Learning all day, every day

Specialist CollegesProspectus 2017 2018

Specialist residential colleges offering flexible education, care and enablement for young adults aged 18 to 25, all of whom have complex needs including behaviour that may challenge and a learning disability, often in association with autism.

Autism Learning Disabilities Complex Needs

To do this requires some pretty unique qualities. A wealth of experience and specialist expertise, high-quality therapeutic environments and resources, all in a place that’s safe, stimulating, with positive well-considered risk management where individually tailored support, education and therapies can come together to give everyone the skills and confidence they need to be who they want to be.

Most of all, it takes care - lots of it. It’s why valuing the young person and offering the best care is ingrained into everything we do. We aim to be:

Person-centredWe treat every young person who uses our service as an individual - delivering a culturally sensitive, evolving service that respects everybody’s unique worth. Person-centred planning and therapeutic support both ensure our services keep the young people we support at the centre of everything we do.

Outcome-focusedAs an outcome focused provider we aim to support each young person who uses our services to achieve their aspirations, goals and priorities. Individual person-centred support plans allow us to use our wide range of resources most effectively and provide mechanisms for benchmarking, evidencing and reviewing our practice.

Quality-drivenWe believe those who live with us and those who commission our services deserve the very highest standards at all times. We hold ourselves accountable for the quality of our provision and have clear ways to evidence this quality. Our Quality Team drives policy initiatives and consults with young people using our services, their families and other representatives to ensure we are doing what we should be. We seek to be fully compliant with Ofsted standards and associated regulations.

Keeping young people safeFrom valuing and respecting each other and those we support, our proactive and ethical model of care, to robust policies and procedures and our intention to work closely with all concerned, we place safety as the highest priority.

Established in 1975, Hesley Group provides flexible, specialist residential services, schools and colleges. We aim to offer the best possible care, education and vocational opportunities for young people and adults, often with autism, who have a learning disability and complex needs including behaviour that may challenge.

Hesley Group Comprises:Hesley Holdings Ltd. Registered in England No. 5150235The Hesley Group Ltd. Registered in England No. 2665377Registered office for all companies:Central Services, Hesley Hall, Tickhill, Doncaster DN11 9HH

Hesley Group Central Services Hesley Hall Tickhill Doncaster DN11 9HH

Tel: 01302 866906 Fax: 01302 861661 Email: enquiries@hesleygroup.co.uk Web: www.hesleygroup.co.uk Referral Enquiries: 0800 055 6789

Hesley Group’s Mission Statement & ValuesOur mission is simple. Everyone at Hesley Group is here to enable young people with complex needs to achieve their full potential.

2

Hesley Group

Overview 4 Our philosophy 5

Life at our specialist colleges 6

Therapeutic services 7

Staff 10

Learning every day 11

Getting out and about 12

Case history 14

Referral, Transition and Quality 15

Contact and location details 16

Contents

The information in this brochure is correct at the time of print. The brochure incorporates informationgiven to CQC in the complementary Statement of Purpose as set out in Regulation 12 and Schedule3 of Health and Social Care (Regulated Activities) Regulations 2010. A copy of this statement can beprovided on request.

Hesley Group 3

SCHOOL

WHAT DO YOU

WANT TO DO

TODAY?

adult life

COLLEGE

Choices

OverviewWe pride ourselves on offering a highly professional, 52-weeks-a-year residential and educational provision for young adults.

Our two Specialist Colleges are situated near Doncaster in South Yorkshire. Their central location provides easy access by road, rail or air.

The colleges’ mission is to support young adults with their transition into adult life by focusing on their specific needs, capabilities and aspirations:

• Promoting greater independence

• Developing life skills

• Highly personalised programmes

• Preparation for community living

4

Hesley Group

SCHOOL

WHAT DO YOU

WANT TO DO

TODAY?

adult life

COLLEGE

Choices

Our philosophyEvery young person should be given the best chance to succeed in life.

Becoming an adult, experiencing life changes, planning for the future and acquiring skills and knowledge for independence is a vital time in any young person’s life. When that young person also has complex needs requiring social, educational and health support, it becomes a time of complex planning, exploration and agreeing future directions and pathways.

