1. Shaping the curriculum in light of the various pressures placed upon us Roger Dill-Russell

2. Where is Abingdon & Witney? 51.856922, -1.859859

3. What’s interesting about Abingdon & Witney? Radiohead formed when studying at Abingdon School Industrially, Abingdon was best known for the MG car factory, which opened in 1929 Abingdon became the county town of Berkshire sometime after receiving its Royal Charter in 1556 Witney has been famous for its woollen blankets since the Middle Ages Robert Llewellyn, Red Dwarf actor, author, attended Henry Box School, and was expelled! Very close to Brize Norton

4. We are very lucky!!!!

5. Pressure- what pressure!! -SEND Reforms -Funding -Ofsted -Parents -Area Review

6. SEND Reforms What has been the impact on you? -Relationship with Local Authority -Best endeavours -Changing/Higher needs -Requests for specialist residential college -Returners from specialist residential colleges -Ceasing plans -Tribunals -Staff roles

7. What Ofsted want (1) Will review how local areas support these children and young people to achieve the best possible educational and other outcomes, such as being able to live independently, secure meaningful employment and be well prepared for their adult lives. www.gov.uk/government/organisations/ofsted Ensure your website includes SEND information and links to the local offer. Ensure that the SEN Information Report has been updated annually. Ensure governors, leaders and SENCOS are aware of what the inspection will entail. Review how data on outcomes is captured and shared with partners. Think about how you can ensure that children and parents are at the centre of the Ofsted visit if they decide to visit your setting as part of the inspection process. Local area SEND inspections

8. Only eight of the 17 providers visited were fully equipped to support the increased numbers of learners with high needs being enrolled. The provision of specialist, impartial careers guidance was weak in many of the providers visited. The quality of provision for learners with high needs reviewed during this survey was often not of a high enough standard. Arrangements for recognising and recording learners’ progress and achievements were weak. The effectiveness of commissioning arrangements for learners with high needs varied considerably. At this early stage of implementation, the requirements of the Children and Families Act 2014 had not been fulfilled in many local areas. Moving forward? How well the further education and skills sector is preparing young people with high needs for adult life. Ofsted March 2016

9. Parents What have your experiences been so far? The Good? The Bad? And the Ugly?

10. Area Review Briefed to (iii) Access to appropriate good quality provision within reasonable travel distances, particularly for 16-19 year olds and students with special educational needs and disabilities; Only issue I am aware of is capacity

11. Impact: The key seems to be how flexible you can be

12. A lot of work at transition –Transition worker –Appointing a SENCO –At interviews Wikis https://www.rixwiki.org/ to be more inclusivehttps://www.rixwiki.org/ Abingdon & Witney College responses have included

13. Increasing range of provision (Pathways, Future Pathways, Gateway Centres and MAP College) to include Pilot Supported Internship (in partnership with OCC) Increased use of QA’d RARPA Using EHC Plan targets in Initial Assessment, ILPS and sharing widely. Chair of Governors is our Link Governor Reviewing staff roles

14. More maths & English, discrete and embedded More practically based sessions (College Shop, Propeller Social Enterprise, College Allotment, Travel Training, experience of work) More flexibility: tasters, drop-ins to mainstream areas Impact on the curriculum

15. Curricula focus could include: Travel training Learning how to make decisions Shop and cook for myself Making friends where I live Leaving home and becoming a tenant

16. Preparing for work Find out what type of work I would like to do, through work tasters Make decisions about the type of job I want Learn how to travel to work Learn the skills I need to do my job Make friends at work, understand how to be professional

17. Re-defining roles: fewer LSAs and more travel trainers, Job Coaches etc. More Social Enterprises More communication with parents Planned route to work: awareness experience practice training getting a job Next steps

18. Contact details –Roger Dill-Russell –roger.dill-russell@abingdon-witney.ac.ukroger.dill-russell@abingdon-witney.ac.uk –01993 208077 Thank you