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NORTH DOWN AND ARDS AREA LEARNING COMMUNITY. 13 MAINSTREAM POST PRIMARY SCHOOLS 3 SPECIAL SCHOOLS 1 REGIONAL COLLEGE COLLEGE.

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Presentation on theme: "NORTH DOWN AND ARDS AREA LEARNING COMMUNITY. 13 MAINSTREAM POST PRIMARY SCHOOLS 3 SPECIAL SCHOOLS 1 REGIONAL COLLEGE COLLEGE."— Presentation transcript:

1 NORTH DOWN AND ARDS AREA LEARNING COMMUNITY

2 13 MAINSTREAM POST PRIMARY SCHOOLS 3 SPECIAL SCHOOLS 1 REGIONAL COLLEGE COLLEGE

3 Part of a consortium Offers controlled by college Choice limited Social interactions with mainstream peers difficult High absence rate in certain options

4 Teacher-researcher to track three cohorts of leavers -41 young people in total Interviewed the young people, parents, and representatives from training providers Compiled a list of issues to be addressed to enhance experiences in training

5 Entitlement Framework Mechanism for funding changed College was now an active member of the Area Learning Community

6 Dedicated courses designed specifically for our students Closer relationship with college lecturers resulting in increased understanding of our students Improved system for supporting pupils Improved attendance and outcomes at Entry Level

7 The vision is for our post primary education system to be more integrated, accessible, relevant, responsive and accountable in its provision of high quality opportunities for our pupils (NDALC) opportunities should be taken for two-way exchanges of expertise, teaching and support staff and, where appropriate, of pupils between mainstream and special schools in a given locality as part of collaborative arrangements... (The Future Role of the Special School 2006)

8 Was there a role for us in contributing to the support of all learners with Special Educational Needs within the North Down Ards Area Learning Community? Were they able to cope with such pupils within their schools and did not need us? How did we begin to engage with them in a meaningful way?

9 Teacher-researcher released Meeting with the SENCO and other staff in the member schools Ascertaining the scale of SEN in the schools and the number of such students doing external accreditation The mechanism for such pupils to access post school training organisations The support that SENCOs feel they need in working with the pupils

10 Schools need support in better understanding and managing the impact of the students special needs on the students ability to engage effectively with learning Initially a consultancy service Explore dual placements Transfer for final 2 years

11 The Area Learning Community now provides a forum for the final report and will enhance the opportunity for useful and meaningful relationships


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