Supporting People with Learning Difficulties and/or Disabilities at Weston College Welcome This prospectus outlines our outstanding provision for people with Learning Difficulties and/or Disabilities (LDD), and offers an insight into the inspiring, collaborative work carried out to improve the quality of provision for learners across the whole College.

ou may expect me to say Weston College is hankfully, times are very different from when Weston College earned a prestigious Beacon Award outstanding, but you don’t have to take my the College first opened its doors to eight for its Foundation Degree in Inclusive Practice, which Yword for it; Ofsted has rated us ‘outstanding’ Tteenagers with LDD in 1981. We now have over we developed to ensure staff are trained to a standard too. This top grade applies to the College as a whole, 1,000 learners receiving learning support on FE and high enough to deliver this specialist support model. and was also given specifically for our support to the HE courses on all sites. Gone are the days of courses provision for our learners with LDD. I am immensely with a ‘one-shape-fits-all’ approach; today we ensure I believe the innovative approach we’ve taken to staff proud of the outstanding work my dedicated staff that we support the aspirations of all learners by development in the field of LDD has not only delivered do in our LDD provision, which ensures our learners addressing their individual needs. many benefits to our College, but is also influencing achieve the best possible outcomes. the delivery of inclusive learning nationally. We’re very proud of our critically-acclaimed specialist I look forward to welcoming new learners to Weston model of learning support and LDD programmes of We are committed to continuing to improve our College in the knowledge that they will have an study which have been positively received by parents, provision for all our learners, whatever their individual inclusive and memorable experience with us. professionals and, most importantly, the learners needs, so that we can build on the incredibly positive themselves. Scanning the QR code (left), will take you work we’ve already done and achieve our aim of

to a video: ‘a day in the life of a Specialist Support creating brighter futures for everyone. Dr Paul Phillips OBE Instructor at Weston College’. Principal and Chief Executive

Jacqui Ford The film shows that our Specialist Support Instructor Assistant Principal Strategic Partnerships visits students in a variety of settings on different and Curriculum Development College sites, and the type of work which goes on outside the classrooms to support the learner. Our approach to learning support is having a positive influence on learner retention and achievement.

2 We are very proud of the inclusive education we offer for learners with LDD. Our exciting courses, highly specialist staff and innovative practice ensures all learners have the best possible chance to be successful. Jacqui Ford – Assistant Principal Strategic Partnerships and Curriculum Development.

Contents

Our Inclusive College 6 Campuses 7 Additional Learning Support 8 Weston Bay Residential Training Facility for Learners on the Autism Spectrum 26 Programmes of Study for Learners with Learning Difficulties and/or Disabilities (LDD) 28 School Link Entry Level Programmes 38 Getting to Weston College 40 Professional Courses 42 Working in Partnership 50 Further Information and Support 54

3 1: 4:

2: 3: 5: Weston College takes the lead in LDD and influences the sector Our exciting courses, specialist staff and innovative practices ensure all Weston College’s learners with LDD are successful.

4 7: 10: 8:

6: 9: 11:

1: Honoured with the Beacon Award – national 4: Leads nationwide LDD training in partnership 8: First UK FE college to open a residential recognition for outstanding practice in LDD with the Learning Skills Improvement Service training facility for learners on the autism staff development. (LSIS) and the Autism Education Trust (AET). spectrum (Weston Bay).

2: Learner fronts a national autism campaign. 5: Nationally recognised as an area of outstanding 9: Schools Minister David Laws visits the Weston practice in autism. Bay residential training facility. 3: Ofsted recognises the provision for learners with learning difficulties and disabilities as 6: Organised and hosted the South West Inclusion 10: 100% success rate on LDD courses for second outstanding. Conference, which featured guest speaker year running. Peter Little OBE. 11: Speech and Language Therapist joins specialist 7: Led development of Assistive Technologies for team at Weston College. LDD learners in the region.

5 Our Inclusive College Our aim is to create a secure and welcoming environment for all members of our community.

o enable everyone to enjoy learning to their full Tpotential, Weston College expects all staff, learners and visitors to maintain a culture of respect. We ask all members of the Weston College community to respect themselves, respect other people, respect the environment and respect the opportunity to learn.

Our ethos of empowerment enables learners to take control of their own learning, manage their LDD and develop the necessary skills and strategies to become independent learners. “Learners benefit greatly from the culture of respect, hard work and enjoyment that permeates the college.” Ofsted 2013

6 Campuses

Over the last 12 years, we have grown from a small college to the vibrant and expansive College that exists today. We have invested more than £30 million in developing our fantastic facilities – and there are more exciting building projects on the horizon.

Knightstone Campus music, with specialist studios, which are exclusively Horse Society (BHS) riding school, and also offers Located on the seafront in the town centre, this high- dedicated to our degree students. dressage and show jumping lessons. It’s run as a quality facility includes our University Centre, with its business and provides a real insight into the animal It also houses the Gallery, which own specific floor, computer suites, a social area and and equestrian industry. promotes students’ work alongside the work of local teaching rooms all specifically for degree students. and national artists. Weston Bay There is also a university study room in our LibraryPlus. Situated on the seafront, this unique residential You can also make use of other facilities, which South West Skills Campus training facility is the first of its kind in the UK to are open to all our students, including The This is our newest campus and is based on Locking be provided by a general FE college. The aim of Grove restaurant, an industry-standard gym and Road, two miles from the town centre. It contains our the facility is to provide learners on the autism professional-standard hair and beauty salons. Construction and Engineering Centre of Excellence spectrum with an opportunity to receive training in (CECE) and Business Enterprise Centre (BEC). independent living, personal and social development University Campus and employability skills alongside their academic or Badgworth Equestrian and Animal Centre Based on Loxton Road, this campus is 15 minutes vocational training. by bus from the town centre, and a 10-minute walk This facility has indoor and outdoor arenas for horse For more details on Weston Bay, see page 26. from the beach. It is home to art and design and riding and two stable blocks. It’s an approved British

Knightstone Campus University Campus South West Skills Campus Badgworth Equestrian and Animal Centre Weston Bay

7 Additional Learning Support (ALS) Weston College students receive an outstanding level of Learning Support. Our innovative and unique Specialist Support Model ensures staff have the specialist skills and knowledge to deliver high-quality, personalised support programmes that effectively meet the needs of learners with LDD.

ur highly qualified team of staff continues to An excellent and efficient Initial Needs Assessment Oexpand and the specialist areas now include: (INA) procedure is in place to ensure learners’ individual support needs are quickly established and ■■ Autism Spectrum the correct type and level of support is put into place ■■ Visual Impairment as soon as an additional need is identified through our ■■ Specific Learning Difficulties (SpLD) effective and responsive process. ■■ Behaviour 4 Learning (EBD/ADHD/ADD) Learning Support staff work closely with schools, ■■ Deaf and/or Hard of Hearing specialist providers and external organisations, and ■■ Assistive Technology attend termly, and/or annual, reviews. This is to ■■ Speech and Language Therapy discuss progression routes, transition programmes ■■ Weston Bay Residential Training Facility and individual support needs, to ensure information is gathered prior to learners enrolling at Weston College. This high level of specialism is not usual for general FE colleges and this has been recognised through our involvement in Learning and Skills Improvement Service (LSIS) projects, local and national initiatives Support for learning is and the Ofsted Survey 2010, which named Weston College as leaders in the field of LDD. outstanding; support We have a dedicated, highly qualified and workers are highly experienced support team comprising of; Support Workers, Specialist Support Instructors, Specialist experienced and Tutors, Advanced Practitioners and Diagnostic Assessors. Our staff work collaboratively with very well qualified, cross-College teams in efficiently assessing individual needs as well as organising and with specific areas implementing a wide range of support programmes, each tailored to the learner. of expertise. Ofsted 2013

8 Accessing Learning Support To access the various types we offer, a referral will need to be made to our Learning Support team and an Initial Needs Assessment will be completed by a specialist support member of the team to establish the support required.

