Communication and Choices

Independence and Skills

Vocational Programme

Specialist Supported Internship

Hedleys College is a high quality specialist further education and

training provider for young people with a range of learning difficulties

and disabilities who require specialist individual programmes to

develop their communication, independence and employability skills

to make a successful transition into adulthood within the North East

region.

There are two College sites’ Jesmond (Communication & Choices/Adult Programme) and

Forest Hall (Vocational, Independence and Skills/Adult Programme) both can offer flexible

packages of further education and training across Tyne and Wear. The college provides

access to other Hedley specialist facilities to include Hedleys high quality social

enterprises, the Hedley Employability Project and the Hedleys Sports Academy.

From September 2017 Hedleys College will be again based on one

site at Forest Hall.

Students are supported by the Hedley interdisciplinary team of specialists and therapists,

specialist Learning Support Assistants and Tutors. The college works in partnership with

a wide range of services, supported employment programmes, general further education

establishments and volunteering projects to support students into a successful transition.

Students will have

moderate, severe

or complex learning

difficulties with

multiple needs

which may include

physical disabilities,

complex

communication

needs, sensory

impairments and

medical needs

College Residential Services

CollegeAdmissionStatement

Residential placements are available though Percy Hedley Adult

Residential Services. Placements are assessed on individual

basis and subject to availability. For more information please get

in touch with Registered Manager, Mark Webb, 0191-2127859,

m.webb@percyhedley.org.uk

All learning programmes are accredited by the National

Foundation Learning Framework. Every student has an

Individual Learning Plan, a detailed Personal Profile (for their

support needs) and long term goals that form part of their

transition plan.

College Qualifications and Awards

Our Extended CurriculumDuring the college week students can make choices about their

leisure time linked to College social opportunities and

enterprises. Options can include Halliwick swimming and sports,

Mobile DJ , Fundraising events, Music Technology, Performing

Arts, Arts & Crafts, Signed Singing Choir, Fishing and many

more. College residence also follows a 24 hour curriculum.

Students’ contribution to the community is outstanding. Their involvement is influential with

a wide range of partners. Students make good progress across a broad set of skills

including tasks for daily living and personal care, which helps them move into independent

or supported living after college where appropriate. The effective development of vocational

skills enables learners to achieve well in their work placements within college and

employers premises.

Outstanding links with community and employers

Initial Assessment ProcessAll prospective students who

apply to College are offered an

initial visits and tasters. We also

offer visiting prospective

students at their local schools.

Prior to finalising college offer

all students meet our multi-

disciplinary team of teaching

staff and therapists. Following

offer being finalised a detailed

report is sent to both the family

and Local Authority outlining

which course is most suitable

and the support ratio required.

We recognise that young people often require a mixed package of education, health andsocial care and work closely with families, Local Authorities and Professionals to ensure

their time at College is highly beneficial in preparing them for transition into adulthood.

Students can access the following programmes on offer

Communication & Choices ProgrammeIndependence & Skills Programme

Vocational ProgrammeHedleys College Supported Specialist Internship

Hedleys College Connection ProgrammeAt Hedleys College we offer those students who are assessed as being able to accessmainstream College provision a bridging programme. This allows the young personto access ourselves and other local colleges so they receive a suitably challengingcurriculum with the aim of preparing them for full time mainstream provision.

We currently work closely with Newcastle College and we support the young personwith a wide range of accreditation, integrated therapy and subjects that offer a broadand balanced curriculum to meet their complex learning needs.

Students as part of this course will attend a multi-disciplinary review to monitor theirprogress and continue to plan transition.

The Hedleys College Specialist SensoryCurriculum for young people aged 16-25 years

old with complex learning needs and multiple

disabilities (physical, medical and/or sensory

needs). Students will be assessed as working atQualification and Curriculum Pre Entry LevelStudents benefit from a Total Communicationapproach with regular access to a wide rangeof therapies.

The Hedleys College specialist course for young

people aged 16-25 years old with complex learning

needs and multiple disabilities (physical, medical

and/or sensory needs). Students will be assessed

as working at Qualification and CurriculumFramework Milestone 8 up to Entry Level 1.Students focus on developing domestic skills foreveryday living, community independence,

communication, physical and mobility skills.

Hedleys College Curriculum

Students access integrated therapy through highly structured and well

supported, differentiated individual practical study programmes.

Nathaneal is a young man who has Downs

Syndrome and Autistic Spectrum Disorder.

When Nathaneal arrived at College he had

limited communication and used a Dynavox

Communication system with voice output. He

would often become frustrated as he could not

communicate his needs and this often led to

negative behaviours. After the initial

assessment by the College multi-disciplinary

team Nathaneal was provided with a

specialised curriculum which had clear Goals

to develop his communication and

Independence This involved input from a

Personal Tutor, Therapists, Behaviour

Support and a team of skilled support staff.

