Support Staff Handbook - Motherwell College by umAqgK6u

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									Personal Care Partnership

Support Staff
Handbook




           Board of Management of Motherwell College: Registered Charity Number SC021206
SUPPORT STAFF HANDBOOK
INTRODUCTION AND COLLEGE OVERVIEW


Message from the Principal and Chief Executive

I am delighted to welcome you, on behalf of the Board of Management, to the
community of Motherwell College, and wish you a rewarding partnership with us.

Our campus is designed to make our College even more accessible and inclusive.
I hope you will appreciate its facilities for learners and your role in their support.

The Support Staff Handbook will assist you as a source of reference throughout
your time at the College, with guidance on matters of information, policies,
procedures and practices.

Our policies and procedures are to be observed to ensure that everyone is treated
fairly and consistently, while achieving our organisational objectives effectively
and efficiently.

I hope you will enjoy your work in the College and that you will contribute to our
vision that “Motherwell College enriches lives.”




Hugh Logan
Principal and Chief Executive
August 2011
VISION STATEMENT
MOTHERWELL COLLEGE ENRICHES LIVES

To enrich lives we:

       Close the opportunity gap by removing barriers to participation and
       exclusion;

       Provide lifelong learning opportunities to promote employability, develop
       personal and employment skills and encourage achievement and progression;

        Are a dynamic and responsive organisation committed to professional
       training and development of our staff.



VALUES

Added Value
Motherwell College has an annual turnover of approximately £20 million, employs 500
staff and supports and enriches the lives of some 20,000 learners. The College values
the social and economic well-being of its community.

Citizenship
Motherwell College believes that it should support its staff to create a positive
environment in which its learners can flourish by setting standards and developing
mutual respect.

Quality
Motherwell College will endeavour to deliver appropriate quality of provision of all its
services.

Cultural Diversity
Motherwell College welcomes and values the rich diversity of the community it
serves. All learners and staff are individuals with different likes and dislikes and their
equality and diversity should be acknowledged to ensure that everyone is treated
equally and fairly.

Health and Safety
Motherwell College believes that the provision of a healthy and safe environment is a
core entitlement to the whole College community.
THE INCLUSIVE COLLEGE

Motherwell College has a proud history of inclusion, and continues to involve those
previously discouraged from participating in F.E., whether they be disillusioned school
pupils, adults returning to education, those from Social Inclusion Partnership areas or
those with additional support needs, or disabilities.

Support for Learning is one of eight teaching departments in Motherwell College.
Our joint purpose is to provide a range of quality learning programmes to support the
College Vision Statement, and meet the College’s Strategic Objectives.

We have three Curriculum Leaders who are responsible for our range of courses.
That is the recruitment, design, management, co-ordination and teaching of
programmes and support for learners who through additional support needs,
impairments or other personal circumstances cannot access other departments in
College. Currently around 800 of the College’s 20000 learners attend Support for
Learning Department.

Learners who access other departments in College who require support are provided
for by Learner Services staff.

The history of Special Educational Needs provision at Motherwell College spans over
20 years; from the Warnock Report and the College’s designation as a Further
Education Centre for the Physically Disabled and Sensory Impaired.

Through the growth of programmes for learners with Learning Difficulties, we have
continued to develop until we now have the most extensive Additional Support
Needs (A.S.N.) provision in Scotland in terms of numbers of learners, range and types
of impairment for which we provide.

These developments and initiatives were in response to approaches from potential
learners and their advocates and pre-empted national developments such as the
Beattie Report and inclusiveness agendas.

We provide for the diversity of individual learning needs and support needs with a
network of courses each with common and specific aims, individual structures and
curricula, designed to meet the needs of each learner

Named Course Tutors regularly meet with learners and others to review a learner’s
progress and achievements and record them in the Personal Learning and Support
Plan. They will also record any support needs and personal goals, which have been
discussed and set. This process ensures that the teaching team and support workers
are able to meet identified learner’s needs.
The team reports through the Course Review process to ensure quality and relevance
to the needs of the learner and the wider community.

We liaise with an extensive network of schools, parents, social work departments,
health organisations, special interest groups, and other professionals in providing for
our learners and ensuring their needs are met.
Our Personal Care Partnership with Social Work and Crossroads Caring Scotland -
Blantyre has enabled us to extend F.E. provision to those whose additional support
needs include a personal care component. No learner has been refused a place
because of his high dependency on care support.

