Bulletin:
Classes resume on the 6th January 2025.
Merry Christmas and a Happy New Year!
from all of us at Stone Soup Academy
Bulletin:
Classes resume on the 6th January 2025.
Merry Christmas and a Happy New Year!
from all of us at Stone Soup Academy
We are proud to be Ofsted Outstanding 2019*** TES 2020 Winners of Alternative Provision school of the year ***
We see innovation in all aspects of the school’s delivery, from the use of technology in classrooms to the design of physical spaces. Many of our approaches are rooted in an understanding of the psychology of the young people we work with and we have embedded a culture of continuous questioning, evaluation and improvement. Looking forward, we are building a research and development culture to seek out new models and methods of engagement and learning.
SSA has done wonders for my son and
I’m so proud of what he has achieved.
– Parent
“Creating Unimagined Futures” is the vision of Stone Soup Academy. It is present in
everything that we do and it is alive in the Academy. We don’t see barriers, we see
opportunities and we all love what we do.
You have made me do better in life and put me where I
needed to be. I thank every one of you at Stone Soup for
every last thing you all did for me. I wouldn’t be where
I am now without my Stone Soup family.
– Year 10 student
Vision and Values of Stone Soup Academy
Stone Soup Academy is an alternative provision free school in the centre of Nottingham,
serving students outside mainstream education in an environment that encourages their
academic and personal development. We are committed to the education and welfare of our
students, with the goal of preparing them for a successful future in our community.
The foundation of our work is the ambition to create an educational environment for young
people who would otherwise be left behind. All too frequently, students who are deemed to
be ‘difficult’ or ‘disruptive’ are faced with a future of unemployment or social disadvantage.
The Academy holds at the heart of its work the ambition to create an environment that fully
equips students for the future outside of the academy. Our goal is to empower each
individual student to achieve in practical, functional, and long-lasting ways. When some
students join us they and their families believe that they have failed in some way, that they
cannot succeed and that education is not for them. We have the privilege of changing this to
enable our young people to access futures that they did not believe were possible to
achieve.
We celebrate their successes and use their successes to motivate and encourage those who
come after them. We are passionate about our desire to help young people to make a
difference to their lives and this strong relationship that we build with our young people is
demonstrated by the number who come back even after they have left to share what they
have achieved and who and what they have become.
With this in mind, we aim to:
● Provide a supportive environment that aids the learning and personal development of
all students;
● Improve the behaviour and attitude of each student with both adults and their peers;
● Reinforce each student’s self-esteem and integrity;
● Instil an understanding of fundamental British values.
Vision Statement
‘Creating Unimagined Futures’
We believe that every young person has the opportunity to succeed by being motivated and
inspired, rather than contained. We believe that through our work and intervention with our
young people that they can all achieve futures that they could not imagine when they join us.
Our school aims to develop young people into unique, responsible, receptive, discerning
human beings with a sense of their own value. Our school is structured to nurture the social
development of all the young people we work with, most of whom experience significant
disadvantages which compromise their ability to learn.
We facilitate young people’s learning, removing the barriers to their learning through a
holistic approach and developing their ability to maintain good relationships with each other
and with the members of staff, caring for and promoting the school and their community. We
apply a multi agency approach involving external and internal support personalised to each
child. 360 degree case studies of each child support our interventions and impact.
Our vision for Stone Soup Academy offers a broad and balanced curriculum delivered within
a family environment using a pedagogic approach rooted in learning by doing, inspiring and
motivating, where learning naturally involves exploration, curiosity, failing and learning from
mistakes, and a host of associated effective responses.
Our curriculum allows young people to develop their vocational skills, and be given the
opportunity to work in real businesses, learning not just the skills associated with their
vocational choices, but the long term life skills that are required for the workplace. It is our
intention that all young people attending our academy will leave with the skills and motivation
to become fully independent, contributing members of society.
Work experience is offered to students and links with local businesses support our learners’
development in this area. This alongside a comprehensive careers programme delivered by
our Level 7 Careers Advisor enables young people understand pathways to the future and
what they need to achieve in order to attain their goals and aspirations.
Core Values
● Respect: We believe that mutual respect allows us all the freedom to be open and
honest and to support each other to success.
● Aspiration: To instill in all of our young people the belief that they can achieve, they
can be successful that they can create unimagined futures for themselves.
