Welcome to 16 – 19

Our 16-19 Learning Environments…

Previously learnt skills and knowledge are used to continue developing students’ education.

• We have three ‘bases’ within our 16-19 provision
• All bases work together to further develop and encourage individual student’s future goals and aspirations.
• Students are provided with meaningful and relevant, real-life encounters and opportunities within the School and wider community, including work-related ventures.  They are supported by staff in safe environments enabling them to develop confidence and other personal, functional and decision-making skills.
• Staff work closely within the transdisciplinary School community to ensure knowledge of students is implemented effectively to provide personalised learning and preparation for post-19 transitions and future placements.
• Learning areas provide opportunity for all students to interact and participate in sharing experiences with peers.
• External spaces around the School are also used as learning areas, and there are opportunities to further develop and apply skills out in the community, supervised by experienced members of staff.
• Students have School-based opportunities to participate in work experience placements.  We also arrange external work-related placements for those students who would benefit from such an experience.
• Students’ voices are heard and shared through our School Council.
• Our Careers Lead is based in the 16-19 phase which enables her to oversee the development of careers work across the whole of the School and into 16-19.  The Careers Lead is supported by staff members and a Careers Team.
• We work with students, families and other professionals to ensure that transitions to post-19 provisions and adult services is fully planned and effectively implemented.

Admission Transition Process

1. Consultation between family, Local Authority and HPS
2. Place Offered [if consultation is successful and our placement criteria are met]
3. New Starter Welcome Pack sent out: Class Team assigned
4. EHCP Learning Outcomes reviewed and agreed & ‘My Day’ developed
5. Stay & Engage Session arranged: meet key staff and Class Team Lead – Experience the learning environment
6. Pre-admission paperwork completed
7. Health Care Plan set up
8. Start date agreed
9. Preparation for transition developed with Student, family, current setting and Humberston Park, including equipment requirements, medical requirements and specific staff training.

Pre-admission

This meeting/process will focus on everything to do with the student: it is important that as a student your ‘voice’ is heard as well as that as the parent/carer.

Information gathered during the meeting will help us build a Wellbeing Profile which records such things as the student’s ‘likes’ and ‘dislikes’, parental/carer educational wishes, and also supports any health and medical care planning and therapy interventions.

As part of this process, experienced members of Humberston Park staff will visit the student at home and also in their current educational setting, to ensure as much meaningful and relevant information is gathered to support a smooth transition to HPS.

Internal transition from Secondary into 16-19…

• Our staff team in 16-19 work closely with their colleagues in Secondary, ensuring all prospective students are transitioned in a smooth and settled way.
• Leadership ensure relevant staff carry out observations, meetings and that specialist training for staff that’s needed is implemented to ensure we meet all needs and complexities of each student.
• As a 16-19 student, you’ll have ‘Preparation Days’ to ensure that you are at ease with with any new/unfamiliar staff and peers: we always plan class changes early and try our best to ensure there are staff who will be familiar to you in your new class/base where possible.

What to expect as a student…

• You will be provided with opportunities throughout the day to extend work-related learning skills and careers [CEIAG] development – through learning about the world of work and developing your individual skills for work and/or volunteering.
• You can participate in our in-house work experience placements; we currently provide work experience in our onsite kitchen developing catering skills, our School Office, to develop admin skills and/or health and safety aspects, making regular checks around the School environment.
• You will also take part in community events, including shopping at local supermarkets, visiting and using local facilities such as the local library and café.
• You will be part of online community lessons, joining students from other schools.
• Students can learn business skills by being part of our Enterprise Projects, making and selling items in our school community initially.
• Students are expected to engage in the School Council, helping to share your voice and those of other pupils and students throughout the School.
• You will have opportunity to meet with various employers through our encounter opportunities.

Therapy delivery: Transdisciplinary approach

This approach employs working with all those areas involved in a child’s journey: before, during and after their school experience.

Therapy Provision

Our focus is on developing needs-led skills

Children access different parts of the SALT & Physiotherapy provision as required to support their identified skill requirement and outcome attainment.  This means that pupils may access some, all, or a combination of the wide range of interventions for short bursts or on/off periods across their time at Humberston Park School.

As the young person settles in to their new environment they will be embraced into the School-wide Total Communication & Movement for Learning & Life approach.

