Welcome to Springfield Part of Learning for Living and Work at Oaklands College

Why choose Oaklands College?

We are committed to ensuring that our students reach their full potential.

We will focus on not only what they need to be successful on their course but what they will need to be successful in their future. We will ensure that our students achieve the best that they can by looking at their individual needs and ambitions, by listening to what they tell us about their experiences, and by providing them with the best possible learning environments.

Zoe Hancock, Principal

Welcome to Springfield

Springfield is a specialist provision catering for an exceptionally broad range of need. As Head of Department, I am proud to say that the range of need we are able to cater for makes us a unique provision in the country.

In 2016-17 we will have 92 students on role, making up 12 classes, and a staff team of over 100. This comprises 16 teaching staff, 2 Learning Disability Trained Nurses and 2 Nursing Assistants, an Osteopath, a Speech and Language Therapy team (accessible dependent on funding) and 85 Support Staff.

Springfield offers a wide variety of programs in which all students are targeted on an individual basis. All programs fall in line with RARPA expectations. RARPA is the equivalent of Ofsted for non-accredited learning. This means that at Springfield, students will be working towards developing their skills around:

Communication Social Interaction

Behaviour Independence

English, Maths and ICT

All programs are designed to support students in a way that is appropriate to their learning style and ability as an individual and support the outcomes detailed in Education Health and Care Plans.

We are an established and experienced provision with a long and successful record of working with some of the most challenged young people in the district and neighbouring boroughs. In January 2015 we received Accreditation from the National Autistic Society. Among the strengths highlighted were: ‘Each student is dealt with on an individual basis as opposed to size fits all. Initial assessment is rigorous, identifies needs and informs planning. There is a variety in program offers, catering for differing abilities and a wide range of resources are used, based on individual need’

On behalf of my staff team, I would like to welcome you to Springfield.

Kerry Lowe, Head of Department

The Campus

The campus, shared with the mainstream students, covers nearly 300 acres and has an equine centre with possibilities for Riding for the Disabled. Formerly an agricultural college, the rural and picturesque campus retains some of the feel and space of its previous incarnations with large open green spaces for grazing cattle. The College’s Mansion House, an 18th Century building, was recently invited to be a destination for part of the St. Albans Heritage Open Days. Springfield

Springfield is part of the new Discovery Centre on the Campus in Smallford. Opened in 2012, the Discovery Centre has received a RIBA East Regional Award, which aims to recognise buildings that set the standard for great architecture in the UK.

The Springfield part of the Discovery Centre is a purpose built provision that has 4 large bedded changing areas, complete with hoists and showers, a small sensory room and is a secure area with swipe card doors. All classrooms have new and modern fixtures and fittings and up to date ICT facilities. We have use of a skills teaching kitchen with height adjustable sink and tables and have a large communal hall area that doubles as a classroom for some of our PMLD students. We also have access to the new sports hall and gym attached to the Discovery Centre and shared use of the new astro-turf pitches opposite the building. We have shared use of poly tunnels for gardening and access to small animal care and some limited access to horse riding.

Learners that require medical intervention/administration whilst at Springfield will have access to a fully trained nurse or nurses on site throughout their day.

For students with an identified need and allocated funding we can provide holistic therapies and physiotherapy as well as speech and language therapy (SALT) sessions supported by Springfield staff.

Staff are fully trained in:

Gastro feeding Disability awareness

Epilepsy medication administration Understanding autism

Health and safety Managing challenging behaviour

Makaton Moving and handling

And much more besides.

‘We are very pleased with the progress our daughter has made over the last year. Thank you Springfield.’ Applying for a course at Springfield

As we are a specialist provision, our application process is different to that of the rest of the college.

STEP 1 STEP 3 STEP 2 Initial enquiry made From the observation, We contact the by connexions adviser, assuming we feel we social services, or the school/service can meet the young persons current provider to arrange an individual’s needs,

school or observation visit to dates are arranged for see the young person taster sessions to be provider. in a familiar held at Springfield for environment. a more formal Parents/carers are assessment. invited to visit for a

tour of the provision

Following a successful formal assessment, we would then make an offer of a full time place for the next academic year (subject to funding). It is up to the parent/carer to choose whether to accept this offer. Where necessary, we would work together to accommodate longer transitions to ensure any placement is successful.

In the unusual circumstances that we felt we could not meet an individual’s needs, we would work with parents, carers and associated professionals to identify a more suitable placement.

