The Local Offer for young people with Special Educational Needs and Disabilities (SEND) in Post-­‐16 Further Education and Training provision For detailed and visual information please see our website www.foxesacademy.ac.uk Provider Details
Provider Name:
Foxes Academy Provider Type:
Independent Specialist College Provision specialism/s:
Highly successful vocational training in hospitality and catering for young adults with a learning disability Ofsted outstanding training for independent living Speech & Language Therapist ; Occupational Therapist and Cognitive Behaviour therapist Vocational Tutors have dual professionalism Address:
Selbourne Place, Minehead, Somerset TA24 5TY Contact telephone number:
01643-­‐708529 Contact email address:
kerrymccarthy@foxesacademy.ac.uk Web page:
www.foxesacademy.ac.uk 1
Education Provision
Curriculum offer for young people with SEND in specialist settings including online and blended learning and structure i.e. number of days / hours per week Approaches to teaching young people with SEND, including adaptations to ensure progress within differentiated learning The courses on offer at Foxes Academy which enable learners to develop independent living and work skills are: The Pathway to Life Vocational Course The Pathway to Life Independent Living Skills Course Skills for Life (Maths, English and ICT) Entry Level to Level 2 English Speaking Board (Entry Level to Level2) Moving On Course NVQ (Hospitality & Catering) Level ½ Entry Level 3 Award in Introduction to Hospitality and Catering Food Safety (Level 1/2) Employability Skills Moving On Course Learners have a personalised holistic programme with clear progression routes. The Academy offers a 24/7 curriculum within a residential setting delivering blended learning. Learners have an individual timetable including training in independent life skills in residential learner houses with the opportunity to learn catering and hospitality skills in a real hotel with paying guests. Learners also attend the Skills for Life Course one day a week which incorporates functional skills such as reading, writing, mathematics and ICT. There are plenty of opportunities throughout their course for learners to take examinations in English, Maths and ICT at all levels. We also follow the English Speaking Board course to develop confidence in communication and additional qualifications.
Foxes prides itself on making reasonable adjustments for learners in order that they might achieve their potential. Therapists assess communication and motivation needs, 2
Education Provision
working closely with staff to develop individualised, practical resources. Our reputation for recognising the individuality of each and every learner has placed us at the forefront of specialist education. Awards and accolades to Foxes Academy pay tribute to the countless ways in which we have created a truly equal, inclusive and welcoming environment. We are proud that we celebrate differences and respect individuality At Foxes Academy we believe that education is not just about the acquisition of qualifications but also about the development of the whole person. The rich, diverse and ever evolving Extended Curriculum enables learners to choose activities that address personal issues of physical and mental health, wellbeing and emotional development. In order to further the learners’ ability to make independent choices about use of leisure time, the extended curriculum has been totally personalised for the individual. Our Extra-­‐curricular activities available for young people that excellent enrichment activities have been developed with a variety of interesting and complement the learning experience, including eligibility and useful activities which contribute to the learners’ enjoyment and achievement, and their access personal, spiritual, moral, social and cultural development. Strong partnerships with employers and members of the community result in enriched provision for our learners. The Academy works closely with local groups and organisations to maximize the opportunities for our learners to get involved and become active and valued members of the community. We also encourage charity awareness and support many organisations through different activities. Availability of mixed learning across institutions i.e. specialist college and mainstream college Foxes Academy offers a diverse curriculum matched to individual needs. Learners have access to the local mainstream college. Learners tend to enroll there for leisure and sporting activities in their extra-­‐curricular time. 3
Education Provision
The Academy’s eligibility is that the young person must have a learning disability and be sufficiently physically fit to carry out catering and hospitality tasks. There is no academic barrier. Eligibility criteria for young people with SEND Support to access and progress in education Arrangements for accessible careers advice and guidance, including access to benefits advice The Moving On Course prepares and supports learners in their final year as they transition out of the Academy into employment, training or education. Careers advice and guidance starts in year 1, continues in year 2 and culminates in transition in year 3 and is available in accessible formats, e.g., visual, written and audio. Schemes of work and individual session plans enable learners to be fully supported and informed about benefits and guided to make the right choices for their future including using the local Job Centre and Citizens Advice Bureau. All learners have access to our National Transition Officer who will further guide and support them. Personal tutorials facilitate communication with social workers and other support networks pertinent to each individual. Expertise in teaching and support staff (including basic awareness, enhanced and specialist), including staff training programmes All teaching staff is highly skilled and qualified. Vocational Tutors have dual professionalism and Skills for Life staff are qualified to Diploma level. Tutors from our residential, vocational and skills for life departments are completing the most up to date qualification for teaching learners with a learning disability City and Guilds – 6305-­‐24 Diploma in Teaching in the Lifelong Learning Sector -­‐ Specialist Units. Team Leaders are all qualified to Level 5 in Health & Social Care (Management). All learning support practitioners are qualified or working towards gaining a Level 3 qualification in Health & 4