The provision and support structures for ‘Learners with Additional Support Needs are
inspected by Her Majesty’s Inspectors for Education.
In the reports much of our work is described as “Best Practice”, including “Sector
Leading Innovative Practice” for our work with transitions.


PARTNERSHIP WORKING

There are many stakeholders involved in providing programmes and services to
learners with additional support needs. The support, understanding and commitment
of these are essential to the effective co-working that is necessary to provide quality
services.

We regularly meet with School, Social Work staff, Educational Psychologists and Skills
Development Scotland staff at Review Meetings, School Reviews and in relation to
learner guidance issues. On these occasions the focus is the learner being discussed,
however, other more strategic issues are also raised.

At an operational level we also meet with groups of staff from schools to discuss Link
Programme arrangements and with Social Work staff to discuss the New Directions
Programme.

In consultation with other stakeholders we continually review our provision and
implement any changes indicated.

Motherwell College is able to extend education to learners needing Personal Care
Services through a partnership between College, Social Work Departments and care
providers under the guidance of a personal care co-ordinator. This service is co-
ordinated and managed by the Support for Learning Department.



PARTNERSHIP WORKING ARRANGEMENTS

There are many partners involved in providing programmes and services to learners
with additional support needs. These Partner Agencies have their own vision,
objectives and procedures. This diversity should be valued and supported by other
partners.
The opportunities presented by Further Education in supporting the development of
people with additional support needs are assets to all concerned.

The support, understanding and commitment of all partners are essential to the
effective co-working that is necessary to provide quality services.
To provide supported learning experiences, which engage learners and promote
progression, we need to:
       Agree collaborative working arrangements
       Share information about a learner’s support needs
       Establish efficient and effective partnerships.

In providing support in College, partner agency staff are required to:

Disclose issues which may have implications for the health and safety or well-being of
the individual being supported, other learners or staff.

Provide information about the additional needs of the learner, as it affects the
activity, including details of support strategies or resources that have previously
proved effective for the individual.

Provide the physical, intellectual, emotional or social support that is required to
maintain:
       Effective learner participation in activities
       Development of the learner’s interpersonal and social skills
       Safe learning and working.

Respect the status of learners in the College’s inclusive learning environment.

Register at reception, using the Designated Log and record the required details to:
       Facilitate ease of contact if required
       Give staff on duty in the College, the opportunity to make use of College
          facilities.
       Support health & safety in the event of a building evacuation.

Please note, personal issues or additional needs information disclosed to the College
will be used to promote a safe and effective learning environment for all, including
where relevant, the management of risk.

We appreciate your positive role in this partnership contributing to an effective
learning experience.



CODE OF CONDUCT FOR SUPPORT WORKERS

This code applies to all Support Workers (whether provided/contracted by Crossroads
Caring Scotland - Blantyre, Social Work Department, Education Department, other
agency or individual through Direct Payments) who support learners while attending
Motherwell College.

To support good practice and promote health and safety it is essential that Support
Workers working in Motherwell College adhere to the following procedures:

    Be approved through the College Authorised Support Workers procedure.

    Sign the ‘Log In Book’ at reception on arrival and departure.
 Wear/carry identification badges at all times in College.

 Behave in an appropriate, professional and adult manner at all times.

 Arrive on time at classes and stay until the class finishes, or as agreed with
  teaching member of staff.

 Remain with allocated learner(s) at all agreed times.

 If leaving learner in class always give teaching staff a mobile number if you
  have to be contacted.

 Be fully informed about the support needs of allocated learner(s), as assessed
  by Motherwell College, Social Work Department, Education Department, other
  agency or the individual concerned.

 Provide appropriate support to allocated learners(s) with the guidance of
  College staff. This includes appropriate relationships with the learner(s) you are
  supporting. It is essential that Support Workers are aware of the need for
  ‘’Personal Space’’, avoiding cuddling or any other form of personal contact
  with the learners. All learners have a right to be treated with respect and
  dignity even in those circumstances where they display difficult or challenging
  behaviour.