Please use the contact information at the end of this document if you have any queries.

We have a wealth of experience and are well aware of how the move from school to college can be a difficult time for parents and carers, as well as for students. Moving from the long term security of a school placement to a relatively shorter term college placement can be unsettling. We can offer advice and guidance and act as a link between parents and social workers, connexions and transition teams. The system can be complicated but we are here to help.

Tutor Groups

Following on from our thorough initial assessment, students will be placed in the most appropriate tutor group. We have 12 streamed tutor groups and aim to match students by their needs, strengths and abilities to join the most appropriate peer group. Encounters students require significant levels of support and a full sensory curriculum. Young Person Program students are functioning at a much higher academic and cognitive level and are able to work more independently. Access students are at a similar cognitive level to those in the Young Persons Program, but make use of assisted communications technology. The Focus Provision runs alongside our other tutor groups and is also streamed by ability, from Focus 1 to Gears.

Progression of Courses

Pages • Encounters 10 +11 Page 18 • Focus Provision

Pages • Core Skills 10 +11 Focus 1 • Focus 1 Pages • Choices 12 +13 Waves • Waves Pages • Options 12 +13 Shores • Shores A Pages • Foundation A 14 +15 Shores • Shores B Pages • Young Persons Program B 14 + 15

Pages • Access Gears • Gears 15 + 16

‘We felt that we were working on partnership with College and that our views and ideas are valued and listened to, and our suggestions are implemented where appropriate.’

‘Class team and SaLT team really took the time to look past the behaviours and see the person. They worked out what made him tick.’ What will I learn at College?

We aim to provide an environment where individuals enjoy education and want to engage in learning, where new skills can be developed and current skills maintained and where every person feels important and valued. All students will follow the timetable and activities of their tutor group, but will be targeted individually towards achieving the Aims and Outcomes described in their EHCP.

Springfield and Supported Learning are accredited by the National Autistic Society, which highlighted how students are treated as individuals, rather than following a ‘one size fits all’ approach.

All courses are designed to support the student to develop their skills in a number of key areas at a level that is appropriate to their ability:

Receptive and Expressive Communication Skills

All students are supported and encouraged to develop their communication skills in all activities. We have Makaton Champions to support the use of signing skills and work closely with onsite Speech and Language Therapists to develop the use of augmented methods of communication such as PECS symbols, pictures, iPads, Voca’s and Eye Gaze. Students are supported to develop their ability to request help, make clear and consistent choices, express their feelings and to follow instructions.

‘Staff have been amazing and so pro-active in helping R express his needs in an orderly fashion and have helped us as a family too.’ Social Interaction

Students are individually targeted towards developing their working relationships and peer- to-peer interaction. Activities are structured to facilitate opportunities for working co- operatively, gaining confidence, listening to others and participating in group activities. Students will be encouraged to interact with staff and peers, in order that they become and feel a valued member of the group celebrating their own and others achievements. We have a large team of Herts Steps Instructors who support students to develop self- management and self-regulatory behaviours.

Self Help and Independence

This is a key aspect of all programs at Springfield. Increased confidence and ability to manage everyday tasks such as taking care of belongings, preparing simple meals and self- care skills form a basis of the support given to develop independence in daily living activities. Staff are skilled at the gradual withdrawal of support, encouraging further independent activity. Photographs, pictures, PECS symbols and other communication resources are employed to support the development of learning skills.

Work Skills

Where appropriate, students are encouraged to participate in a variety of work experience based activities to develop employability skills. These include running fund raising tuck shops, pop up café’s, the Springfield Gift Shop, Sam’s Nail Bar, working with the nursing and office teams and enterprise projects. Activities provide opportunities to enhance money handling and coin recognition, working for increased periods of time, fine and gross motor skills, working with others and functional literacy, numeracy and ICT.

What’s next?

Dependent upon the funding that is available, students may be able to move onto higher level programs at Springfield or Supported Learning, continue their education at a different college or access opportunities within their local opportunity.

Encounters and Core Skills

Who is this Encounters and Core Skills is intended for students who need a curriculum offering sensory input, course for? familiarity and routine. Activities within the sessions will be working towards improving communication strategies, understanding of cause and effect, basic independence skills, and developing and improving fine and gross motor skills. We will also work on literacy and numeracy through a sensory means at appropriate levels for each learner.

