Fortune College

A large majority of our students are on the residential Further Education Through Horsemastership (FETH) Course because they have Special Educational Needs and Disabilities (SEND). Students on the FETH Course have usually had specialist educational support before they apply for the FETH Course; they are young people whose educational needs at 16+ cannot be met in sector colleges and for whom Independent Specialist Provision (ISP) is appropriate. Fortune College staff team assess each applicant prior to entry through a series of assessments. In a student’s first half term on the FETH Course he/she is reassessed. Seeking support, additional to that which is agreed after pre-entry assessment, is necessary only if a student presents with new or additional difficulties, or if circumstances change. Fortune College staff work alongside young people and in conjunction with the student’s family and those working with the individual from their Local Authority (LA). Parents/carers are kept informed through Review Meetings, Parents Days, a Transition information Day and ongoing communication with Fortune College staff.

Before offering a placement to a potential student, Fortune College invite the individual for an initial visit and if appropriate for a one day assessment followed by a seven day residential assessment. Within this assessment period Fortune College look at the individual’s experience, ability and potential in different areas such as self care (including washing, teeth cleaning, etc), laundry, travelling on public transport, managing money, social skills and integration, literacy, numeracy, motivation for being around horses (any any experience they may have). Of particular note is the assessment of the extent to which an individual follows instructions sufficiently to be safe enough to work with horses. Following further assessment within the first half term of the Course, combined with ensuring that the students own aspirations for the future are understood and used as a focus for planning, their ‘Group Leader’ develops the student’s Individual Learning Plan (ILP). Each student has a ‘Group Leader’ and is in a group of between 6 to 8 peers. The ‘Group Leader’ leads a small team of staff, a Transition Guide, a Literacy, Numeracy and Communication (LNC) tutor, an Equine lead and support staff. The ‘Group Leaders’ are responsible to the Head of Education. Staff work across 24 hours, both on the stable yard and in student accommodation to enable effective skills transference and development. .

The FETH Course is for young people who choose to be in an equine learning environment; the placement is based on a suitable person–environment match. The FETH Course sets out to work from the beginning of the Course to help individuals progress towards greater independence. ISP is characterised by its emphasis on an individual approach. The additional opportunity in the context of Equine Facilitated Education and Therapy (EFET) at Fortune College is the possibility for differentiation that is naturally occurring and age appropriate. This helps young people to build confidence and work based skills.

Holiday goals are sent home with students to help the parent/carer understand how the student is being supported and to encourage them to join in the learning process of the student, adding to continuity of experience and learning. There is a Transition Information Day (TID) for the Parents/guardians for students on the second year of the Course. Parents/guardians and LA representatives (including Social Services) are also invited to the student annual review at which the student makes a presentation. End of term reports are compiled and written by the Group Leader at the end of each term; end of term reports are circulated to relevant individuals including, of course, Parents/Guardians. Each student has core targets which come from initial and baseline assessments and from the aspirations of the student. Targets focus the student’s learning throughout all aspects of the FETH Course. The students work to achieve their core targets following a step by step process. Feedback from the end of term report, session outcomes, Holiday Goals (filled in by the student/parents/guardians) and annual review action plan will inform the staff and student of the progress made by the student on an ongoing basis. New targets are set when existing targets are met.

Fortune College staff are committed to the work of the Fortune College and to those with whom we work. Staff follow policies and procedures, undertake training and self assessment and report regularly on their work. There is an allocated ‘senior’ on duty and ‘on call’ at all times. Staff can be available to speak to parents in case of necessity twenty four hours a day. The Fortune Centre or Riding Therapy was founded in 1976 and the staff is made up of an experienced team with a variety of qualifications, including teachers, learning difficulty nurse, mental health practitioner.  Work with external support is sought as necessary. Fortune College Healthcare staff give extra support to students and to staff supporting students. Fortune College is equipped to manage students with behavioural issues as part of its expertise as an Independent Specialist Provider. Fortune Centre of Riding Therapy complies with all UK standards set to manage and administrate medication including controlled drugs. Each working shift in the residence has a member of staff trained to administer prescribed medication. Each student has a one to one weekly transition tutorial which is pastorally focused. The group in which the student is attached for the year have a core group of staff who work closely with the group enabling an open relationship to develop between student and staff.

