Aurora Boveridge College

Our student day starts with a check-in with individual tutors and tutor group, where any worries or concerns can be discussed prior to starting the timetabled sessions and notices for the day are delivered and explained. After this each student begins a day of five hour long timetabled teaching sessions. Each student has an individual Study Programme, confirmed and agreed at the start of each year. This includes subjects and activities designed to provide the best opportunity to achieve their transition goals.

After lunch, students have two further hour long taught sessions, before finishing for the day. All students have the opportunity, if needed or requested, to meet with their tutor to discuss any challenges they may have met during the day or to highlight personal achievements.

Our study programmes are timetabled throughout the day with a fifteen minute break between the three morning sessions. An hour long lunch break enables students to engage in social activities, enjoy a wide range of lunch time clubs and activities and spend time in the magnificent outdoor environment. Students may choose to do this either with peers and staff or on their own.

With small classes and a high student:adult ratio we can offer specialist interventions both within whole class and group learning and individual work. Students are supported in their learning and make progress because of this. Our specialist in-house clinical team also offer a variety of universal embedded therapeutic support and one-to-one therapeutic interventions where this is identified in an EHCP. Some students may have direct 1:1 to support in education and residential care, where this is identified within an EHCP.

Each student is supported to achieve at least 50 hours of independent work experience whilst at Boveridge College, in preparation for employment in adulthood, many students are encouraged and do complete considerably more. Work experience is vital in supporting the development of employability skills, focused on their individual employment goals. Opportunities to engage in volunteering within the local community also support development of employability skills and support the Preparation for Adulthood themes embedded in the curriculum.

Many of our students experience difficulties with communication and building and maintaining friendships, both at college and in the community. We use the Preparation for Adulthood framework, building in opportunities for students to develop their skills in employment, friendships-relationships and the community, independent living and good health. The social aspect of their learning is vitally important to us.

All our students have the opportunity to engage in the decision making process that affect them now and in the future. These include regular Student Council and Residential Student meetings, group and individual tutorial sessions, transition support through Independent Advice and Guidance, Independent advocacy for residential students and regular student feedback questionnaires. All of these ensure that the student cohort feel able to identify, request and make changes to the way Boveridge College can work better for them.