 Confidentiality – Ensure any personal information regarding learners is only
  passed to other Support Workers, teaching staff and other colleagues who
  require this information to assist in the delivery of the learners care or
  educational package. Failure to protect the learners right to confidentiality
  can result in breaking data protection laws.

 Promote College values in undertaking duties.

 Participate in supporting learning as directed by College staff.

 Refrain from any activity in class which disrupts or intrudes on the learning
  environment or process, e.g. chatting, use of mobile phone, reading of books,
  newspapers etc, listening to music.

 Be aware of and adhere to specific health and safety guidance given by
  College staff and own employer, relevant to the allocated learner(s) and how
  this pertains to attending college and participating in classes.

 Be aware of and adhere to College policies, procedures and health and
  safety regulations.

 Where there is a conflict between guidance given by College staff and your
  own employer’s guidance, a resolution must be sought before returning to
  College.

 The College reserves the right to determine by whom and how learners are
   supported when in College.
SUPPORT WORKER ROLE

Purpose:

To contribute to our commitment in achieving a fully accessible quality learning
experience for Learners with Additional Support Needs or disability by ensuring,
through effective team work, that learners needs are met in an age appropriate,
individualised and normalised manner.

Key tasks:

Primary Care
    to ensure learners well-being and safety
    to ensure each individual’s care needs are met

Guidance / Support
   to contribute to learner induction and first-line guidance
   to implement College and SFL Department guidance policies and procedures
   to support learner’s communication in agreed ways when requested
   to support other carers in ensuring that standards of care are maintained

Classroom Assistance
    to support learners in accessing and functioning in College, residence and
     community
    to support individuals and groups of learners as directed by lecturers
    to assist lecturers in classroom activities as directed by senior staff

Assessment
    to maintain records of agreed care needs and care plans
    to record changes, incidents or concerns in diary and inform staff
    to contribute to the assessment and recording of learner progress

Administration
   to implement College and Support for Learning Department procedures

Development
    to contribute to planning process

Objectives
   to contribute positively to group working
   to respect individual learner’s views in undertaking duties
   to encourage learners to be independent and effective in College and
     community
   to create opportunities for learner’s personal development
   to encourage the learner to communicate with others in a range of settings
SUPPORTING QUALITY LEARNING EXPERIENCES

What do I do?

When you are supporting an individual, or a group you should be fully aware of their
strengths, needs and assessed risks. If you are new to the role, or are working with
particular learners for the first time, you should seek a briefing before commencing.

You should seek guidance from College lecturers about what you are expected to
do to support the learner’s learning, and how this can be best achieved.

Our learners are all voluntary participants in an inclusive learning environment. Your
interactions with them and others should “create a positive environment in which our
learners can flourish by setting standards and developing mutual respect”.

You should be clear, and feel confident, about your role and responsibilities. If you
have a concern about anything related to the learner’s wellbeing it’s your duty to
raise it with the appropriate staff immediately.

We are keen to hear about how to improve the learning experience for our learners
and welcome your contribution in achieving this.

This sharing of information and concerns is most effective when directed to the
appropriate College staff.

Who do I talk to?

For general care topics - Personal Support Co-ordinator – Sharon Blue

For other departments in College support topics – Educational Support Adviser –
Audrey Lennox

You can also speak to the lecturer, Course tutor, Curriculum Leader or Head of
Department.

How do I find them?

If you are new to the College ask at reception.

If you attend regularly you will have been introduced to the most relevant staff and
their locations.

Other Responsibilities

You should be aware of College policies which can impact on your work.
These include “Staff child protection policy” and the “Lone Workers Policy”, which
can be found with all our policies in the library or on the College website.
www.motherwell.ac.uk
Authorised Support Workers

To comply with legislation related to Child Protection, Equality Act 2010, Additional
Support Needs and Health and Safety, the College needs to ensure that all Support
Staff working in College, with learners, meet the same standards as College Staff.

If you are employed by a registered care provider or local authority we will require
your employer to confirm your PVG status, that you have had relevant training and
insurance for the duties to be undertaken.
We will also confirm that they agree that you will follow College policies, procedures
and guidance given in the Support Staff Handbook.

If you are self employed and not associated with a registered care provider you will
have to show proof of your PVG status, relevant training and insurance for the duties
to be undertaken.
You will also need to agree to follow College policies, procedures and guidance
given in the Support Staff Handbook.

