Membership review for 2 Riverside House
By – Date of visit:
The membership review is intended to reflect the experiences of the visitor who might be looking for a placement. The review is subjective, consistent and impartial, representing the impressions of our team member on the day of the visit. It is a snapshot view only.
The contents of this review are intended to cover some of the subjects and issues which an individual, their relatives or their placement officer might ask.
This review has been published with the written agreement of the home owner, or an authorised representative of the company.
‘What I observed of this brand new project was impressive and I feel that Riverside Education will fill a vacuum in the Birmingham area providing educational opportunities for students unable to effectively engage in mainstream education due to their condition.’
Summary of findings
When I visited Riverside Education for the review the school had literally only been open for 3 weeks. I felt the school came across as modern and innovative in both its approach and in what it was offering in terms of courses. Many of the staff had migrated from another service in Birmingham and had previous experience of working with students with an Autistic Spectrum Condition in an educational setting. It was an environment that felt like a specialist college rather than a school. Set in what was a building on an industrial/office space estate. It seemed to me most suitable for individuals who had Asperger’s syndrome or higher functioning autism and this was confirmed by Abide Zenenga the Head-teacher.
The approach used by staff was seen to be calm and relaxed. Staff were seen to be consistent and followed the plan in place for one young person who had become distressed and had left the premises.
I found the staff I spoke to were very knowledgeable about autism and the Headteacher had not only vocationally based experience and knowledge, but also a personal interest.
Introduction
Riverside Education (Golden Academy) is a specialist independent school that was offering, on the day I visited, alternative education to young people with Autism and Special Educational Needs from 14 to 19 years of age. Abide Zenenga the Head teacher informed me that this could change to 11 to 19 depending on future discussions with relevant bodies. The school’s signature or motto was ‘Developing potential in all young people.’ The school was a member of a member of the National Association for Special Educational Needs.
The capacity for Golden Academy was for up to 40 full-time students and 10 part-time. The curriculum on the day of the visit included five main vocational subjects - Art and Design, Photography, Horticulture, Animal Care and Music - supported by the three main Functional skills of English, Maths and ICT and Science. Religious Studies was also taught as examinable subjects.
One of the main aims of the school was to assist young people in making a link between functional skills and the vocational subjects they studied and vice versa.
The school also had a post-16 programme on offer which was designed for young people with an Autism Spectrum Condition only who find it difficult to cope in mainstream colleges. The programme was meant to help them achieve level 2 functional skills, secure employment or achieve one vocational course. There was a lot of emphasis on employability skills as well as preparation for the world of work. Each year, the idea was to offer apprenticeships to three young people with an Autism Spectrum Condition in reception, administration and mentoring.
The school day ran from 9am to 3pm.
Understanding Autism
The majority of the staff team had previously worked with another autism focused project in Birmingham that offered support and education to young people with an Autistic Spectrum Condition thus they carried through this experience to Riverside Education. Abide stated new staff would receive autism training as part of their induction, the level of the training would depend on the prior experience of the new staff member.
Abide the Head-teacher had a significant personal interest in autism.
The structure of the building and uncluttered layout of classrooms lent itself well to the preferences and requirements of many students with an Autistic Spectrum Condition.
I witnessed the tail end of an incident where a student had become distressed and had taken themselves off the premises. Staff observed from a distance and did not raise their voices. Staff followed the individual risk assessment and protocol for that young man which included informing parents.
The Environment
Riverside Education can be found on a quiet cul-de-sac in what is effectively a business estate in the Stechford area of Birmingham. Both the internal and external structure could be described as functional. The building was surrounded by a fence and you needed to be buzzed in through a single access point to be admitted. The reception area was bright and welcoming.
Internally there did feel like a lot of space and I tried to visualise what it might be like with 40 young people around, although that might be an unlikely scenario as Abide Zenenga envisaged that in the future many students would potentially be engaged in as many activities off site as on.
In terms of the classrooms they were of varying sizes and each room had a specialist subject base. Classrooms I saw were bright spacious and airy, with fairly minimal furnishing, which seemed totally appropriate. One room had been put aside for small animal care. Abide Zenenga stated that the acoustics in some of the areas could be an issue and they were actively engaged in acoustic testing, looking at what could be done to equalize the differences through insulating and glazing.
The School had usage of a people carrier although several pupils who were attending Riverside Education could make their way around independently on public transport. Staff and students from the school received discounted access to nearby Stechford Cascades Leisure Centre.
In time Abide Zenenga stated that he hopes to further develop relationships with other mainstream colleges and schools in Birmingham. Abide also spoke of plans for developing an allotment away from the main school site.
Individuals attending the school
There were, on the day of the visit, 6 students enrolled at the school with another 14 joining in the near future. All the students I saw on the day of the visit could be described as ‘higher functioning’ and as previously mentioned this was the student group that Abide felt that the school would be catering for in the main.
The students ran a tuck shop and purchased products and produced weekly profit and loss sheets.
Health and Wellbeing
The Riverside Education staff team included 2 trained counsellors.
Although the policy is not to administer medication unless under special circumstances there was a medical room with a lockable fridge for students to store and self-administer medication. Abide Zenenga stated that all staff were trained in First Aid.
Food is ordered in from ‘Silly Sausage’, a local café; students order their lunch when they arrive in the morning and meals are delivered around midday.
Abide Zenenga stated the likes of Educational Psychologists, Occupational Therapists and Speech and Language Therapists would be brought in as and when required.
Abide Zenenga confirmed that Riverside Education would adapt a very low arousal and hands-off approach to behaviour management, however the staff team had received training in ‘Team Teach’ behaviour management techniques.
Staffing
On the day of the visit there was a staff team of 13 - 6 fully qualified teachers; 3 were undertaking teacher training courses and the rest had degrees in either education, counselling or working with young people. Two of the staff had a Phd in education.
All newly recruited staff were employed according to the Department for Children Schools and Families guidelines. All staff received Child Protection training.
No member of staff was allowed to work at Riverside Education without a Disclosure and Barring Service check. Staff members underwent a 2-week period of induction before commencing work at the school - the second week shadowing - and there was a 6-month staff probationary period.
Management of the school
Abide Zenenga was the Head teacher at Riverside Education, Benny Kuruvilla the Deputy and Hannah Kendall was the Assistant Head. Abide was, at the time of the visit, offering staff supervision to the entire staff team. Abide himself said he felt very supported in developing the school by the owner of the school site.
The school enrolment and assessment process involved initial assessments to ascertain the level of operation of the young person, this was achieved through use of Basic and Key Skills Builder diagnostic assessment. This stage also involves collection of all background information about the young person, previous school results and risk assessments. A meeting with parents/carers and all professionals who work with the young person is held to make sure everyone agrees to support the placement. I looked through some of the procedural documents and risk assessment forms and suggested some minor amendments, however the bulk of what was required was seen to be in place.
Conclusion
I felt Riverside Education was very much focused on the needs of students who may have been out of education for some time and who were educationally very able, but their condition prevented them from achieving.
The staff I met were very friendly and helpful and their approach to the young people was calm and respectful. The service was set in what appeared on the day to be a safe, calm and tranquil environment. The high staff to pupil ratio allowed for bespoke educational packages to be constructed around the needs of each pupil.
I felt that considering this was a brand new project only three weeks into the first term what I observed of this brand new project was impressive and I feel that Riverside Education will fill a vacuum in the Birmingham area providing educational opportunities for students unable to effectively engage in mainstream education due to their condition.
There was clear evidence of a strong infrastructure being in place. I very much enjoyed the visit and I would like to thank the staff and students for their time.
Visiting Officer: Craig Godding
Operations Director, Living Autism