● Positivity: To overcome these barriers to learning and to instil in our young people
that it is not where you have been but where you are going to that is important
Ethos
The school will be underpinned by 7 key ingredients for our Stone Soup:
Ingredients
We will always try to show relentless positivity
We will always be unfailingly ambitious for you
We will always try to respect and understand you.
We will always try to be kind and caring in our approach to you
We will always find creative ways to engage you in your learning through what we
teach and how we teach it.
We will always celebrate your successes
We will always be here for you even after you have left
Stone Soup Method
1. We will always try to show relentless positivity
Relationships are the core of our work as without positive relationships we are building a
house with no foundation.
Our first step is to focus upon creating positive relationships between staff and
students, this quickly widens to include parents/ carers and the wider community.
The secret to forming these strong relationships is to approach every situation with an open
mind and heart. No matter the challenge a young person’s attitude or behaviour poses the
team will always try to find a positive response – one that demonstrates Stone Soup is a
family, where individuals are encouraged to approach everyone in a non-judgmental way.
We all work together, I have a voice here and I feel
really supported. Year 10 student
We train our staff in the use of ‘refrains’ to ensure staff approach all situations in a
similar way. 5 of the most commonly used are;
“You have done so well today try to keep this up”
“How can we resolve this quickly for the best outcome?”
“It’s really important that we all show each other respect, how could you rephrase
that in a respectful way?”
“What is wrong?, What would you say to yourself right now?”
“What are we both doing here? how can move forward”
We never respond to aggression or anger from a student with those same emotions,
instead we will use humour, positivity and calmness to help them regain their space. We
find many of our young people arrived with us used to a cycle of anger from them being
met by anger from their school – the cycle frequently amplifying at a rapid speed.
“the school has a sense of community which
creates a feeling of belonging “.
2. We will always be unfailingly ambitious for you.
Many of our students arrive with a very pessimistic view of their future, for many their
experience in education has been centred around failure.
We work with the students (and staff) to help them see a new horizon.
We will not accept an easy route for their path, we show that we care about their hopes and
dreams. If we all care and aspire for our young people, they will start to do so as well. We
raise the bar high then scaffold their journey to help them to archive and succeed.
We try to remove any negative association with exams by encouraging students to take
useful qualifications and by sitting regular mock exams. We build resilience by
demonstrating that tomorrow is another day and we do not judge tomorrow upon
today’s mistakes.
‘When you are a youngster and things go seriously
wrong in your mainstream, you may well need a
second chance. Students in Nottingham who get that
second chance at Stone Soup find an of er and
opportunity that delivers on that chance and more
often than not brings them success.’
We help students expand their horizons by offering vocational qualifications (eg multi-skills,
beauty, mechanics alongside traditional GCSEs and BTEC qualifications.
Through our approach exams feel like a useful tool to help them have a positive life. We
talk about qualifications being like keys to open doors to the future of our young people.
Expectations for positive student behaviour are always high but achievable. We know they
can learn, no matter what barriers they encounter along the way.
We believe in our students and in time they start to believe in themselves.
How do we do it?
Real work experience opportunities in local business leading to part time and full time work.
Strong links with local businesses to give our students positive experiences and possible
funding for future projects.
Investment in careers and the employment of a level 7 careers trained professional sited in
the academy – The majority of our students go onto work, education and training and any
students who are NEET we continue to work with to help them transition successfully to
work, training or education.
3. We will always try to respect and understand you.
Many of our young people have experienced challenges in their lives and some students live
in environments and situations that are not conducive to learning. We will always try to
intervene to support both them and their families to negotiate the expectations of
education.
A common theme for all of our students is that they will have found working in mainstream
schools problematic, many just do not thrive in a mainstream environment. However the
last thing any of them need is to feel judged or labelled as a failure so we will always try to
give them a second chance!
We ensure the staff are aware of the particular barriers faced by every student by
sharing their situation and triggers, this knowledge is not used to label, or to pity,
but to provide an insight into strategies for engagement.
We will always try and find innovative ways to support our students, we always go
above and beyond what a young person has experienced to date.
Our students feel safe as we provide a safe community for them with simple expectations of
behaviour for everyone within our school community.
How do we do it?