Recognising that young people with learning disabilities may take longer to learn and make their transition into adult life, the Hesley Group have extended their services to meet the new regulatory entitlements of young adults up to 25 years of age and can now offer places within its Specialist Colleges provision.

Ultimately, the over arching goal for all the young people using the college provision is to develop increasing independence in preparation for the next step they take.

Hesley Group’s Specialist Colleges actively promote joint working with partners/stakeholders in order to provide coherent pathways for the individual as they progress towards:

• community and supported living

• living back in their home area

• being near to family and friends

How do we make it work? • We have the staffing expertise and specialist

knowledge

• We have a sound curriculum that is tailored to meet each individual’s needs

• We have strong learning pathways that are recognised by partners/stakeholders

• We have strong partnerships and joint working relationships to enhance the breadth and depth of individual learning programmes/work related learning opportunities

• We’re committed to person-centred planning and seek to always ensure the young person’s needs are at the heart of everything we do

Equality and diversityThere is a commitment at Hesley Group to provide equal opportunities for everyone.

Our colleges operate a ‘Total Communication Approach’ where young people have access to information in a range of formats including speech, signing and symbols.

Everyone using our services and staff will receive fair and equal treatment based on their abilities or needs, in all aspects of our employment and service provision.

The colleges’ philosophy and practice are aimed at ensuring that everyone has the support they need to be healthy, stay safe, enjoy life and achieve, make a positive contribution and attain economic well-being regardless of their age, disability, gender, religious or cultural background.

SafeguardingHesley Group offers a person-centred approach which aims to support the development of independence and create a safe environment to maximise potential. The philosophy is one of warmth, security, consistency, understanding and trust. Our safeguarding arrangements sit in this context.

Health and safety We are committed to ensuring the health, safety and welfare of all those who access, live or work in our services. Our Specialist Colleges adhere to all procedures in place under Hesley Group’s Health and Safety Policy.

Hesley Group 5

FULLERTON HOUSECOLLEGE

WILSIC HALLCOLLEGE

Across both of our Specialist Colleges the accommodation is adapted and personalised to reflect young people’s individual needs and wishes.

It also maximises opportunities for promoting independent living.

The accommodation includes:

• Individualised bedrooms

• Quality living spaces that promote independence and progressive skill development

• High quality kitchen/utility/laundry facilities enable the teaching of key life-skills using our multi-disciplinary, person-centred approach

• Appropriate use of adaptive technology

At Wilsic Hall College, young young people live within a beautiful rural setting with ready community access, in high quality accommodation.

Young people at Fullerton House College also live in excellent accommodation in the heart of the community, in an urban setting with many local facilities including a sports centre, restaurants and shops.

The facilities local to both colleges offer valuable, progressive learning opportunities for young adults with a range of needs and wishes.

Life at our specialist collegesAt our specialist colleges we aim to provide the best possible care, as well as the best possible education.

6

Hesley Group

Therapeutic servicesWe have a team of over 30 young people within Therapeutic services. The members of the team work together with the individual towards reaching their full potential, alongside those who are important to them. The Multi-disciplinary Team (MDT) aims to enable all staff to understand and meet the needs of the young people we support, helping them stay safe and calm enough in the short term to learn the skills that will improve their wellbeing and engagement in the long term.

The mission of the Therapeutic Team is that:

We will create opportunities for engagement and communication to improve and increase independence and quality of life for the young people we support

What support do young people receive? We strive to ensure that every individual is well supported from day one, we call this ‘Universal Support’. Throughout someone’s time with us the following is in place:

• Written guidelines focusing on supporting their communication and occupational needs

• Training for those working with the individual to ensure their needs are met

• Regular MDT meetings to keep up-to-date with their progress

• Yearly annual reviews with the MDT

• An environment which meets the needs of each young person

It can take time for young people to settle and build relationships with those supporting them. Investing in building those positive relationships before we offer any direct support is essential. Once we have got to know a young person and assessed their needs we can plan what therapeutic support is needed.

This will be unique for each individual and could include further assessment or planned therapy with specific aims. Intervention could be direct sessions with a therapist, or we may decide a group approach will support the individual better.