This is dependent on the needs of the individual student. Fortune College accesses outside specialist support when required if it does not have a staff member with the particular skills. The FETH Course naturally incorporates speech and language and occupational activity throughout everyday in timetabled sessions which are mostly but not exclusively on the yard. A Speech and language therapist visits the college weekly to work with specific students .

New staff members follow an induction programme which covers all areas generally experienced when working with students on the FETH Course. Further training includes Health and Social Care qualifications, PTTLS, DTTLS, behaviour management, first aid training, administering medication, and the use of Equine Facilitated Education and Therapy (EFET). The team of staff working with the FETH Course students have a range of relevant qualifications. Annual Equality and Diversity, Safeguarding, and Health and Safety training is compulsory for all. Fortnightly staff meetings are accessible to all and are an opportunity to incorporate staff training and discussion relevant to individual student needs.

>The FETH Course incorporates weekly independent travel as part of the money management sessions. Weekend social activities and evening activities aim to include the student in the community in order to reduce vulnerability. Individual community involvement and trips also occur throughout the year including hosting cream teas, village fairs, involvement in local charity sporting events, and a camping trip.

Fortune Centre of Riding Therapy has wheelchair ramps into the main buildings and the lower ground floor of the main residence. Fortune College is unable to accept wheelchair users onto the FETH Course or any young person whose mobility would prevent them from being safe when working around horses. There are accessible changing and toilet facilities for wheelchair users. Fortune Centre of Riding Therapy 'weekly riders' caters for children with physical difficulties (for example those who require a lift to access the horse, and side walkers for safety) who attend weekly riding therapy sessions. Notices and charts are changed to meet individual need. Hearing aids with remote microphones are used around the horses when required.

The residential assessment period gives a prospective student a clear idea of what the FETH Course involves as well as providing time for Fortune College to prepare for the individual’s needs. Fortune College has a parent/carer hand book and a student handbook to try and answer questions which may be asked and to help prepare all for the FETH Course. Continued contact from the FCRT Admissions Administrator is helpful to answer any questions that may arise before the student starts the FETH Course. The long term aim of the student is noted during the assessment period and information is accessible to all relevant staff when preparing for the students admission. Students have weekly tutorials with their Fortune College Transition Guide, who works with the group of students and has one to one meeting with each individual. It is the role of the Fortune College Transition Guide to help the student transition onto the course as well as to the next placement.

Fortune College specialise in teaching young people with learning difficulties and/or disabilities so all staff work with these students.

As part of the full residential assessment which takes place before any student is offered a place on the FETH Course the potential students are assessed in all areas, including self care, independence skills, health and practical working ability. A report is written in conjunction with the student’s previous transition plans and school reports which is then sent to the local authorities and parents/carers. An offer of placement is made by senior staff to the priority funding authority giving the levels of support required in order for the individual to access and make full use of learning life skills when on the FETH Course. On admission to the course the student’s Group Leader will monitor the student’s progress to ensure that the levels of support are correct. The FETH Course is set up to incorporate emotional and social development through the residential component and the high staff to student ratio. Fortune College has qualified full time nursing staff as well as a range of experienced staff who work alongside the students to use the horses to promote emotional and social development.

By attending the Parent’s Days, taking interest and giving feedback on the holiday goals, attending the Transition Information day and prize giving for the student at the end of the year. Informing Fortune College of any changes which may impact on the student’s wellbeing and/or learning supports the students learning. Fortune College offers the following: Parent’s days with discussions, lectures and information Transition Information support  Contact with the ‘Old Fortunate’s Association (OFA) network when students leave the FETH Course.