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Learning for Independence & Future Employment (L.I.F.E
Please contact us on 01727 737780 / 737198 to arrange an appointment. Or email Life@oaklands.ac.uk
Springfield
Level Full Time PE 1 Year St Albans
Springfield is a specialist provision based at the St Albans Campus which caters for young people aged 16- 22 who have either a profound and complex or severe learning difficulty or disability, and may or may not require additional medical support in order to access to curriculum. This also includes young people whose needs may fall within the Autistic Spectrum and who may have associated communication difficulties and require behavioural support. Following initial assessment, students will be placed with the most appropriate peer group that best reflects their needs and abilities. Curriculum delivery will be led by the Aims and Outcomes as detailed on Education Health and Care Plans. Springfield and Supported Learning are accredited by the National Autistic Society, which highlighted how students are treated as individuals, rather than following a ‘one size fits all’ approach.
What will I learn? Springfield is split into programmes depending on the needs of the individual student. These include:
Core Skills and Encounters These programmes are designed for students with Profound and Multiple Learning Difficulties who require a sensory based curriculum. The programs are centered on individual need, but are intended to address the most basic need for sensory discrimination and self-awareness as a starting point. Learning will be encouraged through activities that will develop the ability to “select, integrate and derive meaning from” these experiences. All students are encouraged to use switches to operate equipment and to have control of their local environment.
There is recognition that communication from students is likely to be heavily dependent on carer interpretation and staff continuity will be maintained as far as possible in order to facilitate this.
Some students will be able to work with early stages of symbol recognition alongside objects of reference.
Choices and Options These courses are for students with a severe learning disability requiring significant assistance to access the curriculum but capable of engaging in more formal activities that will encourage basic independence skills where appropriate. The main aims of these courses is to promote basic independence, develop choice making skills through the use of pictures and symbols and to develop the students individual communication strategies using Makaton, PECS, Voca, Eye Gaze and other assisted communication technologies. All students are empowered through switch work and expressive communication strategies to exercise control over their own environment, allowing them to make meaningful choices. Where appropriate, students will be supported and encouraged to develop simple independent living skills such as basic food preparation and self-help skills.
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Springfield (continued...) Foundation and Young Persons Programme These courses are for school leavers with severe learning difficulties who need a secure, accessible introduction to college life. Learners may have a range of needs and disabilities including physical disabilities, challenging behaviour, autism, downs syndrome and/or experience poor mental heath. Students on the Young Person Programme are functioning at a relatively high cognitive and academic level (high P levels and some aspects at Entry 1). Foundation students have a similar level of need but may be working at a lower cognitive level than students in the Young Persons Programme. The main emphasis throughout these programmes is to encourage and develop communication, independence and life skills, functional English and maths and appropriate social behaviours. Developing and improving communication strategies underpins all activities throughout the week so that learners acquire a range of skills to help them express themselves.
Focus Provision These programmes are for students on the autistic spectrum whose autism can have a profound effect on how they interact with the wider world. There are currently five groups streamed by ability.
At Oaklands, we use a range of alternative and augmentative communication methods to support and encourage functional communication development. These are not used in isolation and a student may use several of these methods. Methods that are currently used in college are Makaton signing, symbols/photos, a diverse of communication aids, communication books/ passports and objects of reference. Focus programs provide an environment that is ‘autism friendly’, where the learner feels valued and can learn through consistent and predictable routines. Self Help and Independence are a key aspect of all programs. Increased confidence and ability to manage everyday tasks such as taking care of belongings, preparing simple meals and self-care skills form a basis of the support given to develop independence in daily living activities. Staff are skilled at the gradual withdrawal of support, encouraging further independent activity. Photographs, pictures, PECS symbols and other communication resources are employed to support the development of skills All sessions are planned to provide stability and consistency and give warning of any changes whilst being alert to possible signs of stress and anxiety. Students are likely to have a low tolerance of change, may take longer to settle into the college environment and struggle with social interactions, communication and flexibility of thought. We have a large team of Herts Steps Instructors who support students to develop self-management and self-regulatory behaviours. Supporting the development of self-regulatory behaviour is at the core of all programs. Students are individually targeted towards developing their working relationships and peerto-peer interaction. Activities are structured to facilitate opportunities for working co-operatively, gaining confidence, listening to others and participating in group activities.
