Memorandum submitted by The Association of National Specialist Colleges (Natspec) (AS 19)

 

 

The Apprenticeships, Skills, Children and Learning Bill is of great interest to Natspec (The Association of National Specialist Colleges).

In order to safeguard learning opportunities and funding for our relatively small group of vulnerable learners with complex learning difficulties and/or disabilities, we wish to bring your attention to key aspects of the bill which we need to safeguard and/or change. We hope we can secure the committee's support.

 

Introducing Natspec

 

Natspec's members include 60 Learning and Skills Council (LSC) funded independent specialist colleges meeting the individual education and support needs of over 3,600 students with complex learning difficulties and/or disabilities. These students benefit from personalised learning and support programmes, delivered by specialist multi-disciplinary teams, which enable them to achieve their goals and aspirations. Creative use of assistive technology enables many students to improve their communication skills and increase their independence. Most colleges offer residential learning, which enables students to improve their self confidence, social and life skills, providing opportunities for them to live more independent and fulfilled future lives and to take their place as active citizens and where possible use their employability skills in a range of work environments.

 

Specialist colleges make a significant contribution to Every Child Matters outcomes, to the vision of Learning for Living and Work and to the aspiration in Valuing People Now to 'include everyone'. Specialist colleges are a positive first choice for learners who could not access further education in other ways.

 

The Apprenticeships, Skills, Children and Learning Bill

 

The Bill proposes to commission and fund provision for learners up to 19 through Local authorities and the new Young People's Learning Agency (YPLA) and provision for those 19+ through the Skills Funding Agency (SFA). However, learners with learning difficulties or disabilities who are 19+ but under 25 and have a 'learning difficulty assessment' will all come under the auspices of the LA and YPLA.

 

In order to safeguard learning opportunities and funding for the relatively small group of vulnerable learners with complex learning difficulties and/or disabilities who require specialist provision, in line with what is currently available, we believe that the Bill must:

 

o Ensure that Local Authorities (LAs) and the YPLA must secure residential specialist college provision where local schools and colleges cannot adequately or effectively meet a student's learning and support needs. Clause 45 applies

 

o Ensure learners have continued access to residential and day specialist educational provision that can meet their learning and support needs, wherever this is located and irrespective of provider type, commissioned through the Young People's Learning Agency (YPLA) where this is the most appropriate and sensible route (note 1). Clauses 40, 58 & 63 apply

 

o Ensure that the YPLA and LAs have good information about the range of specialist college provision available nationally and commission that provision so that learners and their families/carers are able to exercise choice about access to provision that most effectively meets their learning and support needs. Clause 40 applies

 

o Ensure that LAs commission specialist college provision directly locally where this is the most appropriate and sensible route (note 2) to meet local needs, improve quality, raise participation and enable the creation of innovative solutions, including collaboration.

 

o Ensure that procedures for funding and commissioning independent specialist colleges offer stability and sustainability to ensure that placements for these vulnerable young people are not put at risk.

 

o Ensure that the YPLA and LAs enable specialist colleges with national/cross-regional catchment areas to have manageable working relationships with the LA within which they are located, with the YPLA and with placing LAs.

 

o Ensure that where learners are not subject to a 'learning difficulty' S139A assessment, and are therefore funded though the Skills Funding Agency (SFA), that there is an appropriate curriculum offer to motivate them and meet their needs, including access to specialist college provision (note 3) Clauses 40 & 93 apply

 

o Enable specialist colleges to further develop their range of partnerships with local providers to capitalise upon the value of specialist expertise, extend curriculum opportunities, raise quality and provide flexible learning opportunities and access to specialist provision for vulnerable learners.

 

o Ensure access to development funding, for example capital and ICT, to maintain cutting edge, innovative specialist provision

 

1. Many specialist colleges work with learners with severe, or rare disabilities, or complex multiple disabilities; this provision is frequently national/cross-regional, as there are only small numbers of learners who need this learning environment

2. There are some instances where commissioning by LAs is more appropriate than through the YPLA, such as for learners who attend on a day basis and for innovative local provision.

3. Most learners in specialist colleges have had a statement in school, which leads to a 'learning difficulty' assessment (S139A assessment) to inform their transition plan; however, a small number do not, because, for example, they have a late onset disability, an acquired disability or a suddenly degenerating condition. These learners will be funded by the SFA according to the more restricted schedule of learning programmes which might not meet their needs.

 

March 2009

 

 

 

 

 

 

Case studies demonstrating positive outcomes for learners

 

Thanks to Derwen College, Dilston College, Henshaws College and National Star College for providing these case studies.

 

James

Has severe learning difficulties

Learning support

1:4 curriculum support, group SALT, high level support for personal care and independence

Main goals and achievements

James followed a general programme of vocational education with integrated life skills. His main goal was "To be able to undertake supported employment". Early assessment had indicated that James needed 'constant assistance and support in all but the most routine tasks'. His SALT report noted that he needed 'to develop strategies to improve his intelligibility and awareness of the needs of listeners...and to develop an awareness of the appropriate use of touch, proxemics and turn-taking'.

