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Westcroft School and Sports College


		11-16 schools

		6th form schools

		Colleges

About the case study

This case study shows how work-related learning is being developed between a special school and a local business to effective learning opportunities for special needs students. Individual student examples show how special needs students can access work-related learning that meets the new statutory requirement.

The school

Westcroft School and Sports College has 180 students with moderate learning difficulties. It is a mixed day school catering for students aged 4-16 with a greater ratio of boys to girls (three-to-one). Students are drawn from across Wolverhampton and all students have statements of special education needs; a few have additional needs arising from medical problems, behaviour, sensory impairments or autism. The majority of students are white and a small number are black or Asian. Approximately 54% of the students are eligible for free school meals. In September 2000 the school became a sports college and it is part of Wolverhampton Education Action Zone.

The school has strong links with the business community fostered by school staff and supported by the local Education Business Partnership including Business in the Community.

Current activities include:
· the building and sailing of land yachts supported by company apprentices
· a range of mini enterprise undertakings supported by local company advisors through Young Enterprise Team Enterprise
· a programme of block and one day work experience placements
· taster opportunities with local training providers.

Timken vocational learning centre project

The school has experienced a number of barriers and difficulties in securing appropriate work-related learning to meet the needs of its students.

The school has therefore entered into a partnership project designed to meet the specific needs of its students while meeting the new statutory requirement for key stage 4. A leading local employer (Timken Aerospace) with a strong commitment to corporate social responsibility has provided its facilities for the school to set up a vocational learning centre primarily for the needs of special school students with moderate learning difficulties.

The project is developing steadily and already provides programmes for 25 special needs students aged 14-16 from the school. The facility will be open to local special needs students from other schools over the next two terms as part of arrangements supported by the LEA Access and Inclusion Directorate to extend and grow the provision. With additional investment the facility has the potential to support a further 75 students aged 14-19. This potential is being realised through partnerships with other special schools and secondary schools with special needs units, and supported through the Wolverhampton LEA 14-19 framework. In addition the Education Business Partnership has supported the project through brokerage, professional development, secondment, advice, guidance and the sourcing of some project resources.

The provision available and under development covers: bricklaying (trowel skills); carpentry textiles; painting and decorating (DIY skills); light engineering; mini enterprise and social enterprise. The local police force donates unwanted or unclaimed stolen bicycles that are refurbished and sold on.

Individual student examples

Greg’s experience

Greg’s needs are characterised by short-term and permanent exclusion from mainstream schools and special needs units due to anti-social behaviour. He has weaknesses in relation to social skills and basic skills that are essential in both everyday and working life. At the moment Greg would find an unstructured, low-support work experience placement very challenging. Greg is motivated when presented with learning opportunities that match his strength for kinaesthetic learning.

Greg attends the Timken vocational training centre for one and a half days a week and is working towards Open College of the North West (OCNW) – skills for working life units focused on construction (trowel trades and carpentry) and contributes towards the YE Team Enterprise. Greg has one day a week’s work experience on a local urban farm where he receives sheltered support.

Greg has achieved 100% attendance since he started at the centre over three months ago. He has grown in confidence when working with others and was chosen to provide guidance and support to peers joining the centre. Greg’s practical skills have developed steadily and he is increasingly engaging with learning without the challenging behaviour and attitudes he once displayed. Greg has benefited from attendance at the centre through the high level of support offered by instructors (at a one-to-four instructors to student ratio) and through the support of Timken employees in relations to his social skills.

Greg will meet the elements of the framework for work-related learning at key stage 4, within levels appropriate to his achievement, as follows:
· there is strong evidence of achievement against elements 1, 2, 6, 7, 8
· there is evidence of achievement against elements 3 and 5
· there is limited evidence of achievement against element 9
· there is a gap currently against element 4 .

Bridget’s experience

Bridget attends a local secondary school with provision for special needs students. Bridget’s needs were characterised by low academic achievement (national curriculum level 3) that fell behind and below the levels expected for her age. She lacked the motivation to attempt tasks, which she saw as being too difficult. Bridget displayed anxiety as the result of her limited progress and frustration at her own ability to cope with her work.

As part of new partnership arrangements Bridget attends the Timken vocational training centre one day a week and is working towards OCNW – skills for working life units focused on carpentry, textiles, painting and decorating. Bridget is also undertaking three GCSEs, the ASDAN Youth Award (silver) and the Duke of Edinburgh Award Scheme (bronze) at her school.

Bridget has made a marked improvement in her studies at school and at the centre. Through the intervention strategies used by the instructors matched to Bridget’s individual education plan and in liaison with her school, she has grown in self-confidence and motivation. Bridget has gained competencies and demonstrated her skills through a range of assignments, which have also benefited her Youth Award and Duke of Edinburgh Award.

Bridget’s confidence has been further boosted with her participation in the induction of new trainees. Her next steps will take her to a local work-based training provider where she can experience taster courses leading to wider opportunities matched to her interests and aspirations.

Bridget will meet the elements of the framework for work-related learning at key stage 4, within levels appropriate to her achievement, as follows:
· there is strong evidence of achievement against elements 1, 2, 3, 7
· there is evidence of achievement against element 8.

While elements 4, 5, 6 and 9 will be enhanced by Bridget’s time at the Timken vocational learning centre, evidence will be captured through her studies back at school, ie her GCSEs, Youth Award and Duke of Edinburgh Award.

Neil’s experience

Neil’s needs are characterised by very low academic achievement (pre-national curriculum level 1), weaknesses in social skills, gross motor control and he requires close supervision to maintain safe working practice. Neil is an extremely compliant student and presents a happy disposition in his undertakings.

Neil attends the Timken vocational learning centre one day a week and is working towards OCNW – skills for working life units focused on painting and decorating, where his strengths and interests lie. He is undertaking the ASDAN Youth Award and YE Team Enterprise Programme. Neil will be given additional support to prepare and ensure his readiness to undertake a work experience offsite and will become part of a social enterprise project recycling bicycles. His connections with the bicycle recycling enterprise will be linked to further development of his activities through school, where he already benefits from his land yachting activity.

Neil continues to make progress gradually in line with his potential. His motivation remains high, spurred on by his success in acquiring practical skills in painting and decorating and his general physical development.

Neil will meet the elements of the framework for work-related learning at key stage 4, within levels appropriate to his achievement, as follows:
· there is strong evidence of achievement against elements 1, 2, 3, 7, 8
· there is evidence of achievement against element 6
· there is limited evidence of achievement against elements 5 and 9
· there is a gap currently against element 4

Future developments

By September 2004 the centre will offer places at a cost to other special schools and secondary schools with special units. It will be subject to quality assurance arrangements currently under development as part of the Wolverhampton LEA 14-19 framework. Accreditation will be through approved centre status via the OCNW using Entry Level qualifications – skills for working life. The project is currently exploring arrangements for more partnerships with training providers and colleges contracted to deliver entry to employment (E2E) programmes with a view to identifying realistic progression routes post 16 and delivery of the E2E programmes as appropriate.