We deliver the full and part time Study Programme for 16-18 year olds 16 plus to those with a statement of special educational needs. The course is vocationally based including hairdressing, construction, health, social care and employability skills. All vocational learners will work towards functional skills in English and Maths. We also deliver an Esol Study Programme and Apprenticeships in hairdressing, business and administration and warehousing.
Type of education setting
Work based learning
Business Administration, English,Hairdressing/Beauty, Health and Social Care, Information Technology, Maths, Painting and Decorating, Plumbing and Electrics.
Entry Level 1-3
Functional Skills Level 1
Functional Skills Level 2
Apprenticeship - Intermediate Level 2
Classroom Based Learning
Traineeships (16-24 age range) work skills
Student needs supported
Autism Spectrum Conditions, MLD (moderate learning difficulties), SLD (severe learning difficulties), Social, mental and emotional health, SpLD (specific learning disabilities), Hearing Impairment, Challenging Behaviour, Visual Impairment, Physical Disabilities, Personal Care Needs, Communication needs (Speech, Language and Communication)
What we do
We support 16-18 year old's with a variety of needs to achieve a vocational qualification and improve their levels in English and maths. They receive support to improve their confidence and self-esteem. All learners receive advice and guidance from qualified members of staff to support and plan progress. We have a strong pastoral support network for all learners and our aim is to ensure all learners achieve and thrive.
We are inspected by Ofsted and were graded 2 at our last inspection.
Staff additional needs training
Have all staff attended safeguarding training in the last 12 months?
Have all staff received Disability Awareness training in the last 12 months?
Do you have a complaints procedure?
Are your staff trained in specialist interventions e.g. Team TEACHH?
Do you have any staff trained in manual handling?
• Yes, all our staff are required to be qualified in their vocational areas. They all work towards PTILS and the Assessor Award as a minimum. Staff all hold safeguarding qualifications and specific staff are qualified in IAG and child protection.
Assessing whether young people need additional
How do you identify that young people have additional needs?
How is the decision made about what type and how much support the young person will receive?
How will parent/carers be able to raise their concerns?
• All learners attend an interview prior to starting the course. All support agencies, parents and guardians are invited to attend and any prior information that can be shared on the individual is reviewed to assist in producing a clear picture of any needs and an effective initial assessment. During the induction period English, Maths and Vocational Needs are initially and diagnostically assessed so that holistic learning plan can be produced that targets all areas of need. All stake holders' opinions and support specialisms are taken into account when producing the learning plan from which targets are generated. All targets are received monthly and progress is tracked electronically.
Supporting young people with additional needs
Who will plan and review the education programme?
Who will work with the young person and how often will this be?
Who will explain the programme to the young person and their family?
How do you assess and review how effective this provision and programme is for young people with special educational needs?
• The staff team all have defined roles in support of the young person. We
have a designated pastoral support officer, an IAG personal adviser and
a re-engagement officer. The programme is subject to a stringent quality
cycle and reviewed by the Study Programme Manager and a company
What opportunities will there be for parent/carers to meet with the team
supporting their young person to plan their learning programme and
discuss progress; how often will these take place?
Can you provide a daily/weekly report if this is assessed as appropriate?
How will you assess, review and report the young persons’ progress?
Do you offer any parent/carer training or learning events?
We hold parent/guardian evenings and open days throughout the year.
Reports on learner progress are supplied to all agencies, parents,
guardians who request the. Reports are sent by email.
Does your setting have trained staff to administer medicine and provide personal care?
What pastoral, medical and social support do you provide and how is this incorporated into the young person’s programme of learning?
What support is there for young people with challenging behaviour to ensure attendance, learning and progress
How do you ensure young peoples’ safety in your setting?
How will the young person be able to contribute their views?
How will you ensure young people with additional needs are included in activities, trips and social opportunities?
How can young people and parent/carers contribute formally and informally to the daily routines of the setting?
• Designed pastoral support in available to all and PSD areas for improvement are embedded into the vocational setting. We use a variety of methods to gather learner feedback including learner forums, session evaluations and quality questionnaires. Any issues or requests to improve the learning environment are quickly acted upon.
Specialist services and expertise
Are there specialist staff working at the setting? What are their qualifications?
Does the service access other services such as health, therapies or social care?
• We work with a large support network to ensure learners achieve. We work with social services, housing associations, YOS teams, and virtual schools, CAHMS, Catch 22 and The Terrence Higgins Trust.
Is the building fully wheelchair accessible?
Have there been adaptations to the auditory and visual environment?
Are there disabled changing and toilet facilities?
How do you communicate with parent/carers and young people whose first language is not English?
• We have access to interpreters were necessary
How will you provide equipment and facilities to support young people with additional needs?
Which visual communication supports do you use?