We have a dedicated engagement team
There is a personal coach for every student
We provide 1:1 intervention as needed
A school counsellor is available
All staff known by first name
We welcome all students with a handshake and a smile at the front door every day and we
are there at the front door in the evening to say goodbye.
Suits Day – All year 11 students are bought a suit to celebrate the end of their journey with
us and to prepare them for their next step.
4. We will always try to be kind and caring in our approach to you
We all want to be cared for and kindness and care are key attributes of Stone Soup
Academy. They are an expectation and our staff are passionate about the role that they
play in the journey of each young person.
Our staff enjoy working at Stone soup and are passionate about what the academy does
and of their role in it!
This is not just a job for our staff – it is a passion.
Many students share this enthusiasm for the academy and will come alive when talking
about how it has helped them. Many students demonstrated real upset when they were not
able to come into the academy during the pandemic lockdown. We understand that due to
their life to this point every child demonstrates their happiness and their feelings of
belonging in many different ways. It is our job as the ‘adult in the room’ to unpick their
emotions, to understand and care no matter what.
Every week the staff contribute to a video praising individual students for their work in
the past days. This kindness is shared between staff members as every week they also
share Thank- you notes with each other – ensuring everyone feels appreciated.
Every student, every day is greeted with a handshake (virus permitting) and a positive
word Regardless of the challenges of any day there is always a friendly word to be found.
Students reported being ‘listened to for the first time at school’
Some students respond with anger, we respond with humour. Humour is an essential part
of the academy, with laughter an important tool between staff and students.
We do not eliminate poor behaviour but we do disarm it by ensuring that any behaviour
exhibited by a student will be met in a calm and caring manner.
How do we do it?
Weekly meeting where every student is discussed and action agreed on – We share
information to increase our depth of understanding.
Regular updates to referring schools so that everyone joins us on the journey for every
student.
Daily follow up for any absentees
Communications Spreadsheet is used by all involved with students to ensure
consistency Staff & engagement team work as one large student team.
Student success is celebrated at every opportunity, by email, in meetings and in
publications.
5. We will always find creative ways to engage you in your learning through what we
teach and how we teach it.
The core purpose of any education establishment must be learning and alternative
education is no different. Many students arrive into Stone Soup used to a model of
learning which just does not work for them.
The underlying cause of many of our students’s disaffection is their disconnect with whole
class learning. Individuals who do not see the relevance of their education are unlikely to
feel positive about it.
We design an individualised timetable for each student, with the mix of subjects and
methods of delivery suitable for them. For example, some students benefit from intensive
1:1 in some subjects whilst others will be accompanied to attend vocational college
courses.
The timetable of a student may be changed quickly in response to a particular need or issue.
Staff undergo weekly CPD and monitor their development against national teacher
standards using Blue Sky.
Staff carry out action research and to use principles founded in the neuroscience of
learning. Without engaging learning techniques, the progress of the individual is limited.
We publish a Stone Soup Journal bi-annually to share knowledge and good practice, written
by staff, for staff. We share this with all our referrers.
We get to know the students, to know what works, what does not and then to devise the
most personalised approach that is possible. Where support is needed we try to ensure it is
made available.
How do we do it?
Weekly CPD sessions delivered in house and by ‘experts’
Regular Teaching & learning briefings where good practice is shared.
Use of technologies such as Google Classroom, Interactive TVs, VR, and educational
software to ensure e-learning is available when needed.
We strive to be at the forefront of emerging classroom technologies such as virtual reality.
Teachers are keen to explain the curriculum in as varied and interesting ways as possible.
We work with families and students by supporting them to choose a suitable curriculum that
matches their interest and opens future doors.
SEND is across every fibre of the golden thread of creating unimagined futures which is the
vision at the heart of our school community we ensure that no learner is left behind.
The curriculum incorporates work placements as appropriate to the needs of the individual
student.
6. We will always celebrate your successes
The celebration of success for our Stone Soup family is essential and it is
well-known that rewards are far more effective in changing behaviours than using
punitive measures.
Stone Soup has a culture of reward embedded in all it does.
One immediate indication of this is the effective use of Class Dojo across all year groups.
Every lesson students can gain dojos, not only do these build towards attractive rewards,
but they are also a way of sharing positives every hour. All members of staff can
immediately see the positives achieved by the students and the engagement team are able
to respond instantly to support students. These electronic points equate to real money,
forcing students to realise that their own actions affect their success.
