16 - 19 Frequenctly Asked Questions

What is the criteria for attending Woodfield Post 16?

Students will be 16-19 years of age (Year 12, 13, 14) and have an EHCP. Students can come after Year 11 from a range of local schools with generally most students in Surrey County Council schools but some students have attended from both Kent and Croydon Council schools.

How long can students attend Woodfield Post 16 for?

Most students attend for 2 years. Some students have completed 1 year and felt that they are ready to move on and some students have attended for 3 years, needing an extra year to continue developing their skills, confidence and knowledge.

How do we apply for Woodfield Post 16?

Previously applications were made through the Surrey County Council website but we have been advised that Surrey Caseworkers will contact parents with an updated EHCP naming the potential student destination, based on discussions at the Year 11 Transition Reviews. It is advised to try and visit Woodfield Post 16 before Year 10 Annual Reviews and Year 11 Transition Reviews.

Can we come and look around Woodfield Post 16?

Visits to Woodfield Post 16 are highly encouraged. We don’t have an Open Day, preferring to individually show parents/carers and students around the centre so that you can get a feel for how the centre operates. To book an appointment please email Head of Post 16, Bill Jenkins at bjenkins@woodfield.surrey.sch.uk or phone on 01737 645 432 or 07774502319.

What do you mean when you say that your curriculum is life skills based? Why is creating your curriculum in this way so important for the students?

Life skills are the skill set that enable people to live happy and meaningful lives and reach their potential. People who have sufficient life skills flourish.

Instilling life skills and wellbeing skills at Woodfield Post 16 supports mental wellbeing in our young adults now and in the future. It is important to teach life skills such as daily living skills, social skills and occupational skills so that our students grow up to be whole, independent, mentally strong and resilient adults.

Daily Living Skills

Daily living skills encompass various tasks needed for independent adult living.

Β· Handling money: counting money, shopping, paying bills, and managing a bank account

Β· Housekeeping: performing housekeeping and home maintenance tasks

Β· Self-care: performing proper grooming and hygiene, washing and storing clothing

Β· Safety awareness: identifying danger and respecting emergency procedures

Β· Meal preparation: buying and storing food, preparing meals, and demonstrating appropriate eating habits.

Social Skills

Social skills allow individuals to get along with others and participate in society.

Β· Self-awareness: identifying emotions, needs, and appropriate methods to deal with stress.

Β· Social responsibility: demonstrating appropriate behaviour and respect towards others, recognising authority, and following instructions.

Β· Travel: getting around in the community and following travel safety procedures.

Β· Solving problems: recognising difficulties and seeking assistance

Β· Communicating: speaking, listening, and responding appropriately to others

Occupational Skills

These skills prepare students for meaningful work to their highest potential.

Β· Appropriate work habits: maintaining punctuality and regular attendance, following directions and observing regulations, helping others.

Β· Job-seeking: identifying requirements of appropriate jobs, investigating local occupational opportunities, applying and interviewing for jobs.

Β· Occupational skills: job training and vocational education.