Encounters students may need more time to process and to respond than Core-skills students. Currently Encounters have a very high level of physical/health needs and require nursing input on a daily basis. Core Skills offers exactly the same sensory based curriculum as Encounters, the difference being that these students have a quicker response time to what is being asked of them.

Objects of reference, sign language, symbols and photographs will allow students to use all supportive communication aids where appropriate.

It is assumed that most of the learner group will have a high level of care needs. This will be incorporated into the learning process.

Activities Skill Development

Sensory art Making choices, gross and fine motor skills, cause and effect/ICT, working with others, problem solving, communication strategies, numeracy.

Cookery Communication – both receptive and expressive, choice, cause and effect (Deron switch)/ICT, fine motor skills, turn taking/anticipation of turn, sequencing, literacy (use of objects symbols and photographs), working with others, problem solving, numeracy. Intensive interaction Communication, facial regard, choice, listening skills, acceptance of social touch, working with others, awareness of self, tracking skills. Sensory/Interactive Communication, choice, cause and effect (use of Big Mac and Deron switches), turn stories taking/anticipation of turn, literacy (use of objects symbols and photographs), spatial awareness, listening skills, problem solving, tracking skills, switch work, social skills,

working with others. Sound about Communication – both receptive and expressive, choice making, turn taking, social/ interpersonal skills, fine and gross motor skills, working with others, influencing response from another, Improving own learning, independence skills, attention/participation, problem solving, concept building/cause and effect, recognition of self, literacy (Photos/O of R/symbols), ICT, Spatial awareness, Switch work Drama Communication – both receptive and expressive, choice making, turn taking, social/ interpersonal skills, fine and gross motor skills, working with others, influencing response from another, improving own learning, independence skills, attention/participation, problem solving, concept building, recognition of self, literacy (O of R), ICT, spatial awareness Communication Communication – both receptive and expressive, choice making, turn taking, social/ games interpersonal skills, fine and gross motor skills, working with others, influencing response from another, improving own learning, independence skills, attention/participation, problem solving, concept building, recognition of self, English (O of R), ICT, Maths, spatial awareness ICT Communication (switches, cards, object of reference (O of R) and symbols), choice making, turn taking, fine and gross motor skills, working with others, influencing response from another, improving own learning, independence skills, attention/participation, problem solving, concept building, recognition of self, literacy (Pictures as O of R), ICT, numeracy (measuring), cause and effect

Choices and Options

Who is this Students with a severe learning disability requiring significant assistance to access the curriculum course for? but capable of engaging in more formal activities that will encourage basic independence skills where appropriate. Options students have a higher starting point of expressive and receptive communication and are able to function at a higher cognitive and academic level than Choices students.

The main aims of this course are to promote basic independence, develop choice making skills through the use of pictures and symbols and to develop the students individual communication strategies using Makaton, PECS, Eye gaze and other assisted communication technologies. Where appropriate, students are empowered through switch work and expressive communication strategies to exercise control over their own environment, allowing them to make meaningful choices.

All students are supported and encouraged to develop simple independent living skills such as basic food preparation and self-help skills. There is some opportunity for accessing activities in the local community.

Activity Skill Development Target Setting Students will be involved in planning out their activities each day and helping to record what they have achieved. Pictures, photos and symbols alongside assistive technology may be used to support this. Shopping In house ‘shop’ when community access is not available, exchange of communications between others, handling money, literacy and numeracy, basic independent daily living skills, choice making. ICT Communication with others, choice making with the use of pictures, symbols, sign language, understanding of cause and effect, working with others, turn taking, social skills, awareness of others, being part of a group, using switches to operate a smart board if required.

Fitness & Team work, following instructions, physical fitness, self-regulation, communication, fine and wellbeing gross motor skills, taking care of belongings, self-care, choice making. Exercise/physio Where appropriate physio/exercise programmes will be devised and supported by the programmes holistic therapist. Enterprise Work skills, choice making, literacy and numeracy, social interaction, collaborative working, Projects self-expression and communication skills. Cooking Group work, individual work, fine motor skills, peer to peer interaction, daily life skills, literacy and numeracy, choice making, healthy eating, helping others, basic independence skills (finding items required, giving out equipment to others), the use of switches to operate equipment if required. PHSE Personal health, personal safety, social relationships, daily living skills, self-care, social skills. Art and Crafts Self-expression, collaborative working, communication, literacy and numeracy, choice making, leisure interests Gardening/indoor Fine and gross motor skills, employability skills, peer to peer interaction, safe working, Outdoor awareness of others, choice making, functional literacy and numeracy Drama and Students will take part in a multi sensory story/drama session with opportunities to work Sensory Stories with different sensory materials and take part in simple role play as appropriate. Animal Care *New for September 2017* From September we will have access to our own Small Animal Care unit where students will have the opportunity to learn about animal husbandry. Students may choose to help feed and clean small animals . there may also be the opportunity for horse riding if appropriate.

