SEPTEMBER spells out doom and gloom for students after a breezy summer free from homework, exams and classes.

But for Swindon College’s special needs learners the new school year was cause for celebration as it marked the first anniversary of their home away from home: the £1m Foundation Learning Centre.

Two years ago the state-of-the art facilities seemed a faraway dream and special needs students had to make do with being split up across campus.

Determined to offer students with difficulties and physical disabilities a base to call their own, the college submitted an ambitious £1m bid to the council to refurbish a large section of the building and welcome foundation learners under one roof.

The application was successful and they set about creating a comfortable centre with a mix of classrooms and domestic settings including a purpose-built flat and large kitchen to allow students with anything from autism to Down’s syndrome to learn valuable life skills such as cooking, cleaning and vacuuming in the hope they might someday live independently.

“The first anniversary is a real milestone for us,” says vice principal Karen Barber. “We’ve got more students. Having these facilities has transformed everything for them.

“Having a classroom environment was a barrier. The course before was all over the college in separate classroom. Now they have this wonderful facility, with a lovely common room, a garden and pets they look after, a purpose-built kitchen. It’s still part of the college but it’s ever so slightly safer and we make sure that everybody is cared for.”

Andrew Parsons, curriculum area manager, said: “The students didn’t have an area they could call their own. What we found over the course of the last year is that they feel this ownership of the area and pride in what they have here.

“Before the funding we didn’t have a flat to teach independent living skills. Now we have a flat, dishwasher, washing machine, a kitchen area with a cooking station that can be lowered for people who can’t bend. It’s designed to meet every possible need.”

The college Foundation Learning Course is divided into three programmes: Personal Development, Independent Living and Work, and Skills for Further Learning and Employment.

Personal Development is a course aimed at the most vulnerable learners. They can achieve Entry Level 1, 2 or 3 qualifications.With help from tutors and support workers, pupils gradually build up their confidence, learn to communicate in different settings, make independent decisions, manage money, cook, clean and work as part of a team. They are also given the opportunity to take practical subjects like IT, cooking, shopping, household tasks and using public transport.

Some may never be able to live alone but the course is a step towards independence nonetheless.

The Independent Living and Work course is an Entry Level 2 programme divided into two one-year courses tailored-made to students’ needs.

As part of it, pupils get a chance to try different subjects such as introduction to construction skills, motor vehicle, motorcycle and bicycle maintenance, hairdressing, horticulture and sport. They are supported every step of the way to develop social skills and hopefully move on to work.

The highest level course, Skills for Further Learning and Employment, which offers Entry 3 and Level 1 qualifications allows students to choose from career options over one or two years.

The modules available include carpentry, bricklaying, motor vehicle technician, performing arts, horticulture, health and social care, professional cookery, sport, travel and tourism. If successful, students can then progress on to other mainstream courses at the college, gain an apprenticeship or find employment.

Last year 86 per cent of Level 1 students went on to enrol in a mainstream course at the college.

Youngsters are also encouraged to tend to their garden and grow vegetables, which they can go on to cook in the kitchen.

Around 100 students are currently enrolled on the Foundation Learning Course. Regardless of ability, they are all fully supported by a large team, including 20 support workers, three course tutors, three learning facilitators and specialised staff to assist students with visual or hearing problems.

“Everything we do here has a purpose,” says Andrew. “It’s about a holistic curriculum approach. The students do the qualifications they’ve signed up to but they also get to try options like performing arts, construction or horticulture. From that they can make informed choices about their future. We will find a way to accommodate any students.

“It’s not necessarily about seeing academic progression. It’s about seeing the impact on people’s lives, on their life skills, independence and confidence. These things all go a long way to help shape their future.”

Giving pupils the opportunity to learn and grow at their own pace has proved a huge confidence boost for 16-year-old Moiraine Godwin, who is now a student representative for her class.

“I needed a little bit more help to carry on with school,” says the former Crowdys Hill School pupil who was diagnosed with global delay and dyslexia.

“I’ve been doing a bit of health and safety and life skills and I’ve been learning a lot of things I didn’t know before. The hardest part is keeping my language up. It’s beginning to help me quite a lot. I’ve made new friends, I’ve become more confident.”

Now in his third year, Tony Howe, 19, hopes to find work as a mechanic when he completes his qualification.

“My goal is to get a job,”says the former Crowdys Hill student. “It’s my third year; I feel more confident now.”

The new facilities made a world of difference not only for Tony but his mother Tracey.

“I wanted him to get his independence,” explains the 42-year-old, from Park South. “He has problems with maths, reading and writing. It was really to build him up to get a job, get the confidence he needs.

“He is maturing and I think the course has something to do with that. The staff have a lot of patience.”

Adapting each course to individual students with different needs has proved the biggest challenge for the team. But overcoming hurdles alongside students has been a tremendous achievement.

“It’s hard to get it right,” admits Karen. “Although they have learning difficulties, they are teenagers. You have to be able to provide them with support and age-appropriate information without smothering them.”

Andrew adds: “You have to be mindful of students’ needs and make sure they are in the right programme for them. If we get it wrong in year one it puts them at a disadvantage if they stay for three years. But we’ve got a lot of flexibility and we can move students up and across levels.”

The course has developed strong links with the community. Students have the opportunity to sign up for placements or to help catering staff at the college, for example.

But persuading employers that students with learning difficulties are viable candidates is still an uphill struggle.

“There is a perception in society that some of these learners won’t get employment,” deplores Andrew. “It’s about breaking barriers down. They can study, get a qualification with us and be work-ready. It works, it really does.”

For more information, head to www.swindon-college.ac.uk or e-mail AndrewParsons@swindon.ac.uk.