The Adolescent Unit School
Education Other than at School

Marlborough House

Okus Road

Swindon

SN1 4JS

Phone 01865 903161

Email:

Head of EOTASBen Slater

Education Managers Helen James

Introduction

The education programme for the pupil is overseen by the Education Manager of the Unit. On admission the pupil will be allocated a key teacher who will make contact with parents. The key teacher, along with specialised subject teaching staff, pupils and mainstream school staff will write an Individual Learning Plan. Education al progress is reported at the Care Plan Approach (CPA) review and parents/carers have the opportunities to ask questions. The key teachers and teaching staff are available by phone or e-mail for more regular updates and parents are welcome to make appointments to meet to discuss their child’s progress.

Students without a Statement

All students without a statement of SEN have an Individual Learning Plan or ILP which includes a set of long-term, short-term, social, emotional, academic targets and termly curriculum based targets, related to learning in each subject studied. These are generated from information from home school, medical needs, initial Medical Assessment, initial teacher assessments and discussion with pupil.

Curriculum based targets are reviewed every term (six times a year), short term targets are reviewed with the pupil every two weeks, long term targets with pupils and carers every six weeks at the CPA.

Students with Statements

Each student with a statement of SEN will have an ILP in the same format as the other students. They will have an Individual Education Plan or IEP will be written and reviewed by the mainstream school with input from staff at AUS when appropriate. A copy of the statement and IEP will be obtained from the mainstream school and shared with education and medical staff.

Reviews

The annual review for a student with a statement will be carried out by the student’s mainstream school.

Moving on Plans

We liaise with learning support teams in colleges and relevant personnel in sixth forms to help pupils transition at post 16. Visits to colleges are arranged plus careers advice given.

Help is also given with UCAS applications and writing personal statements.

Initial SEN Assessment

All students will be assessed ASAP after admittance. This may be in the form of reading, comprehension tests and maths skills test or teacher assessment depending on the mental health of the student. These assessments, along with information from the medical team, is used by education staff to develop personalised learning plans.

Intervention

We are committed to enable students, where possible, to continue with their education and learning during their health difficulties. All pupils in the AUS are taught in small classes and all programmes of study are personalised. TA’s are used if a pupil needs extra support in a lesson. Additional emotional support is provided by the MDT (multidisciplinary team) in the Unit. All pupils are monitored by on-going assessment regularly to ensure they are demonstrating progress. Progress is measured against their peers in their mainstream schools through a constant dialogue with their teachers. There is access to a SENCO if further testing is required. Education staff are in constant dialogue with medical staff and ILPs are reviewed in line with medical advice.

Reintegration

The education staff support reintegration back to mainstream school when discharge from the unit is imminent. This varies from student to student depending on circumstances around discharge but could involve initial meetings, visits to school, TA support, phased and part-time return. Throughout admission and on discharge all relevant information is passed to the mainstream school.

Exam Access Arrangements

Pupils are entered into public exams by their home school but sit their exams on the unit. The Unit School asks the mainstream school/college to apply for Access Arrangements. We organise for the appropriate medical evidence to be provided for the home school/college.

Questions that should be answered through the Local Offer

How will school / college staff support my child?

Who will oversee the education programme & who will be working with my child & how often? What will be their roles?

How will I know how my child is doing?

In addition to the normal reporting arrangements what opportunities will there be for me to discuss his or her progress with the staff? What opportunities will there be for regular contact about things that have happened at school?

How will the curriculum be matched to my child’s needs?

What are the school’s / college’s approaches to differentiation? How will that help my child?

What support will there be for my child’s overall well being?

What is the pastoral, medical & social support available in the school / college for children with SEND?

What specialist services are available at or accessed by the school / college?

Are there specialist staff working at the school / college & what are their qualifications? What other services does the school / college access

What training are the staff supporting children & young people with SEN had or are having?

This should include recent & future planned training.

How will you help me to support my child’s learning?

How will you explain to me how his or her learning is planned & how I can help support this outside of school / college.

How will I be involved in discussions about & planning for my child’s education?

How & when will I be involved in planning my child’s education?

How will my child be included in activities outside the classroom including school trips?

Will he or she be able to access all of the activities of the school / college & how will you assist him or her to do so?

Who would be my first point of contact? Who else has a role in my child’s education? Who can I talk to if I am unhappy?