The Community and Hospital Education Service (CHES)

CHES OFSTED Report 2015

CHES APA PPSG Declaration of Interests 2018

CHES PPSG Attendance 2016-17

CHES Provider Access Policy (002) 012018

About us

The Community and Hospital Education Service is an AP Academy that exists to provide education for pupils unable to attend school due to medical reasons, it is not appropriate long term education for pupils with SEN needs.

Its main principle is:

‘Cornwall believes that children and young people with health needs that impede their attendance at school should have access to high quality educational opportunities, with the expectation that they will be returning to school as soon as possible’.

CHES AP Academy is based at Tolvaddon, Camborne.  We provide an education for students across the whole county who are not in school due to medical reasons.  Where there are health conditions as a co-morbid condition of a pupil’s SEN needs, CHES is not considered a suitable provision. Pupils with an ECHP are supported at school with additional funding, if the ECHP reflect health difficulties that are impeding the learning of a pupil, it would be expected that further support is requested through an interim review of the ECHP rather than a referral to CHES.

Our students are dual registered with their mainstream school and with CHES AP Academy.  We offer a blended approach that can include Individual Teaching, live Online Learning, Teaching Assistant support for the core subjects as well as a variety of additional subjects.  Progress is monitored carefully.  Our students access a personalized package of up to 25 hours per week, dependent on their health.  We work closely with the students, their families, schools and other agencies to ensure smooth and effective transition back into mainstream education as health improves.


Staff Biographies


Helen Casson – Principal, CHES

After graduating from the University of East Anglia in PsychoSocial studies, Helen completed her PGCE at Sheffield Hallam University. She then taught in Sheffield for a few years before moving to an inner London school as Assistant Headteacher, leading on student and staff wellbeing. After a move to Cornwall in 2011, Helen became Deputy Headteacher at Looe Community Academy. Helen is a trained SENCo and a Thrive practitioner and is passionate about ensuring the needs of all young people are met.

Helen sat on our Acorn MAT board for number of years and is delighted to have now joined the Acorn team.

Outside of school Helen and her family enjoy exploring Cornwall is their rusty VW camper and bright orange beetle!


Linda G

Linda Gulley – Vice Principal CHES Individual Teaching:

Linda graduated in 1990 and achieved her PGCE the following year. Her first teaching post was at a large secondary school in the North West of England where she taught for nine years, taking up the role of Head of Year. Linda relocated to Cornwall following this to take up a position at Glynn House in Truro, where she worked for approximately 14 years in senior management roles. Linda joined CHES in September 2014 to take on a new challenge of working with and helping to coordinate a large team of staff educating children with medical difficulties across Cornwall.  Since joining CHES Linda has been keen to promote further opportunities for students to take part in creative activities and inclusion projects. Linda feels that it is a privilege to work with young people who strive so hard to overcome their difficulties and to see their confidence grow. Linda is a mother of four and enjoys photography, walking and historical fiction.


Lucy Stocker, Vice Principal CHES Online Teaching & SENCo:

Lucy has been a teacher since 1995 and has worked in Primary Schools and at Cornwall College Camborne before joining CHES in 2008. Lucy is the Special Needs coordinator. Lucy completed the National Award for Special Educational Needs Coordination in 2014 to help her to carry out the role of SENCo. She teaches English in the online school and in the home. Lucy is married and enjoys spending time with her family.



amanda photoAmanda Jack, RSL Science:

Amanda has been teaching for 22 years, she has an Honours Degree in Biological Sciences and a PGCE in Balanced Sciences with Environmental Science. She taught in several mainstream schools, holding a variety of positions, before joining CHES online approximately 7 years ago. Amanda finds facilitating students to reach their potential in spite of difficulties they may have very rewarding. Outside of work Amanda enjoys reading, kayaking, walking and spending time with her family.


WillWill Rule, RSL Data:

Will has been a teacher for 18 years. He completed his degree in Applied Statistics and Management Science in Plymouth, before going on to complete a PGCE in Secondary Education.  Will taught secondary Mathematics in local secondary schools, before taking up a post at Glynn House APA, where he subsequently became Deputy Head. After this, Will spent three years as Head Teacher at Restormel APA, before taking up his current post of Raising Standards Leader for Data. Will has a professional interest in the application of multivariate statistical analysis to education – particularly in using data to inform teaching and decision making, with the aim of improving outcomes and life-chances for young people, especially those whose barriers include behaviour, attachment issues, and medical conditions. Will also teaches Mathematics for CHES APA. Outside of work, Will enjoys camping, reading, travelling, and spending time in Cornwall with his wife and large family.