We work closely with Therapy Assistants and Assistant Psychologists who deliver therapy/intervention under supervision. We may also identify that the staff working with an individual need additional training to help better support them, and we will deliver this as needed.

At the end of a period of intervention we take a step back to see if it has been effective and the aims have been met. With the MDT we then consider what further support the young person may need. Timing is important, and it might be right for them to have a break from direct support, but where they continue to receive Universal Support. This can happen where a different aspect of their wellbeing is prioritised by the MDT at that time.

Positive Behavioural Support (PBS)Our aim is to improve a young person’s quality of life and reduce behaviours that challenge using PBS, an approach that is used to develop an understanding of the behaviours that may challenge that may be displayed by an individual, based on an assessment of the environment where it happens. We include a range of views and involve the important people in a young person’s life. This helps us develop and implement a personalised system of support that supports behaviour change and enhances the quality of life for a young person in the long term (Gore et al. 2013.

Principles and procedures of Applied Behaviour Analysis (ABA) are an important part of Positive Behavioural Support. ABA is based on behavioural learning theory and seeks to understand behaviour within the context that it occurs. All behaviours occur for a reason. By understanding why a behaviour happens, we can put in place person-centred support to help them to access the things they want and need in a more appropriate way. We aim to clearly understand a behaviour and then set specific and measurable goals. Everything we do is behaviour, so we focus on teaching skills which increase the young person’s opportunities and independence. We use evidence-based approaches and make decisions based on detailed data to bring about meaningful change in young people’s lives.

Speech and Language TherapyWorking as part of the multi-disciplinary team (MDT) our aim is to support each young person’s speech, language and communication needs, looking at understanding and using communication. We value and promote all types of interaction aiming to encourage an environment throughout the Hesley Group which reduces barriers to communication. We call this an inclusive communication approach. This approach can include using alternative types of communication such as:

• Makaton Signing

• Picture Exchange Communication System (PECS)

• Photographs and symbols

• Objects of reference

• IT based communication eg iPads

Hesley Group 7

Another aspect of our role is ensuring that everyone has safe and enjoyable mealtimes. Each young person who lives here will have an assessment to see if they have any difficulties with eating and drinking (dysphagia) within 3-6 months of admission, unless we have been made aware of risks prior to admission. All our SLTs have basic skills in supporting and assessing eating and drinking skills, with several members of the team qualified to carry out more formal assessment. If we find that someone needs additional support with their eating and drinking, we will put guidelines in place to help them have safe and enjoyable mealtimes and will give staff additional training if needed.

Occupational TherapyOccupational Therapy supports individual’s health and wellbeing through enabling them to participate in life by encouraging engagement in occupation. In Occupational Therapy, occupations refer to the everyday activities that young people do as individuals, in families and with communities to occupy time and bring meaning and purpose to life. Occupations include things young people need to, want to and are expected to do (World Federation of Occupational Therapists, 2012).

As a profession, we consider that each individual has the ability to develop skills which enable them to achieve their own goals in life. We consider that human occupation is made up of the following elements;

• The motivation for occupation (interest, expectations and commitment).

• Patterns of occupation (routine, adaptability, roles and responsibilities).

• The ability to communicate and interact to meet occupational goals.

• The young person’s ability to use their processing (mental) skills to engage in occupation.

• The young person’s ability to us their motor (physical) skills to engage in occupation.

• The impact that the young person’s environment has on their ability to engage in the occupation.

8

Hesley Group

Clinical PsychologyWe provide specialist clinical psychology services to young people with learning disabilities of all ability levels, across the Hesley Group. This can be delivered to the young people we support, the multi-disciplinary team (MDT) and the wider care team as a whole. We spend our time making sure that those who use our services are able to enjoy a high quality of life and engage in as much as possible, to help them achieve the best they can from life.

A variety of psychological assessments are able to be completed which helps us to understand the young people we support as well as guide our formulation as to the best way to help staff work with those young people. We can then employ a variety of therapeutic techniques with the young person and/or their care team, as well as providing consultation on service structure and to other professional carers. The team can evaluate and make decisions about treatment options taking into account theoretical and therapeutic models and highly complex factors concerning historical and developmental processes, which have shaped the individual, their family or their staff team.

PsychiatryOur two Consultant Psychiatrists provide expert psychiatric input into the multi-disciplinary team. This involves medical management of a range of psychiatric disorders and psychological difficulties, often manifesting as challenging behaviour, in the individuals we support. This is done by means of regular clinics as well as telephone consultations as and when required. They also liaise with local primary and secondary health teams regarding individuals where necessary. Dr Mini Pillay and Dr Maciej Danilewicz work in partnership with individuals, their families and staff teams to help support positive outcomes.

Hesley Enhancing Lives ProgrammeAll staff undertake training in the Hesley Enhancing Lives Programme (HELP), a positive behaviour support approach based on Therapeutic Crisis Intervention (TCI), which is accredited by the British Institute of Learning Disabilities (BILD). TCI is an internationally recognised, crisis prevention and management system that reduces the potential for reliance on high-risk interventions. TCI recognises that it is the actions and reactions of those around young people that strongly shape and influence their behaviour, including their social interactions and emotional responses. Its emphasis is on empathic relationships and proactive support, while physical interventions are very much considered a last resort. HELP focuses on supporting and enabling young people in their personal journey, making these as positive and progressive as possible.

The safety and well-being of the young people we support is paramount and through everything we do we seek to ensure we work in the best interests of the young person. To keep young people safe there are times when physical interventions may be needed. This would be as a last resort to support young people in crisis, to reduce both stress and risk; and the least restrictive and safest option at that time.

The use of any potential interventions are fully discussed with the young person concerned and/or their family and other appropriate representatives - as far as possible before they take place. Any such interventions are discontinued as soon as it is safe to do so.

Physical interventions are delivered in line with PRoACT-SCIP (r) UK guidance and the BILD Code of Practice. Both of these approaches can be explored further via the BILD website – www.bild.org.uk – in the section: Physical Intervention Accreditation.

HELPWorks at Hesley encompasses a number of key component which all interlink. This framework, with HELP, together represent the essence of what we do. More information on HELPWorks can be found on our website www.hesleygroup.co.uk

HELPWorks

Multi-Disciplinary

Team Working

High Quality Therapeutic

Environments

Values

Multi-Disciplinary

Team Working

High QualityTherapeutic

Environments

Values

Learning Disabilities, Autism and Complex Needs Training

CommunicationTraining

Positive Behavioural

Support

Family Staff

Partnership

Meaningful Activities

IndividualPathways

HELP

Hesley Group 9

StaffDue to the very complex needs of the young people who come to live with us, the multi-disciplinary team has a key role in supporting each individual’s learning and progress.

Our multi-disciplinary approach promotes wellbeing and best outcomes for young people. We achieve this through working effectively together to deliver prompt and co-ordinated responses at all levels and all stages.

The multi-disciplinary approach seeks to address learning requirements by clear identification of the young person’s developmental needs. This includes all the necessary skills for independent living, emotional, behavioural development and personal identity development, social relationships, health and self-care, personal safety, academic work and general home/life skills.

Our multi-disciplinary team includes:-

• College Tutors • College Support Workers • Consultant Clinical Psychologist • Consultant Psychiatrist • Behaviour Therapist • Speech and Language Therapist • Occupational Therapist • Registered Manager, Care and Support staff

The range of multi-disciplinary services works effectively together to ensure that the objectives for each young person are continually given focus and support. This will ensure that they are person-centred, appropriately challenging and progressive in nature. The specialist support offered by the multi-disciplinary team enables young people to develop their independence and reach for their full potential.

Our recruitment process is thorough and before joining us people’s employment histories are thoroughly checked, references taken up and Disclosure and Barring Service, (DBS) checks carried out. Hesley Group prides itself on its training and support to staff. A number of team members have achieved long-term service awards for 10 and 20 years, which reflects the commitment of these highly dedicated staff to those they support and our commitment to reward and celebrate their significant and highly valued achievements.