Support to access and progress in education Social Care (Adults). The Academy has a comprehensive staff training programme which encourages staff to continue to develop their personal skills. All staff undergoes annual training in Safeguarding, First Aid, Health & Safety and Food Safety. Continuing professional development for tutors includes professional discussions with senior management. Our fully qualified in-­‐house therapists train and support staff in integrating therapeutic techniques into all aspects of the learner’s programme. Training has been highly effective in creating a fully inclusive provision, with outstanding outcomes for learners and committed and successful staff. Support available for young people with SEND (where not detailed elsewhere) In addition to an outstanding teaching and learning environment the Academy offers learners access to highly trained and skilled in-­‐house therapists who provide person centred plans to meet the needs of individuals. Therapy is integrated across all aspects of college life and helps to underpin our learners’ progression. Assessment process All learners attend a pre placement assessment day where they have a detailed initial assessment of functional skills, vocational skills in the hotel training kitchen and skills in the community, e.g., crossing roads safely, an awareness of stranger danger, money skills and communication skills in the community. This assessment involves speech and language and occupational therapy. Assessing and reviewing progress against outcomes Learners have a baseline assessment in all aspects of their learning on entry. Realistic but challenging short term targets are set which lead towards their longer term outcomes. Progress towards target achievement is monitored with learner involvement in every taught session. This evaluation is electronically recorded and tracked. In addition to annual reviews, individual learner progress is monitored by senior management every half term. Learners’ achievements are excellent and our outcomes into employment and living arrangements for learners are outstanding. Learners are highly motivated and clearly 5
Support to access and progress in education enjoy their time at Foxes. The majority achieves or exceeds their personal, ambitious long term goals. Adaptations to the curriculum, learning environment and access to ancillary aids and assistive technology e.g. communication aids The curriculum is accessible to all learners and Tutors and Learner Support Practitioners adapt resources to meet individual learner’s needs. Classrooms are all accessible, have smartboards and computers. Learners can bring their own mobile phones and IPads to sessions. Tutors are skilled in using Total Communication e.g., signs, symbols and images. Therapists source any additional aids which might assist learning. All learners have access to our highly trained and skilled in-­‐house therapists who carry out a detailed initial assessment of each learner and provide a person centred plan to meet their individual needs which is then integrated across all aspects of college life. We have a specialist mental health professional who is trained in Cognitive Behaviour Therapy (CBT) which focuses on the link between thoughts, feelings and behaviour. Access to therapies (such as SaLT, Physio and OT) and services Occupational therapy (OT) compliments the work carried out in all of the residential relating to mental health that educate or train a young person houses and hotel. OT is a doing therapy enabling learners to gain the skills necessary to carry out everyday activities. Our OT team work alongside staff to assist them in motivating learners and teaching these skills. Our Speech and Language Therapy team work in all residential houses and subject areas to ensure that learners develop confidence and ability in communication. Foxes Academy learners can access the Reynards Care and Support Agency who are an independent 24/7 Domiciliary Agency assisting young people with learning disabilities in Facilities available to meet specific medical/health conditions the community. They cover support and care for those who live in their homes, on holiday, in a learning situation or on work experience. As part of their service and commitment, they will assist individuals with strategies and support to integrate with the 6
Support to access and progress in education community socially as well as in the working environment, while developing their independence skills. Support or assistance is offered with: - Washing, bathing, bed bathing, showering and grooming (personal hygiene) including oral care - Medication Management - Getting up or assisted to bed - Dressing/undressing/changing clothes - Toileting needs - Continence management - Mobility, moving and handling using equipment - Liaising with specialist outside agencies The extraordinary provision in all areas of the Academy has been recognised by Ofsted, other colleges, the general public, employers in the catering trade and the national media. In May 2013 Foxes Academy was again designated as “Outstanding” by Ofsted: • Learners make excellent progress. • Learners are highly motivated and clearly enjoy their time at Foxes Academy How provision is assessed, including evaluating effectiveness • Outstanding innovative learning environment of provision • Inspiring teaching and learning methods ensure exceptional learning for our learners. • Exceptional internal and external work experience opportunities throughout learners’ time at Foxes • Highly responsive, creative curriculum 7
Support to access and progress in education Exceptional personalised extended curriculum for learners Exceptional partnerships ensure maximum benefits for our learners. Outstanding vision which is embraced by all Outstanding performance which has been securely maintained as a result of highly effective leadership and management. See: Ofsted Reports, CAVTL report, External Verifier Reports. •