We strive to ensure that we carry over already established communication strategies, although within the context of transition, needs may change and with team agreement these may be appropriately modified. The multi-disciplinary approach is adopted at Oaklands. We work very closely with families, carers, college staff, physiotherapists and previous SALTs. Communication underpins all learning and therefore we are committed to providing specialised support and therapy to each student’s individually identified needs.
Speech & Language Therapy (SaLT)
Supportive Learning
Level E1
Level E2
Level E3
Level 1
Full Time 2 Years option of a 3rd year (subject to review) St Albans
What do I need? This programme is for students aged 16-22 on entry, who have a learning difficulty/difficulties and/or disability/disabilities, including those young persons whose needs fall within the Autistic Spectrum range of conditions. There are no formal entry requirements.
What will I learn? The programme is made up of four pathways, streamed according to the academic level (to enable the students to work together on group projects) of the individual student. These cover a range of areas, including: l Coping strategies l Internal discipline l Life and community skills l Functional skills in Maths and English Internal and external work experience will be offered to all students if this is of benefit to the individual and are designed to support students in accessing the wider community and to encourage them to be more independent in all aspects of their life. Students will be able to access a range of subjects, including creative media, art, life skills, sports, community skills, literacy and numeracy, gardening and performing arts. Accredited qualifications are offered in the relevant subject areas if these qualifications are accessible to the individual.
Each student’s starting point and pathway will be assessed and identified on an individual basis.
Students on pathway one will typically have a diagnosis of Autism Spectrum Condition (ASC) or associated traits and may have found accessing college education before challenging, and/or need clearly defined routines and expectations in order to support them in accessing all elements of their college programme effectively. Students on pathway two will be working to: develop independence skills, internal discipline and processing skills, to develop an understanding of their local community, of personal safety, and to develop pre-work vocational skills. Students on pathway three will be working towards further developing independent life and work skills with a view to sustainable, meaningful work and supported living placements beyond college. Students on pathway four may have the potential to access other further education courses in the future, but need structure and clear expectations to access their education in a meaningful manner at the present time. Students may present with Social, Emotional and Mental Health (SEMH) needs and/ or have been out of formal education for a period of time.
What can I do next? Progression routes (explored in the final year of a programme) are tailored to the needs of the individual. Students may move into work or voluntary placements, independent living, or onto another further education course with the appropriate degree of additional support.
Employability Skills
Level E3
Level 1
Full Time 1 Year Welwyn Garden City Part Time 6 Months St Albans Welwyn Garden City
Employability Skills is designed to act as a transition year if you’re looking for further education or move onto employment, but need some support to get there.
You will develop transferable skills to increase your independence at home and in the community, with embedded functional skills. You will learn to take responsibility for your own learning and recognise your strengths and areas you need to develop. Personal development sessions will support and guide you through a range of generic and life skills in order to support your core study programme and to develop wider skills for progressing to further education and/or employment. Workskills focuses on preparing you for employment covering areas such as CV writing, applying for a job and preparing for interview. Lifeskills sessions focus on increasing independence by developing skills needed to plan and prepare home cooked meals. You will also have the opportunity to access a range of other courses at Oaklands including animal care and motor vehicle maintenance to get a taster with support before applying for a place next year. We invite applications from students from mainstream schools.
Supported Internship
Level E3
Level 1
What is a supported internship? Internships are unpaid work and will be accessed alongside college sessions. The on-the-job training will support you to move into paid or voluntary employment at the end of the programme. You will be at work for up to 16 hours a week and at college for two days a week.
How it works At the start of your programme you will be fully supported in your chosen work placement. A job coach will assist you with on the job training. As you become competent in your role the support will reduce. (This may take several months). At the end of your work placement the employer will offer an interview which we hope will lead to paid or voluntary employment.
Is a supported internship for you? l You need to be at least 18 years old. l You need to have an Education, Health and Care
Plan (EHCP). l You will need to have a strong desire to work l You will need to be reliable and willing to learn new skills. l You will need to get to your work placement.
Our friendly and approachable staff have a wealth of experience in working with students with additional needs. Our staff will provide a safe and friendly environment where our students can thrive and learn at their own pace.
Motor Vehicle