Our specialist Speech and Language therapist is the Total Communication Solutions Lead and overseas specialist training for staff to ensure that they enable the most positive communication in a person-centred way.

Our consultant physiotherapist is the MOVEment for Learning & Life Lead and overseas specialist interventions and training for staff, to ensure that they enable the most positive and appropriate motor skill development in a pupil-centric way.

All class-based information and assessment forms a rich knowledge base from which, if appropriate, direct specialist assessment can be applied.

Following SALT & Physiotherapy assessment the pupil and family will receive a report outlining small-step targets which will be implemented by the class team.  The aim for every pupil who receives a SALT and/or Physiotherapy assessment is that they will have a clinical evidence-based assessment with clear clinical outcomes from which they can develop their communication and physiotherapy-linked skills.

Physiotherapy

Speech and Language Therapy

Children’s Complex Health Team

• Ensure every pupil has a personalised Health Care Plan
• The CCHT support School staff with pupils’ on-going health and care needs
• Provide clinical training to staff, and monitor competencies
• Provide families with information, guidance and advice about other health/care services and resources
• The CCHT are involved in referral of pupils to other services/agencies, as required
• They also support pupils’ continuity of care by attending or contributing towards meetings relating to but not limited to, EHCPs, Annual Reviews, CIN and TAF.

Challenging more able students in our 16-19 provision

We focus on challenging independence and autonomy, practical life and living skills, and preparation for adulthood, fostering their community understanding and involvement, intellectual growth, social relationships and communication, and self-occupancy.

• Vocational Training and World of Work Experience: we can offer vocational training programs and work experience opportunities that match pupils’ interests and career aspirations.
• Project-Based Learning [PBL]: we have the ability to engage pupils in longer-term, transdisciplinary projects that require engagement, problem-solving and collaboration of teams’ inputs, allowing pupils to explore topics in a deeper way and apply their learning in real-world contexts.
• Advanced Coursework: we are able to offer access to advanced coursework and/or qualifications in subjects where pupils show exceptional ability. There are always opportunities to collaborate with mainstream schools or online education providers if necessary.
• Use of Online Learning Platforms: using more advanced educational software and online courses to provide challenging personalised learning experiences, we can tailor challenges and help pupils explore subjects of interest at their own pace.
• Inquiry-Based Learning: more able learners can be encouraged via an inquiry-based approach where they generate their own questions, with support as necessary, and seek answers through investigation and experimentation: this helps to foster their curiosity, independence, and a deeper understanding of the learning focus.
• Higher-Order Application Skills: through exposure to activities that require higher-order application skills, students can be challenged to apply their knowledge and skills in a testing range of conditions.
• Self-Directed Learning: in 16-19, encouraging self-directed learning by allowing the students to choose their projects, set their own outcomes, and manage their time, minimally supported by staff guidance, students develop greater opportunities for self-occupancy and increased capacity for executive functioning skills.
• Creative & Performing Arts: offering opportunities in the creative and performing arts, such as drama, music, and visual arts, can provide intellectual and emotional challenges and avenues for developing self-expression.
• External Community Relationships: in 16-19, access to a broader range of community partnerships and relationships helps to challenge more able students around, confidence, leadership skills, time-management, travel logistics and safety in the community.
• Real-World Applications: at HPS we value connecting learning to real-world applications through world of work opportunities, job shadowing, community projects, or entrepreneurship programs. These experiences can provide practical challenges and insights into potential future pathways.
• Transition Planning: in our 16-19 provision we can challenge more able students to be more heavily involved in the focus on transition planning to prepare for life after HPS.  Working closely with their families and external agencies and professionals, the students are challenged to be involved in creating comprehensive and personalised transition plans.

Careers development and support….

At Humberston Park School we believe that high-quality careers guidance is important for all pupils relevant to their needs and cognitive abilities.  It helps address social inequalities by helping children, young people and their families understand the full range of options available to them, and how they can make the most of them.

For more information on our careers offer and programme for pupils at HPS, please follow the link below:

Careers Information & Guidance

Links and useful information for parents and pupils…

At Humberston Park School we understand that teenage years can be difficult/challenging for all children; listed below are a couple of the key services we work with to support your son/daughter through these changing times.  For other Useful Information & Contacts click on this link.

Post 19 Service providers…

Listed below are the links to some of the post-19 provisions Humberston Park work closely with: