Learning and Skills Prospectus - Greenleaf House
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Learning and Skills
Prospectus
TABLE OF CONTENTS Introduction 2 Learning and skills 3 Our Model 3 Our Process 5 Assessments 6 Our team Partnerships 11 Contacts 12
INTRODUCTION
Greenleaf is a young person’s residential Graeme Cooper is our Head of
care home and learning and skills provider with a Learning and Skills.
difference. To get in touch, please contact our
Our mission is to create and maintain homes that Head Office at:
feel like permanent sanctuaries, where every child is Greenleaf House
safe, welcomed and affirmed, and attains a level of
100 Beith Street
breakthrough appropriate to them.
Glasgow
Our vision is to offer the highest quality, personalised
G11 6DQ
and intuitive care and education for every child.
Telephone No: 0141 404 6756
Our difference is that we believe in a holistic approach:
that the smallest details can mean a world of difference E-mail: info@greenleafhouse.co.uk
to a vulnerable young person. We sweat the small stuff. Website: greenleafhouse.co.uk
The young people in our care benefit from inhouse
learning provided by our Learning and Skills team. Our
education model is implemented in each of our homes.
Housing Work
Developmental
Learning
Support Training
Trauma, Stress,
Attachment Issues
Health Finance
Sense of Identity
Life Goals Wellbeing
Learning and Skills Model
LEARNING AND SKILLS
Our learning and skills team is not separate from our Each Young person will have the opportunity in-house
care team. Our staff members work together across to achieve AQA, ASDAN and SQA Awards and
care and learning to achieve the same desired outcomes, Qualifications to evidence their progress and certificate
supporting each other and most importantly providing achievement and attainment.
consistent support to our young people. Our learning model is centred on the understanding that
Mainstream approaches to education have not worked learning can be greatly affected by a young person’s life
for our young people and popular wisdom tells us that the experiences. Trauma, mental health, stress, attachment
definition of insanity is to keep doing the same things and issues all impact an individual’s learning.
expect different results. So, we do something different. This understanding is at the forefront of our programme,
Our model for learning takes a holistic approach and which is shaped by each young person’s needs and
focuses on adapting to each young person’s needs. Our regularly reviewed to render it more effective and keep it
process helps us identify what works and what does not relevant to the individual’s progress.
work for each young person and adapt our methods.
GOALS Young people who are lifelong learners. That is young people who are confident and secure with their own identity, can see and recognise the potential they have, and believe in their ability to achieve it using the skills and qualities we have helped them develop and others they will acquire along the way. OBSTACLES Our young people often have several adverse childhood experiences, have experienced trauma, have insecure attachments and/or have diagnosed conditions which have made learning difficult. In addition, many of our young people have had interrupted, negative or traumatising experiences of school, including bullying and exclusion. Our young people often have significant gaps in their learning and feel that education is something which is done to them or which they are forced to endure. APPROACH Firstly, we take a holistic approach. Our education and care are not separate but delivered by one team who share the same desired outcomes. We define education not as something a young person goes off to do, something separate from “real” life, but as everything which a young person needs to learn; not just accumulating knowledge and acquiring skills, but also developing qualities and building a connection with people, the environment and the community. Our process allows us to adapt our programme delivery to the individual.
ASSESSMENTS REPORTS
Our assessments help us understand the way each young Our reports help us determine how to change and adapt
person learns and tailor our approach to their needs. our delivery methods/bespoke programme.
Some of these assessments are: Strengths and These reports are used both as an insight into the young
Difficulties Questionnaire, Mainstream Readiness person’s approach to learning and our own programme’s
Questionnaire, The Boxall Profile, The LASS test, My strengths and weaknesses.
World of Work, My World Triangle, and Wellbeing Web.
The process allows us to offer a learning programme
that is flexible and adaptable, that actively works against
stagnation and has at its centre the young person.
