Entry & Foundation
Learners will study on the OCR Life and Living Skills, a suite of accredited qualifications under the Qualification Credit Framework (QCF) between Entry Level One and Three. Units will cover a variety of skill areas; including Social skills, pre-employment skills and Personal Skills embedding Literacy and Numeracy, Arts and Crafts, ICT, Environment and Community, Performing Arts and many more subjects.
All classes will embed English and Maths, with discrete lessons for those in higher functioning classes and the use of communication systems like Makaton and PECS to aid learner interaction and engagement. Preparing for Adulthood, Independence and the development of personal self-help skills will also feature within the curriculum, as well as Work Experience and Work-Related Learning.
Learners will also have access to PSHE, cultural, outdoor and enrichment activities throughout the year, including visits in and around the community to help develop social, emotional and independent skills.
Every student will be entered for a Life and Living Skills qualification. These offer more than 150 ‘bite-sized’ Entry Level units over a wide range of skill areas. Any of these units can be combined to build a Life and Living Skills qualification that reflects your individual interests and skills. There are no minimum entry requirements, and the qualifications are suitable for both young people and mature learners, including those with profound and multiple learning disabilities.
The qualifications contain units suitable for learners working at different stages of the Entry 1 Achievement Continuum. A range of differently sized qualifications at Entry Level 1, Entry Level 2 and Entry Level 3 are available. This choice of qualifications allows learners to progress to higher level qualifications or achieve more units at the same level if they are unable to progress to a higher level. They are:
Introductory Award in Life and Living Skills – 2 credits
Award in Life and Living Skills – 6 credits
Extended Award in Life and Living Skills – 9 credits
Certificate in Life and Living Skills – 13 credits
Extended Certificate in Life and Living Skills – 25 credits
Diploma in Life and Living Skills – 37 credits
Support is provided by a permanent team of Learning Support Assistants, based in every class who are trained in First Aid, personal care, Team Teach and communication systems such as PECS and Makaton. Regular training is provided to ensure their skills are up-to-date.
A Multi-Disciplinary Team; inclusive of an Occupational Therapist, Speech & Language Therapist, a Nurse and a Physiotherapist support the department and meet with the Curriculum Leader every fortnight to discuss clinical matters that may impact on the effectiveness and efficiency of the service.
In addition, the Team Manager of Haringey’s Disability Children’s Team and the Curriculum Manager meet every month, to discuss safeguarding matters. Close and well-established links with Haringey’s Social Service and Adult Disability Teams, help with the transition of students aged 18 to Adults Services and address issues which require intervention or referral from the department.
An annual review will take place for each learner over the course of the academic year, with Year 14 (leavers) taking place in November, Year 13 in January and Year 14 (newcomers) in May. The focus of the review is to look over your child or young person's progress in the past year and decide whether the outcomes are still appropriate.
1. Notice. You should be given two weeks’ notice of the review date. You have the right to attend, as does your child or young person.
2. The Meeting. This will be held at the college your child. People who may be at the review meeting include:
• You, as the parent (advocate or translator, if required)
• Your child or young person
• A relevant teacher, the SENCO, or another person responsible for the provision of education for the child or young person
• A representative from the placing local authority
• Any other person who the child/young person, the parent, educational setting or the Local Authority consider appropriate.
3. The Report. If the meeting is held at the school, the staff have two weeks after the meeting to prepare a report and send a copy to everyone who was invited. This report must set out any amendments that were recommended and note whether everyone at the meeting agreed to them or not.
4. The Decision. Based on the review, your local authority must decide if they are going to change anything on the plan, or end the plan entirely – the latter of which should only happen in rare cases. They must let you and the educational setting know within four weeks of the review meeting.
If they aren’t going to change anything, they must tell you about your right to appeal this decision; if they are going to make changes, they should do that without delay.
For more information on the Entry and Foundation studies you should contact:
Assistant Director for Inclusion
0208 376 5953