Case Study - Icknield School

Aims and Outcomes

The Activity

This case study shows how a straightforward conservation project, working with the local borough council, has led to bold plans for expansion. Conservation of the environment was chosen as the key to work in PHSE and environmental studies with post 16 students with severe learning difficulties. The nearby Anton Lakes area had been looking neglected. Working with the Borough Council's Countryside Officer the students have removed rubbish, maintained life belts and walkways and carried out surveys of wildlife and human usage. Their work contributed to the Anton Lakes Activity Pack published by the Council.

Intentions

The development of communication skills and a sense of citizenship. Working on this project could prove to be the only work experience some of these students ever have.

Developments

1. Staff feel greatly encouraged by the success of the partnership with the borough council. As a result other lines of communication with external agencies are opening up.
2. One student gained a place at Salisbury College and is now learning painting and decorating skills at NVQ1 level.
3. Another student won a place at Sparsholt College to study animal husbandry.
4. English, Maths and Science were involved as well as PHSE and Environmental Education.

Spin-offs

1. The borough council is proving to be a useful conduit into the local community.
2. Equipment bought for this project can be used in other similar work experience projects.

Further Potential

1. Plans are afoot to explore joint working with other groups out in the community such as Mencap.
2. Potential to buy land to develop a wide range of skills in students and others.
3. Also potential to build onsite workshops for further joint working with other agencies.

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Methods

Time-tabling

The work is based within PHSE and Environmental Studies time which creates substantial blocks of time when the students can be driven out to the Lakes to work with the Countryside Officer.

1. Students help maintain walkways with wire netting to prevent slipping underfoot, repair handrails, retrieve and maintain vandalised life belts, carry out surveys of wildlife and human usage.
2. Small trees were cleared to allow cattle to graze.

Logistics

1. Much of the day to day work has been managed by LSAs who had to take a 2 day training in Hazardous Pursuits and learn risk assessment techniques.
2. One in particular took it upon herself to create an A3 portfolio of photos and student work and maintained contact with the Barclays New Futures adviser when staffing changes might otherwise have sunk the project. She also drove the minibus.

Funding

1. A £3k award from the Barclays New Futures scheme paid for staff time, equipment and training.

Reflection

1. Photos are taken which remind students what they did when they write up their work.
2. Discussion takes place on the outdoor work and how it could be improved. This includes their own roles.
3. Students took part enthusiastically at a student conference involving student presentations about Barclays New Futures projects. This entailed detailed reflection and the creation of a script they could answer questions on.

Evaluation

An A3 portfolio of photos, survey results, charts of wildlife and student work stimulated discussion of what they were achieving at the outset of the project.

Recording

1. The termly programme of work is documented for the borough council.
2. Photos go into the RoAs of individual students.

Accreditation

Future plans involve linking environmental work with OCR graded work and with core and basic skills qualifications.

Role Modelling

1. Students gain an awareness of other people and what they do in work and leisure.
2. The Countryside Officer is himself an excellent role model, being young, responsible, friendly and knowledgeable. He is something of a hero to the students.
3. The teachers and LSAs are seen in a new setting.
4. The students themselves model care and concern for the environment and a willingness to undertake whatever needs doing.

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Impact On

Students

1. Practical skills, self esteem, confidence and relating to others.
2. Academically they are more focused and accurate in presenting this work.
3. They have gained a sense of the importance of conservation and a wider perspective on the world.
4. The work provided the opportunity for students to enjoy being physically active out in the fresh air and involved in activities that probably would not be offered to them in other spheres of their lives..

Staff Involved

1. All have really enjoyed their involvement and added to their knowledge of conservation and botany.
2. Training in risk assessment and hazardous pursuits Health and Safety has enhanced CV's..

Other Staff

1. Have commented on the accelerated maturing process of these students.

Whole School

1. The main school is on a completely separate site. Nevertheless, younger children look forward to getting involved at 16+ and staff are aware that the FE programme is developing greater independence in the students.
2. This work sits well with plans for citizenship, which tries to breed a sense of community spirit and encourages contact with a wide variety of people through visits and visitors.
3. The school is more aware of organisations in the community with whom they can work in future.
4. There has been good positive coverage in the local press each year, which is likely to have enhanced the school's reputation and possibly altered outside perceptions of the value of these students.

Partners

1. The borough council staff have learned how an SLD school operates and how it can contribute to their own work schedules, particularly as it is a longterm and reliable source of help.
2. The Countryside Officer expresses pleasure at having had his eyes opened to just how capable these students can be. He also enjoys the students for themselves..

Wider Community

1. Users of the Anton Lakes regularly see SEN students caring for their facility, gathering information about it and being willing to talk about their work. This may be having an impact on other people in terms of thinking about conservation and of perceptions of SLD people.
2. There could also be some discouragement of vandalism.
3. Whereas the school normally finds itself in the position of asking for donations, this project provided an opportunity to give something back to the community. "In a small way we have helped to make Anton Lakes a better place for people to visit".

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