Following the advice from the Speech and

Language Team at College Nathaneal was

provided with a new communication system

called LAMP.

Communication andChoices Programme

Therapy integrated approach toteaching and learning, individual

care packages, small teachinggroups and high levels of

support allow opportunities tosuccessfully learn and achieve.

Students’s likely transition will be to further

specialist education and/or training and packages

of day service care to include students’ local

community based provision, new learning

programmes such as Hedley College

Communication and Choices+ or The Adult

Programme which is a bespoke day service

within College and supported living with greater

independence and more effective communication

Nathaneal has demonstrated real progress using

the system and this led to a decrease in negative

behaviours and his symbol vocabulary has

significantly increased. Due to an increased

ability to communicate Nathaneal’s social skills

and participation and motivation also increased.

Language Acquisition through Motor Planning (LAMP) is a

therapeutic approach based on neurological and motor learning

principles. The goal is to give individuals who are nonverbal or

have limited verbal abilities a method of independently and

spontaneously expressing themselves in any setting.

Communication andChoices ProgrammeStudents’s likely transition will be to further

specialist education and/or training and packages

of day service care to include students’ local

community based provision, new learning

programmes such as Hedley College

Communication and Choices+ or The Adult

Programme which is a bespoke day service

within College and supported living with greater

independence and more effective communication

Ben joined Hedleys College in 2014, and is now in his secondyear of his Communication and Choices programme. He hassevere learning difficulties, sensory processing modulationand complex communication difficulties with a diagnosis ofClassic Autism. Ben is a happy young man, who thrives onstructure, routine and positive interactions with familiarpeople. He displays his engagement during activities throughhis willingness to participate, co-operating with staff to use hiscommunication aid, positive/negative body language,vocalisations and eye contact. Ben’s curriculum consists ofboth classroom and community based activities, both whichallow sensory input. Ben enjoys engaging in simpleinteractions during activities, with staff and peers. Ben canbecome anxious due to changes in routines or his sensorysensitivities, therefore he needs constant adult support tohelp regulate this. Although he continues to need full supportto do this, he has been very accepting of strategies beingintroduced; Ben will now wear a weighted jacket, uses ared/green visual schedule board, has a calming glitter bottle,participates in heavy work activities and indicates when hewants deep pressure. Having a positive, trusting relationshipwith key staff is not only vital to Ben’s welfare, but impacts onhis confidence, participation and effectively the level ofprogress he makes. Ben and staff have both worked reallyhard through a range of sensory and turn taking activities toensure these relationships were established and that theycontinue to be maintained. Ben’s confidence has developedvastly and as a result, has not only impacted positively on hisprogression at college, but his willingness to participate incommunity based activities at home. A fantastic achievementfor Ben was attending a College Residential Learning Break toBeamsley in July 2015 with his peers and key staff, during thisstay he remained engaged during activities, and was able tocommunicate his likes/dislikes effectively without becominganxious. A lot of planning went in to this trip to ensure thatit was as successful as possible. Ben went for a pre visit.

He also had a weekly story massage session for 6 weeks prior to the trip,which involved a social story about Beamsley, whilst incorporatingpositive tactile touch. This ground work I believe contributed to Benfeeling calm and safe throughout the residential. Not only was thiscelebrated as a huge success at college, but at home too. Family bookedup immediately, they hoped that it would allow them to have a successfulfamily holiday, something that had previously been problematic due toBen’s anxieties.

On return from their holiday they were eager to share the wonderfulnews, that they had been able to enjoy a summer holiday as a family.

So much has already been achieved in Bens first year at Hedleys College,we all look forward to seeing how much he progresses and shines in hissecond year of study.

Students’ likely transition will be to independentsupported living, further education, training, or

a personalised package of services to include

students’ local community based provision, new

learning programmes such as Hedleys College

Independence and Skills+ programme,

Vocational or Adult Programme, and socialenterprises.

Harvey is now in his 2nd year at Hedley’s college. WhenHarvey started, he struggled with the confidence in hisown communication. Harvey does have speech difficultiesand struggles to be understood. He has use of acommunication aid to support conversation but was oftenreluctant to use it. He would often shy away from groupconversations and become reluctant to offer detail abouthis social time, family or general experiences. Over theyear, Harvey has been encouraged to build oncommunication strategies that help reinforce his speechsuch as signing and gestures. He has also been shown thathe should remain patient with the listener and persist withthe conversation. Harvey no longer shies away fromcommunication difficulties and is now being stretched tocommunicate more to less familiar people in thecommunity. This works well when Harvey can gesture,such as ordering a sandwich at Subway!Harvey loves to be busy. He is a very practical learner andis always looking for something to do with his hands. Heloves DIY and would often ask the caretaker if he couldhelp him with his jobs! Harvey has a genuine destination inpractical based working. He studies gardening and up-cycling at college. Harvey also wants to work with carswhen he leaves college.Harvey has really increased his independence over theyear as well. He benefits from a 3 night residential staywhere he is supported to develop his domestic skills. Hisroad safety is excellent and shows that he is well on courseto make some independent local journeys with practise.Harvey has begun using his own bank card and isdeveloping skills in using money and budgeting.