Students of the day / week are also used to identify success.
We hold celebration evenings in place of parents evenings with the focus being on
the achievements of the individuals. We use every opportunity to share success.
As well as regular calls home to relay any success throughout the day, our learners often
get excited and ask that we make a positive call home for them
students are ‘earning’ money in their academy account by attending and behaving well.
This builds up over time and at the end of the student’s time at the academy is
celebrated on ‘Suits Day’ when it is used to buy formal attire which can then benefit the
students as they have interviews for college or work.
How do we do it?
Students and staff are regularly entered for regional / national awards (- with an impressive
success rate!- We are TES Alternative Provision of the year 2020)
The academy walls hold many photos of student success.
We also have a ‘Wall of Pride’ for our alluni to demonstrate that it is all about your
future regardless of the challenges of your past.
A termly newspaper is widely circulated to our community and
beyond Our website contains many examples of student success
Daily phone calls and rewards, weekly postcards and rewards, half termly
rewards.
7. We will always be here for you even after you have left
Engagement is the core of all we do and without engagement there would be no Stone
Soup. Engagement and relationships with our young people is at the heart of what we do.
It is such a key part of our work that we have a large group of staff identified as
‘Engagement team’ This team works alongside the teaching team to form the
student support team.
Akin to a medical support team, the Engagement staff try to respond quickly to any issue,
diagnose the problem and then put into place a plan to diminish it.
Many of our students form intensely strong positive relationships with their engagement
team, often citing this as the single most important motivation for them to reconnect with
education and employment.
We have created a Pastoral Sixth form to address the issues of our young people becoming
NEET once they have left the protective walls of Stone Soup Academy. Although we do not
offer a discreet curriculum, we do continue to offer pastoral support both at Stone Soup
and in Nottingham College where the majority of our young people transitioned to. We
advocate for them, we support them in meetings and we help them and provide facilities
for the completion of work after school, If they do not have these facilities at home.
Through this continued relationship we have been able to support some of our most
vulnerable young people as they take their next steps in their adult lives.
It would be nonsensical for this relationship to be limited to 9-4 weekdays term time only
for the duration of a student’s placement in the Academy. Therefore not only do we keep
electronic contact at weekends and holidays, we encourage past-students to drop in and
see us at any time.
We have regular drop-in facilities for ex-students who need support in the next stage of
their life. To help them focus on where they want to be and to help them break these
goals down into small steps, we then have a trust fund which makes bursaries available to
support their journey.
For some of our students our academy is a place of refuge, a safe place and it provides care
and kindness for them. The transition to their next phase can take some students longer to
adjust to, we understand this.
How do we do it?
Student – staff relationships are at the centre (and every part) of academy life
The strength of the staff team ensures that any individual links are effectively shared
amongst the whole academy.
We are always there for our students because that’s what families do.
Pastoral Sixth Form. Investment into post as Head of Sixth.
We aim is to give students the support they need to develop the skills necessary to re-engage with education and make significant progress in their personal and academic development.
Stone Soup Academy is an alternative provision free school in the centre of Nottingham, serving students outside mainstream education in an environment that encourages their academic and personal development. We are committed to the education and welfare of our students, with the goal of preparing them for reintegration into mainstream education or the personal skills to be successful members of our communities as they enter the world of work.
The foundation of our work is the ambition to create systems that equip young people who would otherwise be left behind. All too frequently, students who are deemed to be difficult or disruptive are faced with a future of unemployment or social disadvantage.
The Academy holds at the heart of its work the ambition to create an environment that fully equips students for their personal and academic development. Our goal is to empower each individual student to achieve in practical, functional, and long-lasting ways. To access futures that when they joined us they did not seem possible to achieve.
With this in mind, we aim to:
Provide a supportive environment that aids the learning and personal development of all students;
Prepare students, where appropriate, for reintegration into mainstream education;
Improve the behaviour and attitude of each student with both adults and their peers;
Reinforce each student’s self-esteem and integrity;
Instil an understanding of fundamental British values for citizenship.
The curriculum offered here focuses on achieving these goals through a wide range of courses to ensure continued student engagement and attendance.
