
Get in Touch
- Academy Type: Alternative Provision (AP) Academy
- Principal & Main Contact: Head of School - Gemma Phillips
- Senior Administrator: Sarah Knowles
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Designated Safeguarding Lead:
Rebecca Stoneman -
- Deputy Designated Safeguarding Lead: Gemma Phillips -
- SENCO: Sarah Winstone -
- Careers Leader: Jon Roodhouse -
- Address: Great Eastern and Great Western, Brunel Business Park, St Austell, Cornwall, PL25 4TJ
- Phone: 01726 61003
- Email:
- Opening Times: Mon-Thu 0845-1430, Fri 0845-1300, 27.25 hours per week
天美app
天美app
Restormel Academy is based in St. Austell in Mid-Cornwall; a region that includes some of the most socially and economically deprived areas within Cornwall.
Restormel Academy provides a warm, caring and individualised learning experience for pupils whose behaviour has hindered their progress in mainstream school. We strive to re-engage our pupils with learning, by maintaining a calm working atmosphere, and supporting positive change in the way our pupils choose to behave. We provide places for those young people who have been permanently excluded from school, or who are on intervention programmes because of their behaviour.
Careers information:#
Restormel Provider Access Policy
Staff
Staff
Gemma Phillips
Head of School
Gemma graduated in 2011 from the University of Plymouth with a BSc (hons) in Criminology and Criminal Justice Studies. She then went on to work with offenders and their families, as well as creating educational opportunities within in a Prison setting. Following this Gemma worked with children and young people in a secondary school in Kent, launching an alternative provision setting. Gemma is currently studying a Masters in Advanced Child Protection with the University of Kent. She is passionate about safeguarding and supporting children and their families to ensure that everyone has different opportunities to be successful. Outside of work Gemma enjoys spending time with her family and friends.
Chris Denley
Executive Principal
Chris started teaching at Greendown Community School in Swindon in 1997 as a History teacher. He became Director of Vocational Provision, organising work-related learning before being appointed to the Leadership Team as Assistant Head with responsibility for Curriculum, Assessment and ICT. In 2008 he moved to West Penwith to become Deputy Head, and then Head of School, at Cape Cornwall School. He was a Specialist Leader in Education for Truro and Penwith Teaching School and supported schools across Cornwall in developing teaching and learning. He moved into alternative provision and set up an education provider with colleagues, before joining Wave and teaching with CHES. He has continued to support Teaching and Learning, working with Stansfield Academy, and was appointed Associate Principal with Wave, based at Penwith Academy, in January 2023.
Outside of work Chris has a family with three children. He enjoys playing guitar, cycling, running and surfing. He loves watching football with his sons who share his love for the mighty Swindon Town and Liverpool. He also enjoys watching rugby with his Dad, and supports Dings Crusaders from afar. He has recently completed his MA in History and is an Outreach Team member of the British Association for Local History. In his spare time, he is researching a book about working-class religious affiliation and leisure in Bristol the end of the Victorian period.
Janine Nelson
Vice Principal
Janine has been a teacher since 2013 and is now the Vice Principal at Restormel Academy. She earned a BA (Hons) in Philosophy and Religious Studies from the Open University in 2011 and completed her PGCE in Secondary Education (RE) at Marjon in 2013.
She began her teaching career at Helston Community College, teaching Religious Education and PSHE. She later became the Head of Progress for a year group of 250 students, overseeing their transition from Year 6 to Year 7, monitoring academic progress, providing pastoral support, managing behaviour, and working with external agencies to support students. During this time, Janine developed a strong interest in supporting students who found mainstream education challenging. She focused on meeting individual pupil needs and helping them succeed in a way that worked best for them.
In September 2023, Janine joined Penwith Academy as a Humanities and PSHE teacher before becoming the Subject Advisory Lead for Humanities within the trust. She prides herself on building positive relationships with pupils and ensuring they receive a high-quality education tailored to their needs.
Outside of work, Janine enjoys spending time with her husband, teenage daughters, and their cockapoo. She enjoys music festivals, concerts, crafting, reading and traveling.
Rebecca Stoneman
Pastoral Support Manager
Rebecca has over 16 years of experience and a significant understanding of direct work with Children, Young People and Families, in Education, Health and Voluntary sectors. After completing an FdA in Children and Young People鈥檚 Workforce, she went on to study a BSc Combined Psychology & Sociology degree. Rebecca has worked with Barnardos, the School Nursing team in Cornwall and local secondary schools. After joining 天美app in 2020, she has worked within the medical provision at CHES, completed a secondment at Caradon APA and now brings her experience and knowledge to the role at Restormel Academy. Rebecca really enjoys working with young people and their families to support student safety. Outside of school, Rebecca enjoys spending time with her family, socialising with friends, coastal walks and attending music gigs
Sarah Winstone
SENCO
Following a BA Hons degree, Sarah gained a secondary PGCE in 2007 and worked in Plymouth, teaching English alongside Drama and Music. After completing a National Qualification for SENCOs, Sarah became Assistant Principal in a Devon School and held the roles of SENCO, DSL, Designated teacher for Children in Care and head of PSHE. Sarah values the opportunity to build successful and mutually respectful relationships with young people and believes this can bring about positive changes in pupils' engagement with education.
Following this role, Sarah worked for the Virtual School in Devon County Council, working closely with the 0-25 team to place students in appropriate educational provisions which could meet their myriad needs.
After a short break to support her young children in their own school beginnings, Sarah is now busy as SENCO at Restormel, while outside of Wave, Sarah runs an eco friendly gift and interiors business and delivers creative workshops. Sarah also enjoys spending time with family, friends and a very spoilt Jack Russell.
Academy Info
Academy Info
Curriculum
Our Curriculum at Restormel
Welcome to our curriculum section. From here, you can find out all about our overall curriculum intent at Wave Trust and within the Academy itself.. For more information about our different subject areas, please click on the Subject Areas tab on the left hand side menu.
Please download our curriculum intent statement below.
Restormel Curriculum Intent Statement
Documents
Subject Areas
Subject Areas

