Purposeful learning
Practical work gives learning a clear reason and a visible outcome.
About Costiles Academy
A practical route back into learning, confidence and possibility.
Costiles Academy is a planned specialist Alternative Provision in North Shields. We will use purposeful occupational learning, high expectations and strong relationships to help young people reconnect with education and take their next step.
Our mission
Make learning feel relevant again.
We believe every young person deserves an education that recognises their strengths, builds trust and opens up meaningful futures. Through practical tiling skills, personal development and consistent support, we will create a place where progress is noticed and ambition can grow.
High expectations
We will set ambitious, achievable goals and celebrate the effort behind every step forward.
Strong relationships
Trusted adults, clear routines and respectful communication will sit at the heart of the academy.
The Costiles Way
Safe, Known, Challenged, Skilled and Ready.
The Costiles Way is the shared culture that guides our work with every learner. It brings together high support, high expectations and practical opportunities for young people to build confidence, skills and a meaningful next step.
Safe
Learners should experience clear routines, respectful boundaries and a setting where safeguarding and wellbeing are taken seriously.
Known
We take time to understand each learner’s strengths, barriers, interests and aspirations so support feels personal and purposeful.
Challenged
We set ambitious, achievable expectations and help learners recognise the progress they can make through consistent effort.
Skilled
Practical tiling learning, personal development and professional behaviours help learners build capability and pride in their work.
Ready
We support learners to prepare for their next step into education, training, apprenticeships or employment when the time is right.
The difference we aim to make
Progress that matters beyond the workshop.
Our impact will be measured through the things that help young people move forward: engagement, confidence, skills, qualifications and positive next destinations.
01
Re-engagement
Supporting learners to rebuild a positive relationship with education through a structured, practical programme.
02
Skills and confidence
Developing occupational skills alongside communication, teamwork, resilience and pride in a job well done.
03
Positive progression
Preparing learners for further education, training, apprenticeships and employment when the time is right.
How we will report impact
Clear measures. Honest learning. Better support.
As a planned academy opening in September 2027, we will publish verified learner outcomes once delivery begins. We will not use preview figures or invented success stories.
Attendance and engagement
How consistently learners are able to take part in their programme.
Skills and qualifications
Practical milestones, accredited learning and evidence of occupational development.
Learner voice and wellbeing
What young people say about their confidence, belonging and readiness for the next step.
Progression destinations
Moves into education, training, apprenticeships or employment after the programme.
Measures of success
A balanced view of progress.
We will use a proposed KPI framework to understand progress across learning, wellbeing and next steps. Each measure will be reviewed in context, not as a headline percentage alone.
| Measure | Initial ambition | Reporting |
|---|---|---|
| Attendance | Improvement from learner baseline, with a target agreed at placement. | Weekly and termly |
| Engagement | Positive movement in the learner engagement profile. | Six-weekly |
| Occupational progress | Evidence of planned units and practical competencies. | Six-weekly |
| English and maths | Progress against baseline and qualification targets. | Termly |
| Behaviour and regulation | Reduction in significant incidents and improved regulation. | Six-weekly |
| Qualification completion | A strong majority of suitable KS4 learners progressing or completing. | Annual |
| Positive destination | An appropriate post-16 destination with a reasonable prospect of sustained participation. | Annual |
| Commissioner satisfaction | High satisfaction with communication and outcomes. | Termly and annual |
The baseline principle
Every learner’s starting point matters.
We will avoid judging impact solely through headline percentages. Each learner will have a baseline and intended outcome, with progress interpreted in the context of attendance history, starting attainment, SEND or SEMH factors and length of placement.
Learner voice
We will listen to whether learners feel safe, known, challenged, skilled and ready.
Review and continuous improvement
Evidence should lead to better practice.
Each year, the Academy will review its provision against strategic aims, learner outcomes, safeguarding assurance, curriculum quality, commissioner feedback, financial performance and operational risk.
01
Collect evidence
Bring together learner outcomes, feedback, assurance and operational information.
02
Identify priorities
Recognise strengths and weaknesses, then focus on the improvements that matter most.
03
Act and evaluate
Assign ownership and timescales, implement changes, evaluate their impact and update policy and practice.
Working with the community
A local academy with wider possibilities.
We will work alongside families, schools, referrers, employers and community partners to make each learner’s pathway feel connected. The aim is not simply to teach a trade, but to help young people see a future they can take part in.
Talk to us about a referral or partnershipThe Costiles commitment
Every learner deserves the opportunity to succeed.
Through positive relationships, practical learning and high expectations, Costiles Academy aims to build confidence, develop skills and prepare learners for successful futures.