You will be issued with a Support Staff Handbook when you log in on your first visit to
the College. This contains information necessary to support the learner’s learning
effectively.

You should also introduce yourself to relevant College staff.

When you log in at reception on arrival, we will check your status from our records
and contact your employer if necessary.

The status of Support Workers should be confirmed before the learners start College.

If you need further information about this speak to Sharon Blue (Personal Care Co-
ordinator) in the first instance.

Included in the briefing about Support for Learning courses are the names of tutors
and others, like you, who have responsibility for the learners, their support, and their
learning.

Our team are happy to help should you have questions or concerns.

HEALTH AND SAFETY GUIDANCE


          "Health and Safety is everyone's responsibility.

          If you are aware of specific risks to yourself or learners,
          or have suggestions to make Motherwell College a safer and
          better place, please let us know.

          Together we can always make things better.”

          Rosina Waterson, Health and Safety Manager
1.0        Accident and Near Miss Reporting and Investigation
It is essential that all accidents and Near Miss are recorded on the college
Accident form available from the Medical Room /Online or from any Staff
member. The College Health Care Practitioner must be informed as soon as
possible following an accident. Anyone can record an accident.

The College Health Care Practitioner will then inform the Health & Safety Manager
who will inform any relevant party. A College accident form must be completed
and retained for future reference.

The Principal & Chief Executive has a duty to comply with the Reporting of Injuries,
Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) and notify the
Health and Safety Executive of notifiable accidents, diseases and dangerous
occurrences.

2.0        Accessible Toilets
Accessible toilets are located at various points on the ground floor. The largest
accessible toilet is located next to the Medical Room. This room is equipped with
a Blue Wave toilet system, a hydraulic treatment table and an Oxford Midi Hoist.
Learners/Carers may require to provide their own slings, this should be checked
prior to use.

3.0        Electrical Equipment /Portable Appliance Testing
All portable electrical equipment which has a plug should be maintained as per
manufacturer’s specification and must be tested by a Portable Appliance Tester
(PAT) at a frequency depending upon usage. Any portable electrical equipment
which is brought into college should be PAT tested prior to use.
Anyone using electrical equipment should inspect plugs, electrical cables and
equipment. Any equipment found to be faulty should not be used.

4.0       Fire Emergency Evacuation Arrangements

Emergency Evacuation Procedure – Main Building
Within the Main Building the fire warning is given by electronic siren.

On Discovering a Fire
         Raise the alarm by operating the nearest fire alarm (break glass unit) then
          follow the instructions below.

On Hearing the Fire Alarm
         Evacuate the premises by quickly and calmly, following the green running
          man figures, and proceed to the nearest assembly point, these are
          indicated in green on the attached plan;
     Evacuation from:                                             Muster Point
        Evacuation via stairs A & B                              Go to the far end of
                                                                  the plaza outside the
        Ground floor exits at rear of building - from main
                                                                  workshop block
         entrance to Production Kitchen

        Evacuation via Spiral Stair                              Go to the winding
                                                                  path/stairs leading up
        Ground floor exits at front of building - from
                                                                  towards the street
         Reception to Spiral Stair

        Evacuation via stairs C & D                              Go to the straight path
                                                                  at the end of the
        Ground floor exits at rear of building - from
                                                                  building leading up
         Production Kitchen to Drama Studio
                                                                  towards the
        Ground floor exits at front of building - from Food      roundabout
         Court to Shop


   Please note the plaza around the Main Building MUST be kept clear to allow
    access for Strathclyde Fire and Rescue Service if necessary;

   Do not delay your departure by collecting coats of other personal belongings;
   Where possible, close all doors through which you pass on leaving the building;
   Do not use lifts as a means of escape. If you cannot use the stairs, proceed to
    the nearest refuge area and follow the instructions below;
   Follow instructions of Fire Stewards who are recognised by their high visibility
    vests;
   Do not re-enter the building until a Fire Brigade Officer has stated that it is safe
    to do so. A “fog horn” will be sounded as the signal to re-enter the building.


EVACUATION OF MOBILITY IMPAIRED PERSONS

Personal Emergency Evacuation Plans (PEEPs) will be completed for all mobility
impaired persons using college buildings.