    Lucy Holloway, RSL Literacy

 After graduating from the University of Durham, Lucy completed her PGSE at the University of Exeter and had been teaching ever since. Having worked in many different roles in school, Lucy became Assistant Head Teacher leading on curriculum before taking a career break from leadership to raise her children, (completing her NPQH in Nottingham with new born baby in tow)! Lucy completed a Masters Degree in Education at the University of Bath recently and is currently developing a research proposal into post 16 outcomes for students who attend the AP setting and how we positively make a sustainable difference to the life chances of some of our most vulnerable students through quality provision. Joining the CHES team and Wave Multi Academy Trust  in 2016, Lucy thoroughly enjoys teaching and sees her job as a great privilege to be among such talented and creative staff and students. Outside of school, Lucy enjoys spending time with her family and friends.

Some comments from our parents and visitors

‘I was a previous student at Kernow Cyber School, and I am just taking this time to thank all of the staff for their support.

Thanks to your help during a tough period in my life, I was able to go on and achieve my A-levels. With the help of LS, I achieved my GCSE English, which allowed me to progress further in education. I have just received an offer from Warwick University (in the top world 100 and 6th in the UK!) to study Philosophy, which shows just how valuable your support can be! Had I not been given the opportunity to study from home, I certainly would not have been able to continue education past the age of 16.

I thought it would be worth emailing to convey our gratitude as a family, and to demonstrate how valuable your support as a service was to those who could not attend school. It would mean a lot if this could be passed on to those at the former Kernow Cyberschool. Again, thank you for everything’

‘J is doing very well, he is always focused on his home learning now, I was so worried at the beginning, but he has overcome some very big hurdles and is now achieving more than I ever expected. He is enjoying his learning again. Thanks everyone for all your support’.

‘I have just read the CHES newsletter out to M (she’s never interested really so I have a quick read to make sure I’m not missing out on anything) and I’ve told her that she was in it – twice.  Although she felt embarrassed, I could secretly tell that she loved being praised for her achievements.  Thank you for that – it means a lot to M and me’.

‘One of our schools noted that the turnaround for S was remarkable since joining the online lessons. Mum said that because of us S now has the confidence to go out of the house and meet with his friends’

‘Thank you for all the support you are giving to G. We actually feel happy and contented for the first time in ten years’

‘Thank you for Cyberschool, it has helped greatly and I would willingly be a testament to the school’

‘Can I just take this opportunity to thank the CHES team for all their support with M.  Her progress over the last few months has been extraordinary and the way in which the CHES team have been flexible to support her at school has played a pivotal role in her overcoming her school based anxieties’.

One of our schools wrote ‘I wanted to email you directly to say that A and Mrs J are delighted with the support your team are providing, she was so positive and really excited.

I am really pleased that we can also offer some additional support to her to ensure she gets all the qualifications possible. Once again thanks for your hard work on this, A was so positive and determined that her illness won’t stop her realising her ambitions.’


CHES Ofsted Report

CHES was Ofsted inspected in May 2015 and judged to be Outstanding in all areas, the report is available below;

Community and Hospital Education Service AP Academy – PUBLISH – 0615_WF17239978


Our individualised curriculum is designed to ensure that pupils’ health does not adversely affect their education. Progress is monitored carefully and targets are designed to challenge and provide opportunity for progression back into mainstream.

All students are baselined in English, Maths and Science when they join CHES. These baselines are used in conjunction with the data that is given to us by the mainstream school to ensure that work is provided at the correct level.

Reading and spelling tests are also completed on entry and a literacy support programme is put in place to support the students if required.

Learning Support Mentors work closely with teachers and visit the home to provide a range of support. This includes literacy and Numeracy support, exam practice, Dyslexia support and life skills. We also teach a compulsory Online Safety course which is a self study package with guidance from a dedicated teacher.

The Pegasus Awards are also offered to our students. These awards give students the chance to work on their academic and social development and gives them realistic targets to achieve in daily life.

More details can be found on the Pegasus website:


KS1 and 2

Working closely with school we offer Maths, English, Science, Art and Cookery as well as supporting additional subjects if required by the school.

