Birtenshaw College have produced a Moving on to College booklet, and accompanying materials. This is provided for reference only.
Download:
Introduce the approach or activity
The ‘Moving on to College’ booklet for learners and parents/carer has been produced as part of our transition programme this year. It aims to capture additional data and to inform our curriculum which is based around the Preparing for Adulthood (PfA) outcomes.
At Birtenshaw College transition out begins on admission. It focuses on the long-term aspirations of learners and parents/carers and what their ‘perfect week’ would look like when they leave college. Learners follow appropriate pathways and personalised PfA outcomes are set each term to monitor and record progress made. The ‘Moving on from College’ booklet has been produced with this in mind.
Alison Vaughan, SEN Commissioning Officer, Bury LA
“Conversations need to begin at the earliest point ideally, like you have said from the day they start college, and for this to be constantly reviewed. This needs to be supported by clear Preparing for Adulthood outcomes, again which you have done, alongside milestones/targets etc… Some schools and colleges may have struggled this year as their main transition only happens in the summer term and this has not been possible this year.”
“We want every young person to reach their potential regardless of additional needs/disability. For young people and families to have the chance to be more aspirational and have ‘images of possibility’ to inspire planning. With any formal funding e.g., social care, CCG and or from higher needs education element to be focused on designing support around and with young people and their families with services and supports flowing from these as opposed to providing what is available.”
Sine Hall, Transitions Manager, Bolton LA
“We want every young person to reach their potential regardless of additional needs/disability, for young people and families to have the chance to be more aspirational and to have ‘images of possibility’ to inspire planning. Formal funding, e.g. social care, CCG and or from higher needs education element, needs to be focused on designing support around and with young people and their families with services and supports flowing from these as opposed to providing what is available. Colleges need to utilise an asset-based approach towards helping young people achieve their personal aspirations and outcomes, in accordance with the ordinary life principles of PfA and ensure support delivery at every level encompasses
- maximising the learners’ independence
- providing opportunities for employment/purposeful occupation
- improving or maintaining good health
- ensuring opportunities to develop and or sustain friendships/relationships whilst also connecting them with their community.
In doing so the college, working in partnership with key professionals, will ensure all young people will have a choice”
Ofsted: Inspectors will evaluate learners’ progress in relation to their starting points, based on their rate of learning, acquisition of knowledge skills and behaviours and whether they have achieved their individual, challenging targets. They will also take account of data about the destinations learners go when they leave the provider.