Refuge Area
   Stairwells A, B, C and D (all stairwells with the exception of the spiral stair) are
    designated Refuge Areas. In addition there are Fire
    Refuge Rooms located on each floor; these are
    indicated by the sign below. These areas have
    been designed and constructed from materials
    which will provide a refuge from fire and smoke for
    30 minutes.
   When the fire alarm sounds anyone who cannot evacuate via stairs should
    make their way to the nearest stairwell refuge point. If the corridor is busy they
    should wait in the nearest Refuge Room until it clears then make their way to
    the stairwell.
   A communication device is located in each Refuge Stairwell. You should use
    this to communicate with staff at the Fire Point to advise them of your presence.
   Staff will provide information and instruction on any action to be taken.
    Depending on the reason for evacuation anyone within the refuge area may
    be instructed to remain where they are or to move to another refuge area on
    the same floor.
   It may be necessary to evacuate mobility impaired persons via evac-chairs,
    although this will always be a last resort measure.
   Do not leave this area unless instructed to so do or the all clear signal has been
    given.


Emergency Evacuation Procedure – Workshop Block

Within the Workshop Block the fire warning is given by electronic siren.

On Discovering a Fire
   Raise the alarm by operating the nearest fire alarm (break glass unit) then
    follow the instructions below.

On Hearing the Fire Alarm
   Evacuate the premises by quickly and calmly, following the green running man
    figures, and proceed to the nearest assembly point, these are indicated in
    green on the attached plan;
            footpath at main car park
            footpath near Horticulture
            winding path leading towards street
           
   Please note the plaza area MUST be kept clear to allow access for Strathclyde
    Fire and Rescue Service if necessary;
   Do not delay your departure by collecting coats of other personal belongings;
   Where possible, close all doors through which you pass on leaving the building;
   Do not use lifts as a means of escape. If you cannot use the stairs, proceed to
    the nearest refuge area and follow the instructions below;
   Follow instructions of Fire Stewards who are recognised by their high visibility
    vests;
   Do not re-enter the building until a Fire Brigade Officer has stated that it is safe
    to do so. A “fog horn” will be sounded as the signal to re-enter the building.


Evacuation of Mobility Impaired Persons
Personal Emergency Evacuation Plans (PEEPs) will be completed for all mobility
impaired persons using college buildings.

Refuge Area
   All stairwells are designated as Refuge Areas. In addition there are Fire Refuge
    Rooms located on the first floor; these are indicated by the sign below. These
    areas have been designed and constructed from materials which will provide a
    refuge from fire and smoke for 30 minutes.
     When the fire alarm sounds anyone who cannot
      evacuate via stairs should make their way to the
      nearest stairwell refuge point. If the corridor is
      busy they should wait in the nearest Refuge Room
      until it clears then make their way to the stairwell.
     A communication device is located in each Refuge Stairwell. You should use
      this to communicate with staff at the Fire Point to advise them of your presence.
     Staff will provide information and instruction on any action to be taken.
      Depending on the reason for evacuation anyone within the refuge area may
      be instructed to remain where they are or to move to another refuge area on
      the same floor.
     It may be necessary to evacuate mobility impaired persons via evac-chairs,
      although this will always be a last resort measure.
     Do not leave this area unless instructed to so do or the all clear signal has been
      given.

5.0       First Aid
A first aid service will be available during all working hours within the College. First
aid should only be provided by the following people:
         Health Care Practitioner.
         A fully qualified first aider whose certificate is valid.
         A trained appointed person whose certificate is valid.

The Medical room is located in the main building, ground floor near Reception. If
the Health Care Practitioner is not available a first aider can be contacted via
Reception. Lists of College first-aiders are available from Reception or the College
Info Site.

6.0       Identifying and Dealing with Potential Hazards
It is essential that potential hazards are identified so that they can be dealt with
appropriately. If you are aware of any potential hazard when in college you
should report it to our Receptionist who will pass it to the relevant person.

7.0       Medical Room
The college has a Medical Room located on the ground floor. This room is staffed
by a Health Care Practitioner.

8.0       Near Miss Incidents
A near miss incident is one which does not cause injury or damage but could have
done so. If you are involved in or observe such an event you should complete a
Near Miss Form, available online. Investigating near miss incidents should prevent
an actual accident from occurring.

