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Head of School: Wendy Killilea

College

S Planting

St John’s College is part of the specialist provision of New City College for learners with a wide range of needs including moderate to severe learning difficulties, autistic spectrum disorder (ASD) and those with associated speech, language and communication difficulties, aged 19-25 year and who also have a Learning Difficulty.

The aim of St John’s College is to enable its learners to gain the knowledge, skills and confidence they need to make a successful transition to adulthood and to live, work and contribute as fully as possible as part of their community.

St John’s College has three pathways. Each pathway intends to stretch and challenge students in the following areas:

Coping strategies – Zones of Regulation

Community access skills – Travel Training, Work Experience

Functional Mathematics and English skills – Preparation for Adulthood

PATHWAY 1

Course: Building Skills for Independence at home and in the community.

Intent:
BSI designed for young adults with special needs who need a significant level of support ranging from 1:1 to 1:3 and for students operating at and below Entry Level 1 (around P Levels 7-8) A focus on personalised learning and progression, with opportunities for students to become more independent through supported college and community-based learning with the development of independence and community living skills.

There is an emphasis on the development of life and community related skills that enable students to continue their learning and living in a safe, familiar, and secure environment.

The Entry pathway also focuses on the development of effective total communication and functional independence through sensory and practical experiences.

Implementation:
The curriculum will be personalised around the needs, interests and aspirations of each student including working towards the outcomes detailed in their Education, Health and Care Plan (EHCP) Part E and provision as outlined in Part F. Students will study for college certification and/or nationally accredited vocational and functional skills qualifications at Pre-& Entry Level, dependent on their level of progress and understanding and if appropriate. All specialist support, including speech and language development, behavior management, occupational and music therapy will be coordinated with learning.

Impact:
The ideal outcome is that the course may promote further development, especially towards communication, wellbeing, community involvement and independence, as this will enable learners to go onto access local community provision, such as Membership of local community groups – sports, leisure and arts, Sustainable networks of support and extended friendships, Community enterprise or volunteering in the local area, Assisted independent living at home and in the community and Supported living or home sharing scheme.

Qualification:
NOCN Entry Level Awards in PFA: This will include development of skills towards independent living, communication, social interaction, accessing the community including using public transport and leisure facilities, team working, problem solving, and emotional regulation. Qualifications will only be used where they add value, for example by providing evidence of achievement to support progression to further learning.

Level: Entry 1   Previous Qualifications/Level: P+
Course Duration: 2 Years
Progression Opportunities: Community Access via Adult Services

PATHWAY 2

Course: Preparation for Work and Living Programme.

Intent:

Preparation Work and Living Programme designed for young adults with learning difficulties and/or disabilities who need support with their independent living skills, including employability skills. The aim is to give students opportunities to increase their independent living skills, including employability skills. To focus on identifying key areas of work and developing skills to secure voluntary work placements if appropriate and or further mainstream education, with support. Students wishing to enrol on this course must be wanting to move on to paid or voluntary employment or gain skills to live in supported or independent living. And be working at P8 to EL1

Implementation:

The curriculum will be personalised around the needs, interests and aspirations of each student including working towards the outcomes detailed in their Education, Health and Care Plan (EHCP) Part E and provision as outlined in Part F. Students should expect to study for nationally accredited vocational and functional skills qualifications at Entry Level dependent on their level of progress and understanding and if appropriate. Skills related to work and living are taught within the course-these include: following instructions, Health & Safety, dressing appropriately, knowing how to communicate with a safe person, and making choices. English and maths are also embedded within the course content. Functional Skills and/or other free-standing qualifications may also be available for some candidates. All specialist support, including speech and language development, behaviour management, occupational and music therapy should be coordinated with learning. Baseline assessments, to determine the most appropriate curriculum pathway for each student.

Impact:

The ideal outcome is that the course may promote further development, especially towards communication, wellbeing, community involvement and independence, as this will enable learners to go onto access local provision. The course will also provide students with opportunities to engage in a range of work-based learning experiences. It aims to further develop an understanding of skills and qualities as well as skills and qualities required for specific tasks in accessing the community. Students will continue to learn about relationships in the work place, community and general work skills such as workplace safety, timekeeping, hygiene and basic budgeting, if appropriate.

Qualification:

NOCN Entry Level Awards in PFA: This will include development of skills towards vocational, independent living, communication, social interaction, accessing the community including using public transport and leisure facilities, team working, problem solving, employability and emotional regulation.

