At Alperton we have a number of Intervention Programmes and strategies. We have specialist teams in SEN, EAL, Behavioural, MAT and Academic that focus on student intervention to maximise the achievement for all students.
- Inclusion & Intervention Group (IIG)
- SEND Provisions
- EAL Provisions
- Pastoral Provisions
- Free Tuition
- Most Able (MA)
- 16 - 19 Tuition Fund
The members of the Inclusion & Intervention Group (IIG) have the overview of all interventions across the school. The group meets once a week to discuss and plan interventions for vulnerable students to improve their outcomes. The members of the IIG are:
|Mr Hart||Deputy Headteacher
Safeguarding & Inclusion (Chair & Lead)
|Ms Palmer||IIG and Safeguarding Administrator|
|Ms Lazare||Deputy Headteacher
|Ms Rufo||Deputy Headteacher
National Tutoring Programme & Catch-up
|Ms Hussain||Associate Assistant Headteacher
SENCO & Mental Health Lead
|Ms Cathcart||Associate Assistant Headteacher
Inclusion and Intervention
Our Special Educational Needs and Disability (SEND) provisions are led by Ms Sumaira Hussain, our SENCO (Special Education Needs Co-ordinator)
The range of interventions include:
- SEND withdrawal groups in Year 7, 8 and 9 for numeracy and literacy.
- Speech and Language intervention in Year 7, 8, and 9.
- SEND Homework club
- SEND In-Class Support
Do you or your children speak English as an Additional Language (EAL)? Please take the time to read the information on this page which might help you understand what support is available in school for you and your child.
English as an Additional Language (EAL)
Any pupil that speaks a language in addition to English at home falls into the EAL category. This means it includes children who were born in the UK and speak English fluently but they also speak another language at home. In addition, it includes recently arrived immigrants who speak little or no English at all.
The current definition of EAL includes bilingual children who are fluent English speakers and new migrants who may not speak English at all. Crucially, it gives no indication of a pupil’s proficiency in the English language.
- Our school has well over 80% of EAL students.
- Our largest ethnic groups are – Indian, Somali, Sri Lankan Tamil and Pakistani.
- Our key language groups are Gujarati, Somali and Tamil.
Inclusion and Equality of opportunities
At Alperton Community School we uphold the principles of Inclusion and Equality of Opportunities where all students, no matter what their ethnic and cultural backgrounds, have the right to access the curriculum to achieve their full potential, feel valued and participate in the life of our school.
Teaching staff and Teaching Assistants support the learning and teaching of students who are new to English. The school believes in inclusive Quality First Teaching and teachers are expected to meet the needs of all students in the classroom irrespective of which group they belong to. An extensive PD programme & rigorous monitoring of T&L is in place to ensure quality first teaching so that the needs of all groups of students are met within the classroom and all groups of students achieve and make progress.
Staff ensure that all EAL students:-
- have equality of opportunity accessing the curriculum
- are included in all aspects of the school life
- progress in line with our high expectations, both in English and other curriculum areas
- feel welcome, supported and valued
- reach their full potential
The following support may be offered to students who have English as an additional language:-
- Two weeks induction programme for any student new to the country who has no or very little English on entry.
- Extra English Withdrawal Support.
- In-Class Support by Bi-lingual Teaching Assistants.
- After School EAL Homework Club.
- Accelerated Reader Intervention.
- Form Time Reading Intervention.
- Home School communication in the First Language.
- Interpreter Support during Parent Evenings & School meetings.
- London Fire Brigade Intervention Programme.
- EAL students also have easy reading books in the library to improve their reading.
- EAL resources like Bilingual Dictionaries, language software and reading materials can be accessed by students.
We use the B1 to B9 scales as starting points before students move up to the new GCSE 1 to 9 scales.
We value involvement from parents in order to raise attainment of EAL students. We welcome volunteers to support our work with students during and after school, for example, helping with homework or listening to students read. If you are interested in becoming a volunteer in our school, please contact Mrs. Panchal whose contact details are above.
Language learning and useful grammar activities to use:
- Sport and Thought-Teenage psychotherapy through football
- Multi Family Group- Support for parents of children displaying disruptive behaviour at school/students at risk of exclusion
- Pastoral Support Officer- in and out of lesson support for most challenging students. Small group and individual work at KS3 & KS4
- ACL Boxing Mentoring- learn to listen, listen to learn. Focus training KS3 & 4
- Basketball- Physical focus for KS 3&4, with mentoring
- Mindfulness- small groups of students who learn to relax and manage their thoughts and anxiety
- One to one reading- support with the most vulnerable cohort with their reading
- Inclusion Support Officer (Elaine Baker)- will support students who are on Pastoral Support Plans (PSP) with support for families
- KS3 & KS4 Vulnerable group- lunchtime club for students who are finding it difficult to make friends (KS3) struggling to maintain friendships or having communication difficulties (KS4)
- Education Welfare Officer- ensures students who are below 80% attendance the proper procedures are carried out. Home visits and working with families SWAY- Sudbury, Wembley & Alperton Youth Project- Working with our students in school and after school to support positive relationships
- Safer London- For boys who have/ are displaying harmful sexual behaviour
- Women and Girls Network (WAGN) – Programme to empower girls. Support With domestic Violence issues. Mentoring to ensure educational and personal success.
