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George Hastwell School


		11-16 schools

		6th form schools

		Colleges

About the case study

This case study shows how a school is delivering work-related learning across the 14-19 age range and includes examples of accreditation. It also outlines work experience models and community links, as well an audit of current provision against the work-related learning framework.

The school

George Hastwell School is a Cumbria County Council special school for students with severe/profound learning difficulties and has 83 students aged 2-19. The school is located on Walney Island on the south west coast of Cumbria. Although some students join the school at foundation stage, others join the school later in their school careers – especially at secondary transfer or soon afterwards. The school has close links with Walney School, Barrow Sixth Form College and Furness College.

Work-related learning provision

George Hastwell School is registered to deliver the ASDAN programme and many students gain a bronze award with a few going on to complete the silver challenge. Although some students start to complete ASDAN challenges during key stage 4, most ASDAN work is done after the age of 16.

Similarly while work-related learning is a key feature of key stage 4, the provision is designed to allow for continuing progression for the majority of students who choose to stay at school after the statutory age of 16.

At key stage 4 students are introduced to work-related learning through a range of mini enterprises and work with their Connexions personal adviser who helps them with activities such as producing their own CV. They also regularly organise enjoyable fundraising activities, which extend their experience of enterprise. At the beginning of next term, six students from key stage 4 will join a group of students on an OCR Entry Level Certificate in Preparation for Employment, which is being taught at Walney School.

Post-16 students work increasingly with their Connexions personal adviser as they approach the end of their school careers. They progress from mini enterprise projects to setting up and running their own business under the Team Enterprise scheme.

Students can go on work experience placements both within school and outside of school. A number of work experience placements are made available by Community Action Furness (CAF). One example of this is Gary who spends every Wednesday working with CAF’s Project John, renovating properties for young people on low incomes.

A group of seven students spend one day each week at the Pit Stop Project, which is based in a local garage and enables young people to learn about basic car maintenance.

The post-16 group are responsible for producing a 12-page school newspaper each term, giving them the opportunity to experience the roles and responsibilities of a newspaper office. They take turns at editing the newspaper and they are all involved in news gathering, copy writing, layout, production and distribution.

A major challenge for the school is knowing when to emphasise work-related learning, as most students remain at school until they are 19 and many are developmentally young. It also needs to ensure that there are opportunities for progression, which would be lessened if all students completed work experience placements before joining the post-16 group.

Elements of work-related learning

1. Recognise, develop and apply their skills for enterprise and employability.

Students complete activities from the STEPs Portfolio, a careers education programme designed for students with special educational needs which is available at two levels (moderate and severe learning difficulties – the latter of which is supported by symbols). Students complete work both in class and working with their Connexions personal adviser. A small group of post-16 students are working with the adviser on developing their self-assertion skills.

2. Use their experience of work, including work experience and part-time jobs, to extend their understanding of work.

Most of the students have the opportunity to do work experience placements. While some of these are week-long full-time experiences, the majority are for half a day or one day a week on a regular basis. Work experience is accredited through ASDAN, which encourages reflection before, during and after the placement. Some students can only go on work experience placements if they are supported one to one, which can create staffing difficulties.

3. Learn about the way business enterprises operate, working roles and conditions, and rights and responsibilities in the work place.

During key stage 4 students become involved in mini enterprise projects, setting up short-term businesses that create products or provide services.

Post-16 students progress to running a business under the Team Enterprise scheme. Each student takes up a role within the business and belongs to one of the teams. Everyone belongs to the operations team and is encouraged to be actively involved in production. They are encouraged to learn about accounts including terms such as profit and loss. They are involved in regular board meetings and engage in tasks such as market and product research.

4. Develop awareness of the extent and diversity of local and national employment opportunities.

Students at key stage 4 and post 16 discuss work opportunities within the environment during current affairs lessons. The students who run the Team Enterprise business are supported by a business adviser who widens their knowledge of local and national employment.

5. Relate their own abilities, attributes and achievements to career intentions and make informed choices based on an understanding of the alternatives.

Activities within the STEPs Portfolio (mentioned above) encourage students to reflect on their own abilities, attributes and achievements. At key stage 4 students prepare their CVs working with their Connexions personal adviser. These are revisited and updated during post 16 and students leave school having completed their record of achievement. The school is currently preparing for the introduction of Progress File.

6. Undertake tasks and activities set in work contexts.

Students are encouraged to take part in activities that match skills to jobs. These activities are reinforced during mini enterprise activities at key stage 4 and through running a Team Enterprise business post 16.

7. Learn from contact with personnel from different employment sectors.

· As already mentioned, students involved in Team Enterprise have regular contact with an employee from a local company.
· Speakers from a range of occupations visit school to give talks to key stage 4 and post-16 students
· Students have the opportunity to share staff ‘job stories’ illustrating the range of different experiences and opportunities.

8. Have experience (direct or indirect) of working practices and environments.

Experience of work practices and environments includes:
· the Pit Stop Project at a local garage/workshop
· working within school including supporting younger students in a range of activities
· preparing a school newspaper each term
· individual work experience placements.

9. Engage with ideas, challenges and applications from the business world.