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Post-16

 

At Post 16 there are key pieces of information we need to tell you about which are; progress (how fast and far pupils move with learning), attainment (the end result of their learning), English and Maths progress, retention (how many pupils start and finish their courses with us) and destination (where do students go once they have moved on from James Rennie School.

Retention - Our Post-16 course is nominally 3 years, but if students are ready to leave before they 19 then we would consider it positive and appropriate as long as they were entering education at another institution, participating in vocational training or employment.

Over the last 3 years we have had one pupil who left at 18 to enter a specific vocational course at a Further Education college, all other young people have completed their 3 year course of study with us. 

Destination - we provide information not just where our students go when they leave but also what happens 1,3 and 4 years after they leave us as this enables us to judge the success of their course. This information can be seen below. 

English and Maths Progress - students come into Post 16 with either Entry Level 1 Personal Progress English and Maths qualifications (or Personal Progress "Engaging with the world around you" for students with PMLD) or Entry Level English and Maths qualifications.  We use the skills that students have and extend these skills into broader contexts and progress their functionality with a key emphasis on what they need for leaving school.  Last year 6 students left Post 16.  1 student left with a Level 1 qualification in functional maths after starting Post 16 with an Entry Level 2 in maths.  She also gained an Entry Level 3 in functional English broadening the functionality of skills she already had.  2 students left with accreditations in developing communication skills, numeracy skill and qualification in 'keeping safe', again using previous maths and English skills in more functional ways suited to life 'beyond James Rennie'.  3 students with more profound needs had more of an emphasis on their communication skills.  They had gained Personal progress qualifications in Key Stage 4 in Engaging with the world around you.  This was extended through Post 16 using the same qualifications but varying the contexts to allow skills to be embedded.

 

Progress - Students in Post 16 follow individual study programmes bespoke to their needs and abilities.  All students do Functional English and Maths either as a qualification, an accreditation or as individual non accredited programmes.  SULP (social use of language programme) is continued on from Key Stage 4, however, the emphasis of this is using SULP skills in the community.  Students have access to a suite of accreditations and qualifications which are only used if appropriate and relevant to the individual student.  Within individual programmes of study students are involved in some form of work experience/work related learning.  This may be a progressive experience where they come from Key Stage 4 having done a supported group work experience and then are expected to do an unsupported placement in Post 16 and then, if appropriate, an unsupported placement with independent travel. It may also be 'sensory careers' where students are involved in more appropriate work related activities within school like cooking or horticulture.  Some students are involved in internal work placements working with younger children, the caretaker or in the office or kitchen.

 

 Attainment - Student attainment varies at Post 16 depending on the needs and abilities of individual students.  Students have access to a wide range of accreditations and qualifications which include ASDAN Personal Progress Entry 1, ASDAN Towards Independence, ASDAN Entry Level PSD, ASDAN Employability, ASDAN Workright, AQA Entry Level and Level 1 Functional Skills and  AQA Unit Awards.  These qualifications and accreditations are used either individually or as a suite as appropriate to suit individual needs.  Where appropriate, students access courses at Newton Rigg College, Carlisle College and William Howard School.  This gives inclusive experiences and allows access to specialist teachers, as well as helping towards Post 19 transition.

Progress - Students in Post 16 follow individual study programmes bespoke to their needs and abilities.  All students do Functional English and Maths either as a qualification, an accreditation or as individual non accredited programmes.  SULP (social use of language programme) is continued on from Key Stage 4, however, the emphasis of this is using SULP skills in the community.  Students have access to a suite of accreditations and qualifications which are only used if appropriate and relevant to the individual student.  Within individual programmes of study students are involved in some form of work experience/work related learning.  This may be a progressive experience where they come from Key Stage 4 having done a supported group work experience and then are expected to do an unsupported placement in Post 16 and then, if appropriate, an unsupported placement with independent travel. It may also be 'sensory careers' where students are involved in more appropriate work related activities within school like cooking or horticulture.  Some students are involved in internal work placements working with younger children, the caretaker or in the office or kitchen.

 

 

Attainment - Student attainment varies at Post 16 depending on the needs and abilities of individual students.  Students have access to a wide range of accreditations and qualifications which include ASDAN Personal Progress Entry 1, ASDAN Towards Independence, ASDAN Entry Level PSD, ASDAN Employability, ASDAN Workright, AQA Entry Level and Level 1 Functional Skills and  AQA Unit Awards.  These qualifications and accreditations are used either individually or as a suite as appropriate to suit individual needs.  Where appropriate, students access courses at Newton Rigg College, Carlisle College and William Howard School.  This gives inclusive experiences and allows access to specialist teachers, as well as helping towards Post 19 transition.