- Alternative Provision- for students who need to improve their disruptive behaviours. Off-site provision for period of time ranging from half a term to an academic year. Support to avoid permanent exclusions.
- The Jubilee Academy- Long and short term placements (dual role)
- TLG (The Lighthouse Group) – Long and short term placement
- Newman Catholic College Respite (Damascus) - Long and short term intensive mentoring.
The Pastoral Provisions are led by Ms Lazare and the range of interventions include:
- Anger management group
- Right-track respite
- Self-esteem group intervention
- Motivational support programme
- Sport for Thought intervention
- Vulnerable group intervention
- Horn Stars programme years 7,8 & 9
- One to one mentoring
The focus of free tuition is to develop the higher order thinking skills required to apply subject knowledge to exam questions so that all students are as well prepared as possible for their final exams.
Free tuition sessions are offered to all Year 11 students throughout their final year of GCSEs and also to our KS3 and Sixth Form students.
Sessions are run by subject teachers, many of whom are also examiners, and take place every day after school and during all school holidays. Each student has a ‘free tuition card’ with details of their sessions; the number of sessions they must attend is reviewed after Pre Public Exams which take place in the autumn and spring term.
Students have found the sessions extremely useful:
"It really helped me understand how to answer exam questions."
"I feel much more confident."
"It’s good because we have our own teachers, they know what questions there are and what we need to do to answer them."
"My parents could not afford this outside school, it’s made a big difference to my grades."(ACS Students, Year 11)
All students have a right to be stretched and challenged. This includes those who are particularly able in certain subjects or have a wider potential for outstanding educational achievement. Students with exceptional ability may require additional provision, both in lessons and beyond, to achieve success in line with their potential.
We recognise that strategies used for raising standards for the most able students will help raise standards for all.
At Alperton Community School, we recognise that most able pupils could be tomorrow’s social, intellectual, economic, business and cultural leaders. Our school aims to provide the best possible education to meet the individual needs of all students and to help them develop to their full potential.
We understand that most able education is an equal opportunities issue.
Teachers are aware of the students in their lessons who are of high ability and ensure that they are stretched and challenged in lessons. Setting may help to differentiate, but even within a set, there will be considerable difference in ability and performance. Teachers ensure that stretch and challenge is an essential part of teaching pedagogy.
MA students are identified from primary school records like the KS2 levels and the Reading and Maths scaled scores. All students who have achieved an L5 in English or Maths at KS2 will automatically be flagged as MA and the teaching and learning in lessons will be geared to match the ability of these students.
The Department of Education announced funding to support students whose learning was disrupted as a result of the COVID-19 pandemic. This 16-19 Tuition Fund is available to all 16 to 19 providers such as Alperton Community School.
16 - 19 Tuition Fund Strategy Statement (2022-23)
This additional funding is for the academic year 2022-2023 and is to be used to mitigate the disruption of learning arising from the coronavirus. In line with the Government guidance, Alperton Community School Sixth Form will prioritise the following groups of 16-19 year old students, studying a 16-19 programme at our Sixth Form:
- Students who have not achieved a grade 6 in either GCSE Maths or GCSE English at age 16 and will benefit from catch up support.
- Students from the 27% most economically deprived areas of the country [based on the index of multiple deprivation] and would benefit from catch up support.
- Students who are economically disadvantaged who meet the 16 - 19 Bursary Fund eligibility criteria and would benefit from catch up support to reach their full potential, even where their prior attainment is high.
- Students with SEND (special educational needs and disabilities) where they have experienced additional disruption to learning as a result of their specific needs and disabilities.
How is Alperton Community School Sixth Form using this Tuition Fund?
- Targeted intervention sessions for learners who have not achieved a grade 6 in English and/or Maths.
- Subject specific Curriculum knowledge catch up lessons
- Academic skills support and development
- Small group Exam Preparation Workshops and interventions.
- Small group confidence building, revision and coping strategy workshops
- Pastoral support that addresses personal barriers to learning and equips students with strategies to better engage with their learning.
- Examination and assessment support packs and additional resources to support targeted
- intervention sessions.
How will the impact of this tuition fund be measured?
- Student Attendance and engagement data
- Formative and Summative Assessment Data [mock exam and in class assessments] showing improvements in Attitude to Learning and outcomes
- GCSE re-sit examination results