Our complex needs programme is specifically designed for young people aged 19-25 in the York area, working towards P-levels/Milestones. Typically students with highly specialist support needs will access the programme with their own support staff to meet their personal care and behavioural needs.
The programme aims to build upon previous learning undertaken at specialist schools and colleges, with the view to support the generalisation and maintenance of skills - supporting the transition to their adult lives in York. We recognise that all our young people require very different pathways and approaches in preparing for adult life. We therefore aim to ensure a holistic approach to learning by working alongside people’s circle of support, adult social care provision and therapy team to ensure our learning programme is personalised to meet individual needs.
A specific focus is placed on communication and interaction through a total communication approach supporting objects of reference, touch cues, intensive interaction, signing, photo, widget symbols, communication apps and communication aids. Appropriate enabling technology is also explored and used to offer further access and control to individuals.
We offer a sensory based programme of learning whereby individual key motivators are explored and expanded, with the view to incorporating activities into daily routines.
Our typical 2 day timetable includes:
Physical Development :Rebound therapy, music and movement sessions, activities that support and utilise embedded personal physiotherapy routines
Communication: Focused intensive interaction time, active communication groups and 1:1 work, sensory story-telling
Social and Emotional: Trips out to access local community facilities, choice focused leisure activities, massage stories
Thinking Skills: Enterprise, sensory baking, sensory art, ICT and enabling technology sessions including switch and gesture based technology
We deliver a blended approach to learning offering 1:1 coaching, group work, experiential and focus teaching.
All activities abide by the following core principles:
Every interaction is heard and responded too. Learner voice is an essential part of blueberry life from use of intensive interaction to supporting an awareness of others during group work
Every opportunity to make a choice is actively supported. Choosing between ingredients in sensory baking, using switches to choose music to play, etc.
Every opportunity for independence is explored and encouraged. Typical learner outcomes include lessening prompts to achieve tasks and environmental controls are used to support learners to contribute to daily living tasks.
Every activity and technique used can be replicated within the community and home environment. Trips to the shop can be supported through objects of reference, photo and symbol shopping lists.