A referral to discuss potential additional support can ■■ Mentoring Learner feedback: be made at the following stages: ■■ Diagnostic Assessment “Specialist Support has helped me a great deal with

■■ Pre-entry ■■ Exam Access Arrangements my confidence and learning how to speak properly and express myself in writing... her support has ■■ School Referral/Section 139a/Education, ■■ Assistive Technology Support been invaluable… without this I would not have Health and Care Plan Weston College’s model of specialist support is passed my course.” ■■ Pre-entry identification (during interview) rated as ‘Outstanding’ by Ofsted. This means that “Specialist staff work with my tutors to help them adapt ■■ Application/enrolments/admissions learners are supported by a qualified specialist tasks, assignments and the environment so that they ■■ Parent/carer referral member of staff best able to meet their needs. are suited to my individual needs and this has enabled ■■ As part of a transition programme Weston College is one of just eight FE colleges in me to progress through College and become a more independent individual.” Once enrolled, referrals can be made through the UK to be included in the sector’s Good Practice Guide, for its specialist support for learners on the the following: “Specialist support helped me by setting targets each autism spectrum. The guide shares best practice in week for me to work towards.” ■■ Screening assessment inclusive learning across the sector. ■■ Self referral “I feel the Learning Support is brilliant – the people are ■■ Tutor referral so kind and easy to talk to they made me feel confident

■■ Parent/carer referral and less overwhelmed… have been a real help to me and I feel that I couldn’t have had better support.” Once the Initial Needs Assessment has been completed, our specialist staff will work with learners Weston College provides support programmes for to provide an individualised programme of support more than 1,000 FE learners and 200 HE learners. and this may include the following:

■■ Specialist Teaching

■■ Specialist Support

■■ In-class Support

■■ Small Group Workshops

■■ Equipment Support

9 Autism Spectrum Our provision for learners on the autism spectrum leads the field and is pro-active in informing the sector, sharing good practice and developing provision for learners.

n the autumn term of 2012, we opened our exciting Similarly, transition programmes are devised and Learner feedback: Inew innovative venture for learners on the autism delivered to support individuals with the transition out “I feel that support is very helpful, mostly with spectrum, known as Weston Bay. This is the first of College into the next phase of their development – discussing the social and educational aspects of my residential training facility for learners on the autism further training; Higher Education; supported or paid Asperger’s. My support tutor offers a fresh narrative to spectrum within a general FE college. See page 26 for employment and independent living. situations when I badly need it and helps me to decide more details. which path to take with regards to the future.” Close partnership working with internal and external Our aim is to provide support which can help learners agents is an integral part of the specialist support Parent feedback: understand how their autism may impact their learning process. The autism team works together with the “I just wanted to thank you again for the significant and how they can work with specialist support learner and their tutors in order to provide a bespoke amount of time you spent with me yesterday, discussing staff to access a curriculum which addresses their support programme. Once a learner’s needs are my son and plans for his support. I feel that my son is needs, aspirations and vocational focus. Learners identified support may include: in the best place he could possibly be, and am much are encouraged to work with the specialist support more reassured about the future. I know that my son ■■ Additional support/tutorial support team to develop strategies to accommodate their isn’t, in the scheme of things, as ‘disabled’ by his ■■ One-to-one classroom support differences and inform others how they learn most learning difficulties as many – but he is still my child and effectively. The team has extensive knowledge and ■■ Social skills I naturally want the best for him, which you all seem to experience of working with young people on the ■■ Differentiating the curriculum understand and appreciate. So thank you for that too!” autism spectrum; we aim to offer a coherent and coordinated approach to support. ■■ Providing additional resources Learner case study ■■ Independent living training Nick is autistic and has always found it very difficult Transition into college is an extremely important ■■ Study skills to communicate. However, through an individual element of autism provision and as such we hold specialist support programme, his confidence transition programmes throughout the summer term. Learners have expressed that being taught by increased in social interactions with peers and adults. This planned transition into College plays a significant specialists, who have knowledge and understanding He is now an advocate role in the learners being able to access college from of their autism, is essential in providing appropriate for other learners who the beginning of the academic year. It allows learners support and has allowed them to gain greater also experience barriers to become familiar with the College environment and understanding of their own autism. to learning and he has to get to know the specialist team which will support educated staff in how to them during their time at College. manage learner behaviour to ensure their success.

10 Having somewhere to go during unstructured time has been great and staff are always available to help me when I am feeling anxious.

11 Visual Impairment Weston College’s purpose-built visual impairment resource centre at the Knightstone Campus has been specifically equipped with the most up-to-date resources.

Following referral, a full visual impairment assessment Feedback from learners on an Access to HE course: is completed to identify the support and training “With a big thanks to the visual impairment officer at required. The support programme could include: Weston College, I now have access to facilities that are enabling me to access my studies easily. I have ■■ One-to-one tuition been issued with a laptop with ZoomText magnification ■■ Specialist support software on it, which has made life a lot easier in relation ■■ Equipment training to word processing, accessing the internet and reading

■■ Software training, e.g. ZoomText magnification large text. In addition, I have a Victor Reader which enables me to sit and listen to books rather than strain ■■ Hardware training my eyes and have to read them. Large print handouts ■■ Specialist assistive equipment have been issued in all of my subjects, which make ■■ Differentiation of course materials, books, and things a lot easier, as I do prefer to have a hard copy as virtual learning environment well as listen…” ■■ Staff training, ensuring the teaching and learning Feedback from a learner studying counselling: environment is differentiated “Knowing that Weston College had a specialist member of staff to support visually impaired learners was the reason I plucked up the courage to firstly talk to someone who may understand my needs. As a result of this I have completed a Level 1 and Level 2 course in Counselling and will be progressing to a Level 3 course next. The support is easily accessible and the specialist tutoring has been a huge benefit. I would say that if you want to study at Weston College do call them as they are really helpful.”

12 Knowing that Weston College had a specialist member of staff was the reason I plucked up the courage to firstly talk to someone who understood my needs.