We believe that a diverse curriculum encourages students to develop integrated skills that will more truly prepare them for the responsibilities and experiences of adult life. As an alternative provision academy, a creative outlet increases focus and guides learning. Here at Stone Soup we combine Functional Skills qualifications and core GCSEs in Maths and English with classes in creative subjects such as Media, Music Technology, and Creative Arts and access to Nottingham College and Nottingham Trent University. All of these are aimed at growing the skills and confidence of students as well as teaching them new crafts that could potentially turn into a career.
Students also have classes in PSHE/RSHE which explore a wide range of topics aimed at equipping them for citizenship and ensuring they understand fundamental British values including democracy, rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. While these are specifically addressed in form time and PSHE/RSHE, these values are additionally embedded in the curriculum and environment of the Academy. We deliver these aspects through Votes For Schools, an online package that poses a question which allows for debate within the classroom.
Alongside the academics offered, we also have a system that ensures the welfare of our students by providing services to students and their families. Most importantly, our policy is to tailor the learning career of each student to their particular needs, and cross-reference initial assessment with future progress to maintain a positive learning experience.
Individual pastoral support is also available to our students, as well as both individual and group sessions with educational specialists. We maintain regular contact with parents/caregivers and outside agencies involved in each student’s welfare to provide the best possible level of support and protection for all-round development, in keeping with our mission as an organisation.
Kerrie graduated from Nottingham Trent University with a first class honours degree in Design Technology with Secondary Education. Kerrie started her career in mainstream secondary schools and over 18 years in 3 schools she was promoted through Head of Department to Assistant Principal to Vice Principal.
Kerrie has now worked in alternative provision since 2014 taking on the post of Principal of Stone Soup Academy in 2018.
Kerrie is passionate about creating unimagined futures for students, many of whom have faced challenges and adversity in their lives by the time that they arrive at Stone Soup Academy.
Kerrie says “Here at Stone Soup we are making a positive difference to lives and I am privileged to lead our school as we progress into the future.”
Younes completed his Qualified Teacher Status in Mathematics in 2002 at the University of Nottingham. Younes holds a master degree in Business Studies.
Younes worked in 4 different mainstream schools since 2002. One of the schools he worked at was in a bilingual international school in the Middle East for two years. During his career, Younes held different positions from Maths teacher to Head of Maths to Assistant Principal to Vice Principal to Principal.
In his role as Vice Principal Younes oversee:
Younes is a big believer in embracing all students, making a commitment to do whatever it takes to provide each student with the support they need to be successful in their future.
Younes said” I am so please that I joined Stone Soup Academy. Here, all staff see the potential that has been missed by others and we find the unique strength of every single student. Here staff teach students the way they learn”
Through delivering the workshops, Oli found that he had a passion for helping students overcome barriers to engagement and helping them to learn in a fun and stimulating way.
Oli spent time with the Academy’s engagement team, seeing what they do on a daily basis and how they helped the students in the school to re-engage with their education. After spending time with the engagement team Oli realised that he wanted a future working within education to help provide a positive and balanced experience for students that hadn’t yet experienced one.
Oli then worked on the engagement team full time and was then promoted to Head of Engagement and wanted to help make the Academy an amazing experience for all the students who attend Stone Soup Academy! In the last few years he then got a new position as Assistant Principal responsible for personal development and behaviour and attitudes. He works across the school with all staff and students ensuring support for all.
He says: “I love working at Stone Soup Academy, helping students who haven’t engaged as well in the mainstream setting and showing them there are different ways to engage in school. Seeing students that you work with start to love what they do in school and go onto their next steps, confident and happy with what they want to do in life, is the best feeling ever.
Official bearer of joy and sunshine. Furry cuddles for everyone!
I joined The Stone Soup Project back in 2010. The Project then went on to gain Free School status and became an Academy in 2012. We were based for 1 year at the Sycamore Centre, and in 2013 we moved to our new premises at High Pavement. In 2017 the Academy gained an additional site (Richmond House) ,this now accommodates our Yr 9 provision from which the Operations team works. As Head of Operations I have 3 other staff in the Operations team, 2 of which are at Richmond House and the 3rd on reception at High Pavement.