Level: Entry 1/2
Previous Qualifications: Assessment
Course Duration: 2 Years
Progression Opportunities: Further Education/Adult Services

PATHWAY 3

Course: Access to Work.

Intent:

Access to Work, preparation pre-trainee and pre-FE: Providing an opportunity for those who would like to gain experience and qualifications in work-related learning, but not quite ready for a mainstream placement. 2/3 years, 4 days a week, 26 hours a week. Students will have access to appropriate work experience. Students on this course will have passed or working towards literacy and numeracy entry assessment at E1–E3 (or an assessment). Students wishing to enrol on this course must be wanting to move on to paid or voluntary employment or gain skills to live in supported or independent living. And be working at EL1/2.

Implementation:

The curriculum will be personalised around the needs, interests and aspirations of each student including working towards the outcomes detailed in their Education, Health and Care Plan (EHCP) Part E and provision as outlined in Part F. Students should expect to study for nationally accredited vocational and functional skills qualifications at Entry Level dependent on their level of progress and understanding and if appropriate. The teaching team delivers skills for employment and personal development skills. There will also be the opportunity to carry out an intensive course of work preparation and employability skills. Students will be able to develop work-ready skills and gain accredited qualifications. Students will develop basic skills, transferable work skills and learn specific skills related to vocational areas and undertake a work placement. All specialist support, including speech and language development, behaviour management, occupational and music therapy should be coordinated with learning. Baseline assessments, to determine the most appropriate curriculum pathway for each student.

Impact:

Developing work, communication, wellbeing and independent skills is important for Students, although the emphasis will vary according to need and importance. For Students, the aim will be to develop vocational-specific skills and qualifications and have access to work experience in order to increase self-confidence and ability to thrive in a range of settings.

Qualification:

NOCN Entry Level 1/2/3 PFA and C&G. Qualifications will only be used where they add value, for example by providing evidence of achievement to support progression to further learning and/or employment.

Level: Entry 2/3
Previous Qualifications: N/A (Assessments)
Course Duration: 1-3 Year
Progression Opportunities: Further Education/Adult Services

THERAPIES

Therapy at St John’s college.

St John’s RC School employs its own team of experienced and HCPC registered therapists. This includes Speech and Language Therapists as well as an Occupational Therapist and a Music Therapist. In addition, a speech and language therapy assistant is employed to provide additional therapy support particularly in the development of visual strategies and other targeted resources.

This on-site team work closely with class teams and other professionals to support the communication of young people within the college, developing skills and overcoming barriers in areas such as:

Understanding language
Following instructions
Expression using words, signs and symbols
Answering and asking questions
Social interaction
Friendships
Independence
Work Skills

What does the service do?

The aim is to improve communication and emotional wellbeing, together with functional and academic attainment amongst young adults who have Speech, Language and Communication Needs (SLCN).

College students may receive direct and/or indirect Speech and Language Therapy (SALT) input and support may take a variety of different forms at different times. Most frequently this includes offering consultation, advice and coaching/training to those who support the young adult at home or college. The Speech and Language Therapy team support staff in creating an environment which facilitates the communication needs of students and ensuring that communication targets are integrated into all aspects of the college day.

The speech and language therapy service support a Total Communication approach, reinforcing all attempts at communication using words, signs, pictures and/or symbols.

College staff access training delivered by the Speech and Language Therapy Team. This may include the accredited Elklan Speech and Language Support for Post16s training course as well as additional face to face and/or online training modules.

St John’s College uses a variety of published and unpublished packages including Independence Through Communication (Black Sheep), Talkabout with Adults ( Alex Kelly), the Social Use of Language Programme (Wendy Rinaldi) , SmiLE Therapy: Functional communication and social skills for students with special needs (Schamroth) and Communication Through Music.

What to expect?

Students who have therapy needs identified on their EHCP will be offered a Speech and Language Therapy assessment on admission to the college. Students will be allocated to a therapy banding with provision based on meeting the needs of the students as identified on the EHCP, in conjunction with the initial assessment on admission to the college. Student’s will access an annual or termly review depending on need, with the opportunity for joint target setting in the area of Communication and Interaction.

Need More information?

Contacting us could not be easier. We’d be delighted to hear from you to discuss any questions you may have.

Gallery of College Photos

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