Local Offer Information Sheet
Overview of the college
William Morris College is an Independent Specialist College based in Gloucestershire. We offer residential and day placements to learners aged 16-25 with moderate to severe learning difficulties and disabilities. The college has places for 35 students which are made up of a combination of residential and day places. Our curriculum is person centred and tailor-made to the individual; strengthening independence, work related learning, confidence and a transferable skill base.Using a combination of workshops and skills training we seek to move our students onwards preparing them for employment or supportive living as adults.
Our vision
Our vision is to be an inspiring and excellent college of further education and training where learners and staff share a path of learning and development together in a spirit of mutual respect.We believe it is important that everyone is respected, valued and nurtured and that through learning new skills young people are prepared for the next step in their lives and are supported to successfully transition into adulthood.
Our response to SEND developments:
At William Morris College ‘everyone matters’. Difference is respected, valued and nurtured. All aspects of wellbeing are considered from the facilities and education provision to the valuing of social relationships and peer interactions. As a college dedicated to young people with learning difficulties and disabilities we continually review and respond to SEND developments through a number of processes. These include:
· Person centred approach to learning, including personalised and individualised timetables that take into account learning, support and therapy needs alongside the young person’s long term goals and aspirations.· Annual progress reviews that include the young person, parents/carers and other agencies
· Individual tutorials
· Student forum and house meetings
· Access to specialist provision as identified/required on the EHC plans e.g. OT/SLT support
How do we know/identify learners special educational needs (SEND)?
Support is assessed according to individual activity and need. Our staff are dedicated and experienced professionals who are committed to helping our students grow in independence and achieve their goals. They include not only educational staff but a host of support staff, carers and health professionals in line with our holistic approach.From the outset the college explores and identifies the additional help and support a young person with special educational needs will require ensuring the success of their time at college. The process includes liaising with parents/carers, previous schools and other agencies to gather data and ensure a fully rounded picture of the learners needs are collated.
A robust admissions and learner review process enables the college to identify a young person’s additional needs. This process includes:
· Informal visits/tour of the campus including initial discussions with key staff such as Head of Education or Care Manager
· Application process – detailed application form that enables learners/parents/carers the opportunity to identify and provide details around additional needs/support currently or previously given.
· Assessment Day – Experienced and skilled staff assess additional learning and support needs as part of the assessment process.
· Parent/Carer interview – enables exploration and more detailed information to be gathered
· School/home visits – enables the college to learn more about the young person in a familiar environment.
· Transition planning – once a place has been finalised and funding secured the college liaise and work with schools, parents/carers to ensure a seamless transition into college. This enables further assessment of the young person’s needs to be undertaken prior to starting college.
· Baseline assessment – this continues the ongoing process of assessing the learner needs and enables adjustments/implementation of additional needs to be made accordingly. At the end of the baseline assessment, targets will be set that are linked to the longer term goals and aspirations of the young person and focused on supporting them to transition into adulthood successfully. The learner/parents and carers are involved in setting these targets through a first term review meeting.
· Our ongoing system of formative and summative assessment will ensure that the young person’s needs are continually reviewed and assessed. Changes will be discussed with the learner, parents/carers.
· Our annual review process involves parents/carers and other agencies
· Throughout the academic year parents/carers are kept informed of progress through regular communications (informal, formal and parent days)
· Additional meetings are arranged with specialist support services as and when required.
William Morris College offers a range of group and individual therapies including individual speech and language therapy, social use of language programme, art therapy, massage, eurythmy (movement therapy) brain gym and counselling.
What is our courses/curriculum offer for learners with additional needs?
William Morris College offers a range of courses and qualifications to suit individual needs. We pride ourselves in a holistic approach to learning and are able to offer a flexible timetable to suit the needs of each individual. Our curriculum is constantly changing and evolving to meet the needs, interests and ambitions of our learners. It is designed to ensure the needs of students and the ethos of the college are valued and met; alongside requirements of stakeholders and national legislation. The learner programmes are person centred and individualised enabling them to work at the level and on the skills that are relevant to their future aspirations.With an emphasis on work related learning and independence skills learners develop confidence through sustained practice. An individualised approach to learning enables learners to acquire skills that meet personal, social, vocational needs and support personal ambitions and aspirations; aiming to make the process of transitioning into adulthood and work as seamless and successful as possible.
We understand that every young person comes with different preferences and abilities; we offer a range of courses and qualifications to meet these. Using individual learner programmes that are person centred we can determine the level and skills that are relevant for learners now and for their future aspirations and goals. Our curriculum focuses on three main areas of learning; practical, academic and vocational.
First and foremost we seek to equip our students with the functional, life and personal skills to improve their quality of life as they move towards a more independent adulthood. To substantiate these improvements we offer APT Awards in Personal Progress, Social and Work skills. We teach literacy, numeracy and ICT skills for everyday living through discrete, embedded and contextualised learning opportunities. Some learners work towards and gain relevant Functional Skills English, Maths and ICT qualifications where appropriate.
The college offers a range of subjects including PSHE, Citizenship, Art, entrepreneurial and enterprise opportunities for learners. Our workshops focus on developing vocational and work related skills in a supportive setting, learning not only the creative techniques but also self-discipline, maturity, motivation and confidence, skills that can be transferred into any situation.
Students can choose from a variety of creative workshops including gardening and horticulture, woodwork, weaving, fibre art, paper making. Creating tangible results, quality and saleable products, giving students a great sense of pride and ownership of their new found skills. Students are also given the opportunity to create schemes that appeal to their personal interests for example mug manufacturing, keeping hens.
