Statutory Information

General Information

Any enquiries should, in the first instance, be directed to the main office who will direct you to the most appropriate person to handle your query.

Hindley Campus

Leyland Park House
Park Road
Hindley
Wigan
WN2 3RX

Telephone:
01942 251360

Email
office@ttapa.net

Whelley Campus

28 Hieland Road
Wigan
WN1 3UR

Telephone:
01942 251375

Email
ks2office@ttapa.net


 

Vision, Values & Ethos

‘Expanding Horizons’

Together with the Rowan Learning Trust (RLT) we are committed to improving the life chances of our learners by removing barriers to participation and achievement.

Click here to view our full ethos statement

 


 

Behaviour Principles

Click here to view our behaviour principles

Positive behaviour policy (secondary)

Behaviour management policy (primary) – under review

 

 


Admissions Arrangements

Click here to view our admissions arrangements

 


 

Attainment and Progress Data

 

Student Attainment

 

The methodology by which Alternative provision is measure changed in 2014 and again in 2016. The A8 score for TTAPA is 8.3 which is above the national average of A8 for AP which is 7.8  (SFR03/2017) and the 6th highest in the North West.

 
2016 Alternative Provision validated results

Region/
Local Authority

Number of pupils at the end of key stage 4

Average Attainment 8 score per pupil4,5

A*-C in English and maths GCSEs

English Baccalaureate

% of pupils entered for components

% of pupils who achieved6

% of pupils entered for all components

% of pupils who achieved7

England (AP)

9,333

7.8

42.0

3.4

0.2

0.1

North West

1,493

6.9

42.3

2.3

0.3

x

Wigan

83

8.3

55.4

x

0.0

0.0

 

Under the previous measure the KS4 Attainment (APS) was above the regional average in 2014 and above regional and national average for Pupil Referral Units for GCSE and equivalents entries in 2015. In 2015 TTAPA was the 5th highest attaining PRU in the North (One of the PRUs above TTAPA has a cohort of 6 students).

In addition to the qualifications recognised in the performance tables students take and achieve in a wide range of qualifications which provide them with enhanced opportunities to access further education, employment or training.

 

Student Progress – KS4 

Progress 8 in 2016 was -3.36 which is better that the North West average of -3.54 and slightly below the national average of  -3.28 (SFR03/2017).

Region/
Local Authority

Number of pupils at the end of key stage 4

Progress 84,5

Number of pupils included in the measure

Average Progress 8 score4,5

England (AP)

9,333

7,976

-3.28

North West

1,493

1,368

-3.54

TTAPA

83

76

-3.36

 

Student Progress – KS2

Reading 2015-16

  • 100% of pupils made above expected progress in reading
  • 100% of pupils made at least expected progress in reading
  • 0 pupils did not make expected progress in reading

 Writing 2015-16

  • 100% of pupils made above expected progress in writing
  • 100% of pupils made at least expected progress in writing
  • 0 pupils did not make expected progress in writing

S and L 2015-16

  • 100% of pupils made above expected progress in S and L
  • 100% of pupils made at least expected progress in S and L
  • 0 pupils did not make expected progress in S and L

Maths 2015-16

  • 100% of pupils made above expected progress in maths
  • 100% of pupils made at least expected progress in maths
  • No pupils did not make expected progress in maths

 

Academic results report for Governors 2016


Other Data

DFE Statistical Releases

Attendance and exclusion data

 


 

Pupil Premium

Year 7 catch-up funding

Three Towers is not in receipt of any year 7 catch-up funding.


 

Sports Premium (primary)

 


 

Ofsted Reports


Curriculum

Learners have tailored, personalised curriculums to meet their individual needs.

Baseline data of each learner is usually provided by mainstream schools at the point of referral. If this is not available each learner completes a series of baseline assessments once they start at our school. These assessments are analysed and an individual learning plan is put in place meeting the learners needs and narrowing any gaps in knowledge they may have. Interventions may be put in place if a learner is failing to make expected progress or a specific learning need is identified.

All full time learners have access to 25 hours of education. However for some learners, their needs may be best met by a flexible timetable for a period of time; this may be due to their emotional wellbeing; their ability to cope with full time provision (especially for those who have been out of education for some time); or due to challenging personal circumstances not connected with school.

When this is the case, this provision is reviewed regularly to ensure they can be increased to full time within a structured time limited plan. Each of these learners has a support plan for their next steps, clearly-defined timescales and systems to put planning into action. Secondary aged learners not accessing full time onsite provision are expected to access online learning activities.

The progress of all learners is monitored carefully and provision adjusted accordingly.


SEND Report Information