| POST 16 PROVISION AT PENN SCHOOL
Penn
School offers post-16 provision on a day or boarding basis for young people with
Speech and Language difficulties, Autistic Spectrum Disorders and Hearing Impairment. We also specialise
in supporting students with additional difficulties such as learning or physical difficulties. The aim of this provision
is
to prepare our students for independent living, developing their individual educational,
social and communicative abilities to their full potential. Penn School offers
a Total Communication environment. As stated in our Mission Statement we aim to:- "To
educate them to the highest of their individual abilities and to prepare them
to maximise their achievements in adult life."
The main emphasis of the course will be on "Life Skills
and Skills for Working Life", "Business Studies", "Personal and Social Skills",
and "Food Technology" leading to Entry Level accreditation along with additional Entry Level subjects already
offered at the school where appropriate including English, Maths, Science, Art,
ICT, History, Geography, Drama and Music. There is a strong emphasis on Drama
and Music. Art is available at GCSE level
Speech and Language Therapy
and Occupational Therapy input continues in the Post 16 department.
Students are accommodated in a self-contained annexe
on a rota basis where they learn to cater for themselves and are also responsible for the housework,
cooking, laundry and gardening. The school has wheelchair access to specially
adapted teaching areas and accommodation.
Our well-qualified staff are
trained to work with students with Speech and Language difficulties, Autistic
Spectrum Disorders or hearing impairment. All staff sign in the Hearing
Impairment department. There is team of residential care workers
providing 24 hour support.
A team of specialists is available on-site to provide speech and language therapy,
occupational therapy, physiotherapy, audiology, careers guidance and nursing supervision.
Each student follows an individual learning plan which is designed to support
their learning, physical, social and emotional needs. Individual learning
plans are underpinned by a range of activities in the local community which
may include work experience or voluntary work. The students take part in the
school during the day and are also integrated into local colleges of further
education for appropriate link courses.
COURSES.
All students will follow a programme which will include:-
Basic/Key skills.(Literacy,
Numeracy and ICT skills) Entry Level accreditation in Life Skills and Skills
for Work, Business Studies, Food studies, Personal and Social Skills, Drama,
ICT and Music -
Cookery and home management. -
Disability
awareness -
Social and Communication skills. -
Personal and daily
living skills. -
Working with others.
In addition, students
will be able to choose from a wide range of subject areas as offered by the local
colleges o further education, for example
Examples of
the post-16 provision programme at Penn School -
Some budgetary
control. Students will be responsible for purchasing small items such as toothpaste,
soap etc and food for their breakfast and supper from an allowance.
-
Independent
shopping learning the value of money, being able to get assistance if necessary.
-
Independent travelling- Use of timetables, being able to get help
if necessary. Use of Dial- a -ride.
-
Health care issues. Knowledge
of local health centres, hospitals, etc. Being able to make appointments when
needed, awareness of emergency procedures, how to dial 999 etc.
-
Catering
and cleaning. Ability to prepare and cook simple meals safely; hot and cold beverages
safely; cleanliness and clearing up afterwards; budget and plan food; laundry
and use of machines, hand wash, iron etc; dusting, polishing and vacuuming etc.
-
Money issues. Use of banks, building societies, Post Offices etc;
filling in forms and how to get help if necessary; to try to have a recognisable
signature.
-
Use of communication aids. Use of telephone, minicom,
mobile phone, typetalk; use of internet e-mails. -
Responsibilities in
relationships- all covered in PSHE for example, protected sex, making choices.
-
Drugs.- Use and misuse, being responsible; good drugs and bad drugs;
Alcohol.
-
Work experience- organisation and choice.
-
College- Visits, Link courses, part-time courses etc.
-
Travel-
Booking holidays ; looking at travel.
-
Use of catalogues / the
Internet.- shopping with catalogues; Internet shopping; safety issues about debt
etc.
-
ID cards, passports, travel cards.- How to use them and
what you are entitled to. Disability rights. How to get photo done.
-
Dealing with
Benefits Agency - visits and help with forms etc.
-
Options
and choices for living independently - Sheltered housing, warden controlled flats,
full-time college, living away from home.
-
Use of libraries and
information centres, citizens' advice bureau; where to look for anything free.
The format for this course would be 2 days at the Link College, 1
day of work experience and 2 days based at the school working towards the Entry
Level Life Skills accreditation, any GCSE's, supporting the pupils' college
follow-up work and independent living skills.
Students are taught
in small class groups by specialist teachers supported by a special support assistant
with access to subject areas as outlined above which have not been previously
covered.
There is a strong emphasis on Drama at the school with work experience
and career possibilities with the Sign Dance Consortium.
Students attend
two different colleges on a two days a week basis.
( Colleges used by the
school: Berkshire College of Agriculture, Langley College , Amersham + Wycombe
College or Uxbridge College). Speech and language Therapy and Occupational
Therapy input continues in the Post 16 Department.
OfSTED Report June 2008
Effectiveness of the school and
sixth form, Grade 2 (Good)
"Teaching
throughout the school and the post 16 provision, is good. Teachers have
developed considerable expertise in overcoming the barriers to learning
presented by the pupils' hearing impairments, autism and speech and language
difficulties. The use of sensory integration techniques and procedures by
trained therapists is exemplary. Lessons are generally interesting and well
managed. The pupils enjoy their lessons and respond by trying their best."
"Pupils
make outstanding progress in their personal development. They are encouraged
to make their own choices and to seek independence. The staff effectively
promote an adult ethos and mature behaviour. The good teaching results in the
pupils continuing to make good progress in their basic literacy and numeracy,
their life skills and independence training, and in their grasp of work
related learning. The school has developed good links with local colleges and
almost all pupils leave for further education courses. The pupils are able to
achieve their potential through a range of accredited qualifications. The
provision is well managed since all staff work effectively together to ensure
pupils achieve well."
Regular evening activities (until 8:30pm) and overnight
stays in the Post 16 maisonette are strongly recommended for day students. The
aim of this is to develop independent living skills and to put into practice the
social communication skills learned in Speech Therapy sessions. Additional speech
therapy group work on Social Skills is part of the after school evening activities. Full
boarding is available at Penn School. There is a well-qualified and experienced
team of Care Staff delivering the waking hours curriculum. This is accessible
to day pupils through evening activities and overnight stays.
OfSTED Report
June 2008
Effectiveness of
boarding provision,
Grade 1 (Outstanding)
"The
boarding provision provides an exceptionally high quality of care, which is
consistently higher than the National Minimum Standards. The pupils are very
well supervised but at the same time, they have their privacy when
appropriate. There are many leisure activities for the pupils and they all
enjoy their stay in the provision. The support for the pupils' educational
achievement is outstanding. There is excellent communication with teachers and
consistency between them in their approach to behaviour management. Members of
the multi-disciplinary team, such as speech therapists, work closely with
residential staff in constructing care plans. As a result, the residential
staff, in turn, are able to make a valuable contribution to the pupils' Annual
Reviews."
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