Post 16

Post 16 Team

Sidonie Garcia

Sidonie Garcia

Head of Post 16

Jane Cross

Jane Cross

Team Manager (Post 16)

Our Vision

To provide the young person with the skills and experience needed to transition into Adult Life

The main emphasis of the Post 16 provision is preparation for transition. During their time in the Department, the students experience a range of vocational and life skills based courses. Functional skills, creativity and physical activity are additional elements of the curriculum

It is important that the students gain a range of life and independent skills in real life contexts. For this reason, a strong emphasis is placed on them accessing and using community facilities and gaining work experience at venues within school and the local community.

Curriculum and accredited courses

The Post 16 Curriculum is divided into the following areas;

  • Core Skills (Maths and English)
  • Life Skills (Citizenship and Community, Meal Preparation, Healthy Living, Home Management and Vocational Studies)
  • Physical Activity (PE lessons, Physiotherapy, Dance and Sports Option)
  • Creativity (Art, Dance and Creative Projects)
  • Depending on each individual needs our students follow the Informal, Semi- Formal or Formal Curriculum.

Summary of the Post 16 Curriculum (Formal and Semi formal)

General Intents:

  • Develop independence
  • Prepare for Adult Life
  • Develop self-help skills
  • Maintain Good Health
  • Access travel training
  • Being able to use local facilities
  • Demonstrate good citizenship skills (including maintaining friendships and relationships)
  • Facilitate transition

 Accreditation fits alongside the schemes of work where appropriate.

Accreditation and Programmes of Study are:

Formal Curriculum

  • ASDAN Living Independently Short Course
  • Arts Award Bronze level 1
  • Edexcel Functional Skills entry 3-level 1

Semi-Formal Curriculum

  • ASDAN Towards Independence modules

Transition from the Post 16 Department leads to:

 Formal Curriculum Pathway

  • Supported work schemes
  • supported internships opportunities
  • College (independent travel)
  • Employment

 Semi-Formal Curriculum Pathway

The transition from Arbour Vale School for these students leads to:

  • College (parents in charge of transport)
  • Supported activities taking place in the Community e.g. Step Together
  • Living with own family/carers
  • Supported vocational experiences