OUR PROCESS
1. ASSESSMENT 8. REPORT ON PROGRESS 9. UPDATE OUTCOMES
A full and holistic assessment A new report highlight progress. And A new set of desired
will be undertaken to help us a further report the effectiveness outcomes will be
understand as much about the of the programme, using evidence agreed
young person as possible from quality assurance, data,
observation and the views of
relevant stakeholders
2. REPORT 10. ACCESS
A report highlighting the strengths ADDITIONAL
and areas for development shown 7. REPEAT ASSESSMENT
Relevant assessments will be RESOURCES
as well as areas of interest A new programme and
revisited or repeated at the end
of the programme any additional resources
will be identified
3. SET OUTCOMES
Following discussion of the report,
desired outcomes, both long and 6. DELIVER PROGRAMME
short-term, will be agreed and Daily evidence of the
formulated as SMART targets achievement of, or progress
towards, learning intentions will
be gathered and stored
4. CREATE BESPOKE
PROGRAMME
5. ACCESS RESOURCES
A programme of learning activities
Resources already available will be
will be designed to help achieve
utilised and any additional resources
the desired outcomes
will be sourced
ASSESSMENTS
STRENGTHS AND DIFFICULTIES THE BOXALL PROFILE
QUESTIONNAIRE • The Boxall Profile is the unique psychosocial
• Highlights emotional symptoms, conduct and peer- assessment tool used to determine children and young
relationship problems, hyperactivity or pro-social people’s social and emotional functioning and wellbeing
behaviour. These can be cross-referenced with the (Bennathan, 1998).
Boxall Profile and help to inform the Resilience Matrix. • The assessment provides teachers and professionals
• The SDQ helps us identify where a particular working with children and young people with an insight
intervention may be needed, including psychiatric into their world, allowing them to think about what
input, and helps us to evaluate the effectiveness might lie behind challenging behaviour and what their
of both our direct interventions and our programme needs might be. Once needs have been identified, the
more generally in improving outcomes for the Boxall Profile can be used to plan and review the support
young person. offered to pupils.
• The Boxall Profile is divided into two sections, each
MAINSTREAM READINESS comprising 34 questions:
QUESTIONNAIRE • DEVELOPMENTAL STRANDS – measure different
• Designed to tell us what aspects of a young person’s aspects of the children and young people’s cognitive,
skillset we need to focus upon in order for them to be social and emotional development that influence how
able to access mainstream school, we use it more broadly well they are able to learn and function in the classroom.
to guide us on how we can best help our young people to • DIAGNOSTIC PROFILE – measures children and
be ready for the next step, whether that be mainstream young people’s challenging behaviours that prevent
school, college, employment, training or independent successful social and academic performance. These
living. behaviours are directly or indirectly the result of impaired
development in the early years and can be resolved once
the social and emotional needs are identified and the
necessary skills are developed.
THE L ASS TEST OTHER ASSESSMENTS
Often used as a screening test for dyslexia, the LASS Resilience Matrix
test helps us to identify phonological processing and
CAT4 Test
working memory issues which may be barriers to learning
or which may necessitate a particular style of learning or Current Child’s Plan / EHCP / IEP
set of resources. Reports from Educational Psychologists, Occupational
Therapy, CAHMS, etc.
MY WORLD OF WORK
Provides interactive assessments “About Me”, “Strengths”
and “Skills Explorer” which help the young person to build
up a picture of themselves and suggests possible careers
or pathways which the young person may enjoy or have
aptitudes for. This can provide a useful starting point for
creating a programme which is relevant and engaging.
MY WORLD TRIANGLE
The ‘My World’ Assessment Triangle provides the basis
for holistic assessment of a child’s or young person’s needs.
It is an ecological approach to assessing him/her holistically.
How the child/young person grows and develops is
understood in relation to the care he/she is receiving from
others and how he/she experiences their wider social and
physical environment.
The interaction between the three domains and the way
they influence each other must be carefully analysed in
order to gain a complete picture of a child’s/young person’s
unmet needs and how to identify the best response to
them. Completing this assessment gives the opportunity
for the young person to fully engage in, and lead, the
discussion.
WELLBEING WEB
The wellbeing web shows how well the young person feels
they are doing on each of the wellbeing indicators and
allows any discrepancies between the young person’s
perception and those of professionals to be examined.
This highlights areas where input is most needed, as well as
ensuring that the young person’s perceptions and point of
view is central.