Kevin is 21 and has learning disabilities and Autism. He is achatty, sociable young adult who enjoys socialising with thepeople around him but can at times find managing socialinteractions difficult. At the college, Kevin attended a weeklySaLT supported social language group where he has looked at avariety of topics including refusing, listening, commenting andgeneral conversation skills such as initiating, turn taking andending conversations.

To further develop his fact and fiction understanding, as well ashis Literacy and Numeracy skills, with support from Speech andLanguage Therapist, Kevin followed current affairs, by regularlyaccessing newspapers and other social media. This enabled himto develop appropriate conversation starters. With support,Kevin assessed the meaning of photos, asking what certainwords meant evaluating the significance of the story. Over time,Kevin was able to transfer the skills and would arrive at thecollege with a news story that he had already researched,allowing the opportunity for realistic, positive interactions.

As Kevin’s confidence growed, and once he developed matureroutines, his range of choices and activities increased. Healways enjoyed being busy but would now become moreinterested in trying new things. This included special interestsin gaming, genres of music and DJing. Last year, Kevinsuccessfully completed Bronze Duke of Edinburgh Award. Hegained new problem solving, physical and vocational skills. As apart of the project Kevin took part in his first camping trip.Because of his increased confidence and social development heprevious anxieties around being away from home reduced andhe was willing to try a night in a tent. Kevin enjoyed theexpedition and expressed interest in going away again this timefor five nights instead of just one!

Kevin left Percy Hedley college a mature young man. Hisability to direct his own routines and to problem solve havesignificantly increased .

Students’ likely transition will be to independentsupported living, further education, training, or

a personalised package of services to include

students’ local community based provision, new

learning programmes such as Hedleys College

Independence and Skills+ programme,

Vocational or Adult Programme, and socialenterprises.

The Vocational Programme at Hedleys College is

a specialist course for young people aged 16-25

years with complex learning needs and multiple

disabilities (physical, medical and/or sensory).

Students will be assessed as working at EntryLevel 2/3 and up to Level 3.Students access individual, differentiated and well-

structured vocational programmes with at least aday per week on external work experience within

their own community and 4 days in College on

specialist vocational training in one of our

pathways; Hospitality and Catering, Business

Administration or Social Enterprise/Horticulture.

The Hedleys College specialist vocational course for

young people aged 19-25 years old with complex

learning needs and multiple disabilities (physical,

medical and/or sensory needs). Students will be

assessed as working at Qualification andCurriculum Framework, Entry Level 1-3 up toLevel 1.Students access individual, differentiated andwell-structured college based learning

programme, 2 days per week, and supported on-

the-job training - 3 days per week externalplacement with supportive employer.

Hedleys College Curriculum

Kate is 21 years old, has Cerebral Palsy,

difficulties in processing language and

significant speech and language difficulties.

She is currently assessed at Entry Level 2/

She is following a vocational curriculum at

College accessing an individualised learning

programme with two days of external work

experience. Kate likes to be as independent

as possible, she is now an active member of

the College Student Council.

Kate has completed work placements at

Food Nation in Byker and St James Primary

School in Hebburn and she currently works

at TDR. Kate's independence and confidence

has grown tremendously and over the past

two years Kate has built upon her Catering

skills and is determined to achieve her

ambition of getting a job in Catering.

Students’ likely transition will be supported

tenancy, supported or independentvoluntary or paid work placement, social

enterprises, community based further

education or training, the Hedleys CollegeSpecialist Supported Internship or an

individual programme as part of the HedleysCollege Adult Programme.

Kate is benefiting from access to weekly tuition from

Specialist LLDD Tutors Personal Tutor, Work Experience

Coordinator, Job Coach. She accesses integrated specialist

support from the College occupational therapy,

physiotherapy and speech and language therapy on a

weekly basis.

Zaid is 20 years old, has learning difficulties

and is deaf. Zaid is currently assessed at

being at Entry Level Three and is well on the

way to achieve his City and Guilds Certificate

in Employability.

Zaid’s main focus at the College always was

vocational training and over the year at the

college he has made significant progress in this

area, now demonstrating a range of skills in

grounds maintenance and gardening. Zaid has

demonstrated when given the right environment

and team around a young adult with learning

difficulties you can achieve highly and be able

to work productively in the world of work. He

has developed his communication skills where

his confidence has grown when speaking with

unfamiliar people, being proactive with activities

he can complete independently. He has

become more assertive in directing his own

opinion and making choices, as well as

maturing into a young adult ready for the world

of work.