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How young people are involved in reviewing the offer and how their views are taken into account (including feedback) A detailed learner involvement strategy which actively encourages learner responsiveness and has promoted opportunities for learners to have a strong corporate voice. The learner voice is being continually developed, so that learners are increasingly involved in the life of the college, including the equality and diversity forum; personal tutorials establish the individual needs of learners; learners contribute to the accessibility of documents, policies, leaflets, booklets, course materials and intranet site; stakeholders (prospective employers, Local Authorities, social workers, parents, guests) are regularly asked for their feedback and suggestions (see: Learner Satisfaction Survey, Learner Voice Committee and the Learner SAR) Support for learners to make their voice heard including advocacy support At Foxes Academy we recognise how important it is that learners’ views, wishes and hopes should be at the centre of everything we do. All staff supporting learners are encouraged to listen and receive support from SaLTs to facilitate communication through visual resources. 8
Planning & Reviewing Provision Arrangements for communicating with and involving parents/carers in young people’s education and training, including reviewing progress The Transition Officer, Team Leaders and tutors correspond with parents/carers/social workers and career officers whenever the occasion arises. Each learner has an annual review where parents/carers/social worker and the transition officer meets to report on learner progress and plan for the next stage in their lives. Parents and house staff communicate informally very regularly. Meetings are arranged with parents at the beginning of every term. The following sections focus specifically on the four key pathways1 which support young people to prepare more effectively for adult life and align to the draft SEND Code of Practice (April 2014). Please outline how your offer aligns to each of the life pathways. Employment Curriculum offer focusing on employment The Academy offers a City & Guilds Level 1 NVQ Certificate in Hospitality. This is a traditional qualification for the industry and readily recognized throughout the country. Learners can complete the whole award or gain unit accreditation as appropriate. Learners also have the opportunity to gain a Level 1/2 in Food Safety. Opportunities for work experience and voluntary work within the offer Learners at Foxes Academy gain work experience from day one as they work within our Hotel that is open to the general public. They also have an external work placement in the local community. Support to find paid work, including job coach support, vocational profiling, systematic instruction and partnership working with specialist organisations. The Moving On course focuses on job searches, creating a CV, interview techniques and practice. A strong feature of the course is meeting potential employees and considering any support needed etc. 9
Employment In-­‐work support arrangements e.g. Access to Work Although learners at Foxes Academy gain work experience from day one as they work within our hotel that is open to the general public they also have an external work placement in the local community. The development of close working relationships with local organisations has led to a work placement scheme that carefully matches the needs of a learner with an appropriate employer. Each placement is realistic and linked to the learner’s individual goals, usually reflecting the likely employment they will progress to on leaving Foxes. Employers receive excellent advice, guidance and support before and during the work experience placement which ensures that our learners are prepared exceptionally well for their progress into paid, supported or voluntary work once they leave us. To support the process we can offer employers: Training for employees on specific and general issues relating to learning disabilities. A designated contact from our work experience team. A proven work experience programme with support at every stage. Other information that supports this pathway 100% of work placement providers felt that the success of work placement was good or outstanding 95% of work placement providers found the information provided about learners was good or outstanding. 90% of providers felt that the learner’s ability to transfer their skills to the work placement was good or outstanding. 95% felt we could not improve our work placements, 5% (one provider) felt that there is room for improvement in minor matters. These have been addressed. 100% of providers said they would be prepared to offer another work placement 10
Employment opportunity “The realistic work environment, excellent use of the wider community and diverse curriculum provide a wide range of learning opportunities to develop employability and independence”. Ofsted and the Commission on Adult Vocational Teaching & Learning Friends, Relationships and Community Curriculum offer focusing on increasing social interaction and accessing the community The Pathway to Life Independent Living Skills course (see below) Buddying / peer mentoring support systems for young people Learners are paired up in sessions with a less able learner being supported by a more able learner. Groups and networks that enable young people to make friends and socialise We believe that to be self-­‐motivated and achieve their potential young people must be happy and have the opportunity to enjoy a vibrant social life. We provide lots of activities which contribute to their personal, moral, social and cultural development. Many of our learners take part in sports, art, music and clubs. We work with parents to ensure learners can continue to pursue their hobbies and passions whether that is ballroom dancing, football or cycling. Throughout the year the Academy organizes fun packed whole college events. There is a disco every term and an award ceremony at Christmas followed by a grand Christmas Ball. The finale of the academic year is our spectacular Graduation Ceremony hosted by a celebrity speaker when each graduate’s achievements are recognized. Foxes Hotel is open to the public and we have very close links with many of the businesses and residents in this small town. 11