Music Students will take part in a music session taking turns in action songs and also choosing music for others to listen to.

Foundation and Young Persons Program

Who is this These courses are for school leavers with severe learning difficulties who need a secure, course for? accessible introduction to college life. Learners may have a range of needs and disabilities including physical disabilities, challenging behaviour, autism, downs syndrome and emotional and mental health issues. Students on the Young Person Program are functioning at a relatively high cognitive and academic level (high P levels and some aspects at Entry 1), often with challenging behaviours and needing a secure, accessible introduction to college life. Expressive and receptive communication skills tend to be higher. In the current cohort, 10 of 12 have a diagnosis of ASC. Foundation students have a similar level of need but are functioning at a step below those in the Young Persons Programme.

The main emphasis throughout these programs is to encourage and develop communication, independence and life skills, functional English and maths and appropriate social interaction. Developing and improving communication strategies underpins all activities throughout the week so that learners acquire a range of skills to help them express themselves.

Activities Skill Development Shopping Travel training, community access, handling money, literacy and numeracy, independent daily living, social interactions, choice making Community Identifying places of interest to travel to, negotiating with peers, turn taking, Access using public transport, travelling safely, budgeting, using money, interacting with the general public

Drama Role playing every day scenarios (ie doctors, restaurant), self-expression, peer to peer interaction, group work, communication, awareness of others Sports Team work, social interaction, following instructions, physical fitness, self- regulation, communication, fine and gross motor skills, taking care of belongings, personal hygiene, choice making, leisure interests Enterprise Work skills, handling money, literacy and numeracy, ICT, social interaction, collaborative working, self-expression Cooking Preparing group and individual meals, fine motor skills, peer to peer interaction, daily life skills, literacy and numeracy, choice making, healthy eating, safe use of equipment, expanding food choices, following recipes, planning PHSE Personal health, personal safety, social relationships, daily living skills, self-care

Work Experience Handling money, employability skills, social interaction, collaborative working, literacy and numeracy, communication, working safely, fine and gross motor skills Art and Crafts Employability skills, self-expression, collaborative working, communication, literacy and numeracy, choice making, leisure interests Gardening Fine and gross motor skills, employability skills, peer to peer interaction, safe working, awareness of others, functional literacy and numeracy Sensory Making choices, social interaction, applying fine and gross motor skills, intensive Experience interaction, self-regulation Animal Care *New for September 2017* Animal husbandry, work experience skills, grooming and walking horses, feeding chickens and collecting eggs, functional maths and literacy skills, decision-making, self-advocacy, problem solving, communication, safe working and independent action Personal Target *New for September 2017* Achievement Students will be further engaged in their own goal setting, using a six week period to practice and increase independence at a task they have chosen. A certificate will then be awarded for success.

Access

Who is this This course is for school leavers who need a secure, accessible introduction to college life. course for? Access students will be functioning at a relatively high cognitive and academic level. Students may have sensory loss, a medical condition and/or associated difficulty in learning and make extensive use of assisted communications technologies.

This class fully embraces all new and emerging communication technologies including: Communication tablets, Vocas using specialist speech and language programmes: Grid 3 and Mind Express. It also makes full use of interactive whiteboards, motion environmental tools, switches and other electrical devices.

Students need to be able to interact/communicate with their peers and staff expressing their own choices and decisions as well as being able to work on developing independence skills.

Activity Skill Development

Shopping Travel training, community access, handling money, literacy and numeracy, independent daily living, social interactions, choice making.

Drama Role playing every day scenarios (i.e. visiting the doctors, restaurant), self-expression, peer to peer interaction, group work, communication, awareness of others.

Sports Football, basketball, boccia, tennis, badminton, movement to music, keep fit - team work, following instructions, physical fitness, self-regulation, communication, fine and gross motor skills, taking care of belongings, self-care, choice making, leisure interests

Swimming For some of our students at Westminster Lodge, St. Albans. Confidence building, following instructions, independence skills, staying safe and holistic therapy.