13 Specific Learning Difficulties (SpLD) Specific Learning Difficulties covers a range of difficulties including:

■■ Dyslexia Learner feedback:

■■ Dyspraxia “The SpLD support has been extremely helpful and

■■ Dyscalculia. helped build my confidence in relation to my abilities in connection with my dyslexia. The diagnostic The SpLD team provides a range of assessment assessment was so informative and answered a lot of and support opportunities for learners to develop questions into certain traits that I show.” learning strategies that will help them access and complete their programme of study. Through these “Helpful, nice and good fun support. I have learned to individualised support programmes, learners are able be patient, not to give up and that I have to take time to overcome their barriers. This, in turn, increases because my dyslexia. There is nothing to be ashamed their confidence, independence and self-esteem. of; it’s just the way I am.”

The specialist support we offer includes: “Without the one-to-one support I would have doubted myself and thanks to my dedicated specialist support ■■ One-to-one support sessions (outside the tutor, I am overcoming my dyslexia.” classroom) to develop strategies and overcome barriers

■■ Workshop study and assignment support

■■ Liaison with personal tutors and delivery staff, detailed classroom recommendations and targeted support strategies so that curriculum, teaching and assessment methods are effectively differentiated

■■ A screening process for those who have not previously been diagnosed, leading to full diagnostic assessment if required

■■ Exam access arrangements

■■ Assistive technology and equipment support

■■ Supporting learners through DSA applications in Higher Education.

14 I have absolutely loved having the extra help and without it I don’t think I would have the grades I’ve got or even still be on this course.

15 The B4L team has helped me build up my confidence.

16 Behaviour 4 Learning (B4L) Behaviour 4 Learning Specialist Support can help learners to build positive interactions inside and outside the classroom.

What is ‘Behaviour 4 Learning’? [B4L] is one which is relevant to all learners, irrespective of Behaviour 4 Learning is a positive means of helping their stage of development, and is a key element in learners understand the behaviour skills they need promoting educational inclusion. to be successful in education, training, employment The way in which tutors establish a positive climate and social settings. Rather than focusing on for learning is crucial in increasing opportunities unwanted behaviours, it puts a value on positive, for Behaviour 4 Learning. It begins with a age-appropriate behaviour and the development of recognition that this is one of the main elements self-esteem. It also works on the basis that most which is directly under their influence. The tutors, social, emotional and behavioural skills are learned in conjunction with the specialist support teams, and therefore, what has been learned can be un- select approaches which are more likely to increase learned, in terms of inappropriate behaviours. behaviour which accommodates and enhances In order to foster a positive learning environment, learning. Evidence strongly suggests that these our specialist staff work with tutors across the College approaches are characterised by the promotion of to ensure the inclusion of learners whose behaviour mutually respectful relationships. is challenging. This enables the learners to develop Learner feedback: strategies to overcome their challenges and work towards independence. “My anger management has helped because without it I would not have been able to cope without doing In one-to-one sessions, specialist support staff focus something I regret.” on developing skills which will enable learners to work in a variety of contexts – whole-class or small-group “The B4L team has helped as they understand my situations in the classroom, at break-times, lunchtime behaviour difficulties.” and free periods. “The one-to-one support was most helpful because Depending on the individual, effective Behaviour it’s easier to know what to do without distractions.” 4 Learning can range from attentive listening, “The B4L team helped with support outside of class collaborative learning or remaining seated in a and helped me with my additional work, attendance classroom for a period of time. Often, the emphasis and getting on with other students.” is upon setting individual, realistic targets which are agreed together, rather than imposed. The concept

17 Deaf and Hard of Hearing We offer bespoke and comprehensive specialist support programmes for deaf and hard of hearing learners.

This support consists of: ■■ Language and vocabulary support – helps learners become more vocal in lessons, ■■ Sign language support – provided by a fully- write more effective essays, and be more qualified communication support worker on a assertive in their home and social life. one-to-one basis during classes and workshops. ■■ Staff training. They also accompany learners on educational visits outside College. ■■ Communication support during the interview and enrolment process. ■■ Manual or electronic note takers – take notes for lip readers during class, so they can follow Learner feedback: the communication support worker, or lip “Learning Support has enabled me to improve my read the tutor. English, which will help me when I go to university. It ■■ Exam concessions – extra time to complete helps you to overcome any difficulties you have and exams, with a separate room to reduce makes sure you are included in the learning experience. background noise and distractions, and/or a My confidence has grown over the last two years.” reader and scribe. “You feel more comfortable if you know a Support ■■ One-to-one specialist tuition – extra support outside the classroom to help prioritise Worker is there to take notes for you... I have felt workloads, manage time, write essays, more confident when seeing her for mentoring. and aid literacy and/or numeracy. She has helped me a lot with presentation skills, any worries I’ve had and my personal statement… ■■ Mentoring support – help with making the some learning support has been useful, for example, sometimes difficult transition from residential help with applying to university and my personal deaf school, or mainstream school, to a statement by specialist support – very useful.” College environment.

■■ Equipment support – induction loop, and “I’ve been able to improve my vocabulary and standard portable personal radio aid systems for hard of work, with the support. I would recommend it.” of hearing learners to use in class, or larger conference rooms.

18 Specialist Support has helped me a great deal with my confidence and learning how to speak properly and express myself in writing… support has been invaluable… without this I would not have passed my course.

19 I learnt the benefit of using text to speech and magnification when writing your journal.

20 Assistive Technology Expanding our assistive technology and enabling solutions area has allowed learners to develop more ways to overcome their difficulties, and enhance their independence.

esults have been outstanding. So much so, Learner feedback: Rthat we’re regularly asked to provide training “Using Dragon Naturally Speaking is much easier than for other colleges, external organisations, and reading and writing and you have fun while doing it.” specialist providers. Aiden Bamber – Level 3 Catering

Our broad range of assistive technology includes: “I really enjoyed today and felt a great sense of relief when I got the text into the word document correctly ■■ Adapting computers to include alternative and I would encourage a friend to come along and keyboards, mice, monitors, and height- learn it for themselves.” adjustable desks. Dictaphones, Flip cameras, Susie Penmann – Level 2 Art and Design and touchpad technology are also regular additions to the learning process. “Incredibly useful session for learning how to get text ■■ Software like Read&Write Gold, ZoomText from other sources into an accessible format.” Magnifier and Reader, Dragon Naturally Hollie Morgan – A Levels Speaking, iMindMap, and other mobile apps, improve access to web, computer, and smart- technology-based resources, broadening Learners take access to information and helping address barriers to literacy. increasing ■■ Specialist training in assistive technology helps responsibility for users understand each item’s purpose and function. It also provides guidance in context managing their with their learning aims. own lines via the This helps the user be creative in their learning, reducing barriers to literacy and promoting use of assistive study inclusion. technology. Ofsted 2013

21 Speech and Language Therapy

Speech and Language Therapy is a new and exciting development for Weston College. The Speech and Language Therapist holds a broad, yet detailed, knowledge and has experience of working with a variety of people with speech, language and communication needs, creating innovative and effective resources to engage learners and ensure sessions are engaging and motivating.

peech and Language Therapy supports Learners who have used Speech and Language Speople who have difficulties producing Specialist Support say: speech, understanding and using language, with feeding, chewing or swallowing. Learners may be ■■ The support was good or excellent referred to Speech and Language Therapy if they ■■ They noticed an improvement in their speech, experience speech and/or language difficulties to language and communication

include specific communication difficulties which ■■ Their confidence increased impact on their ability to express their needs and ■■ Tutors, parents and friends have commented communicate effectively in their environment. on the improvement. Speech and Language specialist support programmes: The Speech and Language Therapist works in partnership with the personal tutors and delivery ■■ Maximise communication potential staff across the College to ensure the support ■■ Increase learning opportunities programme is embedded within all aspects of the ■■ Ensure that progress is carried into learners’ learner’s programme. The Speech and Language daily lives Therapist is able to go into sessions, speak to ■■ Boost learner confidence all concerned and work as part of the team.

