To start with, fill in an expression of interest form. Once we have received it and we confirm we have capacity for your learner/small group, we will contact you to discuss the finer details. Firstly, in collaboration with yourselves and parents, we ascertain timings/site/tutors. We are happy to host a visit as part of this process and/or offer a taster session. If everyone is happy to go ahead, we will allocate you a coordinator who will be your main contact at Woodventurers. They will be in touch to work through the next steps.
Your programme coordinator is your main port of contact and is responsible for the learners programme. They will ask you for paperwork such as the EHCP, any plans or known information around learner likes/ dislikes, triggers etc and will then begin writing the Individual Learning Plan. They will also contact parents/carers for more specific information to help inform how we engage the learner. Alongside this, the programme coordinator will want to discuss any safeguarding concerns and behavioural elements we need to think about. They will organise the days/times for sessions and set a start date with yourselves and parents. Usually this process takes 2 – 3 weeks and is wholly dependent on how quickly we receive the paperwork.
The Individual Learning Plan (ILP) contains key information on a learner’s primary needs and is the foundation document of the learning process. It is a bespoke set of Aims and Objectives tailored to the individual based on specific EHCP outcomes or key areas of learning you, parents and any other stakeholders have expressed would best support the learner.. Once written the ILP is shared with referrers/schools/parents for their input, before being finalised.
The ILP is a core part of the Woodland Learning programme in how it supports the planning and review cycle. The tutors know and understand the core Aims and Objectives which are discussed in a pre programme meeting with their programme coordinator. Tutors devise session objectives to directly support the overall aims and objectives and after each session write an evaluation to review against these session aims. The programme coordinator uses these evaluations to monitor overall progress against the core Aims and Objectives and uses this overview to write programme reports. The ILP is reviewed with every report cycle and adapted as appropriate to keep the learner on an onward trajectory so much as is possible.
We have digital registers which we are happy to give you access to. Tutors mark the learner in within 10 minutes of arrival. If they do not appear within 15 minutes, we will call school, parent or taxi to find out where they are.
In the event of a no show, we will contact you to let you know, but you can also access the register and check for yourself.
We use Cambridgeshire Therapeutic Thinking which is an educational approach focussed on supporting the emotional well-being and behaviour of learners, emphasising understanding and relationships over punishment. Work is based around therapeutically supporting learners to learn how to manage their emotions and extending emotional literacy. All Woodventurers staff are offered training in this. Consequently, each learner also has a written individual Therapeutic Plan outlining valued behaviours and strengths as well as any difficult/ dangerous behaviour, triggers and strategies we know can work for this specific learner. All staff working with a learner follow this which ensures consistency. It is a dynamic document which supports in the longer term and is updated when necessary. We find the Therapeutic Thinking approach is a very effective way of helping children learn to manage their emotions and also supporting staff in managing difficult situations calmly. We also use ZOR, mindfulness, movement breaks and other strategies to help learners regulate.
Woodventurers do not arrange transport for our learners – this is usually arranged through the referrer, or parents/carers transport children themselves. We will share instructions as to where to find our drop off points and ask that any details such as taxi firm/driver’s phone number are shared with us. It is much more helpful if we can contact the transport company directly if they get lost or a learner is running late.
If you are aware a learner will be absent for their session, please alert the coordinator and also make sure that the transport company have been informed. It is always worth ensuring the taxi company knows the learner is not attending their session so that the taxi does not make unnecessary costly journeys.
If a learner is ill and won’t be attending, please let us know as soon as possible so we can let the tutors know. It is absolutely fine for a learner to miss a session to go on a school trip, it is a great way for them to feel part of the school community and bond with peers. It’s helpful for us to know about these in advance as, if appropriate, we can help learners prepare/ unpick any anxiety they may be feeling. As per our Bookings Terms and Conditions sessions may still be charged.
During sessions where a learner doesn’t attend, tutors will work on materials or training to support their work with the learner, so it is never time or money wasted.
Yes. We work within the Cambridgeshire Academic term dates and Central Bedfordshire Academic term dates. We will highlight any training days, start and finish dates as part of the programme information.
The best thing to do is share it with the Programme Co-ordinator who will pass these on to the tutors. Equally, any photos/videos of work the learner has done with us can be shared with you. It’s a great way to link everyone together, promotes positive communication and the learner knows that there is cohesion between their places of education too. We love seeing what the children have been up to!
