Blossom House School
Curriculum
Upper House Post 16
This is a specialist 6th form college for students aged 16 – 19 years of age with speech, language and communication difficulties. Although many of the students have some associated difficulties such as fine motor problems, poor organisational skills or low levels of independence, they are all within the average cognitive range.
The post 16 provision spans two sites. Students spend most of their time in the new Raynes Park facility which has 5 small teaching rooms and can cater for 20 students. However, the main school is only a short walk away and gives pupils an opportunity to use the ICT, Art and Design and Sport facilities. It is likely that as the post 16 provision grows, a new, larger site will be acquired.
Upper House Post 16 is an extension of a very well established Nursery, Primary and Secondary school. Blossom House first opened in 1989 when the language-centred nursery groups were formed. The groups were run on the philosophy that children need both ‘language to learn’ and ‘to learn language’ through a range of other experiences that enable them to master other skills. In 1993 Blossom House extended its original brief and started to provide full-time education for those children who continued to require a highly structured, supportive, language-based curriculum.
This is a specialist 6th form college for students aged 16 – 19 years of age with speech, language and communication difficulties. Although many of the students have some associated difficulties such as fine motor problems, poor organisational skills or low levels of independence, they are all within the average cognitive range.
The post 16 provision spans two sites. Students spend most of their time in the new Raynes Park facility which has 5 small teaching rooms and can cater for 20 students. However, the main school is only a short walk away and gives pupils an opportunity to use the ICT, Art and Design and Sport facilities. It is likely that as the post 16 provision grows, a new, larger site will be acquired.
Upper House Post 16 is an extension of a very well established Nursery, Primary and Secondary school. Blossom House first opened in 1989 when the language-centred nursery groups were formed. The groups were run on the philosophy that children need both ‘language to learn’ and ‘to learn language’ through a range of other experiences that enable them to master other skills. In 1993 Blossom House extended its original brief and started to provide full-time education for those children who continued to require a highly structured, supportive, language-based curriculum.
The aims of the post 16 provision are:
• To provide a supportive, communication centred environment where students with a range of speech, language and communication difficulties are prepared for working life or further education.
• To allow pupils to access a range of courses at the appropriate level for their ability while receiving support in the areas they find more challenging.
• To ensure that pupils are supported in becoming independent young people who are able to contribute to the wider community.
• To promote mutual respect and cooperation.
• To raise the pupils’ self awareness and help them focus on their strengths so that they can develop compensatory strategies for coping with their ongoing difficulties.
• To provide a supportive, communication centred environment where students with a range of speech, language and communication difficulties are prepared for working life or further education.
• To allow pupils to access a range of courses at the appropriate level for their ability while receiving support in the areas they find more challenging.
• To ensure that pupils are supported in becoming independent young people who are able to contribute to the wider community.
• To promote mutual respect and cooperation.
• To raise the pupils’ self awareness and help them focus on their strengths so that they can develop compensatory strategies for coping with their ongoing difficulties.
Upper House Post 16 is a unique provision as it is tailored, as much as possible, to cater for each student’s individual needs. It is designed as a ‘College Links’ provision for pupils who have achieved at level 1 or 2 and are academically and socially capable of embarking on a college course, but continue to require support emotionally and socially. Pupils will be expected to attend a Further Education College for half of each week and Upper House Post 16 for the other half of the week.
It provides opportunities for:
• Courses in Literacy and Numeracy: Courses take the form of functional literacy and numeracy such as ALAN (Adult Literacy and Adult Numeracy). Literacy and numeracy may be offered on site or at an FE College depending on the type of course the student enrols on.
• Vocational learning: Students can choose a course at one of the partner Further Education Colleges. Courses range from level 1 to level 3 and are usually based on a manual or practical style of delivery.
• Skills for employment: All students who attend Upper House Post 16 take part in a BTEC known as Work Skills at level 1, 2 or 3, which will be delivered by teaching staff alongside Speech and Language Therapists.
• Speech and Language Therapy: As in the secondary school, Speech and Language Therapy is delivered in group sessions, with additional individual support on a ‘needs-led’ basis. The focus will be on maximising functional communication and skills for life, to include:
o Enterprise: Pupils organise and take part in community or charity events.
o Sports and Social: Students make links with students from other schools or colleges and begin to grow in confidence when meeting new people.
• Arts Therapies: All students have the opportunity to access arts therapy if it is felt necessary.
• Travel Training: Students who are not independent travellers take part in a course aimed at enabling them to travel independently to their link FE College.
• Courses in Literacy and Numeracy: Courses take the form of functional literacy and numeracy such as ALAN (Adult Literacy and Adult Numeracy). Literacy and numeracy may be offered on site or at an FE College depending on the type of course the student enrols on.
• Vocational learning: Students can choose a course at one of the partner Further Education Colleges. Courses range from level 1 to level 3 and are usually based on a manual or practical style of delivery.
• Skills for employment: All students who attend Upper House Post 16 take part in a BTEC known as Work Skills at level 1, 2 or 3, which will be delivered by teaching staff alongside Speech and Language Therapists.
• Speech and Language Therapy: As in the secondary school, Speech and Language Therapy is delivered in group sessions, with additional individual support on a ‘needs-led’ basis. The focus will be on maximising functional communication and skills for life, to include:
o Enterprise: Pupils organise and take part in community or charity events.
o Sports and Social: Students make links with students from other schools or colleges and begin to grow in confidence when meeting new people.
• Arts Therapies: All students have the opportunity to access arts therapy if it is felt necessary.
• Travel Training: Students who are not independent travellers take part in a course aimed at enabling them to travel independently to their link FE College.