10

Hesley Group

Learning every dayOur Specialist Colleges offer learning all day, every day through individual programmes within a curriculum that has strong emphasis on personal development through a clearly assessed pathway framework. As well as offering qualifications and discrete courses provided internally, the colleges also offer students the opportunity to work and study within the community with local partnerships and employers.

Each student accesses an individual programme that is based on a combination of course choices that are tailored to meet individual needs and aspirations, identified through their EHC Plan, pathway and support assessments.

The Colleges aim to make a big impact and support accelerated student progress which is monitored through achievements made against expected outcomes and steps to achievement. A strong multi-disciplinary team that includes Speech and Language Therapists, Physiotherapists, Occupational Therapists and a Behaviour Specialist, ensure a holistic and embedded approach to supporting learning and achievement.

Students are assessed into one of the following 3 pathways:

• Sensory

• Independence

• Work related

Each young person goes through an Individual Option Planning process in order to build their programme.

Subjects/courses offered include dance & drama, music and performance, face to face tutorials, space between, sensory integration, personal wellbeing, gardening, cooking, conservation, horticulture, community participation, grounds maintenance, arts & crafts, forest schools, environmental studies, functional skills, film making, photography, IT, work skills, horse riding, trampolining, zumba, home-skills and employment. We also offer internal and external work placements and dedicated personal development sessions.

The curriculum offers a range of opportunities for students to achieve internally recognised certification and acquire externally accredited qualifications that we provide by nationally recognised awarding bodies such as ASDAN.

The framework for internal achievements and external accreditation is regularly revised to ensure it is relevant to students’ ongoing transition needs and the Colleges as a whole. The wide range of and flexible approach to accreditation support the individual’s progress and recognises achievements in a meaningful way to the student.

Evidence of learning outcomesStudents’ achievements are captured throughout a range of the Colleges’ processes that include Recognising and Recording Progress and Achievement (RARPA) recording of progress and achievements against expected outcomes. Regular student tutorials are held as are termly, 6-monthly and annual reviews. The college recognises the importance of audio and visual recording of evidence of achievements in order to demonstrate students’ distance travelled and where possible uses this media in both course evidence and presentation at annual reviews.

Terms and student holidaysDetails of our Terms and Student Holiday Schedule are attached as Appendix 1 and are available online at www.hesleygroup.co.uk.

Hesley Group 11

Getting out and aboutIndependent travel is a crucial lifeskill that helps to give young people the freedom to fulfil their potential and live a full life. ‘Travel training’ is therefore a very important skill for life.

Being able to travel with incrementally less support allows a young person to access more social and educational activities and helps them to develop and maintain positive relationships. Independent travel also helps to open up employment opportunities. This all contributes to the potential for a more fulfilled life.

Within our specialist colleges we appreciate that everyone has their own specific needs and as a result should have an in-depth learning programme that provides tailor-made, needs-led opportunities to learn skills for independent travel. College students will be directly involved in planning and undertaking journeys using different forms of public transport. They will learn about safe practice as well as the associated social skills and citizenship awareness needed.

The focus and aims of the travel skills programmes are to increase the young person’s independent functioning, support their knowledge and awareness of local/community facilities they can access and promote emotional and physical wellbeing.

The colleges run activities across a number of different sites (learning locations) where students will be supported to access public transport facilities as part of their learning programme. For those not yet ready for this step we provide a dedicated transport and driver service. This enables the young person to access their learning with smaller steps of reduced support.

These resources will benefit young people because:

• The locations of some of the activities on offer are more rural with limited public transport access. They may be delivered at other Hesley Group establishments or elsewhere in the community. The colleges’ transport/driver resource therefore provides a valuable service as part of the young person’s programme.

• The complexity and bespoke nature of every individual’s programme requires careful logistical considerations. Allocation of these resources supports the young person’s pathway and allows for specifically tailored activities to take place.

• The whole process of following a daily schedule is a focus for the young person as they get ready on time and prepare themselves for the journey. Whatever the form of transport, this is planned and delivered as a learning opportunity.