Ofsted recognised outstandinglinks with employers,

multidisciplinary approach, well-structured, specialist and

supportive training and learningenvironment which allows

opportunities to develop workskills and independence.

This programme enables students to complete

necessary qualifications to make successful

transitions to supported permanent workplacement, or/and further vocationaltraining to include Hedleys College

Specialised Supported Traineeship.

Zaid is benefiting from access to weekly tuition from

Specialist LLDD Tutors and Work Experience Coordinator.

He also receives integrated specialist support from the

College occupational therapy and speech andlanguage therapy on a weekly basis.

Integrated Physiotherapy

Enables the student to

so they can access

their learning environment, whether in college or in the

community. and supports

students to reach their independence and vocational goals. It

promotes a and fitness and

empowers the student where possible to take control of the

management of their own condition for the rest of their life. This

is achieved through: Individual physiotherapy sessions,

to teaching and learning,

programmes, programmes, Balance and gait

re-education, Individualised exercise and ,

sometimes delivered within a group session, Assessment and

re-assessment of needs Assessment and

re-assessment of need.

Integrated Speech and Language Therapy

is promoted at all times. This emphasises a culture

where gestures, body language, signs, symbols, photographs, objects of

reference, Voice Output Communication Aids and

are used in a consistent manner to support speech or as an

alternative to speech. Students have access to group and/or one-to-one

therapy targeting: Attention and listening skills, Receptive and expressive

language development, Non-verbal communication, Makaton, and British

Sign Language development, Sequencing and problem-solving for self-

advocacy, Pragmatic language, Social communication, Cause-and-effect

development, Switch and Augmentative and Alternative Communication

(ACC) development

Integrated Occupational Therapy

The aim of occupational therapy within college is to: support,facilitate and enable students toskills, assess for and recommend suitableto enable students to enjoy maximum participation in thecurriculum and college life, develop programmes to supportthose with and to promotechoice, autonomy and

At college, occupational therapy intervention can be on anor and may include the following as-

pects: functional seating and and management, sensory activities

development of fine motor skills, skills, for example, and domestic activities of

promoting participation in social skills, access tothe community, and

Specialist

Support

College Learning and Care Coordinator

and the College Nurse provide and

coordinate a day to day specialist

support for college students who benefit

from individual care packages within

their learning programme. This includes

personal care, eating and drinkingand medical needs.

All college staff have responsibility for

promoting positive behaviour and ensuringthe safety and well-being of staff andstudents. A number of college students have

a behaviour plan agreed with parents and

professionals to assist them in developing

skills for adulthood. This is reviewed regularly

and are addressed positively with students

and their families.

How to apply for a placementInformation for Parents and Carers

You will attend school annual review transition meetings, starting from year 9 and meet your Connexions Advisor or

Careers Officer to discuss and plan for transition . At least a year before your planned transition, your Connexions

Advisor/Careers Officer will support you to access local offer – a list of providers offering education in your region.

You will be supported to visit number of providers to include your local general further education college, to identify placements

that could meet your son’s/daughter’s needs and aspirations. Please make sure you visit all options before making up your

mind. You can request a place at a specialist college when this is the best place to meet a young person’s needs.

This will be written in the Plan. Your Careers/Connexions Advisor or your school will support you to make a referral for anassessment. Our assessment will be offered when you have confirmed that Percy Hedley College is the only specialist College

you intend to seek the funding for. Once assessment completed, college will offer a placement subject to funding. Your

Connexions advisor or careers officer will make an application for funding from the Local Authority.Once assessment

completed, college will offer a placement subject to funding. Your Connexions advisor or careers officer will make an

application for funding from the Local Authority.If successful, then we will arrange another meeting to discuss induction and

the future at College. Please ask for help if you need it or raise any questions you are unsure of.

At Hedleys College please contact, Anne-Marie Forrest- Assessment Manager or

Kasia Gorowska- Recruitment Coordinator

Direct Dial 0191 212 7853

E Mail: collegeplaces@percyhedley.org.uk

It is easy to arrange to visitour college

We welcome prospective students and their families, teachers,personal advisors, care managers, social workers and associated

professionals

Jesmond Site

Tankerville Terrace, JesmondNewcastle upon Tyne, NE2 3BB0191 281 2888

Station Road Forest Hall,Newcastle upon Tyne, NE12 8YY0191 266 5491

Station Road Site

Tankerville Terrace, Jesmond

Newcastle upon Tyne, NE2 3BB

0191 281 2888

Referrals

0191 212 7853

collegeplaces@percyhedley.org.uk