Operations covers a wide variety of work from HR, Finances, development of the Academy, support for SLT, teachers and engagement being the core support for the Academy. This is a very varied position and one that I am passionate about with lots of interaction with the students and staff. I feel very proud and privileged to work in such a diverse and family orientated environment. I am looking forward to the next chapter in the history of the Academy.
Shortly after graduating with a First Class Honours degree in Childhood Studies, Becky started her journey with Stone Soup Academy at the beginning of 2015 as an Engagement Team Assistant and has recently taken on a new role as Assistant Head of Engagement.
Alongside her degree Becky studied a Counselling qualification, which gave her a strong ability to listen to and value the voice of young people. This is an area that she feels is vital and has positively implemented at the Academy through the introduction of a student council and work on student leadership. She states “I endeavour to provide every student I work with the ability to believe in themselves. They may need additional support but they can achieve and I believe in them and expect them to achieve. I feel for young people, having someone listen to them and have faith in them is paramount. Schools are extremely influential in children’s lives and I welcome being part of this and playing a positive role”.
Becky highlights that her role at Stone Soup Academy allows her to make a difference to the lives of young people who for whatever reason did not engage with mainstream school. She states, “I always try to instil into our students that despite your circumstances you can and should follow your dreams and achieve your full potential. Then, when they leave us and go on to college placements or apprenticeships, knowing you played a part in that is one of the best feelings.
Duncan has been a teacher of both English and Sport for the last 5 years. Having started his teaching career here in England he then moved to teach abroad for several years, which gave him the wonderful opportunity of learning new cultures and experiencing the differences of teaching elsewhere.
Sport has always been an integral part of his life, studying Sport and Education at university here in Nottingham and regularly committing to local sports teams. Here at Stone Soup he is able to use his knowledge and passion for sport to deliver a high quality BTEC Sport course.
Duncan joined the Stone Soup team in early 2016 and is thoroughly enjoying developing his skills as well as those of the students.
Upon leaving school, Josh enrolled onto an apprenticeship at Notts County Football in the Community as he wanted to become a PE Teacher with an Educational Environment. This lead onto Josh completing the apprenticeship and being able to deliver classroom interventions, PE lessons in Mainstream settings but also has experience in managing challenging behaviour as there was an on-site provision which Josh delivered interventions and engaging sessions to small groups of students or full classes. Josh decided to leave Notts as he wanted a full time placement within a school environment so then he undertook a role as a Behaviour Mentor within a mainstream primary school to work with students on a 1:1 basis who possessed challenging behaviour but also a chance to expand his experience in delivering interventions. I feel privileged to have been given the opportunity to support the young people at Stone Soup Academy, make a difference and benefit them in later life.
Micha (pronounced “meesha”) has worked in education for over seven years and has completed a PGCE in Secondary English. He has a lot of experience working in SEN and is passionate about helping students build their confidence and independence as they work towards an exciting future.
Some of his other interests (apart from books!) include art, horror films, and cooking. He loves nature and is a bit of an amateur photographer.
Having worked within numerous education settings with the East Midlands for over 19 years Khia specialises in media and journalism. She completed her BA hons at Nottingham Trent in Broadcast Journalism and worked at the local radio station Kemet FM and student station Fly FM before working at BBC East Midlands, BBC Lincolnshire BBC London, and BBC Radio Derby. She loves being creative and enjoys going to concerts, gigs, and theatre. She looks forward to making Media a really fun engaging subject, a course which the students can make core memories with and enjoy for a lifetime.
Having recently completed a Fine Art degree with a 1st class honours, I feel so honoured to join the Stone Soup Family as an Art & Photography teacher. I am looking forward to working with students to help them express their creativity and learn new exciting processes. I am passionate about adolescent mental health and hope to inspire people to see that you can achieve anything you put your mind to, regardless of your past.
Paolo’s professional journey also includes significant roles as a Music Director and Sound Engineer at Officina Musicale in Castellana G., Bari (IT) from 2008 to 2015, as well as a Music Director and Orchestrator for Taodue in Rome (IT) from 2007 to 2013.