Friends, Relationships and Community Other information that supports this pathway The Extended curriculum enables learners to attend religious ceremonies of choice. In order to further the learners’ ability to make independent choices about use of leisure time, the extended curriculum has been totally personalised for the individual. Our excellent enrichment activities continues to be developed with a variety of interesting and useful activities which contribute to the learners’ enjoyment and achievement, and their personal, spiritual, moral, social and cultural development. Strong partnerships with employers and members of the community result in enriched provision for our learners. Independent Living Curriculum offer focusing on independent living skills The Pathway to Life Independent Living Skills course provides learners with a unique specialist course which enables them to develop their independence within the home and the community. Learners live in residential accommodation staffed by a highly experienced Team Leader, Tutors and Learner Support Practitioners. Learners are carefully placed in each house depending on their ability. As they make progress through their course, extending and developing their life skills, there is an Opportunities for residential options as part of the curriculum opportunity to move to a house which is semi-­‐supported to encourage further (if applicable) independence. By the final year, learners can be living in a house where they do as much as they can by themselves e.g., getting up, washing, dressing, shopping, cooking and cleaning. We also offer progression into bedsits or a self-­‐contained flat. Support for young people and families to transfer learning from college to home, including how progress is communicated to families to support consolidation Learners have a wide range of individualised visual tick lists which support them to carry out tasks following step by step instructions. Learners can take these resources home so that they can carry on using their skills at home. The resources are very useful to inform parents/carers of learners’ skills and abilities. All learners create an “About Me” passport 12
Independent Living which is a living document and is updated when necessary. This gives very important information about a learner’s individual support needs, their life and work skills, communication skills etc. This passport goes with learners to every session, work experience and also learners take it home so that parents/carers can see at a glance what an individual can do independently and what they need support for. Independent travel training The Pathway to Life Independent Living Skills course enables learners to develop independent travel skills. The learners work on a range of Units based in the community including community access, community transport, safety in the community and communication in the community. Learners work on these skills within structured sessions and they are further embedded in the extended curriculum. Assessment of independent travel skills is ongoing and support is adjusted as learners make progress. Other information that supports this pathway The quality of provision in enabling learners with learning difficulties to progress to employment and to greater independence is outstanding. ü The residential houses in the town provide excellent opportunities for learning to live as part of a wider community. ü Staff have very high expectations of learners, and emphasise in particular the importance of developing independence ü Learners are outstandingly successful in progressing to employment after leaving the college ü Learners are outstandingly successful in progressing to living accommodation that reflects how far they have travelled in developing their skills of independence, ü Senior managers have carried out detailed and thorough monitoring of a wide range of indicators which have contributed to successful outcomes for all learners. ü The college is constantly striving to improve the effectiveness of learners’ destinations 13
Independent Living by increasingly thorough preparation and anticipation of needs ü Learners are increasingly involved in the life of the college, including the equality and diversity forum, and contribute to the accessibility of leaflets and booklets produced for learners (Reported from Ofsted) Good Health Curriculum offer focusing on maintaining and improving health The Pathway to Life Independent Living Skills Course provides learners with structured training on developing their knowledge and awareness of personal hygiene and how to build this into their daily routine. Learners are assessed against the objectives in the Personal Hygiene Unit during structured sessions and in the extended curriculum. Learners work with Tutors and the Reynards Care & Support Agency to further develop routines and liaise and meet with medical specialists. Learners take part in Home Economic sessions where they learn how to choose a balanced healthy diet and cook healthily. This raises learners’ awareness of the ‘food plate’, portion control and five a day. Within the extended curriculum learners are supported to take part in an activity or exercise of their choice. During the summer term learners receive first aid training and participate in the health and safety week. Within the health and safety week the learners have structured sexual health training, medication training and further training in healthy eating and fluids. Learners also have access to our in-­‐house therapists (SaLT, OT and CBT). Counselling and support groups for young people to meet emotional well-­‐being and mental health needs Learners have access to our Cognitive Behaviour Therapist. A comprehensive list of external specialists is available if required. 14
Good Health Other information that supports this pathway The Pathway to Life Independent Living Skills curriculum. Annexe 1 – Extract from Draft SEND Code of Practice (April 2014) relating to post-­‐16 further education and training provision Overview of the Local Offer
