Students can achieve accreditation at all levels through ASDAN - a charity, curriculum development organisation and awarding body offering qualifications to grow skills for learning, skills for employment and skills for life regardless of ability.

Accreditation pathway Potential pathway: year 11 ASDAN credits achieved 2015-16 ASDAN assessment example

Curriculum Overview

This is the first full year of the new Post 16 curriculum and it has had a positive impact on young people’s outcomes in all areas of learning; as a result young people now engage in a full range of meaningful learning opportunities that identify individual skills and routes to employment.

When students move from year 11 into year 12, they are given an accreditation learning pathway (see downloads) to suit their individual skills and strengths which allows them to gain qualifications to take them into the next stage of their lives. All learning needs are supported by a person centred curriculum covering 5 key areas of learning: Functional Learning, Independent Living, Community, Moving On & Social and Leisure skills. Our ambition is to support and prepare our students for adult life taking in to account their interests and emerging skills. We also have a special focus to support our young people into employment with access to a wide range of work placement and work experience opportunities. Read more about our post 16 curriculum here.

The range of accreditation that a Post 16 pupil can access includes:

Life Skills Challenges (pre-Entry L1 – Entry L3):

Life Skills Challenges offer those entering post-16 a range of short topic based activities to demonstrate achievement in a range of curriculum areas that are important for success in adult life.

Personal Progress (Entry Level 1):

This program offers a wide range of units for the learner to select; curriculum, life skills, developing employment skills and leisure activities. Although all units are aimed at Entry level 1 each unit spans a wide range of achievement; from the ability to encounter new experiences to the ability to apply basic skills, knowledge and understanding to a range of familiar experiences.

Workright (Entry Level 1):

This accreditation provides a framework to develop a range of basic transferable employment skills. Learners undertaking this accreditation need a work placement.

Employability (Entry Level 2 and 3):

This qualification focuses on preparation for employment and work-related learning. All units reflect the ability to make use of skills knowledge and understanding to carry out simple familiar tasks in the work place environment. All learner’s undertaking this qualification need to have access to a work placement.

Personal and Social Development (Entry Level 1, 2 and 3)

This qualification pathway offers formal accreditation for learners developing their confidence physically, emotionally and socially, to become responsible citizens to the society in which they live. Learners develop early skills of managing their own wellbeing, whilst undertaking new activities and personal challenges.

Diploma in Life Skills (Entry Level 1, 2 and 3)

The Diploma in Life Skills is based around the development of personal, social and employability skills. Each level is made up of units that can be APL from other qualifications at the same level (Personal Progress, Employability, Personal and Social Development).


Progress is measured within the curriculum through accreditation, qualifications gained and work placement assessment data.

There are 25 young people in Post 16, their learning styles vary from working towards Entry level 1 up to Entry level 2. Previously within the Secondary Department the young people had been working within P levels or in some cases above.

Year 14

From the 5 young people in Year 14 (their final year):

  • 4 young people have exceeded their target for the year 2016/17
  • 1 young person has met their target for the year 2016/17.
  • 3 young people have achieved a Diploma in Personal Progress, meaning they have achieved over 37 credits.
  • 2 young people have achieved a Certificate in Personal Progress, meaning they have achieved 14 credits or over.
  • 1 young person has achieved a Workright accreditation.
  • A range of Life Skills Challenges have been completed working from, ‘Towards Entry level 1’ to ‘Entry Level 2’

Year 13

From the 11 young people in Year 13 (penultimate year of Post 16) :

  • 4 young people have exceeded expectations within their learning pathway.
  • 4 young people have either met or exceeded expectations in some areas.

Year 12

From the 8 young people in Year 12 (first year of post 16):

  • 7 young people have exceeded expectations
  • 1 young person made expected progress.

Work Placements

Student on work placement at the HiltonThere are a wide range of work placement opportunities, both onsite and in the community which support the development of a young person’s employment skills. These areas include: Catering & Hospitality, Administration & Finance, Horticulture & Animal Care and Estates Work & Housekeeping. Young people are set targets from a skills analysis for specific jobs and their progress is measured from a bespoke assessment tool.

Currently there are 52 work placements of which 48 are onsite and 4 are in the community with 64% of young people accessing a work placement. The remaining 36% are experiencing some form of work related learning.

This demonstrates that there is a special emphasis in supporting the young people in to work with over 28 hours of work placement focus per week across the school:

  • 12 x YP involved in an internal ‘administration and finance’ work placement
  • 13 x YP involved in an internal ‘catering and hospitality’ work placement.
  • 7 x YP involved in an internal ‘estates and housekeeping’ work placement
  • 2 x YP involved in an external ‘administration and finance’ work placement
  • 3 x YP involved in an external ‘estates and housekeeping’ work placement


Our communication results take on a different form and need to be looked at on an individual basis due to the measures being more complex.

Embedded Skills Generalised Skills
Expressive: 75 514
Receptive: 22 315
Social: 20 372


No comparable differences represented by such a small female population