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Jo

Jo is a 15 year old white British female with very Low level literacy and numeracy skills, short concentration spans, and low confidence and self-esteem. She can learn quickly once she gets over the hurdle of understanding material and tasks. Jo’s diagnostic assessments showed her to be working at the level of a 9 year old in Maths, scoring lowest on knowing and using number facts, calculating, measuring; and, in English, at age 8-1/2 level in Reading Analysis. Historically, Jo had worked with an Educational Psychologist. Jo was a low attender at 57% who began her journey with us at the following core subject levels: English = 3b; Maths = 2b, Science = 2b.

Jo joined a therapeutic PRU and began receiving support in personal development (through the PRU staff) and Literacy and Numeracy (with Apricot). We quickly realised some of Jo’s needs if she were to progress. Jo required frequent changes in topics and types of work set and she very much depended on/liked to write things down. As a result of our continuing experience of Jo, several strategies were put into place. Since Jo needed time to record information and time to think, lessons never contained too much material on the whiteboard at any one time and lesson pacing was slowed to accommodate her learning style. Visuals needed to be uncomplicated so that they could enhance teaching rather than confuse Jo and distract from her learning. She required constant positive reinforcement in order to feel safe and to trust the teacher and the process she was undergoing. Repetition and the use of questions (in a variety of participatory forms) were frequently embedded in lessons to check understanding was really in place. Jo loves cake decorating, so this positive interest was also woven into the fabric of her lessons to help maintain her interest and facilitate conceptualization.

Priorities for Jo were in three main areas: re-engagement, progress, achievement. The baseline for measuring engagement were attendance, levels of participation in lessons, and completed homeworks. This is reported through the learning platform’s daily record of attendance and teachers’ weekly reporting of soft skills measurements, including settling down to work, motivation, confidence, and NC Level progress. Progress was measured via teacher reporting on NC Level and Sub-Level progression. The minimal standard of movement during a key stage is 1 NC Level (6 points), but hoped-for outcomes are 2 NC Levels (12 points) over a key stage. For the 2 term period of this case study, only a 2 point progression could be expected. Achievement is measured through standardised GCSE examinations. The goal for achievement is a 100% pass rate.

After working with Apricot 15 hours/week (3 hours/week in each of English, Maths, Science, History, and ICT), Jo’s attendance increased from 40% to 70% -- a 75% increase in attendance. Progress indicators and GOALS testing diagnosed Jo to be working at the following core subject levels: English = 4c; Maths = 3c, Science = 3a – an average of 4 NC Level points in English and Maths and 8 NC Level points in her favourite subject of Science.

Jo is continuing to develop as a person and a learner. She is learning – something that could not have been said of Jo before her arrival at the PRU and involvement with Apricot. She has created new and productive relationships and work routines. She is progressing academically and personally and is now on target to achieve   C-D in her core GCSEs.

As a result of the blended learning opportunities Apricot provides, Jo’s Head Teacher reports that her students are “…re-engaged with their education, are progressing academically and personally, are achieving qualifications they would not otherwise have been able to earn, are being reintegrated into mainstream schools and can now follow a progression route to a Sixth Form College…. They are more self-possessed, more confident, have better self-discipline, exhibit fewer outbursts or self-harming, have reduced OCD tendencies, better management of Asperger’s symptoms, and fewer psychotic episodes…. For some it’s the very first time they are happy and proud of their accomplishments.”

The excellent education and support they receive from Apricot, combined with the robust emotional and psychological help they receive from the PRU, have given them a real chance in life to grow and flourish as people and future workers or scholars.

 

Feel the freedom!

Apricot Online offers a go-anywhere solution to alternative learning provision. We bring school to the pupil wherever there is a computer and a broadband connection. And a growing number of clients throughout the UK are taking a byte of what we have to offer: live, interactive online education delivered by qualified teachers.

Career evolution

Apricot offers short courses in independent careers advice. Apricot promotes the discovery of the self in helping students determine appropriate career paths. Work related learning is essential for many young people at risk. Learning how to cooperate with others and recognise authority in the work place is just as important as workplace skills.

Learn from home

It's never easy to be isolated. Apricot lends a hand by linking with other students across the country from the comfort of your students' own home or hospital bed. Pupils with a diversity of needs ranging from physical or mental health problems, SEN, social difficulties, behaviour issues or simply requiring a little extra support to re-engage with learning are all progressing with Apricot’s support and innovative online education techniques.

Just imagine...

Let our technology lead the way to great ideas for all your students. Re-engagement is our strength and exciting new ways of thinking and learning is our passion. Our students routinely make improvements not only in academic performance, but also in their confidence, motivation, punctuality, and ability to settle into lessons.
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