SGM engages learners in tasks developing learning concepts, employability skills, self-worth and self-belief through fun.
Projects with purpose based learning approach to young people with autistic, social, emotional, wellbeing and special educational needs. We set practical tasks that reinforce learning concepts, develop self-worth and self-belief through fun.
We engage individuals in an expert directed programme suited to our learner’s personal interests. We focus on improving social and emotional well-being and communication skills through creativity, personal achievement and teamwork.
Through computer science, gaming, game design, coding, digital graphics, 3D modelling, web development and digital skills for work, we create engagement in individuals who ordinarily resist participation in traditional learning programmes.
Where appropriate we provide programs that give learners the opportunity to successfully achieve NCFE Creative, Design and Digital qualifications in areas of personal interest. We can also support a GCSE computer science curriculum.
The outcome that could be achieved are driven by the exclusive needs of the individual as stated in the EHCP. These outcomes are measured against evidence presented at the time of commissioning, working in conjunction with the 0 -25 team, parents/carers, virtual school and the young person. Daily session reports are kept for each student and a half termly report is issued to the local authority casework officer and/or the on-roll school.
Outcomes are best measured when a multi-agency approach is taken with a regular review process allowing for discussion on a young person’s progress in their areas of need.
Our current reporting is based on tutor observations noted in a daily session report. Any lapses in progress are reported to the provision head and raised at review. Overall progress is reported in a half termly report.
We follow the UK Government’s School Attendance – Main Guidance document. We keep an individual digital register within Microsoft Teams for Education for each young person. Please see our SGM Attendance Policy in our safeguarding pack.
We manage behaviour through a policy of mutual respect. Our learners generally want to be at our provision because of the uniqueness of what we offer and the alignment with their interests. Leveraging the learner’s desire to attend the provision we are able to establish our golden rule of respect. For the provision, for the staff, for their peers and most importantly, themselves. We have in place a robust incident/accident reporting procedure.
We provide a supportive and safe space for technology interested young people with emotional dysregulation (anxiety, low mood, low self-worth), autism spectrum disorder (social communication & interaction), behavioural dysregulation ADHD (hyperactivity) /ODD, (oppositional defiance disorder) (avoidance). Due to us only being a small provision, we do not accept young people with persistent violent or threatening traits.
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Upon enquiry for our service, we request a copy of the learners EHCP along with any other available relevant information. Using the EHCP we measure the individual needs of the learner and demonstrate how those needs can be met by our curriculum, staff and environment. A detailed proposal will be created and submitted to the commissioning authority or third-party provider. Working in close effort with the local authority SEN casework officer we detail learning outcomes to be reviewed at termly meetings. Once staff know the learner’s SEN and learning outcomes, a bespoke program will be created enabling us to draw up an Individual Support (ISP) plan to meet the young person’s needs.
Daily session reports are created for each student and a half termly report is sent to all relevant parties (based on which local authority you come under) including: The on-roll school, DCC Education Inclusion team or Torbay SEN, the Virtual School and/or the DCC 0-25 SEN team.
Notice Periods when commissioning
A half term notice period for complex cases, particularly with looked after children with insecure care placements. When we take on a new learner and create a bespoke programme for them, we often need to engage extra recourses such as specific technologies and software along with staff training and/or numbers in order to support a young person. We may agree to a commission lasting an academic year and resource accordingly only for that young person to move out of area or display behaviour that is not suitable for the provision. A half term notice period grants us a limited period of protection with which to recoup any extra expenditure.
Book a visit
Generally, we suggest a young person visits our provision before they attend. In some cases, we may suggest a taster session be arranged to be sure we are a good fit for the young person. Please press the button below and get in touch with us. Our friendly staff will be happy to help you with any enquiry you may have.