Enterprise Work skills. Access class are the founders of our hydrotherapy pool fundraising tuck shop. Skills include: handling money, literacy and numeracy, ICT, social interaction, collaborative working and self-expression.

Cooking Group work, individual work, fine motor skills, peer to peer interaction, daily life skills, literacy and numeracy, choice making, healthy eating

PHSE Personal health, personal safety, social relationships, daily living skills, self-care, British values and everyday life skills.

Dog care/walking Students learn about the responsibilities and care needed around owning a dog. They can walk our own class dog Nigel and have access to other on-site dogs. Building confidence and empathy, social skills and following instructions.

Work Experience Handling money, gaining confidence, taking responsibility, employability skills, social interaction, literacy and numeracy, communication, appropriate behaviours

Sensory room Sensory massage, relaxation techniques, deep breathing, meditation, self-awareness.

Gardening Fine and gross motor skills, employability skills, peer to peer interaction, safe working, awareness of others, functional literacy and numeracy

Enrichment As well as the core timetable, there are also a number of enrichment activities available, including: lunchtime sports clubs, sporting activities, meals out and other off site visits.

Progression Some students may progress to a further course within Springfield or move onto our Supported Learning pathways.

The Focus Provision: Focus 1, Waves, Shores A and B, Gears

Who is this Our Focus groups are for students on the autistic spectrum whose autism can have a profound course for? effect on how they interact with the wider world. There are currently 5 groups streamed by ability and individual need. There is commonality on all programs in that activities such as numeracy and literacy, ICT, community access, work experience, enterprise, life and independent living skills and leisure activities are included in all courses. The level these activities are taught at is dependent upon where the student sits in the streamed groups (ie there is significantly higher expectation of engagement and attainment in Gears than Focus 1, though many of the activities undertaken may be the same).

The lower ability students (Focus 1) will arrive with very limited communication skills and require a large element of sensory activity, high level of structure and behavioural support. The more able (Gears) will have significantly higher communication skills and be able to work more independently in a wider variety of contexts, with the possibility of moving to a higher level of program outside of the Focus provision.

Issues with social interaction, communication and flexibility of thought are likely to be more pronounced and may lead to significant and extreme levels of behaviour. Supporting the development of self-regulatory behaviour is at the core of all programs.

Focus programs provide an environment that is ‘Autism friendly’. All sessions are planned to provide stability and consistency and give warning of any changes whilst being alert to possible signs of stress and anxiety. Self-help and independence are a key aspect of all programs. Increased confidence and ability to manage everyday tasks such as taking care of belongings, preparing simple meals and self-care skills form a basis of the support given to develop independence in daily living activities. Staff are skilled at the gradual withdrawal of support, encouraging further independent activity. Photographs, pictures, PECS symbols, tablets with communication software and other communication resources are employed to support the development of skills.

Activities are structured to facilitate opportunities for working co-operatively, gaining confidence, listening to others and participating in group activities.

Teaching occurs in an environment that is fun and non-threatening, where relationships are created to support the development of confidence and positive self-image

Focus 1, Waves and Shores are based in the secure area of Springfield.

Focus 1 and Waves student will need a lower level of program. Expressive and receptive communication will be following simple steps. Functional literacy and numeracy skills will be at an introductory level. There will be a stronger sensory element to the programs.

Focus 1 has a secure outside space and internal breakout space to assist students in self- regulation.

Shores A and B has a particularly high level of community access in its program. Students have greater emphasis on functional literacy and numeracy, developing base levels of understanding. Communication skills will be higher and some students will be working on improving handwriting and using money.

Gears is based in a flat on a different part of the campus, providing opportunities for greater focus on every day living skills. Students are likely to have higher potential to be working with reduced support and for the possibility of moving to a higher level of program outside of the Focus provision.

