Nine Maidens


Nine Maidens OFSTED 2012 inspection report

Parental Survey Responses 2015-2016


Nine Maidens AP Academy Deed of Variation – 24 November 2016

Nine Maidens APA Declaration of Interests 2018

Nine Maidens PPSG Attendance 2016-17

Certificate of Recognition 2016-2019

Provider Access Policy – Nine Maidens AP Academy

Nine Maidens APA  mainly supports the students from the Camborne, Redruth area and the Lizard peninsula. It is based near the village of Four Lanes and surrounded by rolling countryside. Nine Maidens  is split into a secondary department and a primary department. Each students programme is individualised and work is set at appropriate levels enabling all students to access the curriculum. It is one of the few APAs in the country to be awarded the Dyslexia Friendly Schools Quality Mark and takes pride in the intervention programmes offered. Outdoor Learning is another unique strength of the APA which gives the students opportunities to learn in a creative manner away from the classroom. Students consider Nine Maidens to be a safe place to learn and that ever day is a fresh start.

Staff Biographies


Jonathan Stocker – Principal, Nine Maidens

Jonathan has worked at Nine Maidens since 2003. During his teaching career he has worked in a number of local schools initially as a SENCO and then as a Deputy Head. He was born in Hayle and considers it a privilege to be able to give something back to his local community by working at Nine Maidens. Jonathan has 4 children, 2 dogs and in his spare time enjoys surfing, windsurfing and mountainbiking.



CaptureMick Brooks, Vice Principal:

Michael has worked at Nine Maidens since 2007. Before this he spent 8 years in pupil referral units in Nottinghamshire working with children across all key stages. He is a secondary trained teacher in Design and Technology delivering electronics, resistant materials and food technology up to GCSE level with 4 years mainstream experience. In his spare time he enjoys motor cycling spending quality time with his family and walking his dog.


Lorna Cobbin, Family Support Manager:

Lorna graduated from Plymouth University in 2009 and following this taught in local primary schools for a number of years. More recently Lorna has been working for a local youth charity supporting at risk young people and their families in the community before starting at Nine Maidens in 2017. Lorna believes that supporting vulnerable students and their families will improve their educational attainment and emotional wellbeing. In her spare time Lorna enjoys walking her dog along the beach and spending time with her family.



IMG_1301Su Green, Senco and RSL Maths:

After graduating from Camborne School of Mines with a first class honours degree in Mining Engineering, Su started a research project on Coastal Erosion. It was during this time that she started to do some teaching work in the labs and discovered that drilling formulae and equations into people was more her passion than drilling into rock, so a change of direction was needed. After completing the SCITT course at Truro College in 2000, Su taught Maths at Redruth School and Brannel School before joining the team at Nine Maidens in January 2013. Su is committed to creating a positive “can do” approach in her classes and strives to provide a safe learning environment where pupils can develop their mathematical confidence.


Some comments from our parents and visitors:

‘I just wanted to send an email thanking you all for your support during this difficult transition between schools for my child. The support you and your school give to children who have been labelled by different educations, it absolutely outstanding. You all work within a very child centred model which reflects your skill base with children who are going through great difficulties. I cannot express my gratitude to you all enough. Please share this email with everyone who has supported her over the past few weeks and use it as not only a parent, but a professional social workers opinion in regards to the outstanding service you all provide.’

‘Thank you to you & all staff for the help and support my son was given whilst at Nine Maidens’.

‘I wanted to write and say a huge thank you for your incredible hospitality in letting us visit Nine Maidens last week. You and your amazing staff were unbelievably welcoming and accommodating. As a similar type of provision in Worcestershire, we feel we have learnt so much from spending time in your school. The skill and attitude of your staff was inspirational and we plan to implement much of the good practice we witnessed in action to better help us meet the needs of the vulnerable children we work with in South Worcestershire. Furthermore, to this wonderful CPD opportunity, it was great to meet with such likeminded people and share experiences.  I sincerely hope we will have the opportunity to reciprocate your kindness and that a team of your staff will visit us. You are all very welcome and hopefully we will forge a lasting partnership.

“I wish he could  stay there forever.”

“We are pleased with his progress…people understand and respond in a positive way.”

About a  year 3 pupil coming to Ninemiadens… “It’s the best thing that ever happened .”

“It’s small, nurturing and develops positive relationships”

It was the right move with the right approach…things have changed . My son has improved, he is content and has good grades “


Pupil comments:

“This school has helped me lots…I  respect this school.”

“The best thing about this school are the teachers and the support you get….I’d like to stay here forever…”



Nine Maidens Community News:


Garden News March 2016

avatar me competition


Our Curriculum

Primary Department

At Nine Maidens AP Academy, the Primary Department is currently composed of three classes: One specialising in providing an appropriate curriculum for Key Stage One children; a lower key stage two class and an upper key stage two class. We also have the flexibility to allow children to move between classes to best fit their needs.  We use the Thrive programme to assess the children’s emotional and developmental needs and ensure that we can meet these needs in order to make sure that every child is actually ready to learn, enjoys being at school, and is able to fully access all the learning opportunities we can provide.

