Post 16

CURRICULUM OFFER

Intent

Our curriculum in Post 16 focusses on the Preparing for Adulthood agenda, with a focus on the key impact areas of learning, living and working, but sits within the Curriculum Pathway that best meets their individual needs.

www.preparingforadulthood.org.uk

Implementation

Within the Post 16 curriculum, there is a focus on the Preparing for Adulthood agenda which includes four key subject areas:

Employment,
Independent living,
Health,
Community inclusion
and an additional area: Creativity.

Within these areas there is significant transdisciplinary collaboration to ensure that therapeutic and teaching approaches and strategies continue to be embedded. Learners are utilising ASDAN modules from across the preparing for adulthood agenda. Learners choose options from a range of units which are completed over the course of an academic year. Learners are supported to choose options related to their interests and aspirations for the future. Where appropriate, the relevant aspects of the Sherwood Foundation School Curriculum will be used to add breadth and depth and provide continuous learning.

Impact

The impact of our Post 16 curriculum is pupils being prepared for life beyond Sherwood Foundation School in the four areas of the Preparing for Adulthood framework. This is seen holistically as both further education or alternative provisions which may include living outside the family home.

Assessment

Impact is measured in a variety of different ways, including against the internally accredited Equals Moving On assessment continuum, internal holistic progress tracker and PLPs. We ensure that all our assessment methods are purposeful and directly impact the pupils.

Educational, Health and Care Plan (EHCP)

Young people, in line with statutory guidance, will have their Annual Review once yearly. The focus of Year 13 Annual Reviews are on determining the appropriate destination beyond Sherwood Foundation School.

Evidence for Learning

Evidence for Learning is a secure online portfolio that allows teachers to document and reflect on pupils’ engagement and progress within school. Each student has their own individual framework, derived from their Educational, Health and Care Plan, where pictures, videos and messages can be shared between school and home. This also allows practitioners to reflect on learning and plan accordingly.

Personalised Learning Plans/Next Steps

Each pupil has a personalised learning plan (PLPs). These plans are linked to achievement of the long term outcomes within the Education Health Care Plan (EHCP) alongside strategies and programmes being utilised to support the achievement of these. The transdisciplinary team around the child reviews and reports on progress. Parents' views are taken into consideration when setting and reviewing targets. These targets are embedded in a cross-curricular way throughout the school day. Progress and documentation are regularly shared with parents.

Curriculum Assessment

All learners have a curriculum assessment book that baselines and tracks their progress in each subject area of the curriculum for the duration of their learning journey with us. Progress is reviewed annually as part of each learner’s annual review cycle.

Holistic Assessment

All learners have holistic risks, provision and progress tracked by the TDT team on a termly basis using our holistic LEARN tracker. The team around the child baseline and track holistic progress across key areas, identifying risks and the impact of changes in provision in order to ensure that each learner’s aspirational outcomes are realised. This information is summarised and reported annually as part of the annual review process.

Outcomes for Learners

Learning: We have high aspirations for our learners. All will have gained internal accreditation in units of the EQUALS Moving On curriculum which encompasses vocational skills, independent living skills and world studies. Many will go on to local Further Education colleges and some learners may go straight on to supported employment, including apprenticeships and traineeships.

Independent living: We aim to give all of our learners the tools they need to live as autonomously and independently as possible. Learners are likely to need lifelong support to varying degrees in order to lead fulfilled and integrated adult lives, however we do not view this as a barrier. Friendships between learners are nurtured, as well as relationships between parents and carers, so that they can continue to flourish beyond the classroom.

Employment: Our aim for our learners is for them to become valued and recognised members of society. Networking with local community projects and organisations takes place throughout their time at school so that when they leave us they can continue to make a positive contribution within their local area and beyond. Some of our learners will have completed vocational real-life work experience in an area that interests them. This can take place in many different forms, such as work tasters, volunteering, a one-day-a-week work placement or a supported internship. The completion of a Vocational Profile will enable a smooth transition to Further Education where appropriate and will enable their learned skills and aspirations to be built upon and developed.

Health:

Community inclusion: