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Hedleys College - Newcastle

At Percy Hedley College we are a high quality, independent, specialist further education and training provider for young people aged 18-25 with a range of learning difficulties and disabilities.

Our students need specialist programmes to develop their communication, independence and employability skills to make a successful transition into adulthood within the North East region and beyond.

We have 6 college programmes:

    • Communication and Choices          • Towards independence
    • Independence and Enterprise          • Towards Employability
    • Foundation for Work                     • Supported Internship

We can offer flexible packages of further education and training through mixed training routes. As a college we also provide access to other Hedley specialist services including the Hedley Employability Project and the Hedleys College Adult Programme.

Who to contact

Contact Name
Mrs Kasia Gorowska
Contact Position
College Recruitment and Marketing Coordinator
Telephone
0191 212 7853
E-mail
collegeplaces@percyhedley.org.uk
Website
Percy Hedley College Website
Notes

Mrs Joanne Rees-Proud - Head of College Email: j.rees@percyhedley.org.uk

Mrs Anne-Marie Forrest  - Standards Manager – Assessment.

Angela Currant - Chair of Governors a.curran@percyhedley.org.uk

 

Informal visits to the college are welcome at any time. If you would like to refer young person for an assessment or book initial visit to College  please contact the

College Recruitment and Marketing Coordinator

Mrs Kasia Gorowska

Tel: 0191 212 7853

Email: collegeplaces@percyhedley.org.uk.

 

Where to go

Name
Hedleys College
Address
Station Road
Forest Hall
Newcastle Upon Tyne
Postcode
NE12 8YY
Notes

Close to both Metro and regular bus routes.

Time / Date Details

When is it on
Monday - Friday 0900-1600
Time of day
Afternoon
Morning

Other Details

Costs

Details
We are happy to go through all costs with you directly.

Local Offer

Description

At Hedleys College we are a high quality, independent, specialist further education and training provider for young people aged 16-25 with a range of learning difficulties and disabilities.

Our students need specialist programmes to develop their communication, independence and employability skills to make a successful transition into adulthood within the North East region and beyond.

We have 6 college programmes:

    • Communication and Choices          • Towards independence
    • Independence and Enterprise          • Towards Employability
    • Foundation for Work                     • Supported Internship

We can offer flexible packages of further education and training through mixed training routes. As a college we also provide access to other Hedley specialist services including the Hedley Employability Project and the Hedleys College Adult Programme.

 

College students will have moderate, severe or complex and profound and multiple learning difficulties, with multiple needs such as:

Physical disabilities to include Cerebral palsy, Muscular dystrophy, gross and fine motor difficulties, Developmental coordination Disorders.

Complex communication, speech and language needs to include students who are nonverbal, those with social communication difficulties, ADHD, Dyslexia.

Sensory impairments to include hearing, visual, and other sensory processing difficulties.

Medical needs to include Epilepsy and other neurological impairments.

 

Contact Name
Mrs Kasia Gorowska
Contact Telephone
0191 212 7853
Contact Email
collegeplaces@percyhedley.org.uk
Local Offer Age Bands
19 - 25 Years
16 -19 Years
SEN Provision Type
Specialist

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All students at Hedleys College have special educational needs and associated difficulties. School leavers who apply for a specialist placement at the college will have their special needs diagnosed and documented on Statement of SEN, Learning Difficulty Assessment or/and Education, Health and Care Plan.  We work within a fully integrated approach with eight therapists to assess students’ needs prior to admission to college. While on programme, on-going assessment of students by the multi-disciplinary team determines the approaches and strategies adopted in supporting progress and achievement. These approaches are flexible and reviewed and adapted regularly in response to changes in presentation or need and students progress. College baseline and then on going formative assessment informs target setting and therapeutic approaches.

How will early years setting/school/college staff support my child/young person?

All students at Hedleys College have special educational needs and associated difficulties. School leavers who apply for a specialist placement at the college will have their special needs diagnosed and documented on Statement of SEN, Learning Difficulty Assessment or/and Education, Health and Care Plan.  We work within a fully integrated approach with eight therapists to assess students’ needs prior to admission to college. While on programme, on-going assessment of students by the multi-disciplinary team determines the approaches and strategies adopted in supporting progress and achievement. These approaches are flexible and reviewed and adapted regularly in response to changes in presentation or need and students progress. College baseline and then on going formative assessment informs target setting and therapeutic approaches.

How will the curriculum be matched to my child's/young person's needs?

The College offers a highly differentiated curriculum with an appropriate and often high level of learning and care support to meet complex needs of our students’ population. Support levels depend upon assessed need and our broad specialist Further Education curriculum offers many opportunities for students to develop their communication, independence, academic, practical and vocational skills within a context of supportive environment.

   Students can access the following programmes on offer:

  • Communication & Choices Programme - The Percy Hedley College Specialist Sensory Curriculum for young people aged 16-25 years old with severe, profound and multiple learning needs disabilities, medical and sensory impairments. Students will be assessed as working at Qualification and Curriculum Pre Entry Level Framework, Level 3-6.

Following a multi-disciplinary initial and baseline assessment, by specialist tutors and therapy professionals our students access highly structured, differentiated, individual, sensory and practical learning programmes. Within the curriculum students benefit from object of reference approach, regular access to College Sensory Room and a number of quiet learning areas to meet individual needs. Subject to baseline assessment students benefit from a range of specialist sessions to include; Sensory Communication, Cause and Effect Group, Holistic Music, Social Enterprises and Creative, TacPac®, Sensory Integration, Hydrotherapy and/or Hallwick Swimming, Rebound Therapy, Upper Limb Group, Augmentative and Alternative Communication (AAC) Training and high quality specialist support via individual care packages. Therapy integrated approach to teaching and learning, individual care packages, small teaching groups and high levels of support (at least 1:1) allows opportunities to learn through senses and support students to develop sensory modulation, communication, physical and mobility skills. Students’ likely transition will be to further specialist education and/or training and packages of day service care to include students’ local community based provision, Percy Hedley College Communication and Choices+ or Adult Programme and supported living with greater independence and more effective communication

  • Independence & Skills Programme - The Percy Hedley College specialist course for young people aged 16-25 years old with complex learning needs and multiple disabilities (physical, medical and/or sensory needs). Students will be assessed as working at Qualification and Curriculum Framework Pre Entry Level 7 up to Entry Level 1. Following a multi-disciplinary initial and baseline assessment by specialist Tutors and Therapy professionals, College students’ access individual and differentiated, well-structured and very practical learning programmes that focus on developing functional domestic and community independence, communication, physical and mobility skills. Within the curriculum students benefit from access a range of other specialist sessions to include; Community and Domestic Independence, Enterprise and/or Work placement tasters, Social Communication, iPad group, Sensory Integration, Hydrotherapy and/or Hallwick Swimming, Rebound Therapy, Upper Limb Group, Augmentative and Alternative Communication (AAC) Training, Specialist Percy Hedley College Travel Training and high quality individual care packages. Therapy integrated approach to teaching and learning, small teaching groups and good level of learning support, access to local community and leisure activities, work placement tasters allows opportunities to develop greater independence, social and employability skills, and to promote positive behaviour. Students’ likely transition will be to independent supported living, further education, training, or a personalised package of services to include students’ local community based provision, Percy Hedley College specialist Independence and Skills+, Vocational or Adult Programme, and social enterprises.
  • Vocational Pathway Programme – is the Percy Hedley College specialist vocational course for young people aged 16-25 years with complex learning needs and multiple disabilities (physical, medical and/or sensory).  Students will be assessed as working at Qualification and Curriculum Framework Entry Level 1-3. Following a multi-disciplinary initial and baseline assessment by specialist Tutors and Therapy professionals, College student’s access individual, differentiated and well-structured vocational programme with a day on external work experience and 4 days in College on specialist vocational training in one of our pathways; Hospitality and Catering, Business Administration or Horticulture.  Within the curriculum, subject to baseline assessment, students access a range of specialist sessions to include; Work Skills and Employability, Social Communication, Community Independence, iPad group, Hydrotherapy and/or Hallwick Swimming, Augmentative and Alternative Communication (AAC) and Percy Hedley Specialist Travel Training, and specialist support via individual care packages. The college vocational students, in college and while on external work experience, benefit from an Integrated Therapy approach to teaching and learning, support from Work Experience Coordinator, 1:1 specialist Job Coach and Learning Support on external placement. In addition, small teaching group, good level of support, access to local community and leisure activities, work experience allows opportunities to develop a wide range of practical and transferable employability and vocational skills, greater independence, social and interpersonal skills. Students’ likely transition will be supported tenancy, supported voluntary work placement, social enterprises, community based further education or training, the Percy Hedley College Specialist Supported Internship or Adult Programme.
  • Percy Hedley College Supported Specialist Internship - specialist vocational course for young people aged 19-25 years old with complex learning needs and multiple disabilities (physical, medical and/or sensory needs). Students will be assessed as working at Qualification and Curriculum Framework, Entry Level 1-3 up to Level 1/2. Following a multi-disciplinary initial and baseline assessment by specialist Tutors and Therapy professionals, the College interns access individual, differentiated and well-structured  college based learning programme (2 days per week) and  supported on-the-job training (3 days per week external placement with supportive employer). Supported Internships external placements are  risk assessed, ‘job carved’ and regularly reviewed by multidisciplinary team of professionals to include, Percy Hedley Work Experience Coordinator, Specialist Vocational Tutor and College Therapists working closely with intern, their family and supportive employer. On external placement, subject to baseline assessment, interns are supported by Percy Hedley College Job Coaches and may access additional specialist support via individual care packages. The College based training provide opportunities to access a wide range of Percy Hedley specialist curriculum and work towards qualifications to include; Literacy and Numeracy and IT, Social Communication, Work Skills, Hydrotherapy or/and Hallwick Swimming, individual and group therapy sessions, Augmentative and Alternative Communication (AAC) and Percy Hedley Specialist Travel Training. Percy Hedley College and Employability Project Ofsted outstanding links with employers, multidisciplinary approach, well-structured, specialist and supportive training and learning environment allows opportunities to develop work skills and independence and to complete necessary qualifications to make successful transition to supported permanent work placement, or/and further vocational training to include Percy Hedley College Specialised Supported Traineeship.
  • Percy Hedley College Supported Specialist Traineeship – The Percy Hedley College specialist vocational course for young people aged 19-25 years old with complex learning needs and multiple disabilities (physical, medical and/or sensory needs). Students will be assessed as working at Qualification and Curriculum Framework, Entry Level 3, Level 1 and 2. Following a multi-disciplinary initial and baseline assessment by specialist Vocational Tutor, Job Coach and Therapy professionals, the College trainees access individual and differentiated vocational training  - 5 days a week external work placement. Supported Traineeships are up to 6 months long study programmes. Each placement is risk assessed and ‘job carved’ by multidisciplinary team of professionals to include, Percy Hedley Work Experience Coordinator and Job Coach, Specialist Vocational Tutor, and College Therapy team working closely with trainee, their family and supportive employer to review and record progress made. The three core elements of Supported Traineeship are work preparation training to include functional Literacy and Numeracy training and a high quality 5 day work placement. On programme, College provide additional specialist support for students who benefit from individual care packages and Percy Hedley College Specialist Travel Training. Percy Hedley College Ofsted report comments on our outstanding links with employers, unique multidisciplinary approach to teaching and learning, specialist support and a range of high quality work placement, allows opportunities to develop work skills and independence and to complete necessary qualifications to make successful transition to supported permanent work placement, or/and, if appropriate, further vocational training to include the National Apprentice Scheme.

 

In addition, some academic disabled students who require an individual supported package with another provider (for example, a mainstream programme in a general further education college) are welcome to apply to access all the Percy Hedley Foundation’s support and services.  Students who require an individual bridging programme into  another provider (for example, a one year course at Percy Hedley College) to support a direct transition onto another identified further education course in a specific college, are welcome to apply.

 

  • Part Time Adult Programme – offers transition package for young disabled adults using their personal budgets. On programme we provide range of activities to allow young people who left full time education to access social, leisure, creative, therapeutic and vocational opportunities alongside their peers in a supportive environment sensitive to individual needs and personal growth.
How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

At Hedleys College we have high expectations for all students. Parents and carers are involved in supporting assessment, target setting and planning for transition to establish approaches to learning and young person’s long term goals from the start of the first year of the proposed learning programme. This will inform all future learning and support all involved in the learning process to understand the detailed needs of each college student.

 A detailed Individual Education offer is written and shared with family and local authority at the beginning of the proposed learning programme. Students’ progress is regularly reviewed and assessed by teaching staff and therapists. Care and support needs of our students to include management of challenging behaviour are monitored and regularly reviewed by a team of specialist staff to include Care and Behaviour Coordinators.   Individual records of progress and achievement are recorded daily by teaching, support and therapy staff. Detailed interim and annual reports are written each year for every student. Termly reviews by teaching, care and therapy staff and shared with parents and local authority. Young people and their parents are invited to share their views on progress and submit comments which are a part of the review process.

College student’s personal profiles are collated and reviewed annually to support young people and staff working with them. Based on assessed need, personal profiles include information such as specialist equipment, moving and handing techniques, eating and drinking plan, multidisciplinary notes to include physio, occupational and speech and language therapy, medical information. Within individual transition plan, we monitor and review each student’s progress toward his/her long term goals and support planning for transition.

We work in partnership with local authorities, health personnel and social services in planning and accounting for our standards and this supports positive individualised outcomes for each student enabling them to reach their potential.

Assessment for Learning: Assessment for learning involves using assessment in the classroom to raise pupils’ achievement on a session by session basis. It involves the idea that students will improve most if they understand the aim of their learning and self- assess progress where appropriate. At Percy Hedley College tutors and therapists share the aims and the assessment criteria of each session with students. College students are supported to take part in assessing their learning and planning on how they will make further progress. Ongoing formative assessment takes a leading role in all of our teaching and therapy and this involves questions and tasks to prompt students to demonstrate their knowledge, understanding and skills.

What support will there be for my child's/young person's overall well being?

Students’ wellbeing is of paramount importance to us. At Hedleys College we take a multi-disciplinary and holistic approach to our students’ wellbeing. We work closely with parents, College Residence and other residential and independent living and care providers to ensure our students’ needs are well met. College students Personal Profiles are shared across all relevant professionals to ensure a consistent approach in terms of communication, managing positive behavior, medical care, moving and handling and postural management.

The college has Learning Support and Care and Behaviour Coordinators. Where relevant all students have behaviour management, eating and drinking, moving and handling and care plans in place. Any staff member who works with a student receives specialist bespoke training and mentoring to enable them to work safely and effectively.

Close working relationships with parents ensure pupils wellbeing across home and school is supported where possible.

College Student Council is popular with our students. Supported by specialist staff to include our therapy team, student council members contribute to decision making process about life at the college and local community. Students are supported to get involved in external projects, to represent college on external events and internally at open days and college governors meetings. Where appropriate, staff will advocate for students to ensure their rights to communicate, and be listened too, are respected.

Safeguarding:  This is a priority for students at Percy Hedley College as we strive for all in our students to feel safe, secure and happy while studying. We strive to provide a caring ethos, developing self-esteem and helping pupils to achieve success in all areas of their life including communication, independence and employability. Our students are vulnerable and require supervision and specialist support to learn personal safety skills which includes ‘e-safety’ and use of social media. At Percy Hedley College safeguarding encompasses a statutory duty to safeguarding and promoting the welfare of children and young people. We are located in Newcastle therefore we follow the guidance of the Newcastle Council Safeguarding Board. We aim to proactively safeguard and promote the welfare of children and young people so that the need for action to protect them from harm is reduced:  “Working Together to Safeguard Children” (Department of Education). We have senior managers who are committed to children’s and young people’s wellbeing and safety. We are clear about people’s responsibilities to safeguard and promote children’s and young people’s welfare. We have effective recruitment and H.R. procedures including checking all new staff and volunteers to make sure they are safe to work with children and young people. We have procedures for dealing with allegations of abuse against members of staff and volunteers. We make sure staff receive training to help them do their job well. We have robust procedures about how to safeguard and promote the welfare of young people. All of our staff have annual training and regular updates on safeguarding and wellbeing. It is a minimum standard that at least one member of staff involved in selecting staff and volunteers will have verified “Safer Recruitment” training.

 

Equality and Diversity:  Percy Hedley College has a strong commitment to equality, equity, inclusion and diversity. The College is committed to the idea of equal opportunities for all. The College is committed to ensuring equality in all activities. The College actively promotes equality, celebrates diversity and enables inclusion for all the individuals who live, work and learn there. The College expects all staff, learners, visitors, work experience providers and those contracted to provide services to share this commitment and uphold equality standards.

 

Key Staff:  We have designated safe guarding officer(s) for safeguarding within college and residential.

Policy: Parents can request a copy of the policy on Safeguarding and other relevant policies from the college office.  This document explains how we plan to meet the statutory duties to promote equality for all. It incorporates the existing Age Equality policy, the Disability Equality policy, the Gender equality policy, the Promoting Racial Equality policy and the Sexual Orientation policy. This revised scheme will also set out an annual action plan to address promote the development of Equality & Diversity in the college.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

 The College Speech & Language Therapy Team undertake an assessment of all potential students prior to entry to college and make recommendations for programmes, communication aids and interventions. Students have access to group and/or one-to-one therapy targeting; attention and listening skills, receptive and expressive language development, non-verbal communication, Makaton and BSL development, sequencing and problem-solving for self-advocacy, pragmatic language, social communication, cause-and-effect development, switch and AAC development. Total Communication is promoted at all times as this is increasingly recognised as best practice. This emphasises a culture where gestures, body language, signs, symbols, photographs, objects of reference, iPads and Voice Output Communication Aids are used in a consistent manner to support speech or as an alternative to speech. Social Communication - many of our students have significant difficulties in making and keeping friends and with interacting with others appropriately and effectively. Such problems can be the source of considerable stress for them, which can affect their mental health. As part of the overall development of communication skills, speech and language therapists/teachers organise group sessions, in collaboration to support learning and reinforce the skills needed for successful interaction with others. Where appropriate we work with specialist mental health practitioners who support students’ wellbeing.

 

Management of eating and Drinking Difficulties – the speech and language department is responsible for  co-ordinating the management of mealtimes for those students who have difficulty in eating and drinking safely and efficiently as a result of a neurological condition. A small team of therapists have received specific and accredited training to enable them to assess and plan programmes to improve the safety and quality of mealtimes in collaboration with health personnel and consultants.

 

The College Physiotherapy Team assesse all students to develop individual and group programmes of physiotherapy to suit individual need and curriculum targets. A treatment programme from the college physiotherapy team aims to: enable the student to overcome the restraints and restrictions imposed on them by their physical disability so they can access their learning environment, whether in college, the community, at employers site to improve and maintain quality of life and support students to reach their independence and vocational goals, promote a positive attitude towards health and fitness and empower the student where possible to take control of the management of their own condition for the rest of their life. This is achieved through: individual physiotherapy session, integrated therapy approach to teaching and learning, hydrotherapy, Halliwick swimming programmes, balance and gait re-education, individualised exercise and fitness programmes, assessment and re-assessment of moving and handling need, assessment and re-assessment of equipment need.

 

The College Occupational Therapy Team undertake an assessment of all potential students prior to entry and makes recommendations for proposed intervention with regard to access to the curriculum and development of independence in activities of daily living. The aim of occupational therapy within college is to: support, facilitate and enable students to maximise their independence skills through the use of therapeutic activity, assess for and recommend suitable adaptive equipment to enable students to enjoy maximum participation in the curriculum and college life, assess and develop programmes to support those with sensory processing difficulties, promote choice, autonomy and independent living skills. At college, occupational therapy intervention can be on an individual or group basis and may include the following aspects: functional seating and posture management, wheelchair driving and management, sensory activities, development of fine motor skills, self-care skills, for example personal hygiene, showering, washing and dressing, eating and drinking management, practical skills and domestic activities of daily living, promoting participation in social skills, access to the community, road safety.

 

The College Care and Learning Coordinator manage day to day specialist support for students who benefit from individual care packages within college learning programme. This includes personal care, eating and drinking and medical needs.

 

The College Behaviour Coordinator works directly with students to provide specialist behaviour support, to assess and re-assess, prepare, implement and regularly review individual Promoting Positive Behaviour plans.

 

The College Work Experience Coordinator works directly with students to arrange and secure suitable work experience placements and social enterprise opportunities. This will include carrying out all necessary administration including risk assessments, employer checks, working closely with specialist job coaches to support and on-going monitor and review of placements.

 

The College Recruitment and Assessment Coordinator works directly with school children, potential college candidates and their families, special and mainstream schools and relevant professionals from Local Authority. This includes ensuring college offer and admission process is shared with all, arranging for initial visits to college, taster days, assessments, and transition links. This may also include schools and home visits.

 

PHF Specialist VI/HI Support from Percy Hedley specialist team is available for students with visual and hearing difficulties. These may include; mobility and orientation training, specialist VI/HI communication support, BSL and Makaton signing environment, specialist input from PHF audiologist and Specialist HI/VI Tuition.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

 

All College staff receive a comprehensive induction programme, including sessions on safeguarding, moving and handling, eating and drinking, behavioural management, postural management and assessment for learning. This ensures that the correct skills and knowledge are gained and statutory requirements are fulfilled. Each year the College and Residential staff undertake a number of training days, on which, specific training is delivered either by external providers or Percy Hedley foundation based specialists. Staff are also given bespoke training throughout the year and if required on a weekly basis to meet the needs of the students. Training involves engaging with pioneering approaches to therapy and teaching as well as health and safety/management issues such as first aid, gastrostomy training, diabetes management or trachea care. Continuing professional development is undertaken by all staff and forms part of the performance management programme.

How will my child/young person be included in activities outside this classroom including school trips?

Throughout the year, we aim to provide our students with a wide range of opportunities to learn and develop independence skills. College links to community are strong and closely linked to the curriculum. In addition, students represent college at local events, volunteer, work and learn in local community. We strive in all we do to maintain strong links with the community and external employers to provide real and functional learning and experiences for all students.

 

We provide ‘Summer School’, short break care and respite four night and term time boarding where students have opportunities to learn and practice independence skills in a wide range of contexts. We follow strict guidelines and internal procedure regarding the health and safety of students on any out of college activities.

How accessible is the setting/school/college enviroment?

The College provides training and education for young people (16-25 years old) with a range of learning difficulties and disabilities. Our residential students have specialist individual programmes and personalised care plans. Students access 24 hours specialist curriculum to develop their communication, independence and employability skills to make a successful transition into adulthood in the North East region. We offer a range of residential options, which are tailored to meet individual student requirements.  Residential services include: 38 week (term time) or 52 week placements, full seven nights in residence placement, term time only, four night residence placement, term time only, respite care which can include weekly stays, weekend stays or short breaks where students can stay from one to four nights through the week, available for day placement students, dependent on room availability.

  “We observed staff involve students in making decisions with regard to aspects of everyday living such as choice of food and activities (…) Staff were observed to be polite and respectful to students they were working with and there was a good rapport between them. Students spoken with said staff were kind and helpful (…) Students’ views and experiences were taken into account the way the service was provided and delivered in relation to their care (…) Students’ experienced care, treatment and support that met their needs and protected their rights. (…)We saw there were policies and procedures in place to help safeguard students from abuse”

Care Quality Commission Report, 2014

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

At the Percy Hedley College we recognise that transitions and changes are very often worrying for students and their families.  We are committed to support students to enter into and progress through their learning pathways towards developing and achieving their long term goals to enable successful transition destinations.

 

We recognise transitions occur at varying points within life and we plan on an individual basis to support continued progress and achievement. We work hard to ensure changes are managed very carefully, especially for students with ASD who find transitions particularly stressful.

 

College designated staff members to include Recruitment and Assessment, Behaviour and Work Skills Coordinator, Therapists and Personal Tutors work closely with students, their families, local schools, further education, and other independent specialist providers to carefully plan for and to provide specialist support and expertise during assessment, taster sessions, transition-link sessions, initial visits and other transition activities. 

 

Planning for transition to next stages of education and/or social and/or health care funded placements starts from the moment a student enrols for college programme. This process is reviewed weekly via individual Tutorial sessions, recorded on Transition Plan. Transition plans will be informed by individual Long Term Goals and ongoing planning and Information Advice and Guidance will enable progress towards these to be actioned effectively. In addition it is reviewed termly in line with formal reviews of progress and fed back to family, LA and other professionals supporting a student.

How is the decision made about what type and how much support my child/young person will receive?

Percy Hedley Foundation provides a comprehensive assessment programme using its Core Assessment Team. Formal referrals can be made by parents, school or local authorities and initial discussion will ascertain whether an assessment will be offered. We will always contact the local authority to inform them of parental assessment requests in order to gather all the information available on the child and their needs.

Parents of potential college candidates, young people themselves and professionals supporting them can arrange initial visits to the college at any point within the year. College Recruitment and Assessment Coordinator if the college allocated a key personas and families main contact in order to facilitate effective communication between home and school in support of referrals, assessment and transition. This includes College Residence if appropriate.

College initial assessment encompasses visit to student’s current educational/care provider and at least a day assessment at the college and for residential candidate this may include an overnight stay and assessment in college residence. The assessment will be carried out by a team that may include: Specialist Tutor, Occupational Therapist, Speech and Language Therapist, Physiotherapist, Behaviour and Care Coordinators.

College assessment report with detailed, specialist recommendations of the student’s needs and how these very often complex needs can be met with the curriculum, together with and new programme offer, if appropriate, are shared with young person, their family and the Local Authority.  The Local Authority is responsible for SEND students’ placements. Parents /carers play an important role in the decisions on placements and are actively encouraged to contribute to the process. College initial assessment provides a baseline which supports target setting and approaches to learning and therapy.

Our reports and post assessment feedback provide parents and local authorities an opportunity to discuss our independent assessment in order to best determine future provision and placement.

From 1 September 2014 anyone, including family and professionals supporting them as well as post-16 provider, can request from LA an assessment of education, health and care needs that will form young person’s Education Health and Care plan. Student with EHC plans can ask for a particular college to be named in the plan. Final EHC Plan must be shared with institution named in Plan. EHC plans must be reviewed annually and, from age 13 (Yr9) must include preparing for adulthood.

How are parents involved in the setting/school/college? How can I be involved?

We actively promote a close working partnership with parents or carers as we recognise the need for consistency between home, college and residential life. Prior to admission it is hoped that the young person, parents/carers will have visited college and the residence and we aim to provide a transition link programme prior to full-time admission.

 

Parents are consulted on the content of the student’s IEP in school and student’s care plan in residence. Updated information on students’ needs and progress are provided via reports, newsletters, e-mails telephone calls and home/college diaries.  In recognition of the fact parents of residential students often live a significant distance away from college, we actively encourage regular contact and family visits.

 

We are very keen to work in partnership with families and welcome them to visit students in college and residence.    All residential students are encouraged to be in close contact with home.  To facilitate this, the residence has a webcam to enable young people to contact family members using sign language. Young people are able to access the Internet and therefore can e-mail if this is preferred.  Young with appropriate support and supervision, use mobile phones to talk, text or email. Home visits can usually be arranged if parents feel these might be helpful. Parents are encouraged to be involved in the life and work of the school and are always welcome.

 

Every year the College updates and shares with families the Parent and Carer Guide. This handbook provides basic information in relation to college life to include topics on health and safety, learning support, medication, additional financial support, therapy etc.

 

We aim to communicate regularly with parents and believe a close and consistent approach is paramount to the development and progress of college students. There are various ways to contact staff at school:

  • Email – Personal Tutor will share their email addresses with you
  • Telephone - Phone calls will not be put through to class during session times unless urgent. We suggest parents leave a message with the office staff and all teacher/therapists will aim to return your call the same day or the following day.
  • Diaries – most of the students at the college have home college diaries. Personal tutor will record information about student’s day in the diary each day. Please add any information you wish to share with the team in this diary.
  • Face to face contact - We operate an ‘open door with appointment’ policy and aim to meet parents whenever we can to facilitate partnership working. Parents are invited into school for parent visits in line with the Interim and Annual Review process and at varying points throughout a college year. If you would like to come into college at any other time please contact Personal Tutor to arrange this.
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