We believe that an important factor in vocational training is that the training takes place in a real-work environment. Work ethos and its attributes such as punctuality, appearance, teamwork and customer care are crucial in supporting the learners into sustainable employment post college. One of our primary services is offering our students the opportunity to take part in on and off site supported work experience according to their individual interests and development goals. These experiences are invaluable in aiding the transition of students into adulthood building on their confidence and independence abilities.
As part of the college’s final year the trainee programme places particular emphasis on preparing the students for their transition with a concentrated focus on gaining the skills needed for their next step. The college also has an independent flat and training zone where learners can spend time developing skills that will fully support them towards independent, semi-independent or supported living after college.
Underpinning the success of our learners is the integrated and skilled therapeutic approach that enables the learners to develop a sense of well-being, resilience and enables them to achieve their learning outcomes and full potential.
The college curriculum is not driven by accreditation but we recognise that qualifications offer tangible outcomes. All learners will work towards and achieve APT Awards, Certificates or Diplomas based around Personal Progress, House hold skills and Work Related skills at the relevant level.
How do we provide support to improve the emotional and social development of learners?
William Morris College recognise that early adulthood is a period of time ranging from ages 17 to 25 and consists of substantial changes that affect all aspects of a young person’s life. For young people with learning difficulties and disabilities this transition can take longer and be more complex. Social, emotional and behavioural skills underpin every aspect of college, home and community life; including learning and relationships. Emotional and social development is embedded throughout the curriculum; supporting and enabling learners to progress and develop self-awareness, manage feelings and behaviour, develop motivation, empathy and social skills that are transferable to different aspects of life.Study groups, PSHE and citizenship form part of timetabled provision and enable learners to explore topics linked to becoming an adult and focus on key aspects of emotional and social development relevant to their needs and future.
What measures are in place to prevent bullying?
The college has a ‘no-bullying policy’ and take bullying very seriously.A student friendly (easy read) version of the anti-bullying policy is available.
During induction into the college bullying is covered and then regularly followed up through assembly, student forum and study group sessions.
Students have a ‘helping hand’ which is a pictorial resource that identifies key staff that they can go to about concerns and/or bullying.
What support and training do we give our staff? (Including most recent training)
William Morris College is committed to ensuring that staff are well trained and able to support the many and complex needs of learners with SEND. Supervisions and appraisals are used to identify staff training needs and inform the training plan. Training needs analysis is done on an annual basis in the form of a staff survey.
Over the course of an academic year we have a minimum of three training weeks where mandatory and additional training is offered.
· Safeguarding Children and Adults at Risk. These two mandatory training topics are offered on a rolling programme staff accessing one each year to ensure compliance with college policy)· Health and Safety (including fire safety)
· Medication
· First Aid/First responder
· Manual Handling
· De-escalation
· Infection Control
· Food Hygiene
Additional Training Offered or attended during the last academic year:
· Autism awareness training (Leading to Level 3 OCN accreditation) – 25 staff (August 2014)
· Studio III (de-escalation/intervention) training – 15 staff
· Fire Marshall Training – 10 staff
· Databridge training – 20 staff
· HANDLE (autism) support strategies – Level 1 – 20 staff
· Mental capacity training – 20 staff
· Sign-a-long – 20 staff
· Mental Awareness training – 2 day training – 6 staff
· Intensive interaction – 1 staff
Staff are able to access external training events as identified relevant to their role and CPD needs. During the last academic year this has included:
· Safeguarding young people with LLD
· PTLLS
· Level 7 Leadership and Management
· E-safety modules
· JISC Assistive technology training
· NVQ’s in Health and Social Care (Level 2 to 5)
· Conferences
· SEND Reform training/briefings
Which other services do we use to provide support for our learners?
We work closely with any external agencies that we feel are relevant to the individual student’s needs including: - 2gether Trust (CLDT), Youth Support Team, Behaviour Intervention, Health (GP’s, nurses, clinical psychologist, speech and language therapists, occupational therapists, social services including social workers and Educational Psychologists.How do we involve/keep parents/carers informed of learner’s additional needs?
· Verbally and through written communications
· Review Meetings
Who will be working with the learners?
Key Contacts
/Role
/Contact details (if different from main college contact)
Gillian Paterson
/Head of Education
/Corien Pieterse
/Head of Care
/Pat Price
/Education Administrator
/What support do we offer learners with SEND?
Curriculum adaptations/differentiation
Specific teaching interventions
/· The College offers a total communication environment.
· All learners have an individualised and person centred timetable
· Targets are set that take into consideration the long term goals and future aspirations of the learner· Resources are developed and/or individualised to meet the needs of individuals
· Communicate in print/widget based text provided
· Sign-a-long used effectively to engage learners
· ICT is used to support learning across all areas
· Appropriate support ratios i.e. 1:1 support
· De-escalation and low arousal strategies
· Low stimulus environments are also available
Support for challenging behaviour
/· Behavioural plans and protocols are developed and regularly reviewed. Including a traffic light system that identifies key triggers and strategies that help de-escalate situations.
· William Morris College have signed and fully support Gloucestershire County Council Concordat on challenging behaviour· William Morris College liaise and work with external agencies as and when required such as 2gether Trust (CLDT)
· Mental Health training for staff
· Therapy and counselling support for learners
Monitoring health needs
/· All care and medical needs are supervised by House Coordinators and their deputies.
· Parents are informed by the Registered Care Manager/House Coordinators or Deputies of any medical issues identified while at College.