Include information about: • special educational, health and social care provision for children and young people with SEN or disabilities – this should include online and blended learning
• other educational provision, for example sports or arts provision
• post-­‐16 education and training provision
• apprenticeships, traineeships and supported internships
• arrangements for travel to and from school, post-­‐16 institutions and early years providers
• support to help children and young people move between phases of education (for example from early years to school, from primary to secondary) and to prepare for adulthood
• leisure activities
Ensure the local offer includes eligibility criteria where relevant
Involve parents and young people directly in discussions and decisions about the support available to them individually and more strategically
Engagement requirements for the Local Offer
Development of the Local Offer
Involve children with SEN or disabilities and their parents and young people with SEN or disabilities in: •
planning the content of the Local Offer
Content of the Local Offer
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Educational provision
Set out in their Local Offer an authority-­‐wide description of the educational and training provision children and young people with SEN or disabilities can expect to be provided from the funding provided to providers of relevant early years education, schools and the full range of post-­‐16 providers in their area. This includes information about the arrangements in place for:
• identifying the particular SEN of children and young people
• consulting with parents of disabled children with SEN and disabled young people with SEN
• approaches to teaching, adaptations to curriculum, the learning environment and access to ancillary aids and assistive technology, including Augmentative and Alternative Communication (AAC) and disabled children and young people and those with SEN
• assessing and reviewing pupils’ and students’ progress towards outcomes, including how they work with parents and young people in doing so
• supporting disabled children and young people and those with SEN in moving between phases of education and preparing for adulthood and independent living
• securing the services, provision and equipment required by children and young people with SEN or disabilities
• securing expertise among teachers, lecturers or other professionals to support children and young people with SEN or disabilities – this should include professional development to secure expertise at different levels:
- awareness(to give a basic awareness of a particular type of SEN, appropriate for all staff who will come into contact with a child or young person with that type of SEN)
- enhanced (how to adapt teaching and learning to meet a particular type of SEN, for early years practitioners, class and subject teachers/lecturers and teaching assistants working directly with the child or young person on a regular basis), and
- specialist (in-­‐depth training about a particular type of SEN, for staff who will be advising and supporting those with enhanced-­‐level skills and knowledge)
•
assessing and evaluating the effectiveness of the education and training provision they make for children and young people with SEN or disabilities
•
enabling disabled children and young people and those with SEN to have access to facilities and extra-­‐curricular activities that are available to those who use the setting, and
•
supporting the emotional, mental and social development of disabled children and young people and those with SEN (this should include extra pastoral support arrangements for listening to the views of pupils and students with SEN and measures to prevent bullying)
Other educational provision
Local arrangements for collaboration between institutions to support those with SEN (for example, cluster or partnership working between post-­‐16 institutions or shared services between schools)
Health provision
Include information about provision made by health professionals for children and young people with SEN or disabilities. This must include: 16
•
•
speech and language and other therapies such as physiotherapy and occupational therapy and services relating to mental health (these must be treated as special educational provision where they educate or train a child or young person)
services assisting relevant early years providers, schools and post-­‐16 institutions to support children and young people with medical conditions
Social care provision
Include information about social care services supporting children and young people with SEN or disabilities. This should include: •
leisure activities
•
support for young people in living independently and finding appropriate accommodation and employment
Provide a range of short breaks for disabled children, young people and their families, and prepare a short breaks duty statement giving details of the local range of services and how they can be accessed, including any eligibility criteria (The Breaks for Carers of Disabled Children Regulations 2011)
Set out the support groups and others who can support parent carers of disabled children and how to contact them
Training and apprenticeships
Identify training opportunities, supported employment services, apprenticeships, traineeships, supported internships and support available from supported employment services available to young people in the area to provide a smooth transition from education and training into employment Transport
include information about arrangements for transport provision, including for those up to age 25 with an EHC plan, and this should include local authorities’ policy statements, including information about: •
any support available from the local authority or others with transport costs
Support available to children and young people to help them prepare for adulthood
Set out the support available to help children and young people with SEN or disabilities move into adulthood
Information, advice and support
Provide information for parents and young people about where to get information and advice
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