■■ Increase tutors’/support workers’ confidence Our effective model does not provide just an and knowledge when working with learners with ‘assessment and therapy standalone session’ but is Speech, Language and Communication needs. integral to promoting inclusivity and independence.

22 Learners receive outstanding support. Ofsted 2013

23 Support for Learners on Higher Education Programmes Specific individual support is available to Weston College degree-level learners, who are eligible for Disabled Students’ Allowance (DSA).

his allowance is awarded to learners who have Types of support offered include: • A buddy to accompany learners at the start Ta Specific Learning Difficulty (SpLD or autism), a of their course to ensure familiarity with disability affecting mobility, a medical or mental health ■■ Assistive technology – learners who are surroundings and smooth transition to the condition. The HE Support team works closely with awarded the DSA are given assistive new environment. HE tutors to identify learners who may qualify for this technology to help them with lectures and allowance. From here they are guided through the other college environments. This might include Learners who are not eligible for the DSA may still process of identification, application, and setting up a laptop, an audio recorder, speech-into-text be granted exam access arrangements and all support in as timely a manner as possible. software, and training in how to get the most HE learners benefit from a tailored programme of out of the resources. academic study, provided by the HE support team

■■ Non-medical help – depending on their in their course tutorial. condition, learners might be granted a non- Feedback from learners in receipt of support this medical helper to assist them in accessing their year has been overwhelmingly positive: learning on the course. This includes: “Thank you to Weston College DSA team for the help • Study Skills Support to meet with them one or and support they have given me. I’m grateful that they more times a week to work on issues relating picked up and made me aware that I am dyslexic to the SpLD such as organisation of notes, time at the age of 27. I’m receiving higher grades due management, essay structuring and ordering of to support and it’s made me aware and helped me ideas, proof reading overcome worries I’ve always had regarding writing, • A mentor to meet with them one or more reading and comprehension.” times a week to work on issues relating “It has helped me to recognise that I can do this.” to the SpLD such as social interaction, “It’s helping me create much more organised method communication and imagination of working.” • A note-taker to attend lectures alongside the “Helped me to meet deadlines confidently.” learner to transcribe and record information “I am very happy with the help I have received.” spoken at speed for the learner to refer to “I couldn’t have passed my first year without it.”

24 I cannot speak highly enough of the support I have received.

25 Weston Bay Weston Bay is a residential training facility for learners on the autism spectrum. This pioneering new development for Weston College is the first of its kind in the UK and has already received plaudits from learners, parents and government.

eston Bay opened its doors in January 2013 or sharing accommodation with peers. Weston Bay Wand is already established as a crucial facility has a specialist tutor who works one-to-one with HE by learners, parents, professionals and agencies learners on the autism spectrum ensuring that they in North and throughout the region. In access relevant programmes at Weston Bay, including its first nine months, 60 Weston College learners social events. Once again, this provision is bespoke accessed the provision, which now receives and agreed between the learners themselves, the HE numerous national and international referrals. specialist tutor and the autism team at the Bay.

Weston Bay is conveniently situated on Weston-super- “The support provided in the college’s specialist Mare’s sea-front, between the College’s Knightstone centre for learners with autism spectrum disorder is and University Campuses. It has eight bedrooms and outstanding. The support of specialist staff, coupled four flats, allowing residents to get used to living away with residential facilities in an attractive building, from home by managing household tasks like cooking, prepares learners extremely well for independent living.” washing, ironing and cleaning in addition to developing Ofsted 2013 their social skills. Weston Bay also provides support with independent living, employability, accessing the community, study skills and mobility training in an environment where social skills are embedded throughout. Length of stay ranges from one night to three months, depending on individual requirements. All residents are learners on Weston College courses so their individual needs will have been negotiated with the specialist teams and College staff.

Weston Bay offers a wonderful opportunity for learners to progress onto Higher Education courses either at Weston College or at other universities in the UK. Intensive training in social and life skills can make the difference between success and failure when it comes to living in halls of residence

26 Going to Weston Bay has helped me to understand the challenges of independent living and how to overcome them, whilst also showing me how to access the community.

27 Programmes of Study for LDD Learners Foundation Learning is an outstanding area of the College and provides a number of highly successful, high-quality, programmes for learners aged 16-24 with LDD.

The programmes offer a flexible curriculum that Our learners have access to a wide range of “Learners with identified additional learning support enhances the learner’s experience and provides excellent, high-quality vocational experiences, needs are supported well through differentiated an excellent route to develop in preparation for specialist resources and accommodation across classroom activities.” Ofsted working life, independent living or higher level courses. all Weston College campuses, giving learners the opportunity to learn in appropriate contexts, for Learner feedback: The inclusive programmes of study are delivered by example, the hairdressing and beauty salons, Grove “It’s helped me to learn that if I put my mind to it I can professionally qualified and specialist LDD staff who Restaurant, Badgworth Arena, Sports Centre and the achieve anything and that is a lesson that is going to aim to instil self-belief and confidence in learners. The professional kitchens. stick with me for the rest of my life.” tutorial element is an integral part of the programme’s philosophy, encompassing the development of The programmes of study are further enhanced Karl progressed from Foundation Learning and has individual strategies, empowering learners to take throughout the year with opportunities for learners just completed his Foundation Degree in Music. responsibility for their own learning. This learner- with LDD to participate in additional sporting events, centred approach uses the College setting to provide overnight and week-long residential stays, educational The College’s Foundation Learning programmes have pathways to further study. visits, lunch-time activities and the end-of-year a 100% success rate. celebration events. The learners highly value these Foundation Learning comprises Pre-entry, Entry experiences and it is often the first step in discussing and Level 1 qualifications. All learners’ timetables their aspirations for the future. are personalised to meet individual needs, including a range of vocational options, personal and social “Learners with learning or physical disabilities make development, employability skills, work experience outstanding progress and can live more independent and independent living. Additionally, all learners work and enriched lives through the support, education and towards functional skills in Maths, English and ICT. training the receive at college.” Ofsted 2013 The learners may follow one of the following pathways or a combination of all three:

■■ Preparation for Work and Life

■■ Extension Studies

■■ Aspirations

28 He has a reason to get up now he is back at College. He certainly loves the teachers and I say keep up the good work. Parent 29 Preparation for Work and Life Preparation for Work and Life gives learners with complex LDD every opportunity to achieve their full potential. We recognise that enabling effective communication is extremely important and we are committed to ensuring that learners are at the centre of what we do.