Activities Skill Development

Community access Following a sequence, travel training, handling money, literacy and numeracy, choice making, appropriate social interaction, independent daily living skills Music Playing instruments, singing, communication, social skills, working with others, independent work, improving self-esteem Sports Team work, following instructions, physical fitness, self-regulation, sensory stimulation, social interaction, fine and gross motor skills, spatial awareness, walks, self-care skills, taking care of belongings, leisure interests, communication Enterprise projects Work skills, handling money, literacy and numeracy, ICT, social interaction, collaborative working, self-expression, literacy and numeracy, communication, appropriate behaviours Cooking Independent daily living skills, group work, individual work, fine motor skills, peer to peer interaction, literacy and numeracy, choice making, healthy eating, communication skills, following sequences, sensory stimulation, self-regulation, safe use of equipment, managing personal hygiene PHSE Personal health and safety, social relationships, daily living skills, self-care, emotional development (sense of self and self-esteem), cognitive development (self- awareness, concentration, memory, creativity), desensitising (i.e. overcoming fear of medical tests, having a haircut etc.) Projects Fine and gross motor skills, employability skills, independent leisure activities, following instructions, collaborative working, literacy and numeracy, working safely, enterprise, ICT, self-expression, choice making, leisure interests Gardening Fine and gross motor skills, employability skills, peer to peer interaction, safe working, awareness of others, functional literacy and numeracy Sensory sessions Relaxation techniques, self-regulation, intensive interaction, awareness of others, sensory stimulation, leisure interests. ICT Communication, choice making, leisure interests, team and individual work, literacy and numeracy, social interaction

Post College Destinations

For nearly all students, a full time course at Springfield will be for 4 days a week, 36 weeks of the year, for two years. The majority of our students join us at 18/19 years old. We offer a 5 day program for students starting with us at 16 years of age.

The funding available for out of county students can mean the course may last for 3 years. Should a local authority be prepared to provide funding for a 5 day placement, this would be something we would consider and attempt to accommodate.

Students are at school for a long time, but the time at college soon flies by. We recommend that parents/carers endeavour to fill the fifth, non-college day with another activity. Ideally this would be an activity that the student could also access during college holidays and also look to access more frequently after college has finished.

Though not as many as we would like to see, there are a growing number of post college options that our students can take up. As shown by the graph below, most students post college program is made up of accessing options open to them in their local community. Some are able to go onto higher level programs at Springfield or Supported Learning or experience further education based activities at different colleges. Others may move into a supported living setting which we may be help to support when transitioning in.

At Springfield, all students will either have an EHCP review, Annual Review or a Leavers Review meeting held here at college. Parents, carers, the young person themselves and any other relevant professionals or members of a circle of support will be invited to attend as appropriate.

Ideally a destination will have been identified prior to the young person starting college, which will have been worked towards during their time with us. We strongly recommend that parents/carers start to investigate post college options as soon as possible. We will make recommendations and offer support whilst working with parents and carers, Social Services, Transition Teams and Connexions Advisers to help to facilitate the best option for the next stage of the young persons life after college.

Quotes from parents/carers taken from annual feedback forms

‘I have had good support going through tough times, with advice and back up regarding medical issues and behaviour issues. Staff and nurses have always been available to talk.’

‘My son received excellent help and care whilst he was at college and came on in leaps and bounds. I am sorry he’s left because I think he’s had some of his best days there.’

‘Very supportive, great team of professionals working together to support students.’

‘When I attended the awards ceremony, I left feeling humbled by all that you do and realise how fortunate my son is to be in such a good place.’

‘It has been a wonderful experience. Staff are ready to help, support, advise, suggest what’s best for the student. Have always responded to any queries or concerns I may have. Thank you.’

‘We feel that our child really enjoys going to college. All the staff members give 100% and more to the young people and help to nurture them to become more independent. Thank you.’

‘Couldn’t ask for more!’

‘Had a brilliant three years at Springfield. Thank you for everything’

‘Big Thankyou ’

ccB Costs

Materials are charged at £60 for each day of the week that a student attends college. This covers the cost of resources used in the classroom.

For example: Monday – Thursday (4 days) would work out at £60 x 4 = £240 for the year

Fees are payable at enrolment.

Some groups charge an extra £4 per day. This covers the students’ lunch and healthy choice tuck shop. By planning for, shopping, paying and preparing their own lunch each day, this extra cost allows us to support our students to develop, amongst other things, essential skills of choice making, independence, healthy eating habits and using money.

Financial assistance may be available to help with the cost of materials fees and lunch money. This is a means tested benefit, applied for through the College once you have received an offer letter from us confirming the placement.

If you live in Hertfordshire you may also be able to apply for financial assistance towards any transport costs. This is a means tested benefit and each case is dealt with individually.

Contacts

Head of Department: Kerry Lowe [email protected] Senior Curriculum Coordinator - Springfield Senior Curriculum Coordinator - Supported - Dave Ferguson Learning – Roxanne Lowe [email protected] [email protected]

Springfield Office: 01727 737780 Supported Learning Office: 01727 737198

Discovery Centre and Smallford Campus Map

(Sat Nav Postcode – AL4 0XS)