Education

The young person receives English lessons. They are supported to gain qualifications or attend college when they are ready.

Days 1-2

NEEDS:

  • An initial assessment of the young person’s English level both speaking and understanding
  • Understanding of the need for English lessons

The support worker makes an initial assessment of the young person’s level of English so they can pass this information on to the teacher as soon as possible to help with planning.

The young person is brought to English lessons the first working day after their arrival.  At Baca, there are lessons that occur every week day morning for 2 hours, with a few weeks holiday within the year.

Weeks 1-2

NEEDS:

  • English lessons start
  • Awareness of local resources, including the library

During the first couple of lessons the specialist ESOL teachers’ work 1to1 with the young person to identify their level of English, looking at spoken, understanding and written.  From this they allocate them into a group with the other young people.  The teachers continually monitor the progress to ensure the level is correct.

The young person learns about the education system and the expectation that when they are ready, they will attend college.

The support worker shows the young person where the library is and shows them the opportunity they have to access additional books and computers.

Months 1-4

NEEDS:

  • Preparation for entry to college
  • Understanding of terms relating to their support
  • Use of library

The English programme builds the young people’s skills and knowledge so they can reach the level required to access college ESOL courses.

The young people are encouraged to use the library for internet access, and books and DVD’s to help them practice their English.

Semi Independence

NEEDS:

  • College registration – ESOL course
  • Support with homework and other educational needs
  • Attend parents evening and other college events

The teachers and support workers register the young people at a local college and accompany them to the interviews, registration and induction sessions.

Once in college, the young people continue to be supported.  They are encouraged to come to in-house ESOL lessons on any days they are not in college to continue to have opportunities to learn in the smaller group.  Support is also given with exam preparation or with topics where they require additional help.

Support workers attend parents’ evenings as well and maintaining continual communications with course tutors.  If there are awards evenings or similar at the college, every effort is made to attend to the young person’s achievements can be celebrated.

Move to Independence

NEEDS:

  • Progression to standard college courses

The young people are encouraged to be applying for further courses when they reach a sufficient level of English.  These courses may be academic, such as GCES or more practical based.  The young people are supported through any application process for these courses.

General support continues with support workers on-going links to the college tutors.