At Nine Maidens we follow the National Curriculum in line with all of our mainstream feeder schools. In this way, any of our students who are due to be reintegrated will not feel like they have missed parts of their learning, but may be able to share knowledge with their peers. We also provide as many outdoor education opportunities as possible to ensure that the children gain as much life experience as we can provide, as well as giving them the chance to find an area in which they naturally excel.  These opportunities include swimming, sailing, surfing, forest school and gweal-an-top activity centre, for example. These facilities do not just enhance the learning opportunities for the children, but show them that, despite previous negative educational experiences, we are here to support them and help them to deal with situations that they may have found tricky in the past, whilst making education enjoyable. As of September 2014, we will be following the new National Curriculum through the Inspire Programme; again ensuring that our children follow the same topics and ideas as their peers and so help the transition from our school back to mainstream as fluid as possible. In addition to addressing the mainstream curriculum requirements, we also aim to meet individual needs according to advice from fellow professionals, as and when required, or as an additional support to any students we feel are struggling.  We use various tried and tested resources to help support the emotional development of our children, including anger management, emotional literacy, social skills, and include various texts and techniques. We have access to an outdoor play area – whether the weather is wet or dry. We are able to use the school garden and tarmac area, and use the field too.  During these outdoor activities, we encourage independent play, as well as social interaction with other adults and students. We have an activity box to expand gross motor skills, and as all outdoor activities are fully supported by adults, we are able to focus on individual development and need.

We use a range of blended online and teaching/learning resources for KS1, reinforcing skills and engaging children in language development – reading, spelling and phonics knowledge, including Read Write Inc and Nessy.  We use Oxford Reading Tree books, alongside other approaches for children in a phased development.


Secondary Provision

The provision is split into 6 classes, 3 KS4 and 3 KS3 one of which is the KS3 Nurture provision. Each class has an allocated keyworker who will liaise with parents if there are any concerns. The KS4 students have the opportunity to sit exams in the following subjects; GSCE, English, English Lit, Maths, Science, DT (Resistant Materials), Art, Leisure and Tourism, PE and a Certificate in Work Related Learning.  Each subject has a dedicated TA who works closely with the teacher to deliver the curriculum. KS3 students follow the National Curriculum at an appropriate level which is assessed on entry. The following subjects are covered; English, Maths, Science, DT, Art, PE, Geography, History, PSHE and RE. The Nurture provision follows the same curriculum which is all delivered by the Nurture teacher in the Nurture classroom. In addition this class participates in a number of group activities to build self-confidence and teamwork. In addition all the students get opportunities  to participate in a range of outdoor activities which focus upon teambuilding and developing communication skills with their peers.

2014-2015 Primary sample timetable Nine Maidens 2014-2015 KS4 Sample Timetable Nine Maidens 2014-2015 KS3 Sample Timetable Nine Maidens

Marking Expectations


Every pupil is baseline assessed on entry in English, Maths and Science, The initial assessment is a combination of Teacher assessment and/or tests dependent upon the students age. All students are also assessed separately for reading and spelling.

From these assessments the following support actions are put in place if required;

  • Additional literacy support with dedicated TA
  • Dyslexia screening test
  • Additional resources required in the classroom, (coloured overlays etc)
  • literacy and numeracy targets set

The majority of pupils have individual behaviour plans and risk assessments which are reviewed termly and updated as required.

After 3 to 4 weeks all KS1/2 pupils have a Thrive Assessment and from these behaviour/development targets are set. In KS3/4 all statemented students are Thrived assessed and their action plans feed into IEPs. Other students are Thrive assessed if required for EHCP or to aid successful reintegration into mainstream school.


Nine Maidens Pupil Premium Strategy 2017-18

Nine Maidens AP Academy Exam Results

Nine Maidens Pupil Premium Strategy 2016-17

Nine Maidens l AP Academy Progress and Attainment Data Autumn Term 2017 data

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

Referrals to APAs are made through the pupil placement panel. Please contact the secretary to discuss referral at your local APA.

When considering the placement of pupils into an APA, the panel must consider not only the appropriateness of the placement for the pupil referred but also the effect the placement will have on the wider group. The decision of the APA Headteacher as to the suitability of the placement in their APA will be the determining factor over placement in any particular APA. The Executive Principle of the Multi Academy Trust will ensure that the MAT meets its obligations in discharging the Local Authority’s statutory duties with regard to Section 19 of the 1986 Education act (the full time education of permanently excluded, medical and other pupils). AP Academies are not an alternative to special schools for pupils with statements of SEN. They are a mainstream provision able to offer intervention and assessment placements for pupils with statements whose behaviour is preventing them from succeeding in a mainstream setting.


You can contact the school using the following information:

Nine Maidens APA
Four Lanes
TR16 6ND

Telephone: 01209 217046


Principal and Main Contact:  Jonathan Stocker

Chair of the PPSG: Alex Kettlewell

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