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Brentwood College

Skills For Life

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Learning and Assessment

Students stay in the College for up to 3 years from when they are 19 to when they are 22. Each subsequent year will be offered on the condition that students are making educational progress. Students are placed on one of our three courses according to their level of learning and desired outcomes.


Each course follows aspects of the ASDAN Towards Independence curriculum. This curriculum has a range of modules in practical and relevant subjects that are suitable for our cohort of learners. Towards Independence is externally moderated and certificated. Students stay in their mixed ability tutor group for registration, some of their lessons and for Brentwood events eg Sports Day. Other lessons are grouped according to course or student choice.


Students continue to have an Individual Education Plan (I.E.P.) which sets out the priorities and targets for each term. IEP targets are small step targets which contribute towards students meeting their yearly targets which are derived from their EHC Plan Outcomes. Parents and students  are encouraged to contribute towards identifying and prioritising targets.


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) met by Manchester Physiotherapy, SALT provided by AT Therapy and music therapy provided by Nordoff Robbins and our college music teacher. We have strong links with social care and community health teams to support our students and families with any issues.



Recruitment and Selection

Year 14 Reviews, Links, College named on EHCP, Offers made


Transition and Enrolment


Baseline Assessment

Life/Independence Skills

Work Skills


Support / Therapy

Functional Maths/English



Daily Living skills/ Cookery Community access

Travel training


Work Experience


Vocational training


Medical Needs

Personal Care


Assistive Technology/SALT

Learner Voice

Mobile Technology

Staffing Ratios

Risk Assessments

Behaviour Baseline



Long Term Goals Agreed for EHCP linked to Outcomes for Adulthood

Set at Annual Review – yearly targets written on IEP in the following subjects:

Functional Skills

(Using Maths/English to support independence)

Communication and Interaction


Accessing Community


Sensory Needs

Life Skills for Independence (and Work (if applicable))


Students assigned to Life Skills Study Pathway

Communication, Choice and Control

Skills for Independence

Skills for Independence and Work


Individualised Timetable

Incorporates study program, work experience, independence skills, enterprise, functional skills including maths and english, support and therapy, leisure and community, personal and social time


Medium Term Goals

(Termly targets set by teachers and evaluated on IEPs)


Short Term Targets set within lessons

Evidence towards progress against short and medium term targets recorded on classroom monitor.


Monitoring and Review of Progress

Through regular tutor group time, half termly tutor review, termly evaluation of IEPs, termly data harvest

Interventions applied/evaluated for effectiveness


Reporting of Progress

Annual EHC Plan review report for parents/multi disciplinary teams(AR4), Data analysis by Leadership Team



(Placement reduces to 4 days in years 2 and 3)

Progress to next level of student program

Day service supported by social services

Supported Work


Independent Living