CEC

Post 16 Course Enrolment and Continuation (CEC) Policy

Course Choice and Enrolment

1) Course Choice and Enrolment

1.1  Students must meet the course entry requirements as specified in the Sixth Form prospectus for the year.  In exceptional cases, where students do not meet the course entry requirements, but there is objective evidence that demonstrates performance at a level that would indicate potential success, then the Director of Sixth Form can agree entry to the course after consultation with the Headteacher.

1.2  For some courses, students will also need to pass any baseline assessment tasks that are set.  This applies to those courses that require a secure understanding of concepts studied at KS4, as these are then rapidly built upon throughout the course, for example: Biology, Chemistry, Physics, Mathematics.

1.3  Students will also be advised on courses by the Sixth Form Management Team. The key purpose is to help students choose the courses where they can succeed and have potential progression routes.

1.4  If students meet the entry criteria, but we believe they will find the ongoing demands of the course too difficult for them to successfully complete the year, the school will raise these concerns and advise against the student starting the course.

1.5  Acceptance onto the first year of a two year course does not guarantee a place on the second year of the course (see below for details of second year entry requirements).

2) Entry to the second year of Level 3 courses

2.1  All courses:
Students will need to have maintained high levels of attendance (95% or above), effort and homework. Students will have formal reports twice a year when these areas are graded.

2.2  A Level courses:

Students must pass the end of year examination (AS or other).  In addition, most courses will require students to gain a grade D overall and/or pass all AS modules.  This applies to those modules or subjects where AS modules form the basis for A2 modules.   These entry requirements are published in the Sixth Form Prospectus each year.

2.3  Diploma and Applied learning courses:

Students must have fulfilled the criteria to pass all of the first year modules.

3) Once on the course

3.1  Students are required to work within the boundaries and expectations of the school and the Sixth Form. As with any learning environment students will be given every opportunity to succeed and should strive to act on advice given.

3.2  Students’ attitude to work, and their performance in interim assessments will be monitored and cause for concern raised.

3.3  Cause for concern would fall into one or more of the following categories:

Poor attitude to learning which may also include attendance issues

Poor progress and attainment (which would include failure to meet deadlines for work as well as assessment outcomes)  

3.4  Where there are concerns, there is a three tier process of warnings and support that aims to resolve the concerns or conclude that the student will not be successful on the course and that their place on the course should cease.  Students will also be given a range of more informal feedback and advice.  Please note that there can be exceptional circumstances where discussions about whether it is feasible for a student to continue a given course needs to take place outside the  3-tier process, for example:

  • Sudden onset of a long term illness
  • Failure in module examinations
  • and/or mock exam papers 
  • Failure to meet A level coursework or
  • BTEC unit final submission deadlines
     

3.5  The process and involvement of various parties is described in the next section.  However, it should be noted that students will have a number of assessments in their first few weeks (as well as later) which they need to pass in order to show that they can be successful. Where students fail to achieve a pass grade in these assessments, they would be given the opportunity to re-sit a similar assessment.  Re-sit opportunities for these interim assessments would automatically equate to Stage 1 of the process.  If the student fails to achieve a pass in this second assessment opportunity, they would be judged to be at Stage 2.

Process:

Stage 1/Letter 1: 
Subject Leader and Subject Teacher

A letter will be sent to the parents/carers and student to explain the concerns and outline what the student needs to do to resolve these concerns within a specified time frame.  This policy will be enclosed so that parents/carers are aware of potential future consequences of failure to respond to this warning.  Parents/carers should also be invited to make personal contact with the department.  Students will also be encouraged to talk through the issues with staff.  Additional monitoring structures may also be put into place eg departmental report or year team report.

Stage 2/Letter 2: 
Subject Leader and Attached Member of the Leadership Team

A letter will be sent to the parents and student to invite them to a meeting to discuss ongoing issues.  This policy will be enclosed again.  An action plan detailing what must happen to resolve these issues will be drawn up at the meeting.  If parents/carers are unable to attend, then the meeting can either be rescheduled, or take place as scheduled with the student concerned.  Additional monitoring structures will be put into place, for example: departmental report or year team report.

Parents/carers and student are subsequently invited to the scheduled review meeting of Stage 2.  Possible outcomes are:

1.      Concerns raised in Stage 2 have been rectified. The review meeting will agree either:

  • No Monitoring is required and student moved back to CEC Stage 1.
  • Monitoring to continue for a further agreed period of time at which stage there will be a further review.
  • Should concerns re-emerge in the future, then the process would start from Stage 2.

2.      Concerns raised in Stage 2 have been partially rectified, and there is sufficient improvement for the student not to move to Stage 3. However, the student will remain at Stage 2 for a further period of review with an amended action plan. 

3.      Concerns raised in Stage 2 have continued.  The student will therefore be moved to Stage 3.

Stage 3/Letter 3: 
Subject Leader and Director of Sixth Form

Where the issues raised in Stage 2 are not resolved, or other concerns arise, then a third letter will be sent confirming the current situation, and inviting the parents/carers and student in for a meeting on future options.  This policy will be enclosed again.

The student will be monitored through a subject report or year report as appropriate and a final review date set.

Parents/carers and student are subsequently invited to the scheduled review meeting of Stage 3.  Possible outcomes are:

1.     Concerns raised in Stage 3 have been rectified.  Should concerns re-emerge in the future, then the process would start from Stage 3.

2.      Concerns raised in Stage 3 have been partially rectified, and there is sufficient improvement for the student to remain at Stage 3 for a further period of review.

3.     Concerns raised in Stage 3 have continued.  The student will therefore be removed from the course.  Parents should also be informed that students without a viable programme will be unable to remain on roll and will be removed from the school.