Bus Stop

12

Hesley Group

HealthOur aim is that each young person lives as healthy a life as possible. As well as our specialist multi-disciplinary team, our Specialist Colleges have access to the following professional services:

• General Practitioner

• Dentist

• Chiropodist

• Optician

Everyone is registered with the local GP, giving them access to all usual health services. Specific health needs, such as epilepsy, are well provided for and additional support for any young person will be arranged as required. Specific dietary requirements are catered for.

Healthy eating and lifestyles Young people are encouraged to engage in the full process of healthy meal preparation from planning a meal and shopping for groceries, through to the food preparation itself.

This provides numerous learning opportunities and supports the young person’s understanding of what is healthy and nutritious as part of their wider healthy lifestyle. Programmes are designed to support an active and healthy lifestyle as well as providing learning and enjoyment.

Consultation, involvement and advocacyWe consult widely and involve everyone in designing their pathways and programmes. We actively seek to properly listen to the voice of those who live in the colleges.

Everyone has access to advocacy. We work closely with advocacy providers to support and promote the voice of the individual and advocate for his or her needs.

Each young person has access to our complaints procedure in a format most appropriate for them.

Reviewing progressEach young person has a series of support plans that are based on their personal needs and aspirations. These are monitored on an ongoing basis to identify any changes that may need to be made to education or support packages.

The annual review of the Education Health and Care Plan will usually be held at the same time as the annual review.

The individuals, parents, staff, external agencies (eg local authorities) and professionals are all invited to reviews which will consider progress, aspirations, achievement, changes in circumstances, educational/care objectives and any special requests. Any difficulties are addressed and there is always an opportunity for full discussion.

Keeping in contactIt is important that young people build and maintain positive, mutually respectful relationships. To support this, each young person has their own ‘Contact with Family and Friends Support Plan.’ We can support visits to the family home and welcome visits to the Colleges from families and friends for whom complimentary accommodation can be arranged.

Key workers are central in keeping families and carers updated on the young person’s progress by ‘phone, mail, Skype and email.

Hesley Group 13

Case historyJames came to Hesley needing high levels of support; he displayed extreme levels of anxiety, low self esteem and had regular crisis outbursts showing a disregard and aggressive nature towards other students.

James displayed low levels of engagement in education and always sought out computer time, remaining unwilling to engage in other learning opportunities presented to him.

Careful, person centred support was provided through work by MDT colleagues in college.

We reviewed and adapted his learning programme to reflect his complex and very specific needs. This young person was prepared for the world of work through in house work experience which allowed for positive reinforcement at a pace he could cope with. He was placed on a work related pathway that gave him opportunities to see he can achieve great things and does have skills he can do something tangible with, skills that contribute to the community and build his self esteem.

This has now led to a one day a week work placement with a social enterprise programme in his local city. This forms part of his larger college timetable and offers James an opportunity to transfer the skills he has learnt during his internal Hesley Group work experience.

James is now taking part in life experiences in preparation for his next placement in a different and wider community.

James’s working week better matches his aspirations and involves both work placement and further education college studies alongside direct MDT input from the Specialist Colleges’ team.

How this has changed James’s life is of key significance. He is now making new friends for the first time in his life, developing new relationships in the wider world and widening his social circle far beyond what it used to be.

James is finding out much more about workplace requirements, work ethics and responsibilities that will stand him in good stead for his next steps. He is much less anxious about his life and the direction in which it is going.

James is challenged more and has to deal with more complex experiences, change, dilemmas and even some confrontation that supports his need to develop better independent coping strategies. James is travelling to college by public transport and learning to use money in more appropriate context.

Ultimately, James is now better equipped for his next move and, although there are still numerous areas to work at, through his positive life experiences he is so much more optimistic about his future.

14

Hesley Group

Referral, Transition and QualityWe want everyone to be as happy as possible from their very first day at College. That’s why we plan carefully for the future, preparing each young person for a rewarding adult life.

ReferralsReferrals are accepted from the placing authority that will fund the placement. The authority will be asked to send relevant information so we can consider whether one of our Specialist Colleges may be in a position to positively address the young person’s needs.

A Pre-admission Assessment is carried out by one of the assessment teams from the colleges and can include members of our clinical, care management and education teams.