9.0       Recycling
Recycling bins are available in various locations. All college users are encouraged
to make use of recycling facilities.
10.0   Security
There must be a balance between safety and security.

During the normal working week all recognised emergency exit doors must remain
unlocked in accordance with college written procedure.

The temporary closing of emergency exit doors e.g. for overhead work, should be
preceded by an advance notice posted on the door.

Closed circuit television cameras monitor the interior and exterior of the College
main building continuously.

11.0   Waste Disposal
Waste disposal bins are available throughout the college. All college users are
required to use these to prevent a build up of litter.



COURSES FOR LEARNERS WITH ADDITIONAL SUPPORT NEEDS

For learners, whose additional support needs, impairment or other personal
circumstances mean they cannot access other Departments in College, we offer a
range of supported learning environments within an inclusive College setting.

The Courses aim to:
    Enable learners to access an inclusive educational environment
    Increase the confidence of all learners by experiencing success
    Develop skills to work with other people
    Encourage learners to take responsibility and respect others
    Provide a differentiated range of learning opportunities
    Stimulate educational, leisure and vocational interests
    Promote independence, self awareness and self esteem
    Achieve individual goals detailed in the Personal Learning and Support Plan
    Contribute to the process of planning post College options

IN ADDITION

HORIZON specifically aims to:
               Develop interpersonal and group skills
               Support learners to consider post-course vocational opportunities
               Offer a work experience placement

PROSPECTS specifically aim to:
   Offer learners a range of practical activities
              Support learners to consider post-course vocational opportunities
   Offer a work experience placement
NETWORK specifically aims to:
    Undertake practical subjects within other College departments
    Support learners to consider post-course vocational opportunities
    Participate a work experience placement

INTEGRATED specifically aims to:
     Undertake practical subjects within other College departments
     Support the transition from school in 1 year to Further Education, Training or
      Employment
     Participate in a work experience placement

LIFE SIGNS specifically aims to Support Deaf and hard of hearing learners to:
     develop communication skills and strategies to support learning
     support learners to consider post-course vocational opportunities
     offer a work experience placement

EXTENSION PROGRAMME specifically aims to:
    Develop interpersonal and group skills
    Maintain and develop skills to promote independence

ACCESS 8 specifically aims to:
   Allow learners to make an informed decision about college
   Allow staff to assess the learner’s individual needs for the future.

NEW DIRECTIONS specifically aims to:
    Maintain and develop skills to promote independence
    Develop skills necessary to actively participate in local and wider community

COMMUNICATION FIRST specifically aims to support users of voice output
communication aids (VOCAs) to:
    Develop effective communication skills using VOCA.
    Develop skills to promote independence in functioning in the community
    Support learners to consider post-course opportunities




SCHOOL LINK COURSES

FOR LEARNERS WITH ADDITIONAL SUPPORT NEEDS

The Link course supports the pupils in transition from school to College.

We offer a range of supported learning environments within an inclusive College
setting.

College and school staff, work in partnership to agree the curriculum for each
course.
The Link Courses aim to:
    Enable learners to access an inclusive educational environment
    Increase learner’s confidence, self awareness, self esteem and promote
       independence
    Provide a differentiated range of educational opportunities
    Offer a range of learning opportunities
    Contribute to the process of planning post school options

In addition each of our Link Courses has specific aims and activities relevant to
learner’s needs.

INDEPENDENT LINK specifically aims to:
    Offer learners a wide range of practical activities across College
    Support transition from school

The course activities currently include:
Drama, I.T., Spanish, Joinery, Internet, Painting and Decorating, Music, Office Skills,
Beauty Care, Art, Media, Ornamental Metalwork, World Studies, Brickwork , Sign
Language, Cooking Around the World, Fast Food, Child Care.

