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Learning and Assessment
Students can apply to Brentwood College in their final year at school. Usually College destinations will be discussed in the year 14 reviews and students and their families supported to make suitable applications. Successful candidates may stay in the College for up to 3 years. Students are placed on one of two courses according to their level of learning and desired outcomes, with baselining determining the learning levels.
Post 19 students with personal care needs have their needs met in College by our trained staff. Medical needs are met by student’s GPs and therapy needs are bought in by College on a needs basis. Currently we have our physiotherapy needs (including hydrotherapy) and SALT provided by partners to Brentwood and our music teacher.
We have strong links with social care and community health teams to support our students and families with any issues.
Initial assessment Options discussed at Y13/ Y14 Annual reviews, discussions with school staff, families, observations. | |||||||||||||
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Baseline Assessment (Initial 6 weeks of academic year) | |||||||||||||
| Baselining across internal college curriculum | |||||||||||||
Long Term Goals agreed linked to PFA Set at Annual Review for inclusion in EHCP | |||||||||||||
Employment
| Independent Living | Community Inclusion
| Health and Wellbeing
| Communication & use of number | |||||||||
Students assigned to Study Pathway | |||||||||||||
Foundation | Communication, Choice and Control | Skills for Independence | Skills for Independence and Work | ||||||||||
Individualised Timetable Incorporates independence skills, enterprise/ work experience, health, including use of number (Functional Maths) and communication (Functional English), therapy, community and enrichment. | |||||||||||||
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IEP Targets set by class teams Evidence recorded on Evidence for Learning towards termly targets (at key times) | |||||||||||||
Aspirational
| Developmental | Communication (Functional English) | Use of number (functional maths) | ||||||||||
Targets worked on within lessons Evidence towards progress recorded against targets within lessons | |||||||||||||
Curriculum progress within subjects tracked in sessions alongside IEP targets where appropriate. | |||||||||||||
Monitoring and Review of Progress Through regular tutor group time, continuous student and tutor review, termly evaluation of IEPs, data collection within sessions and annotation post sessions. | |||||||||||||
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Reporting of Progress Annual EHC Plan review report for parent/ carers/multi-disciplinary teams (AR4), Data analysis per semester by Leadership Team | |||||||||||||
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Transition to year 2 or 3 or Exit (Placement reduces to 4 days in years 2 and 3) | |||||||||||||
Progress to year 2/3 of course | Day service supported by social services | Work experience Volunteering | Independent Living | Further Education | |||||||||