Online safety (eSafety) is a priority for everyone, staff, governors and students at R.E.A.L. As one of only a handful of education providers to have been awarded two prestigious eSafety accreditations by a national awarding body – we ensure that young people understand their rights and responsibilities to use technology safely when they join R.E.A.L. In addition, all staff undergo annual eSafety training and awareness raising. eSafety remains our focus and is completely integrated into our approach to safeguarding young people.
Half termly learning walks, teaching observations and work scrutiny sessions are carried out both internally and externally. Tracking of progress is continually reviewed and communicated to the student, parent/carer and commissioner.
R.E.A.L. offer a confidential Person Centred Counselling Service to young people age 12+. Learners can self refer or be supported by their tutor, parent or carer.
Careers Education and Information Advice and Guidance
Between Year 9 and Year 11 young people are offered regular access to impartial Information, Advice and Guidance and a careers education curriculum. The careers curriculum includes access to careers and skills fairs, mock interviews and workshops in CV building and Interview techniques. Alongside this, we aim to increase young people’s awareness of the values and attitudes relevant to work. There are also a number of accredited learning opportunities. Upon completion, young people should have learnt to make considered choices in relation to future careers and options.
Work Based Learning
We offer extensive high quality work experience opportunities for learners at R.E.A.L. and have strong links with a range of employers covering the sector skills areas. Placements offered are robust and match learners’ personal and vocational interests. Learners are supported and monitored through a range of visits and 1:1 support is offered during the placement if required.
Learners work placements may vary in length of time and can take place in blocks of either one to two weeks, or a number of set days each week. Every learner is interviewed by the potential employer and all placements are health and safety checked.
The employers we work with are also able to offer additional support to our learners such as mentoring, site visits, enterprise days and mock interviews. Some of the placements offered lead to further training opportunities in traineeships and apprenticeships.
A key goal of our work is to improve our students’ well being. We aim to build students’ confidence and develop their ability to express their emotions effectively.
Feeling good about who you are and having a positive self identity are key aspects of our wellbeing. They are important if we are to bounce back when encountering difficulties in life. Also essential are relationships where we feel comfortable, happy and able to trust. These relationships are the foundation of being able to learn and develop.
Our aim therefore is to offer relationships that encourage our students’ ability to reflect on how choices and behaviours create both opportunities and limitations in our lives. We strive to support our students to see the potential for positive change and to achieve this in small steps that can help them achieve their potential. To do this we adopt a strengths-based approach as this enables us to interact with our students in ways that are respectful and positive.
We hold a hopeful view of children and young people and are committed to engaging them by starting from where they are right now. Our aim is not to judge, or to diagnose, or to label. Our aim is to get alongside our students and help them to work out positive ways forward in their lives.
The Strengths Based Approach The Solution-Focussed Approach
The Human Givens Approach Positive Psychology Mind Body Awareness