Staff offer experience and specialist knowledge in the • Learning Partnership West following: • Social care providers

■■ Learner-centred approaches and practice • People First

■■ Communication and complex LDD, • Springboard Opportunity Group e.g. Makaton, PECS, TEACCH • Strawberry Line Café

■■ Learners on the autism spectrum, and The Preparation for Work and Life course complex LDD focuses on the transition into College and the ■■ Sensory curriculum development and delivery adult learning environment. ■■ Travel training Individualised Programmes ■■ Training in systematic instruction (employment job coaching) Each learner has an individual pathway which identifies areas for personal development and ■■ Transition and preparing for adulthood progression, and a personal tutor who is responsible ■■ Person-centred planning for all aspects of their learning programme. ■■ Positive behaviour management, and complex LDD Personal tutors will facilitate regular learner-centred reviews that will engage all relevant parties in ■■ Assistive technology reviewing progress toward: ■■ Speech therapy ■■ ■■ Working in partnership with: Supported living and housing • Parents and carers ■■ Developing friends, relationships and community • Community Team for People with ■■ Planning for good health Learning Disabilities ■■ Employment and supported employment • Schools, special schools, and independent This programme supports personal and social specialist providers development, and preparation for supported living

30 using a wide range of subjects. It also focuses on Preparation for Work and Life learners attend College developing employability skills and work placements between 9.30am-3.30pm, Monday, Tuesday, Thursday, My son is enjoying are a key element of the provision. and Friday. College very much. Functional skills in Maths, English and Information Technology are also embedded throughout the All his community timetable as well as the ability to explore different vocational and creative options such as: support staff have

■■ Hospitality noticed a big change ■■ Team building since starting ■■ Art

■■ Catering College, he is more ■■ Sport and team building confident and happy ■■ Swimming ■■ Introduction to animal care in himself. He is ■■ Life skills getting better with his ■■ DIY ■■ Theatre groups communication, using ■■ Introduction to health and social care his PECS at home ■■ News and media ■■ Digital music without prompts. ■■ Popular culture Keep up the good ■■ Horticulture work, it’s working!

31 Extension Studies The aim of Extension Studies is to help learners develop confidence in themselves by knowing and valuing their strengths.

e would like learners to practise using their Tutorials Work experience Winitiative in order to express their ideas and The role of a personal tutor is to help and guide the Learners begin work experience as soon as they feel carry them out. We will encourage learners to take learner throughout their time on the course. Every ready and negotiate placement details with their tutor. responsibility for what they do in order to achieve week learners will be expected to attend a tutorial Some start with half a day a week and build up from greater independence in adult life, future employment with their tutor where they will have the chance to there – others don’t start work experience until their and progression to other qualifications. tell him or her how they think they have been getting second year. on. As well as session changes, learners may want By the end of their course we hope that learners will to discuss other problems with their tutor – for The kind of work depends on the individual. It may be be able to make the right choices about their next example, difficulties with some of the students, that he, or she, has a clear idea of what they want to step in training, work or Further Education. Learners feeling nervous or unsure about work, or being do. Or it might be better for them to see what actually are given opportunities to try different vocational unhappy about something. happens in a workplace first, before we try to match areas to find out if they are suited to them and set them up with an appropriate experience – particularly goals for the future that they can realistically achieve Whatever the problem a personal tutor is there to talk if they’ve never been out to work. and work better with other people. with learners and listen to them.

This course is designed to address individual needs; “A wide range of placement options ensures learners therefore, no two timetables will be exactly the same. can sample a variety of jobs and make a more informed We aim to devise a timetable which suits the learner, decision about what they want to do when they leave rather than trying to fit the learner into a timetable college.” Ofsted 2013 designed by us.

32 You can choose from lots of subjects on your timetable so you always have lessons you like.

Building confidence Learner feedback: This pre-vocational course helps learners increase “I have really enjoyed being on Extension Studies and their confidence and personal strengths, while have made lots of new friends.” developing a vocational focus in preparation for “I was worried about coming to the course because I’d further education, training, and employment. been out of school for a long time, but I made friends It’s tailored for each individual, and learners can straight away.” explore different vocational areas including: “My work experience really helped me know what skills I ■■ Animal care need to get into work.” ■■ Graphics

■■ Hair and beauty Parent feedback:

■■ Horticulture “The Extension Studies course and the team who support it are a great support to both my daughter ■■ Health and social care Transferable skills like problem solving, decision and myself.” ■■ Construction making, organising, and working as part of a team, are ■■ Catering “Kyle’s first year was very inspiring, he was happy and a major part of Extension Studies – particularly group eager to learn all you have to offer.” ■■ Motor vehicle work and team building sessions, which often lead to ■■ Team building residential experiences. “Staff have been amazing, he has grown in confidence

■■ Music which has enabled him to take part in state education We encourage learners to organise tasks which for the first time in eight years, this would not have been ■■ Photography test their ability to collaborate with peers, and to possible without the support he has received.” ■■ Cycle maintenance communicate with people inside and outside of

■■ Performing arts College, solving problems and making decisions, accordingly. Also, every summer we organise an Extension Studies residential. Learners have a week away with their peers, behaving in an appropriate and adult fashion outside the home. For example, they co-operate with others by sharing accommodation, and buying, preparing, and cooking food. Importantly, most of the trip is organised by the learners themselves.

33 Foundation Learning Case Studies

Jamie Woodward Lois Shearer Jamie chose Foundation Learning to experience a range of different subjects Lois has completed two years on Extension Studies. In that time, she’s improved and choose a career path, while improving his independent living skills. After her literacy and numeracy skills, tried many different subjects, and completed a very successful work experience in a garden centre (he was, later, given a number of work experiences with the young and older people. Lois has also paid employment), he’s chosen horticulture as a potential career. Jamie has developed her social skills, confidently presenting information to other learners. grown in confidence over the year to such a degree that he was elected learner All these skills will ease her transition to a higher level course. representative for the course, and has done a remarkable job in communicating peer views to the learner council. “The staff are very friendly and helpful in lessons and I have enjoyed my time on Extension Studies. I now “Weston College understands learners’ needs and think I am ready to move onto a higher level course helps them achieve a good qualification which makes in Health and Social Care.” the Foundation Learning programme so good.” What next? What next? Lois will soon start a Level 1 Health and Social Care course to increase her Jamie is due to move to a Level 1 course next year. His goal is to become a experience and knowledge in working with children. She hopes to go on to professional gardener and he aims to complete an apprenticeship in a residential a Level 2 Child Care course the year after. college to do just that, using his new-found academic and independent living skills to the full.