English

Science

PSHE

Humanities - Key Stage 3
In Humanities we study both Key Stage 3 Geography and Key Stage 3 History.
In our Geography sessions we look at the Structure of the Earth and the Tectonic Activity associated with it. We look at how the surface of the Earth is constantly shifting and study the dynamic, often catastrophic, effects of this constant movement. We analyse the way in which volcanoes are formed and predicted, how earth occur and are unpredictable, and how volcanoes and earthquakes can cause. These three tectonic events can, and often do, have a devastating effect on nearby settlements and environments. Students have the opportunity to analyse and compare case studies of tectonic related events in both developed and less developed countries.
In our History sessions we initially look at the birth of the Industrial Revolution and how it led to Britain building its empire. We look at the factory systems and working conditions at the time, and the improvements implemented to reduce illness and injury especially in children working in the mills and factories. We study the slave trade; the causes, effects and, ultimately, its abolition. Studying the British Empire leads us on to the causes and effects of World War One. We analyse the flashpoint that triggered the war but also the strengthening and the worsening of relationships leading to mounting mistrust between countries that contributed to the flashpoint. We then go on to research the 鈥淛oining up鈥 campaign, the conditions in the trenches, the weapons and equipment and, finally, the end of the war.

BTEC Work Skills - Key Stage 4
In Years 10 and 11 it is necessary to focus on the future and the workplace. Applying for a job can be a daunting experience; from completing application forms and creating CVs to identifying the key elements of a job advertisement, knowing the difference between employment contracts and what an employment contract must contain. BTEC Work Skills is a suite of BTEC qualifications designed to equip students with the essential skills for job success and career development. The main purpose is to develop students鈥 employability skills. The structure of BTEC Work Skills is flexible and designed to support programmes that are student-led. We have chosen two units that best suit our programme and fit into the qualification that is the right size. The two units are internally assessed, and the assessments undertaken in a way that suits each student. Our BTEC Work Skills programme is designed to give students confidence when looking at job adverts and application forms, together with gaining an understanding of the important differences between employment contracts.
Unit 2: Selecting and Applying for a Job.
The aim of this unit is for students to consider how to find suitable job opportunities that match their skills and interests. The students will also explore how to present themselves and their skills in different types of application documents. Different employers in different job sectors will recruit people in a range of ways and this can be confusing. In applying for full, part-time or voluntary jobs, apprenticeships or placements students will need to know how and where these employers advertise their vacancies. It is also important to understand the key information that they should include when applying for different job opportunities and how to present this information in the right way to help them to be considered for the next stage in the recruitment process.
In this unit students will: identify their relevant skills and interests; know where job opportunities are advertised; identify the key information needed for an application; and how to present themselves, their experience and their skills in an application document.
By the end of the unit students should be: confident in identifying their own skills, qualities and experience; be able to efficiently search and select relevant job advertisements; present personal information and complete job application documentation.
Unit 3: Recognising Types of Employment Contract
The aim of this unit is for students to explore different ways employees can be contracted and consider the impact on individuals in the workplace.