Speech and Language Therapy
Speech and Language Therapy is delivered and integrated in a number of functional ways for students. During group sessions, students will follow the Personal and Social Development Award accredited by ASDAN. This provides a flexible framework within which relevant and personally meaningful social and communication skills can be targeted through a functional, activity-based programme. The programme is not prescriptive, and units and challenges can be selected and adapted according to the learning needs and goals of the group. Example units include:
Speech and Language Therapy is delivered and integrated in a number of functional ways for students. During group sessions, students will follow the Personal and Social Development Award accredited by ASDAN. This provides a flexible framework within which relevant and personally meaningful social and communication skills can be targeted through a functional, activity-based programme. The programme is not prescriptive, and units and challenges can be selected and adapted according to the learning needs and goals of the group. Example units include:
o Community action – this could include organising and running events that benefit the school community or local community, such as a coffee morning or enterprise project
o Making the most of leisure time – exploring different leisure activities and organising trips and events to try these out.
WorkSkills BTEC:
The Edexcel BTEC Award, Certificate and Diploma in WorkSkills is designed to provide:
o The knowledge, understanding and skills learners need to enter employment.
o Opportunities for learners to gain a nationally recognised qualification relating to work skills.
o Opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes which are essential for successful performance in working life .
o Making the most of leisure time – exploring different leisure activities and organising trips and events to try these out.
WorkSkills BTEC:
The Edexcel BTEC Award, Certificate and Diploma in WorkSkills is designed to provide:
o The knowledge, understanding and skills learners need to enter employment.
o Opportunities for learners to gain a nationally recognised qualification relating to work skills.
o Opportunities for learners to develop a range of skills and techniques, personal qualities and attitudes which are essential for successful performance in working life .
Occupational Therapy
Occupational therapy is delivered to individuals or to small groups. Pupils will be assisted in the following areas on a ‘needs led’ basis:
o Time management e.g. Punctuality, planning journeys, balancing work loads and other commitments.
o Organisation e.g. having the correct equipment, writing ‘to do’ lists, using a planner or organiser.
o Relaxation and stress management e.g. developing techniques to alleviate stress, dealing with stress appropriately.
o Independent living e.g. basic household jobs, food shopping.
o Time management e.g. Punctuality, planning journeys, balancing work loads and other commitments.
o Organisation e.g. having the correct equipment, writing ‘to do’ lists, using a planner or organiser.
o Relaxation and stress management e.g. developing techniques to alleviate stress, dealing with stress appropriately.
o Independent living e.g. basic household jobs, food shopping.
o Use of leisure time e.g. identifying appropriate and inappropriate leisure activities, finding hobbies.
Functional Skills in English & Maths
The Adult Literacy and Adult Numeracy qualifications are sometimes referred to as Adult Basic Skills, but can be taken by learners of any age, and are a recognised qualification in the functional application of English and Maths in real life contexts. They may be more accessible, useful and relevant to pupils for whom progression onto GCSE English and Maths is not appropriate. The Functional Skills qualifications are highly regarded amongst employers, as they suggest a level of skill which is transferable to the workplace.
These courses are available at:
o Entry Level (below GCSE level)
o Levels 1-2 (equivalent to GCSE level)
o LEVEL 1= equivalent to GCSE grades D-G
o LEVEL 2= equivalent to GCSE grades A*-C
o At level 1: English and Maths combined is equivalent to half a GCSE.
o At level 2: English and Maths combined is equivalent to one GCSE.
Functional Skills in English & Maths
The Adult Literacy and Adult Numeracy qualifications are sometimes referred to as Adult Basic Skills, but can be taken by learners of any age, and are a recognised qualification in the functional application of English and Maths in real life contexts. They may be more accessible, useful and relevant to pupils for whom progression onto GCSE English and Maths is not appropriate. The Functional Skills qualifications are highly regarded amongst employers, as they suggest a level of skill which is transferable to the workplace.
These courses are available at:
o Entry Level (below GCSE level)
o Levels 1-2 (equivalent to GCSE level)
o LEVEL 1= equivalent to GCSE grades D-G
o LEVEL 2= equivalent to GCSE grades A*-C
o At level 1: English and Maths combined is equivalent to half a GCSE.
o At level 2: English and Maths combined is equivalent to one GCSE.
Arts Therapies
Art, music and drama therapists and an integrative child psychotherapist work with students for whom this is thought likely to be beneficial, helping them to develop a sense of identity, self esteem and creativity.
These therapeutic provisions can offer the students a different way of relating beyond the confines and pressures of the class group and the learning situation, by using the creative arts.
The students are encouraged by therapy to interact and communicate with other people, and it helps them focus on the emotional aspect of their difficulties using a psycho-therapeutic approach.
Students can be offered individual sessions or small group settings and the work can be short or long term, ranging from a term to a number of years, depending on the student’s needs.
Application process:
To request an application form please email admin@blossomhouseschool.co.uk or call the school on 020 8946 7348.
Art, music and drama therapists and an integrative child psychotherapist work with students for whom this is thought likely to be beneficial, helping them to develop a sense of identity, self esteem and creativity.
These therapeutic provisions can offer the students a different way of relating beyond the confines and pressures of the class group and the learning situation, by using the creative arts.
The students are encouraged by therapy to interact and communicate with other people, and it helps them focus on the emotional aspect of their difficulties using a psycho-therapeutic approach.
Students can be offered individual sessions or small group settings and the work can be short or long term, ranging from a term to a number of years, depending on the student’s needs.
Application process:
To request an application form please email admin@blossomhouseschool.co.uk or call the school on 020 8946 7348.