34 Daniel Berney Lewis Fewings Daniel has had a wonderful year in Extension Studies. He has a particular talent “The Preparation for Work and Life course is good in music and because of this, has taken part in the Level 2 Music programme as an infill learner. Dan has worked on his confidence and independent living skills because it has supportive staff. The course has throughout the year, and is well prepared for higher level study next year. This is improved my life skills and helped me to feel confident a testament to hard work and an excellent attitude to his studies. crossing roads and catching the bus. I feel far more What next? confident doing new things and meeting new people.” Dan will move to a Level 2 course in Music next year. He is a talented pianist and wants to widen his general musical knowledge, as well as prepare for a What next? career in the music industry. Lewis is progressing onto the final year of Preparation for Work and Life. Through learner-centred reviews, he has identified a desire to continue developing his confidence and ability to travel independently. Lewis will be supported to find another retail work placement, with the aim of gaining paid work.

Teachers and support workers work seamlessly together to develop learners’ skills through a variety of stimulating activities. Ofsted 2013

35 Aspirations Aspirations is a new programme of study specifically developed for learners on the autism spectrum who are aged between 19-24 years, and is delivered at the Weston Bay residential training facility.

any of the learners on the course already have This individualised programme is delivered over one Mexcellent academic or vocational qualifications, year, where learners can choose to study specific but have found accessing employment or independent elements according to their needs. Alongside the core living very difficult. They lack the social skills, elements is the option to develop their employability confidence and understanding to progress further. skills and undertake work experience placements. Learners may also access other study options with a These learners have little, or no, understanding view to following up the year with a higher level course of what’s required of them in a work setting. They in a vocational area of their choice. lack work socialisation skills because they have no experience, and the areas affected by autism are Learner feedback: social communication, interaction, and imagination. “The most useful skills I have learnt since starting on my course are listening to other people’s points of Our aim is to provide support which can help learners view and learning about the different jobs that might be understand how their disability impacts on their right for me. I am also learning independent living skills learning, and how they can work with specialist at Weston Bay.” support staff on a curriculum of employability and independent living skills which addresses their needs, aspirations, and vocational focus. Development of self confidence, independence, and social skills is integral to the success of the Aspirations programme.

36 The Aspirations course is helping me learn how to write CVs and fill in applications and prepare for job interviews.

37 School Link Entry Level Programmes These programmes are aimed at learners currently studying in years 10-13 and working at Entry Level. Learners travel from school to College between 10am and 2pm on Wednesday or Friday.

earners experience a number of vocational subjects Learner feedback: Lwithin a college environment to help them make an 92% of our link learners say the programme is good informed choice for future progression. They choose or excellent. a different option each term, using the specialist vocational facilities, classrooms, and workshops. “It was really fun.”

We also offer a programme for learners with complex “It was interesting because we got to meet new people.” LDD. This group follows a sensory curriculum incorporating art, communication, music, and cooking. School feedback: “Kayleigh loves her days at College and always puts in Transport for this programme is the responsibility of 100% effort. She can easily be forgotten because she is the school and learners are supervised at all times. so independent and sensible. She’s also really looking forward to coming to Weston College and has said that The College and school staff will work together to she has no worries about starting in September, which deliver these learning programmes. They provide shows how well the Link course works.” an excellent opportunity for learners to experience Teacher – Baytree School. College study, ensuring a seamless transition from school to College.

The College has excellent links to local schools (including special schools), and ensures potential learners benefit from a comprehensive familiarisation programme before enrolling on a course of study.

38 Transition Programmes Moving onto Further Education is a big step for all young people, particularly for those with LDD. At Weston College, we arrange thorough and individualised programmes to ensure the transition is seamless.

ur transition programmes Transition periods can last from a month to as much Ocould include: as a year. Each programme is arranged and agreed on an individual basis with each school, specialist Meetings with the learner, parents, carers, school provider, or external organisation. It is our experience staff and external agencies, to establish a close that this planned transition into College plays a liaison and a partnership approach significant role in learners being able to access Weston College successfully. ■■ School or specialist provider observations

■■ Attending school review meetings and Similarly, transition programmes support learners multi-agency meetings to transition out of College and into the next phase

■■ Planning a personalised transition programme of their development – further training, higher with the learner education, supported or paid employment, and independent living. ■■ Familiarisation days and taster sessions

■■ Collaboration with relevant agencies “Arrangements to support learners joining and leaving

■■ Access to Entry and Level 1 Link programmes the programme are outstanding.” Ofsted 2013 as appropriate Personal advisers liaise closely with the specialist ■■ School visits staff at College to ensure a smooth transition for ■■ Specialist support vulnerable learners.

■■ Initial Needs Assessments to gather Learner feedback: full information “I found it really good that I could meet some of the ■■ Diagnostic assessments staff before I started my course and get to know the College and the different areas.”

39

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Local authority transport Some LDD learners may be entitled to free transport to College provided by the local authority, if they’re under 19 years old and live more than three miles from Weston College.

For learners over 19 they can apply for the Vacant Seat Payment Scheme (VSPS) which provides access to this transport at a concessionary price. VSPS is not guaranteed and learners may have to be transported to a pick-up point. It costs around £450 a year.

Transport options are discussed during the application and interview process. Weston College liaises closely with the local authority and parents and carers are kept up to date with arrangements, prior to learners commencing their course. By bus – discounted bus travel Learners who can travel independently can buy a bus pass (£55 a term) which allows them to travel seven days a week, with up to four daily journeys within North Somerset and Bristol.

40 Additional Costs and Financial Support Learners should bring a folder and stationery with them when they start college. Lockers are provided for files and equipment. They can buy drinks, snacks, and hot meals from the College Bistro or, alternatively, bring a packed lunch.

oundation Learning programmes encourage College bursary Flearners with LDD to take part in challenging sports Learners can apply for the bursary to get help with events, overnight and week-long residential stays, costs, if their household income is below £32,000 a educational visits, lunchtime activities, and end-of- year. We can help your son or daughter apply for the year shows. Overnight stays cost between £35-£50, bursary over the summer or in September when their and summer residentials (3-4 nights) cost between course starts. If successful, they’ll receive money £150-£300, depending on chosen activities. once a term, and have their Spring and Summer term bus pass paid for. Learners from families with an These additional enrichment activities are real income below £11,999 a year will also get help with confidence boosters and, so far, every full-time buying lunch. learner has said they enjoyed their additional trips and residentials. Your application will need to be accompanied by evidence of your household income (letters from the Learner feedback: Inland Revenue, pay slips, or bank statements, etc). “The residential to Goblin Coombe helped me make friends.”

“After the residential to Goblin Coombe I wasn’t worried about moving up to College anymore.”

For more information, or if you’d like help with applying for the bursary, please call 01934 411513, or email [email protected]

41 The course has helped me in my role as an LSA in a primary school by giving me confidence and a greater understanding of working with children with learning difficulties.