We use phonics schemes such as Read Write Inc, Letters and Sounds, Jolly Phonics, Oxford Owl and Nessy.

We also offer literacy support to students with low reading and spelling ages.


We offer Maths, English and Science. We also teach Art and Cookery where appropriate.  As with KS2, we offer additional subjects where necessary with close communication with the school.

We also offer Literacy support to students with low reading and spelling ages.


At KS4 a GCSE package for students can include Maths, English Language, English Literature and Science. Some students also study GCSE Art or a Level 1 award in BTEC Home Cooking Skills.    Our offer is through a blended use of interactive online lessons and individual support by teachers and Learning Support Mentors. Other GCSE subjects may be offered and supported by the mainstream school.

GCSE English Language

Students study AQA 8700 specification. The specification offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.

The specification offers the attraction of two equally-balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.

Each paper has a distinct identity to better support high quality provision and engaging teaching and learning. Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers. Paper 2, Writers’ Viewpoints and Perspectives, looks at how different writers present a similar topic over time.

We also complete the Spoken Language Assessment which covers the Speaking and Listening element of the GCSE.

GCSE English Literature

Students study the AQA 8702 specification. The specification takes a skills-based approach to the study of English literature that is consistent across the genres. The question papers and mark schemes allow teachers to get back to inspirational literature teaching and allow students of all abilities to achieve their best on every question.

The texts we currently study are Romeo and Juliet, An Inspector Calls, Conflict Poetry and a Christmas Carol.

GCSE Maths

We study the AQA 8300 specification. GCSE Mathematics has a Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9). Students must take three question papers at the same tier. All question papers must be taken in the same series.

Subject Content.

GCSE Combined Science

We follow the AQA specification – 8464. There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas.

Subject Content


  • 1. Cell biology
  • 2. Organisation
  • 3. Infection and response
  • 4. Bioenergetics
  • 5. Homeostasis and response
  • 6. Inheritance, variation and evolution
  • 7. Ecology


  • 8. Atomic structure and the periodic table
  • 9. Bonding, structure, and the properties of matter
  • 10. Quantitative chemistry
  • 11. Chemical changes
  • 12. Energy changes
  • 13. The rate and extent of chemical change
  • 14. Organic chemistry
  • 15. Chemical analysis
  • 16. Chemistry of the atmosphere
  • 17. Using resources


  • 18. Energy
  • 19. Electricity
  • 20. Particle model of matter
  • 21. Atomic structure
  • 22. Forces
  • 23. Waves
  • 24. Magnetism and electromagnetism

GCSE Biology

AQA also offer single Sciences so some of our students follow the AQA 4401 specification.The specification integrates the principles of ‘How Science Works’ throughout the units and in the controlled assessment. The course helps put Biology in the context of students’ everyday lives with topics ranging from ‘Keeping healthy’ to ‘Humans and their environment’.

The specification is based on a series of topics related to the living world and relevant to students. It is designed to help them understand how Science can be used to explain the world in which they live and the impact humans have.

Example Timetables

The timetable will depend on the pupils health needs..


Marking Expectations




CHES AP Academy Exam Results

CHES Academy Pupil and Attainment Data Spring Term 2018

CHES AP Academy Pupil Premium Strategy 2017-18

CHES AP Academy Pupil Premium Strategy 2016-17

If you would like to compare this to other schools, follow this link


CHES Referrals

For a pupil to be considered at the CHES panel they will need a referral form from a relevant medical professional as well as a funding and assessment referral from the registered mainstream school.

CHES is an interim provision for children who are unable to attend school for medical reasons. We aim to reintegrate all pupils at the earliest opportunity.

Information can be obtained by emailing
Relevant medical Professionals include:

•        Member of Community Paediatrician Team

•        Hospital Consultant

•        Clinical Psychologist

•        Consultant Child & Adolescent Psychiatrist

•        CAMHS Senior Practitioner


Referral forms

CHES APA Assessment Form For Schools Feb 2018

CHES APA Funding Form

CHES APA Medical Referral Form


You can contact the school using the following information:


4 East Pool
Tolvaddon Energy Park
Cornwall  TR14 0HX

Telephone: 01209 715079


Principal and Main Contact: Helen Casson

Chair of the PPSG:  Richard Holloway

Please note all of our documentation is available in hard copy and different languages.