There are many different types of employment contracts to reflect different employment statuses and it is important to know the key similarities and differences between them. Students need to be aware of their entitlements as an employee and the level of employment protection each type of contract provides. It is also important to consider how different ways of working will have an impact on the student鈥檚 life outside of work and how they might help them achieve long-term and short-term career goals. In this unit students look at different employment statuses, explore the benefits and potential issues of each and consider the types of contractual options that they might prefer.
In this unit students will: research different contracts and working patterns; analyse the advantages and disadvantages of different work opportunities and contracts; identify how work patterns can impact on mental and physical wellbeing.
By the end of the unit students should be developing skills in: establishing information when looking at adverts and employment contracts; information handling when comparing advertisements and employment contracts; appropriate communication skills when making enquiries regarding vacancies and employment contracts.

Maths
Student Data
Student Data
Referrals
Map
Map
Latest News
Latest News
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Wave Autumn Newsletter 2024
Here is our Wave Autumn 24 Newsletter. Find out what we have been getting up to across the Trust this term.
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天美app Summer Newsletter 2024
Here is our 天美app Summer 24 Newsletter. Find out what we have been getting up to across the Trust this term.
Wave Trust Summer 24 Newsletter
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天美app Spring Newsletter 2024
Here is our 天美app Spring 24 Newsletter. Find out what we have been getting up to across the Trust this Spring Term.
Wave Trust Spring 24 Newsletter
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Wave Autumn Newsletter 2023
Here is our Wave Autumn Newsletter. Find out what we have been getting up to across the Trust this Autumn Term.
Wave Trust Autumn 2023 Newsletter
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天美app Summer Newsletter
Here is our 天美app Summer Newsletter. Find out what we have been getting up to across the Trust this Summer Term.
Online Lessons
Online Lessons
Term Dates & Events
Term Dates & Events
Wave Trust Term dates 2024-2025
Autumn Term
- Trust wide staff training day: Monday, 2 & 3 September 2024
- Term commences: Wednesday, 4 September 2024
- Half Term: Monday, 28 October 鈥 Friday, 8 November 2024
- Term commences: Monday, 11 November 2024
- Restormel staff training day Friday, 29 November 2024
- Last day of term: Friday, 20 December 2024
Spring Term
- Restormel staff training day: Monday 6 January 2025
- Term commences: Tuesday 7 January 2025
- Restormel staff training day: Friday 14 February 2025
- Half Term: Monday, 17 鈥 Friday, 21 February 2025
- Trust wide staff training day: Monday, 24 February 2025
- Term commences: Tuesday 25 February 2025
- Last day of term: Friday, 4 April 2025
Summer Term
- Term commences: Tuesday, 22 April 2025
- May Day Bank Holiday: Monday, 5 May 2025
- Half Term: Monday, 26 鈥 Friday, 30 May 2025
- Term commences: Monday, 2 June 2025
- Last day of term: Friday, 18 July 2025
Documents
Child Protection & Safeguarding Policy
Child Protection & Safeguarding Policy
Restormel Academy recognises that the safety and welfare of children is paramount and that we have a responsibility to protect children in all of our academy activities. We take all reasonable steps to ensure, through appropriate procedures and training, that all children, irrespective of sex, age, disability, race, religion or belief, sexual identity or social status, are protected from abuse.
We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow procedures to ensure that children and young people receive effective support, protection and justice.
We listen to our pupils and take seriously whet they tell us, children are aware of the adults they can talk to if they have a concern. When there are concerns for a child's welfare, we may need to share information and work in partnership with other agencies. We will ensure concerns are discussed with parents/.carers first unless we have reason to believe that by doing so would be contrary to the child's welfare.
Our Child Protection and Safeguarding policy underpins and guides our safeguarding procedures and protocols.