KS5

Rationale

We aim to provide a holistic programme of study for young people with challenging, relevant and fun learning experiences which support individual progression and preparation for adulthood.

Our programme is underpinned by the principle that in order for learning to take place, all physical, medical, sensory and social needs are met within a fully inclusive community provision and that opportunities to grow in confidence and self-esteem are abundant, without the fear of failure.

At Mayfield we use a range of learning methods and resources, links with other professionals and agencies and the community to ensure students achieve improved outcomes. The curriculum offer is in line with the 21st Century Skills of Communication, Basic Living skills, Creativity, Citizenship and Work Related Working, Digital Literacy and computing and Personal Development Leisure and Exercise. The areas are taught both in the classroom and, more importantly, in real life contexts, for example on work placements or in the college.  Progress in Maths and English and Information Technology are embedded into their learning programme

The college provides person centred programmes and pathways and is committed to working with students, families, and multi-disciplinary agencies including partners from social care and health to establish appropriate progression routes when students leave

The aims of the College are to:

  • Prepare young people for adulthood with high aspirations for a fulfilling adult life
  • Provide individual pathways suited to the needs of each young person and based on their education, care and health plan
  • Promote student and family choice
  • Provide opportunities to gain nationally recognised qualifications where appropriate
  • Support students and their families through the transition years
  • Encourage students to have life experiences
  • Stimulate the post 16 market so that young people get a job and experience a full life and by doing so setting an example for all
  • Develop a shared vision across all partners including education, local business, health and social care with families and young people at its heart and focus on improving life chances

 

Progression and achievement – at Mayfield we value progression which ensures that students:

  • Are prepared for adult life and are as independent as they are able to be
  • Succeed in the long term outcomes as outlined on their Education, Health and Care Plan Education and Life outcomes (EHC plan)
  • Are recognised for both linear and lateral progression in English and Maths
  • Continue to consolidate skills and knowledge already in place, accumulate new skills and knowledge and have positive attitudes towards their learning
  • Acquire externally recognised qualifications and awards where appropriate
  • Develop as a person by having a greater understanding of spiritual, moral, social and cultural issues
  • Become progressively more capable of making informed and appropriate choices about their own career and life aspirations

 

Initial assessment, setting targets, assessment and reporting

  • Prior to starting in the sixth form students take part in a transition link in order to facilitate smooth transition .this is achieved through meetings, sharing information and consistent approaches. We also gather end of key stage 4 achievement information.
  • During the initial period (First half term) students are fully assessed in all areas of Daily Living Skills and Self Help Skills. Assessment is then ongoing (formative) and recorded daily through progression files. Students are also assessed at key intervals (summative), some with external exams in Literacy and Numeracy.
  • Progress data is reviewed six times per year including end of year and reported to parents through Annual Reviews and Teacher Reports.
  • Where it is evident that students are not meeting set targets interventions are put in place accordingly.

Pathways

Whichever pathway a student follows is determined by a number of factors based on a person centred approach in which the pupil’s voice is the key factor. Other factors are:

  1. Recommendations of the Education, Care and Health Plan
  2. Attainment at the end of key stage four in English and Maths and Secondary Pathway that they have been on
  3. The Individual Learning Plan

These factors are interdependent: Whilst a student may have achieved a level in literacy or numeracy which suggests a long term goal of supported work, additional factors such as complex autistic related needs may mean that adjustments to the programme will be made in order to make it meaningful whilst remaining aspirational.

The College Pathways:

These are the same as for Key Stages 3 & 4 and they form the basis of the sixth form curriculum which all students study. What will differ is the emphasis of each pathway. For example, students on the Independent Living pathway may take part in work activity through joint community projects whilst on the Independent Learners pathway there may be increased emphasis on individual work experience placements. Students on the Engagement pathway work towards self-awareness and choice making in self-help and independence skills, whilst students on Independent Living and Independent Learning may work towards the acquisition of practical skills.

 

Pathway one (suited to young people with profound needs) PMLD

This pathway suits learners with profound and multiple learning disabilities aiming to develop communication, advocacy and citizenship.  The curriculum offer is in line with the 21st Century Skills of Communication, Basic Living skills, Creativity, Citizenship and Work Related Working, Digital Literacy and computing and Personal Development Leisure and Exercise.

