The post 16 provision here at Ripplevale School occupies the top two floors a beautiful Edwardian house. There 3 very large fully equipped teaching rooms, a theory room, a large common room, a computer room, a pool room and a student kitchen area. Post 16 also have a catering kitchen on site equipped for delivering catering and hospitality courses. Also on site we have a trade skills and construction building equipped to deliver BTEC courses. Students also have access to the school library, multi-purpose gym, therapy hub and the vast expanse of outside space.
Our aim is for every one of our pupils to leave Ripplevale School as independent and socially competent adults. We want them to be healthy, able to access employment, gain job satisfaction, learn new skills, and to be eager to continue learning. As well as continued learning and the opportunity to gain further academic and vocational qualifications, we teach students many life skills such as independent travel thus helping them gain the confidence to move forward into adult life.
Post 16 provides a bespoke curriculum tailored to students’ individual needs. The facility provides a transition between School, Further Education – College, apprenticeships and work experience.
Learning reflects students’ outcomes as specified in their Education, Health and Care Plan. For some students this means that they have a highly personalised timetable to address very specific needs. A range of interventions are available to address these needs including: Speech and Language Therapy, Occupational Therapy, Sensory Circuits, Numeracy and Literacy intervention, Lego Therapy, Visual Perception, Mindfulness and Emotional Regulation. For all students, there is a clear focus on increasing independence and giving students a range of experiences to inform their progression towards adulthood, and prepare and equip them with the strategies to cope with the world outside of home and school.
Transition to local colleges is facilitated by constant liaison with parents and the college professionals such as Additional Learning Support workers and Specialist Autism-SEMH Tutors. Visits, transition days and curriculum meetings are all arranged and supported by the school to ensure students are familiar with their new environment, support networks and staff allowing transition to be as smooth and free from anxiety as possible.
Mr Jamie Lovett