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Ivy House School

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14-19 Department

The 14-19 curriculum at Ivy House School is constructed from a series of core life skills content that build into a coherent, personalised offer for each learner. Most importantly it is meaningful to each young person and their family in preparing them for life after school and into adulthood. It empowers our young people to have increased confidence to make realistic and critical decisions about their future.


Recognising and Recording Progress and Achievement (RARPA) is the process Ivy House School uses to ensure the quality of non-accredited learning programmes and learning opportunities across our curriculum offer within the 14-19 department. It provides an educationally sound framework for planning and delivery of courses which are learner-centred and ensures personal learners’ goals are recognised and counted towards their success. It is not a qualification but a process (or structure) which has at its core ensuring each young person has the right ‘Core Life Skills’ programme to meet their needs and support progress.


RARPA is a five-stage process that we use to measure how well learners are making progress towards their identified chosen destinations. It is based on person-centred values, keeping the learner at the centre of the process so they can achieve their aspirations and long-term outcomes’.


Each programme has a focus on the skills, EHCP and Preparation for Adulthood (PfA) outcomes required by each learner to support them to prepare for a meaningful adulthood as contributing citizens. The ‘Core Life Skills’ frameworks are a context (or ‘vehicle’) for learning – actual learning content is guided by each learner’s EHCP, PfA, skills needed, Personal Learning Goals and planned destination/s.


Learners may ‘Bridge’ between ‘core life skills’ programmes or depending on the learner, may complete a broad set of skills within one ‘core life skills’ programme, covering or reinforcing different skills. Final “Core life skills” can also be assigned at the end of the programme depending on the Individual Learning Journey, progress and learning.


Preparation for Adulthood (PfA)

Learners will have multiple learning opportunities to develop key skills and/or independence skills over the year. We focus on destinations, key skills and/or independence skills the ‘core life skills’ offer, these are what our young people will need as they progress into adulthood.


‘Life After School’ Event

The ‘Life After School Event’ each year (Spring Term 1) should be planned into all T&L Plans.


‘Core Life Skills’ Supported Living Pathway (SLP) 

The SLP programme provides complete flexibility to build on Key Life Skills focussed around the individual needs, levels and interests of each learner.


Workplace settings / trips and visits

The experience of the workplace can be supported through trips and visits. Where possible link with an employer, to plan a trip (e.g. to a supermarket or shop) so that learners get input and opportunities to practise skills as part of the visit.


Internal Work Experience

The School provides a range of internal work experience opportunities – helpful where a learner is not ready for Work Experience in the wider community. These include the kitchen, library, Tuck Shops, Cafes, Reception, Admin Support and supporting the Site team.


The Gatsby Benchmark standards  is taken into account and considered as appropriate to our individual learners.