI don’t see why a six- or seven-school model couldn\u2019t work [elsewhere],\u201d he said, adding the children have \u201ccontinuity, standards they understand, approaches they understand and quality teaching\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":" Can internal AP help schools avoid exclusions? One school believes its approach shows what\u2019s possible<\/p>\n","protected":false},"author":311204,"featured_media":238965,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[5],"tags":[32,598,28,239],"post-theme":[2354],"class_list":["post-239110","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-profiles","tag-academies","tag-ap","tag-dfe","tag-education-policy","post-theme-inclusion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t<\/figure>\n\n\n\nCould others follow suit<\/strong>?<\/h3>\n\n\n\n