Nortern Counties run a successful voactional programme which includes supporiting empluers to give their learners an opporunity for work experience. The following case study and resources rlect their effective practice.
Strode college engages with all learners by ‘challenging low expectations’ through the Learning Support Team, this case study sets out the approach Strode College take.
The following resources demonstrate how Guernsey College of Further Education raises aspirations by involving learners in directing their own support. They include:
• A presentation showing how the above practice is underpinned by the standard stateme
Exeter Royal Academy for Deaf Education takes pride in their work in identifying and tackling the causes of difficult behaviour, this case study shows their approach.
A description of an innovation developed, refined and designed to resolve, and reduce the repetition of challenging behaviours. The resources include a case study , a description of the process and several of the tools and protocols developed by the college.
A case study and associated resources exploring the impact of transforming challenging behaviour into effective communication, and seeing challenging behaviour in learners with SEND as an attempt to communicate.
This guidance explores the way in which Priory school uses student and family packs as an effective information gathering tool to identify the aims, goals and ambitions of the student and their family.
The aim of this document is to show how Priory gathers information annually from students and
their families to identify what is important to them and what their short and long term
destinations are. This helps us to provide individualised which supports the achievement of full
potential in areas most important to the student in the future.
A case study demonstrating Orchard Hills approach to challening behaviour.
This output is related getting the best from staff and is linked to staff development and the paperwork that Orchard Hill has in place to support staff in their role within the college. The 1:1 form would be completed by the head of department with tutors. Much of the text is duplicated in the PowerPoint that accompanies this output for staff training.
This is Orchard Hill’s transition passport. It was devised as a means of gathering specific information about the behavioural and communication support needs of potential students, in order to support the process of initial assessment and, where appropriate, transition into college. Much of the text has been duplicated in a PowerPoint presentation (2.c) for you to use with your teams in your own training programmes.