Outcome and Progression:

Students leaving this programme should be able to engage with the world around them with support, contribute to the local community through social enterprise activity, make choices and indicate preferences in relation to elements of their Education Health and Care Plan such as living arrangements, support, friendship and leisure opportunities. Students may progress to further education, supported living and to social enterprise groups.

The pathway offers:

  • a curriculum with communication and social interaction at its core, enabling learners to express themselves effectively and develop independence
  • an adaptable and flexible multi-sensory approach to teaching to develop individualised programmes for learners
  • staff expertise in teaching students with profound and multiple learning difficulties utilising a range of teaching strategies, such as intensive interaction
  • to promote communication and enhance participation in all sessions
  • a range of assessment frameworks, including Skills checklists and Personal Progression
  • Each student a key worker who will deliver the programme and a staff ratio to meet the needs of the student group

 

Pathway two (suited to young people with complex ASC related needs) Engagement

This pathway suits learners with autistic spectrum disorder and/or complex learning needs and aims to develop communication, life, social and work related skills. The curriculum offer is in line with the 21st Century Skills of Communication, Basic Living skills, Creativity, Citizenship and Work Related Working, Digital Literacy and computing and Personal Development Leisure and Exercise.

 Outcome and Progression:

Students leaving this programme should be able to engage with the world around them more independently, be more able to use coping strategies to cope with a sensory world and be able to carry out work related activity. They should be able to contribute to the local community through social enterprise activity, make choices and indicate preferences in relation to elements of their Education Health and Care Plan such as living arrangements, support, friendship and leisure opportunities.  Students may progress to further education, supported living and to social enterprise/work groups.

The pathway offers:

  • A structured teaching approach is used broadly following a framework which emphasises structure, empathy and a low arousal
  • There is a commitment to developing sensory integration through skilled intervention and opportunities for physical activity.
  • Staff are experienced in utilising de-escalation techniques to support students who display challenging behaviour.
  • Communication is central to the curriculum with a focus on speech and language, Picture Exchange Communication Systems and Makaton
  • Each student will have a key worker who will deliver the programme and a staff ratio to meet the needs of the student group.

Work experience and social enterprise:

  • Work experience will generally take the form of work around the school and local area and/or short term work placements if appropriate
  • Students will be expected to contribute to the local community through social enterprise projects

 

Pathway three (suited to young people with severe/moderate learning difficulties aiming to develop living and work related skills)Independent Living

This pathway suits learners with severe/moderate learning needs working at Entry level and aims to develop work skills and additional, life, social communication and personal skills. The curriculum offer is in line with the 21st Century Skills of Communication, Basic Living skills, Creativity, Citizenship and Work Related Working, Digital Literacy and computing and Personal Development Leisure and Exercise.

Outcome and progression:

Students leaving this programme should be able to apply a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with increased independence. They should be able to contribute to the local community through work or social enterprise activity. They should be able to demonstrate a level of self-advocacy in relation to elements of their Education Health and Care Plan such as living arrangements, support, friendship and leisure opportunities. Students may progress to further education, work opportunities, supported living and to social enterprise/work groups.

The pathway offers:

  • Work experience placements where appropriate
  • Vocational learning
  • Opportunities to practice home management skills
  • Opportunities to use functional literacy and numeracy
  • Social enterprise activity

 

Pathway four (suited to young people with moderate/severe learning difficulties aiming to move on to employment and supported living) Independent learners

This pathway suits learners with severe/moderate learning needs working at Level 1 and above and aims to develop work skills and additional life, social communication and personal skills. The curriculum offer is in line with the 21st Century Skills of Communication, Basic Living skills, Creativity, Citizenship and Work Related Working, Digital Literacy and computing and Personal Development Leisure and Exercise.

Outcome and progression:

Students leaving this programme should be able to apply a range of skills such as English and Maths, Communication and ICT to engage with the world around them with increasing independence. They should be able to contribute to the local community through work activity.  They should be able to demonstrate self-advocacy in relation to their Education Health and Care Plan such as living arrangements, personal finances, support, friendship and leisure opportunities. Students may progress to further education, employment , supported or independent living

The pathway offers:

  • External exams/accreditation: At Mayfield our Independent Learning students have opportunities to gain high quality nationally recognised qualifications which support the development of independence. These include Functional Skills within English Maths and ICT and Step Up Qualifications Level 1
  • Individualised, work experience placements
  • Vocational learning
  • Opportunities to practice home management skills
  • Independent travel awareness training

Last Reviewed: January 2017