42 Professional Courses Weston College has an excellent reputation for working with learners with LDD. We are the only UK centre to offer support staff a career structure, with specialism, to graduate level.

n their inspection of the College in 2013, Ofsted Ihighlighted the outstanding and highly qualified Level 3 Award in Supporting People with LDD team of staff, stating that “support workers are highly experienced and very well qualified, with specific We offer a work-based Level 3 qualification for Learner feedback: areas of expertise”. staff who are supporting people with LDD across “The course has given me confidence to progress the sector. It’s ideal for people who want to gain a onto other courses – I am looking at enrolling on a We offer a range of courses to staff working within professional qualification within the learning disability Foundation Degree now.” the LDD field to provide them with the opportunity field and/or want to progress on to Higher Education to professionalise. courses. Applicants must be working or volunteering “I found the course relevant to my role – it was for at least 10 hours a week. interesting to listen to other support workers dealing with the same situations as me and how they handle The aim is to give learners an introduction to the given situations.” role of support work – how to empower people with LDD, and to differentiate effectively – as well as the historical context. Learners will be introduced to a range of support strategies and given an introduction to assistive technologies.

Assessment is by observation, presentations, written reports, and case studies. Also, a portfolio of evidence will be produced.

The course costs around £400 and runs for three hours (one evening) a week over 18 weeks at the Knightstone Campus. For more information please email [email protected] or call 01934 411 558

43 An innovative Foundation Degree that aims to support the new inclusive agenda for learning difficulties and disabilities. Programme Leader

44 Foundation Degree (FdA) in Inclusive Practice

The College launched its work-related Inclusive Course structure and content If you want to progress to the Honours top-up stage, Practice Foundation Degree (FdA) in 2007, and adds Taught sessions take the form of formal lectures, you’ll also need Maths and English GCSE at grade new specialisms each year. We recently received the group seminars and practical work. You’ll study the C or above, or an equivalent qualification. You can prestigious Beacon Award for work in this field. following modules: study these qualifications alongside the Foundation Degree (at a cost), but it’s an advantage to have the “College is excellent. Studying here has enabled me to Year one qualifications before starting the course. get to where I want to be and my degree has helped ■■ Positive Interaction with Learners me to adopt an inclusive approach in my work. The Progression ■■ Thinking and Learning College has enabled me to further my career.” On successful completion of the Foundation Degree Specialist Support Instructor. ■■ Contributing to the support of people on the you could progress to the BA (Hons) Education in Autism Spectrum Professional Practice. Alternatively, this course will “The Foundation Degree in Inclusive Practice has ■■ Voice of the Learner prepare you for a variety of careers working with allowed me to work in an area of specialism and people with LDD. provide me with the knowledge to work with learners Year two on the Autism Spectrum and ensure their success ■■ Supporting where they have previously failed.” ■■ Mental Health Jenny, Specialist Tutor. ■■ Autism Spectrum Conditions and Communication skills

■■ Independent Study

■■ Professional Practice Entry requirements Offers will usually be based on a UCAS tariff of 120 points. At your interview, you should demonstrate how you’ll benefit from studying this Foundation Degree course, and that you can reach the required standard. You’ll need access to an educational or social context for children, young people, or adults who have additional support requirements, through paid or voluntary work.

You’ll be assessed individually. If you don’t meet the entry requirements, previous experience might be taken into account. How to apply Please call the HE unit on 01934 411 409, or email [email protected]

45 The books on teaching methods and education in LibraryPlus are excellent and have helped me excel in my course. Staff have also been extremely supportive and I’ve had a very rewarding experience at the College.

46 Master’s Degree (MA) in Education

Our MA in Education scores 100% for retention and Location: Knightstone Campus. Delivery achievement, and is still the only programme of this Why choose this course? Five taught sessions followed by individual tutorials. level to be run in the FE sector. Taught sessions take place on Wednesday evenings The MA at Weston College – in partnership with the between 5pm-7pm. University of the West of England, Bristol – offers a flexible, part-time study route for practitioners in Assessment education. This modular programme can be spread Module assignments and final dissertation. over five years. Entry requirements ■■ We aim to produce critically reflective Applicants normally have: practitioners with a deep understanding of their subject, and link theory to practice ■■ An Honours or pass degree. through evidence-based research. ■■ QTS or CertEd, plus several years of ■■ Staff have wide-ranging experience. professional practice. You can choose from taught modules, or work- ■■ A teaching qualification such as CertEd or based action enquiries, independent study, PG Cert FHAE, plus professional practice. or portfolios of professional development.

■■ You can use credits for modules studied Progression Gill says: previously (e.g. M Level in the PGCE or QTS). After the PG Cert, learners can continue their studies “I work at the College as a senior tutor and lecturer in ■■ You can take single modules and build at the University of the West of England, Bristol. Biological Science. I’m also the tutoring and mentoring credits without committing to full MA (PG To get their MA, candidates must complete a co-ordinator on the College’s quality team and my Cert 60 credits, PG Diploma 120 credits, further 120 credits – 90 of which are compulsory Master’s dissertation will be based on aspects of this Full MA 180 credits). (15-20,000-word research dissertation). Anyone new role.” holding a PGCE QTS will gain AL for 30 credits. Course structure and content If you don’t have QTS, you can choose a What’s next? The programme requires candidates to complete module to gain the additional credits. “I’d like to build on the knowledge I’ve gained studying 180 credits of study, of which the first 60 credits are for the Master’s by conducting my own research.” gained at Weston College. These two modules help you achieve the PG Cert, and include demonstrating learning from experience (30 credits), and independent study (30 credits).

How to apply Please call the HE unit on 01934 411 409, or email [email protected]

47 Learners benefit greatly from the Deaf Awareness culture of respect, hard work Training Programmes and enjoyment that permeates Weston College runs a nationally recognised Level 1 the College. Award in Deaf Awareness and Communication. This qualification helps learners understand how Ofsted 2013 deafness and deaf blindness affect communication, and teaches basic communication with deaf people. No prior knowledge of British or Irish sign language is needed. To gain the full Level 1 Award, learners are required to complete two units including:

■■ Deaf and Deaf Blind Awareness – theory

■■ Communication Tactics with Deaf and Deaf Blind People – practical

If you represent an external organisation and would like to provide your staff with some excellent training opportunities (bespoke courses can be arranged) please call 01934 411 558 or email [email protected] for further information.

The 12-week (two hours a week) course costs £177 per person, and is held at the Knightstone Campus. For more information, call [email protected] or call 01934 411 558

48 British Sign Language

We offer the Level 1 and Level 2 Awards in British Sign Language (BSL) for communicating with deaf people in everyday situations.

Assessment is by practical exercise. Successful candidates can progress to the Signature Level 2 Certificate in British Sign Language.

Level 1 is divided into three units (can be taken separately) including:

1. BSL introduction 2. Conversational BSL 3. Communicate in BSL about everyday life

The first unit is internally assessed. The other two are assessed by the Signature examination board. To achieve the full Level 1 Award, you need to pass all units. Level 2 The Level 2 Award allows learners to hold longer and more varied conversations about real life, routine, and daily experiences. The learner will be able to deal with most routine communication, and understand enough grammar to cope with some non-routine communication as well, plus regional sign language variations.

Level 2 is also divided into three units. All must be completed for the full award.