Paolo’s professional achievements span both the music and movie industries. He served as a Music Director and keyboard player for the Fame U.K. Reunion, a live show featuring the original cast of Fame the movie and TV series, held at the M&S Bank Arena in Liverpool on the 5th and 6th of May 2017. In the movie industry, Paolo’s contributions extend to his role as a Conductor and orchestrator for the soundtrack of three blockbusters, “Cado Dalle Nubi”, “What a Beautiful Day”, and “Sole a Catinelle” which is the 3rd highest-grossing film by box revenue of all time in Italy with €51 million. As a music producer, he achieved the 9th position in the Italian Top 40 in 2005 with the Platinum single “Il resto e’ inutile” by Tormento and Tony Blescia. Paolo’s extensive portfolio also includes the recording of 20 albums and numerous singles, as a music producer, session player, songwriter, and arranger.
As a teacher, Paolo is driven by the conviction that every individual deserves an opportunity for education and advancement, firmly believing that social justice must begin within the educational system. With this ethos at the forefront of his teaching philosophy, Paolo advocates for inclusive learning environments where no student is left behind.
After receiving his PGCE Qualification from the University of Nottingham, Darrell taught in many different mainstream schools across the East Midlands for fifteen years before arriving at Stone Soup Academy in November 2016.
As part of the fantastic team that is here at the academy Darrell thoroughly enjoys teaching Maths to our students and has now been entrusted to add a little spirituality to the Stone Soup family ideals through the provision of a Religious Studies course.
Darrell firmly believes that each and every student should be at the heart of their own learning experience and this is why he feels perfectly at home here at Stone Soup Academy.
Michelle started working at the Stone Soup Academy two and a half years ago as a domestic cleaner around the school. Michelle quickly realised that she would like to put her wealth of knowledge and experience of counselling into practice within a more support-focussed role to assist students with their personal barriers and feelings. Michelle now works full-time as an Engagement Team Officer providing bespoke pastoral support to all students of the Stone Soup Academy.
Michelle has an extensive background in Counselling and Child care, and she gained a BA Hons degree in Humanistic Counselling practice, Diploma in Counselling Children and Adolescents and an NVQ 3 in Childcare.
Prior to working at Stone Soup, Michelle has worked with survivors of rape, childhood sexual abuse and domestic abuse. Michelle also has vast experience of working as Nursery Nurse Early Years Practitioner, but felt that her particular skill set was best suited to supporting adolescents and young people.
Laura studied Sport and Education at Nottingham Trent University and graduated with honours. Laura started her career by volunteering at a number of mainstream schools during her degree and found it challenging but rewarding. Laura joined the Academy in 2013 as Teaching Assistant before shortly moving into a behavioural / pastoral role. Working closely with the students Laura realised the importance of safeguarding when supporting vulnerable young people and in 2015 Laura was given the opportunity to lead the administration of safeguarding as Deputy DSL.
After leaving secondary school, Jordan studied Business Studies at college and gained experience working within a customer service environment.
Jordan progressed into a role as a Learning Mentor within a Nottingham based alternative provision before starting his new role with the engagement team at Stone Soup Academy.
Before graduating from Nottingham Trent University with a degree in Youth Studies, I had been involved in various volunteering opportunities in my local community supporting young people. Coming from a disadvantaged background myself, I have a vested interest in working with young people who may be in similar situations.
In particular I have a passion for supporting young people in achieving their full potential academically.I feel privileged to have been given the opportunity to work at Stone Soup Academy and make a difference to young people’s lives daily.
Amy graduated from Sheffield Hallam University in 2013 with a degree in Accounting and Financial Management, however decided she wanted to pursue a career in teaching instead and in 2014 completed her PGCE in Secondary Business Studies.
Amy has 5 years of experience teaching, having worked with children with many different additional needs and who could not access education in a mainstream setting, needs including; Autism, ADHD, Dyslexia, Dyscalculia and many others.
Amy joined our Stone Soup family into our Key Stage 3 setting to work with our Year 9s as a class teacher, adding 3 new subjects to our Year 9 curriculum; ICT, Business Studies and Science. Amy will be using her experience to help re-engage our learners into the education setting and give them a positive and welcoming start into Stone Soup Academy.
Taylor has only recently just joined Stone Soup Academy becoming a member of the English faculty in June 2021.
I am keen to support the personal and academic development of students by helping them achieve their full potential by preparing them for a bright future.
Michelle has over 17 years of extensive experience working with send main stream students.
