2008 Survey of Provision in Scotland’s Colleges for Learners with Profound and Complex Needs

100% response 100% response butbut

more questions than answers!more questions than answers!

The complexity of this group of students

not an homogenous group a breadth of support needs a depth of cognitive ability still major challenges for students with

complex needs whose learning difficulties are less profound

The necessity for a critical infrastructure

resources, services, estates and extra-curricular support will be as influential and significant as the curriculum itself

Why college?

strong demand from school leavers and their ‘significant others’

delayed maturity and slower pace of learning of this cohort

very limited post-school options

Transition and needs assessment process

time consuming: no less so for part-time provision

complex: many staff and agencies involved change: withdrawal of in-situ therapies challenging: to manage conflicting

expectations about provision, resources and responsibilities

onward transition from college: often neglected

Partnership arrangements Issues most often arise over arrangements for:• transport • intermittent support around the building• double or occasional personal care• in-class supportFew formalised partnership agreements are in

place.

The curriculum shortage of suitably experienced teaching

staff limited awareness of student group intensity of planning for delivery ad-hoc development of the curriculum restricted knowledge of resources

adds up to major staff training issues

Progression routes

through college between colleges beyond college

Provision for this group of studentsis expensive because it: is labour intensive requires specialist support requires specialised provision requires bespoke facilities and resources takes time

Quality Assurance This is a distinct student group but

current review and quality assurance arrangements (HMIe) don’t reflect this.

Concerns have been expressed over lack of scrutiny of non-college support.

What could be done now? staff development and training guidance resource allocation information sharing

Future considerations

how much provision, in what form and where?

issues of willingness, capacity, choice and adequacy of funding

evidence of tangible commitment – of policy makers; of funders; of providers