The 32-week (two hours a week) course costs around £210, and is held at the Knightstone Campus during the evenings. For more information call [email protected] or call 01934 411 558

49 Working in Partnership We have developed effective partnerships with a wide range of organisations locally and nationally, which has allowed us to share our excellent practice and enhance the experience of learners with LDD. We continue to be involved in a range of national projects with the Autism Education Trust (AET), Jisc and specialist colleges to deliver LDD training.

What do our partners say? Marie Horton, North Somerset Leila Bolitho – LDD Specialist Barbara Titmuss – Weston Council, 14-19 Partnership Advisor, Learning Partnership College Advanced Practitioner Advisor, Children and West Young People’s Services “Weston College has been closely “Within the south west, Weston involved in the Ambitious About “Weston College has a national College is far more progressive Autism national campaign – reputation for the ground breaking, and innovative than other colleges, ‘Finished At School’. This aims innovative work to meet the needs of young people. ensuring inclusivity is at the heart of their delivery. to secure better educational options for all young An example of this work is the fantastic facility at The individualised programmes that are developed people aged 16-25 on the autism spectrum to enable Weston Bay and the innovative Inclusive Practice are bespoke to ensure the students’ needs can be them to develop skills, gain employment, live more Foundation Degree. Together, these are examples of met locally and are delivered by highly qualified staff independently and ultimately to live the life they the real commitment Weston College has to meet the who have specialised within the LDD field.” choose.” Barbara Titmuss and a learner highlighted needs of learners with LDD in North Somerset and it’s the success of the specialist support for learners on long term partnerships with many organisations.” “Links to specialist provision and support agencies are the autism spectrum at Weston College as part of the very strong.” Ofsted 2013 campaign. MPs, including Sarah Teather, Minister of State at the Department of Education, said the College was an example of good practice and the way forward for autism provision in Further Education. Weston College was the first college to sign the charter of this national campaign.

50 Excellent links to employers and other educational institutions including the provision of awareness training and support for employers, ensure learners sustain employment or further study. Ofsted 2013

Julie Cockle – Parent Dr Jane Tarr – FdA Inclusive Practice at compassion, that Weston College has for young Weston College people on the autism spectrum; specifically this “It was a very scary time for services enables people with Autism to achieve their not only my son but our whole “Weston College working in partnership with UWE considerable potential by minimising the challenges family, because his condition had Bristol developed this fully inclusive and innovative and struggles whilst maximising existing strengths or never been recognised. We were programme in 2007. Tutors from Weston College teaching new skills. An individualised approach with worried as he was becoming more and UWE Bristol have enjoyed working together a shared understanding and team approach offers isolated and depressed. I spoke to Barbara Titmuss at to maintain the high quality of this programme. consistency which is vital.” the College purely to talk about learning life skills and I Recent innovations have seen the addition of thought that this might be something which we could studies about learners with mental health concerns. Hannah Skinner – Transitions hopefully get my son interested in. This demonstrates staff capacity to respond to the Social Worker Community needs of the students to maintain a programme that Team for People with Learning “I’m so glad I did come to Weston College, because is current and relevant. Disabilities (CTPLD) after meeting Barbara within five minutes I felt as though not only did she understand where I was coming from “The enthusiasm and motivation of the senior staff at “Just wanted to thank you and all but I was convinced she’d met my son. She then met Weston – Barbara Titmuss particularly – leading the the College tutors for inviting me with Shane and it was amazing, it felt like Barbara programme, ensures that students are able to enjoy to reviews recently, which I have been very impressed was the only person after 16 years who said ‘yes I and successfully complete their studies.” to see are being run in a person-centred format. understand what your problems are, I understand the They have been really positive and I feel have hugely condition’ and more importantly she was willing to help.” improved our joint working relationships making our Dr Kate Chapman – Clinical Psychologist support outcomes much more joined up.” “Having worked with people on the autism spectrum for many years, I have been impressed by the level of skill and expertise, alongside understanding and

51 School’s Minister praises Weston College David Laws commends high-quality education and provision for pupils with LDD

chool’s Minister David Laws paid tribute to the “It’s pleasing to see so many initiatives being Swork of Weston Bay, on a visit to Weston College’s pioneered here, particularly those in regard to Special bespoke facility for learners on the autism spectrum. Educational Needs. From what I’ve seen, it’s obviously having a big impact and the support for such learners The Liberal Democrat MP for Yeovil spoke to is excellent. learners, staff and toured the facilities, which include accommodation designed to help learners with the “The Government’s educational aim for FE is about transition from home to university. creating very high quality provision for 16-18 year-olds. We are also encouraging young people to continue Dr Paul Phillips OBE, Weston College Principal and to Higher Education in their home town without Chief Executive, welcomed Mr Laws and introduced compromising on quality. In these two areas, Weston him to Jacqui Ford, Assistant Principal (Strategic College is definitely ticking the right boxes.” Partnership and Curriculum Development) who is I’ve been really responsible for LDD provision. Dr Phillips said: “The meeting with David Laws MP provided an opportunity to discuss the progress of impressed by the He asked learners about accommodation, transport, the whole College but in part to report concerns both course provision and how they have been supported locally and regionally with regards to the method fantastic range of by Weston College. for supporting young people and adults who have Learning Difficulties and Disabilities.” Josie Ewers, who is studying for a BA Honours provision at Weston degree in Art and Professional Studies, told Mr Laws College, and it she came to the Weston Bay facility for a trial period of two weeks. “I ended up staying for three months,” just shows what a she said. “I found the staff to be very nice and helpful from day one.” college at its best After the visit, Mr Laws praised the College. He said: can achieve. “I’ve been really impressed by the fantastic range of provision at Weston College, and it just shows what a college at its best can achieve. David Laws, School’s Minister

52 53 Further Information and Support

Foundation Learning programmes e: [email protected] t: 01934 411 575

Transitions programmes e: [email protected] t: 01934 411 575

Weston Bay Residential Training Facility e: [email protected] t: 01934 411 570

Additional Learning Support e: [email protected] t: 01934 411 558

HE programmes e: [email protected] t: 01934 411 409/403

Other LDD professional qualifications e: [email protected] t: 01934 411 558

54 Supporting you www.weston.ac.uk [email protected]

Weston College Knightstone Campus Weston Bay Knightstone Road, Weston-super-Mare, BS23 2AL. 2-4 Clevedon Road, Weston-super-Mare, North Somerset, BS23 1DG. 01934 411 411 01934 411 570

Weston College University Campus [email protected] Loxton Road, Weston-super-Mare, BS23 4QU.

01934 411 600

Weston College South West Skills Campus Locking Road, Weston-super-Mare, BS22 8NL.

Construction and Engineering Centre of Excellence

01934 411 777

Business Enterprise Centre

01934 411 594

Disclaimer. Whilst every care has been taken to ensure that all the information contained within this guide is accurate at the time of printing, Weston College is continually evaluating its services to meet the needs of learners. As a consequence, training, resources and facilities may be subject to change without prior notice.

This guide can be found on the College website (www.weston.ac.uk) and can be made available in other formats – please call 01934 411 411.

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