Sarah Sherwood - Head Teacher
'My vision is employability and independent living skills for students with learning difficulties'
As Head Teacher at LVS Hassocks I work closely with Jackie Doe and the team to ensure we are meeting the many and diverse needs of our day and weekly residential students. Our vision of employability and independent living necessitates a thorough assessment for new students, ensuring that the transition into LVS Hassocks is as stress free for the individual as possible, and the necessary supports are available from day one.
Why LVS Hassocks is different
LVS Hassocks is different because we are preparing our young people for work. Current research shows that only 15% of young people with an autism spectrum diagnosis are in sustained, full-time employment and we are passionate about changing that statistic.
We have an opportunity to deliver a curriculum that we believe really supports young people with an ASD diagnosis, focusing on Whole Health Learning (ensuring they are physically and mentally healthy and have the stamina to sustain work), Connected Learning (providing concrete learning opportunities that make sense), and Real World Learning (providing opportunities to take embedded skills into the work place and community).
Why I’m working here
My experience of working with individuals with a diagnosis on the autism spectrum spans more than 20 years. My initial exposure to autism was when I was running a nursery and I had two children whose needs were very different. One had no language, was socially withdrawn and had challenging behaviour, and the other had language but was unable to answer questions put to him, was very passive, and also socially withdrawn. One had ‘classic autism’ and the other was later diagnosed with Asperger syndrome. I found it fascinating that two children with such diverse needs came under the same diagnostic umbrella.
My aim
I am passionate about ensuring that young people with autistic spectrum disorders have relevant learning opportunities in an environment that recognises the challenges they face on a daily basis and provides them with strategies to manage their anxieties. With so many students having a co-morbid diagnosis, we are constantly evaluating the learning experiences we are providing and expanding them. The appointment of our therapists (both Speech and Language and Occupational Therapy) has ensured support for students in areas where they have greatest difficulty.
I also firmly believe that CPD is vital for staff and we therefore offer a very comprehensive induction and training programme.
My influences
Three people have been major influences in my understanding of autism: Stephanie Lord for her passion, drive and enthusiasm; John Clements for his insight and wisdom regarding supporting behaviours which challenge others; and Keely Harper-Hill, who is an inspirational Speech and Language Therapist. I worked with Stephanie and Keely with a colleague on the formation of BERIS (our approach to learning). We worked together for number of weeks on investigating what we thought was really important for young people with ASD and the outcome was a defining moment in moving forward and structuring learning opportunities. Whilst we maintain the BERIS approach, we are constantly reviewing its implementation to ensure it meets the needs of our students.
