Support into Employment
Derwen College
Derwen College, near Oswestry, in Shropshire, is a national specialist further education college for young people aged from 16 to 25. We currently have 143 residential and day students with a wide variety of special educational needs and disabilities (SEND), including autism, communication difficulties and challenging behaviours.
Our strapline is ‘a place of possibility’ – the mission is to enable students to achieve goals and aspirations for the future. For the majority, the ambition is employability and development of skills to live a more independent life.
Students are based at the college’s main site in Gobowen, near Oswestry, and at three smaller satellite sites at Walford, Ludlow and Telford. Learners follow vocational pathways in Hospitality and Food, Horticulture, Retail & Enterprise and Performing Arts. Those not yet ready for vocational pathways, can follow a Learning for Life pathway which builds confidence and teambuilding skills as a foundation to work-based learning.
Partnership with Parents
Penwortham Primary School
Penwortham is the second biggest school in the London Borough of Wandsworth. There are over 650 pupils on roll; 26 pupils with EHCPs, 83 children on the SEND register and 180 EAL pupils. Penwortham operates over 3 sites – all are easily accessible for children with disabilities (e.g. Ramps, lift). Each floor has an accessible toilet. One classroom is fitted with a professional soundfield system that is beneficial for children with hearing impairment. The learning environment is highly inclusive, the children are provided with a large range of resources such as: visuals, sensory aids, SEND and EAL materials, IT technology etc.
We are very proud winners of the 2020 SEND awards in two categories: Most inclusive practice across the school and Partnership with parents.
Inclusion in Further Education and Higher Education
Derwen College
Derwen College, near Oswestry, in Shropshire, is a national specialist further education college for young people aged from 16 to 25. We currently have 143 residential and day students with a wide variety of special educational needs and disabilities (SEND), including autism, communication difficulties, challenging behaviours and profound and multiple learning disabilities (PMLD).
Our strapline is ‘a place of possibility’. While we focus on employability and development of independent living and social skills, each student’s expectations and outcomes are bespoke and based on supporting them to achieve the very best they can and raise their aspirations.
Students are based at the college’s main site in Gobowen, near Oswestry, and at three smaller satellite sites at Walford, Ludlow and Telford. Learners follow vocational pathways in Hospitality and Food, Horticulture, Retail & Enterprise and Performing Arts. Most recently, the College has launched a bespoke Nurture programme which caters for students with Profound and Multiple Learning Disabilities (PMLD).
Everything that we do at college is built around inclusivity. There is a sustained commitment to offer students with SEND at the very least equal opportunities to those that any mainstream student should expect. In many instances we believe we go way further.
Excellence in Special Schools and Alternative Provisions
Cortani Academy
Our Alternative Provision Academy provides education for students in key stages 2, 3 and 4 who struggle in mainstream school. We have a maximum of 40 students on roll all with SEMH needs. Over half of our students are FSM and PP. Our relationship-based curriculum ensures the needs of all students are catered for. All staff have been trained in a trauma informed approach, including emotion coaching and restorative practice, which is embedded within our working practice and our policies reflect this.
As well as SEMH needs, the majority of our students have additional complex needs which are often undiagnosed when they arrive with us. Most of our students require an EHCP which is a priority if this has not been awarded before they come on roll. At the moment, we have a large number of students with autism which we take into account when planning our support. Our provision takes into account sensory needs alongside this and practical support is provided as necessary.
All of our students have had a negative experience of education in the past and often trauma within their personal lives too. We gain a comprehensive history of each student to ensure we are able to offer the most effective package of support.
Most Inclusive Practice
Handforth Grange Primary School
Handforth Grange Primary School is a mainstream Primary within the Frank Field Education Trust. We are known within Cheshire East and out local area for the standard of support and provision we provide to children with SEN. Currently, within a school of 336 children we have 44 children on the SEN register, 20 EHCPS and 24 children on SEN-K support. At Handforth Grange Primary School we are committed to welcoming all students.
We have a resource provision for 7 children with Education Health Care Plans whose main area of need is Autism. This provision is currently over PAN with 8 children being supported within this provision. Children within the Resource Provision will have a balanced curriculum designed to meet their individual needs with periods of time in mainstream classroom complemented by specific social and sensory integration programmes completed on an individual basis or in small groups. Adjustments are made where necessary and where possible to enable all students for whom Handforth Grange Primary School is the best placement, to access lessons and social time as freely as possible. The children are part of the year group PAN, are therefore their progress remains the responsibility of the class teacher under the code of practice. The expectation is that children within the resource provision should have the capacity to be able to spend 50% and above of their time being taught in the mainstream classroom alongside their peers with support. Specialist teaching is provided within the resource provision where needs cannot be met in the classroom or to provide additional sensory, life skills and speech and language interventions.