SUPPORTED LINK specifically aims to:
    offer learners a range of learning experiences
    develop interpersonal and group skills
    support transition from school

The course activities currently include:
Group Skills, Painting and Decorating, Drama, Magazine, Snack Food, I.T. D.I.Y.
Beauty Care, Cooking, Art

PARTNERSHIP LINK specifically aims to:
    promote social interaction
    offer learners a range of learning experiences

The course activities currently include:
Group Skills, Music, Drama, Choices, Cooking, Looking Good, Art
      KEY STAFF

   Head of Department        Areas of Responsibility          Telephone      E-mail
   Gail Dennett              Department                       01698 232564   gdennett@motherwell.co.uk
   Curriculum Leaders        Courses                          Telephone      E-mail
   Heather Dysart            Additional Support Needs,        01698 212734   hdysart@motherwell.co.uk
                             Deaf and hard of hearing.
                             HNC ASN + SLT CPD Courses
    Janice Slamin            Additional Support Needs,        01698212853 jslamin@motherwell.co.uk

    Morveen Urquhart        Additional Support Needs,         01698 232594 murquhart@motherwell.co.uk
                            Communication Impaired
    Course Tutors           Courses                           Telephone    E-mail
    Carol McGrath           Network 1                         01698 232203 cmcgrath@motherwell.co.uk
    Susan Reid              Network 2                         01698 212482 sreid@motherwell.co.uk

    Flora Walker             Horizon                          01698 212871 fwalker@motherwell.co.uk
                             Supported Link
                             Partnership Link
    Aileen McIlroy           Independent Link                 01698 212799 amcilroy@motherwell.co.uk

    May Lamarra              Prospects 1                      01698 212765 mlamarra@motherwell.co.uk

    Carrie Findlay           Prospects 2                      01698 232209 cfindlay@motherwell.co.uk
    Jean Ramage              Life Signs, Individual           01698 232615 jramage@motherwell.co.uk
                             Programmes
    Eileen Imlah             New Directions                   01698 212756 eimlah@motherwell.co.uk

    Graham McGarrity         Prospects Integrated             01698 212795 gmcgarrity@motherwell.co.uk

    Tony Kerr                Extension Programme              01698 212761 tkerr@motherwell.co.uk
    Heather Clarke                                            01698 232309 hclarke@motherwell.co.uk
    Alison Holmes            Extension Programme              01698 232355 aholmes@motherwell.co.uk
                             Individuals
    Morag Ferguson           HNC Speech and Language          01698 212734 mferguson@motherwell.co.uk
                             Therapy Support Course
    Support Staff            Roles                            Telephone    E-mail
    Sharon Blue              Personal Support                 01698 212705 sblue@motherwell.co.uk
                             Co-ordinator                     07802669625
    Ann Shewan               Employment Development           01698 212851 ashewan@motherwell.co.uk
                             Worker
    Liz Paterson             Departmental Administrator       01698 232435 lpaterson@motherwell.co.uk


If you need any help or information, these staff will be pleased to help.
Dear Support Staff provider,

 COLLEGE AUTHORISED SUPPORT WORKERS

 To comply with legislation related to Child Protection, Disability Discrimination, Additional Support Needs
 and Health and Safety, the College needs to ensure that all Support Staff working in College, with learners,
 meet the same standards as College Staff.

 Please sign and return to confirm that:

      All staff hold current ‘Protecting Vulnerable Groups’ Certificates, that don’t indicate a risk to
       vulnerable learners or others.

      Our organisation is committed to meeting the National Care Standards (support services).

      All staff have had recent relevant health and safety training, (for example Safe People Moving and
       Handling if they are supporting clients who require assistance with mobility, transfer and/or personal
       care).

      All staff are covered by insurance for the duties identified and 3 rd party liability cover.

      Our organisation and all our staff agree to support the Partnership Working arrangements attached.

 Additionally:

    I understand that the learner’s attendance at College is conditional on this level of support being
   provided and that any change in the level of support provided in College must be agreed with College
   staff in advance.

    I also confirm that the Support Worker will accompany the learner and remain with him/her at all
   specified time in College and will observe all the College policies and procedures.

 Signed…………………………………………….........                                     Date……………………………………

 Name……………………………………………..........                                      Post…………………………………….

 Agency / Organisation / School Details

 Name ………………………………………..…………                                           Tel ……………………………………..

 Address ………………………………………………...                                        e-mail …………………………………

 …………………………. Post code……..………......


 Please return the completed form to:
 Sharon Blue, Motherwell College, 1 Enterprise Way, Motherwell, ML1 2TX

 Thank you




  Gail Dennett, Head of Department, Support for Learning


                                         Board of Management of Motherwell College: Registered Charity Number SC021206

								
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