Starting out has a Send specialist intervention teacher where she lead on BTEC vocational courses in Business, Health and Social Care, Sports leaders and OCR speed keying qualifications for students with specific learning difficulties. These courses prepared students with work based knowledge and were key for their future employment.
Michelle has experience in managing an alternative provision unit within a mainstream school and has priorly worked alongside the SEND team as a community tutor/SEND assistant, where she became dedicated in managing the implementation of an inclusive curriculum and supporting the students to have access to effective inclusive teaching for them to receive high quality outcomes.
Michelle also has a wealth of experience with writing and leading on EHCP’s, CBT, Autism, ADHD and Social, emotional and mental health issues.
Over a decade ago, Stone Soup started as a small community project in Nottingham. Having recognised a gaping need in the community, the Project began by offering an alternative provision for students through music. Initially only operating in a small studio and within schools, the project quickly grew to require additional space. This took the form of an alternative provision centre, with facilities for 50 students in part-time music and construction courses.
With the opportunity to apply as a Free School, Stone Soup seized upon this chance for progression and was accepted. In September 2012, a temporary school opened in St. Ann’s, Nottingham, and began working with local schools to provide a wider set of educational opportunities for students. During this time, a project to refurbish the new facility was underway which operated as a training programme with apprentices undertaking much of the work.
Stone Soup Academy opened its new premises in April 2013, now located in the heart of Nottingham city centre in the historic Lace market area. Immersing the students in an area that is itself inspiring and professional was a priority for the governing body, offering the city centre itself as an extended classroom.
An assessment by Ofsted in 2014 found the Academy ‘outstanding’, an accomplishment of which we are incredibly proud. However, we have not allowed it to make us complacent and have continued developing our facilities and services. The school has taken on additional students, developing a variety of avenues for working with learners who need specialised attention beyond an alternative provision. We have supplemented this by working closely with families to provide evening schools, as well as electronic learning for students who may have complications from home or hospital.
We have an ambitious set of plans for the future which are constantly in the process of being developed and realised. These include an expansion of opportunities for off-site learning, immersing students into a working business environment to foster self-reliance, ambition, and practical skills. In preparation for employment, we are looking to provide our students with supported work experience in retail, catering, creative industries and enterprise.
A large part of our commitment to our students is to improve long-term outcomes by equipping them for the future. We have set up a range of enterprise opportunities which enable students to develop practical work skills and start creating marketable items. Our enterprise activities are based around making a positive impact on local schools, businesses, and communities.
One of the earliest projects we developed involves the external restoration of buildings around Nottingham. Students worked on site, removing windows and bringing them back to the school to be refurbished. These have then been returned to the original sites and replaced.
The success of this scheme has led to the initiation of additional enterprise projects. Students have been able to create items for sale to both the local community and on the internet, combining practical abilities with the development of employable skills. We have also encouraged them to begin compiling work as budding designers, and several have submitted work for national competitions. Soon, we will be looking to receive public commissions for student work.
When I arrived at Stone Soup Academy, I felt as if the education system had given up on me. Traditional schooling had failed me as a student, failing to support me in the ways I needed in a time of need. I was labelled as ‘difficult to work with’. I was excluded from multiple schools, this led to a lot of anxiety and a complete lack of ambition and self-confidence, especially academically. I had completely given up on myself and felt like others had too.
I did not recognise it at the time, but Stone Soup was my last chance for an education and though it was a long and challenging journey, Stone Soup supported me and encouraged me to explore interests and talents, things that had been forgotten due to my difficult time in mainstream school. I was given independent support that was tailored to my needs, such as one to one mentoring instead of a regular form tutor. I was often given opportunities to reflect on my own behaviour in an understanding environment, enabling me to progress as an individual and to gain a focus on positive behaviours instead of challenging ones.
My most memorable moment from my time spent at Stone Soup Academy was when I was announced as student of the term, this was my first ever positive academic achievement. My progress was recognised by everyone! I was rewarded with a trip to Sea world in Birmingham and a trip to Five Guys. I had never felt so acknowledged as a student before.
I am eternally grateful for my support at Stone Soup and for the inspiring and patient individuals I crossed paths with. I am now in my second year at The University of Derby studying a Degree in Creative Expressive Therapies, aiming to one day support students who are also too often described using the label ‘challenging behaviour’. Without the support I was given by Stone Soup Academy, none of this would have been possible.