They will arrange to meet the young person and as many young people centrally involved in their lives and direct care and education as possible. This is the start of the person-centred planning process that ensures everyone is treated as an individual.

If it is felt that one of our colleges represents a positive option for the young person, the placing authority will be informed and a contract produced.

TransitionThe transition process will be managed by a senior manager from the relevant college who will work with the young person, their family and the placing authority to ensure the move to their new college provision is well planned and that the best interests of the individual are properly addressed.

Quality assurance and policy Hesley Group’s designated managers develop policy and best practice initiatives and assess how well we are doing in meeting our objectives and complying with national standards. This includes the management of health and safety and keeping young people safe. The organisation consults with young people using the service and their families/representatives.

The Quality Governance Board reports regularly to the Board and Executive on service standards and any improvements needed. There is a large range of supportive documents available relating to all aspects of our Specialist Colleges’ provision. Summaries of key policies are available on our website. Should you require a hard copy of any of the following policies, please feel free to contact the appropriate college:

• Managing risk • Behaviour support • Care planning • Single equality scheme • Health and safety arrangements • Capacity and consent

(including Deprivation of Liberty safeguards)• Safeguarding Children and Adults • Confidentiality and Information Sharing

Hesley Group has a formal procedure for complaints in accordance with the Education Act (2002) and the Health and Social Care Act (2008). Copies of this and our complaints form are available from the colleges.

Regulatory reports Our Specialist Colleges are registered with the Care Quality Commission (CQC). Copies of inspection reports are available via our website or that of CQC at www.cqc.gov.uk

Hesley Group 15

By railDoncaster is on the main East Coast rail line with a frequent service to London that takes only 1 hour 50 minutes. Visit www.nationalrail.co.uk for train times.

Approximate train travelling times are:

Birmingham 1hr 30mins

Carlisle 3hrs 30mins

Derby 55mins

Leeds 35mins

Liverpool 2hrs 20mins

London (Kings Cross) 1hr 50mins

Manchester 1hr 20mins

Newcastle upon Tyne 1hr 25mins

Sheffield 20mins

Worcester 2hrs 30mins

York 25mins

By airRobin Hood Airport (Doncaster)

Contact details

Residential accommodation:Fullerton House CollegeTickhill SquareDenaby, DoncasterDN12 4AR

Tel: 01709 861663

The Learning Centre: Hesley Village Stripe Road Tickhill, Doncaster DN11 9HH Tel: 01302 866906

Email: enquiries@hesleygroup.co.uk Website: www.hesleygroup.co.uk

Referral enquiries: 0800 0556789 (freephone) or complete our online enquiry form

Location and directionsOur Specialist Colleges are located near Doncaster in South Yorkshire. Their central location provides easy access by road, rail or air. Here is a guide to how easy it can be to visit us and the young people we support.

By road Approximate travelling times by road are:

Birmingham – 90 miles 1hr 40mins

Carlisle – 145 miles 2hrs 40mins

Derby – 46 miles 1hr

Leeds – 37 miles 50mins

Liverpool – 103 miles 2hrs

London – 166 miles 3hrs

Manchester – 47 miles 1hr 30mins

Newcastle upon Tyne – 119 miles 2hrs

Sheffield – 16 miles 40mins

Worcester – 120 miles 2hrs 10mins

York – 47 miles 1hr

Google Maps is a great online resource that can assist you with directions for getting to us and approximate travelling times.

Doncaster

Barnsley

Rotherham

Sheffield

Fullerton HouseCollege

M1

M18

M1

M1

M18

A1(M)

A1

32

35

36

37 A635

A6023

A630

38

London 1.40 hr

Birmingham 1–2 hrs

Liverpool 2.45–3 hrs

Edinburgh 3–4 hrsManchester 1.20 hr

A631 A631

A638

A1(M)

Wilsic HallCollege

The Learning Centre

Wilsic Hall College Wadworth Doncaster DN11 9AG

Tel: 01302 856382

Hesley Group has Investor In People (IIP) accreditation which recognises the significant emphasis the Group places on the quality of its staffing and the associated management processes.

Issue: September 2017

Autism Learning Disabilities Complex Needs