QUALIFICATIONS AND AWARDS
ASDAN CERTIFICATE OF PERSONAL ASDAN LIFE SKILLS CHALLENGES
EFFECTIVENESS
• An online bank of challenges for learners working from
Certificate of Personal Effectiveness (CoPE) is a pre-Entry to Level 3. This programme enables centres
nationally recognised qualification available at Levels to meet individual needs by providing a personalised
1, 2 and 3. The qualification offers imaginative ways curriculum for young people with SEND or those facing
of accrediting young people’s activities. It promotes, barriers to learning.
and allows centres to record, a wide range of personal
ASDAN SHORT COURSES
qualities, abilities and achievements of young people,
as well as introducing them to new activities • ASDAN Short Courses are flexible, portfolio-based
and challenges programmes designed to accredit up to 60 hours of
activity and skills development across a range of topics
ASDAN EMPLOYABILIT Y
and curriculum areas.
The Employability qualifications provide a framework for
AQA UNIT AWARDS SCHEME
developing and recognising general employability skills at
Entry 2 to Level 2. They are suitable for use with pre-16 • The Unit Award Scheme (UAS) is a unique recording
and of achievement scheme, rather than a qualification.
post-16 learners. It offers learners the opportunity to have their
achievements formally recognised with a certificate each
ASDAN PSD
time a short unit of learning is successfully completed.
The Personal and Social Development (PSD)
• There are no limits on:
qualifications offer imaginative ways of supporting young
• what can be accredited, as long as it is worthwhile and
people in:
meaningful for the learner
• becoming confident individuals who are physically,
• who can achieve, in terms of age or ability
emotionally and socially healthy
• how long it takes to achieve or when this takes place
• being responsible citizens who make a positive
• how learning can be evidenced.
contribution to society and embrace change
• managing risk together with their own wellbeing SQA QUALIFICATIONS
• as well as introducing them to new activities and We offer a range of SQA National Qualifications in core
personal challenges. subjects, both as a registered centre in our own right and
ASDAN PERSONAL PROGRESS with our partners
• The Personal and Social Development (PSD)
qualifications offer imaginative ways of supporting young
people in:
• becoming confident individuals who are physically,
emotionally and socially healthy
• being responsible citizens who make a positive
contribution to society and embrace change
• managing risk together with their own wellbeing
• as well as introducing them to new activities and
personal challenges.
OUR TEAM
NAME POSITION QUALIFICATIONS EXPERIENCE
Graeme Cooper Head of Learning MA (Hons) in English Teaching for 22 years
and Skills PGCE Secondary English Former Head Teacher at
GTCS registered Applied Care and Development
Designated Child Former Drama Teacher
Protection Officer Trained Former chair of National
SQA verifier Quality Assurance Group at Education
Scotland
Former Principal Teacher Pupil Support
at Annan Academy
Former member of Dumfries and
Galloway Literacy Steering Group
Kelly Breckney Lead Co-ordinator BSc Honours Psychology Animal therapist 17 years as
of Learning and GSVQ Health and Social Classroom Assistant at specialist
Skills Care; HNC Health and autism school
Social Care; NVQ/SVQ
Health and Social Care 3;
SVQ Social Care Adults
L&D Assessor
Colin Mackin Skills Practitioner NC, HNC, HND 3 years residential care
Jan Jeffrey Skills Practitioner NC, HNC 6 years as Learning Support
Assistant (ASN & ASD)
Sara Allen Skills Practitioner NC, HNC, BA 18 years in childcare and
education from toddlers to
teenagers.Local
Authority Schools
PARTNERSHIPS Our young people
are enrolled at a local
authority school but
they complete their
learning inhouse.
Outdoor
Education Providers
We make sure our
young people have
access to outdoor
CARE education through
our partnerships.
We take a holistic approach
to care. Our team is highly PARTNERSHIPS
trained and trauma-informed.
Our partnerships enrichen
Specifically trained staff
the experience of our young
deliver therapeutical activities Employers
people within their learning
(e.g. animal assisted therapy) These partnerships
and skills development.
in each of our services offer opportunities for
our young people to
explore and develop
their employability
and skills
LEARNING & SKILLS
We develop and support the developmental Higher Education
and experiential learning of our young and Voluntary
Organisations
people. We also plan and support gradual
transition to adult like, ensuring that all We partner with higher
education establishments
young people have the skills and confidence and voluntary organisations
they need to take the next step. to expand the opportunities
available to our young
people.GREENLEAF HOUSE LTD
T: 0141 404 6756
E: info@greenleafhouse.co.uk
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