However, over time his confidence and ability improved significantly and by the end of his course, James had achieved a number of hospitality related qualifications. His final report described him as 'a very mature, sensitive and polite young man'.

Beyond college

James now work 3 days a week at a local restaurant where he does front of house duties, using his Welcome Host skills; he meets and greets customers, prepares tables, keeps the bar stocked and is generally useful. His employers have high expectations of his behaviour and appearance. The remaining 2 days a week are spent at the local College where he is following a course to include Food preparation, which will lead to a qualification.

His parents wrote 'We are immensely proud of James. The offer of employment was made without any intervention on our part. The role played by all of you at College has enabled him to move on to this new life and we are all hugely grateful. You have allowed James to discover a more independent way of living'.

 

 

Gemma

Has severe learning difficulties and mobility problems linked to rheumatoid arthritis

Kevin

Has severe learning difficulties

Learning support

Both required 1:4 learning support and immediate access to emotional support

Main goals and achievements

Gemma and Kevin worked towards improving their independent living and travel skills; they moved from fully supported on-site accommodation to community based housing.

Both Gemma and Kevin achieved entry level accreditation in literacy and numeracy, and their English Speaking Board certificate.

Gemma was keen to work in catering and achieved 2 elements of the Edexcel Skills for Working Life catering qualification at Entry level 3. However, following a successful work experience with young children, Gemma decided she would like to work with children on leaving college.

Kevin always wanted practical, outdoor work. He achieved an entry level 2 qualification in land based skills.

Beyond college

Gemma is now with Mencap Employment services and with their support is moving closer to her goal of working with children.

Kevin attends a local agricultural college and works as a local conservation volunteer.

Perhaps most importantly for Gemma and Kevin, they have moved into a house together and live very independently with minimal support.

 

 

Luke

Has acquired Brain Injury due to RTA - epilepsy - absence seizures. He has learning difficulties and emotional and behavioural difficulties.

Learning support

Luke required 1:3 support in the classroom for his behavioural and memory difficulties. He needed to develop strategies for retention of information, and self management strategies to help maintain task focus. Initially, Luke required support to develop social interaction skills and 1:1 support off campus due to vulnerability and poor awareness of traffic danger. Independence training was given for domestic skills, personal hygiene, personal safety and social etiquette.

Main goals and achievements

In his three years at the college, Luke achieved a range of vocational and basic skills qualifications, undertook several successful work experience placements, took part in many enrichment activities and achieved 'Independent Off Campus' status and self medication status.

Beyond college

Luke works for Gloucestershire Dance as a Trainee Dance and Disability Leader. He leads and facilitates dance groups across the county and brings his knowledge of disability together with his skills as a dancer to make dance an accessible and enjoyable medium for many disabled people. He intends to follow a Level 3 Performing Arts course at his local college and plans eventually to live in supported independent accommodation in the Gloucestershire area.

 

 

Claire

Has congenital cataracts, learning difficulties and is diabetic.

Learning support

Claire required intensive mobility training, support and training to manage her diabetes and diet, some adaptation of materials, study and work presentation skills and strategies for using distance vision.

Learning programme

Claire's main goals were to live independently with friends, to achieve qualifications and find employment in her chosen field. 

At college, Claire worked on a 3-year independent living programme, learning skills which she was able to transfer to a study bedroom, a flat and in her third year a small independent house on campus. A social communication programme helped to build up her confidence and self esteem.

Claire undertook work experience at a local construction company. As well as gaining office skills, the placement gave her an insight into the world of work and encouraged her to develop her administration skills upon leaving college. She developed confidence in using the phone and talking to other staff. Claire achieved a number of CLAIT modules at the local college.

Her confidence in crossing roads and using public transport increased significantly and she became an independent traveller, able to make her own way to her work placements and successfully learning to use 8x binoculars to identify bus numbers.

Claire competed in the Special Olympics for athletics and swimming, gaining several medals in both disciplines.

 

 

 

 

Assistive technology supporting independence

Sarah uses My Tobii eye gaze computer to enable her to communicate independently for the first time; previously, someone had to hold her hand and help her to guide her finger to point at a communication board/ keyboard on a communicator. She can now just look at the screen and speak out messages using her eyes. She can also use this to control her television and hi fi.

 

Ben uses a PowerBox communicator controlled by his foot. He is able to speak out messages with this when people can't understand him; he also uses this for email, internet, and text messaging. He has a webcam attached and uses Skype; he can also access his mobile phone through the system. Ben uses the same foot controlled joystick to drive his wheelchair.  Ben also uses this system to control his living environment in his room at the college and thus for the first time in his life is able to carry out tasks such as switching the TV on and off, opening his door and opening the curtains.

 

Anna was anxious about independent bus travel as she found it difficult to remember where to get off the bus, but she knew this would be important if she was to keep her work placement. Her support worker travelled with her and they took photos of the key points along the way on Anna's mobile phone. She now travels on the bus to her work placement, checking her mobile phone - just like the other passengers.