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Derwen FE College

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An Ofsted ‘Outstanding’ college delivering work-ready and independence skills to both day and residential students across our large main campus and at our three satellite centres. We focus on individual outcomes for students with a wide range of learning difficulties, disabilities and behaviours of concern. Derwen students are provided with maximum work opportunities through extensive commercial operations and business partnerships.

Our specialism is building employability skills through authentic work opportunities in hospitality and customer services in our commercial outlets and off-campus with our partners in the wider community. The vocational options offered are designed to meet industry standards, preparing students for the job market and include Supported Internship opportunities.

We also offer creative pathways and a pre-vocational pathway for students not seeking a vocational progression route.

Individualised learning includes a comprehensive personal development programme. Students are supported to begin learning to care for themselves, shop, cook, develop road safety skills, extend their abilities in inter-personal relationships and take their place in society.

Our goal is for every student to reach their potential, leaving college as independent as they can be.

The main campus is located in a village setting near Oswestry with satellites in Walford, north Shropshire; Craven Arms, south Shropshire; and Penley, Wales.

Who to contact

Contact Name
Admissions
Telephone
01691 661234
E-mail
enquiries@derwen.ac.uk
Website
Derwen FE College

Where to go

Name
Derwen College
Address
Derwen College
Whittington Road
Gobowen
Oswestry
Shropshire
Postcode
SY11 3JA
Notes

If you are using a satnav please use postcode SY11 3NB which takes you to the Agnes Hunt Village next door to Derwen College.

Other Details

Availability

Age Ranges
Referral Details

Access to all Derwen College programmes involves participation in a pre-entry assessment covering aspects of work skills, functional skills, independence skills and other support services as appropriate to the individual. This assessment, combined with information from schools and other agencies, forms the basis of the students’ initial assessment and informs programme planning and provision of tailored support. 

Other notes

An Ofsted ‘Outstanding’ college delivering work-ready and independence skills to both day and residential students across our large main campus and at our three satellite centres. We focus on individual outcomes for students with a wide range of learning difficulties, disabilities and behaviours of concern. Derwen students are provided with maximum work opportunities through extensive commercial operations and business partnerships.

Local Offer

Description

An Ofsted ‘Outstanding’ college delivering work-ready and independence skills to both day and residential students across our large main campus and at our three satellite centres. We focus on individual outcomes for students with a wide range of learning difficulties, disabilities and behaviours of concern. Derwen students are provided with maximum work opportunities through extensive commercial operations and business partnerships.

Our specialism is building employability skills through authentic work opportunities in hospitality and customer services in our commercial outlets and off-campus with our partners in the wider community. The vocational options offered are designed to meet industry standards, preparing students for the job market and include Supported Internship opportunities.

We also offer creative pathways and a pre-vocational pathway for students not seeking a vocational progression route.

Individualised learning includes a comprehensive personal development programme. Students are supported to begin learning to care for themselves, shop, cook, develop road safety skills, extend their abilities in inter-personal relationships and take their place in society.

Our goal is for every student to reach their potential, leaving college as independent as they can be.

The main campus is located in a village setting near Oswestry with satellites in Walford, north Shropshire; Craven Arms, south Shropshire; and Penley, Wales.

Local Offer Age Bands
16 to 18
19 plus

Further Education Colleges

1. Identification of SEND
1.1: How does the College identify those young people with special educational needs and disabilities who have not previously been identified?

Regular and ongoing review through robust systems, as described in the following section, ensure that help is quickly put in place if learner’s progress is not as expected.  Interventions include speech and language therapy, physiotherapy, behavioural support, functional skills support, personal tutor involvement, pastoral support.  Any of these interventions might bring about a review of the individual learning strategies and targets.   Throughout learner views and input are paramount.

2. Support for young people with special educational needs
2.1: If a young person is identified as having SEND, who will plan their education programme?

Access to all Derwen College programmes involves participation in a pre-entry assessment covering aspects of work skills, functional skills, independence skills and other support services as appropriate to the individual. This assessment, combined with information from schools and other agencies, forms the basis of the students’ initial assessment and informs programme planning and provision of tailored support.  Once on programme students’ progress and risk assessment is closely monitored to ensure that each individual continues to receive the most appropriate support to enable them to achieve their potential in all aspects of college life.

Pre-Entry Assessment process and programme enquiries: admissions@derwen.ac.uk 01691 661234

2.2: How will I be informed / consulted about the ways in which my child is being supported?

Initial assessment – student and family views and aspirations are gathered as part of the pre-entry process.  This information is then taken into account alongside assessment outcomes and an Individual Learning Plan developed.  The plan identifies long, medium and short term targets which are then regularly reviewed.

Formative review - The individual learning plan is shared electronically across college and forms the basis of person centred planning for teaching staff. The plan is reviewed with the learner termly.  This review is the responsibility of the Personal Tutor. The Individual Learning Plan progress review report is sent to Local Authority stakeholders and parents at regular intervals throughout the programme. Review meetings take place at strategic points of the programme and parents and relevant Local Authority personnel are invited to attend.  The college recognises the importance of these meetings and can offer support to those who are not able to attend due to travel time via various platforms for video linking. 

2.3: How will the college balance my child's need for support with developing their independence?

All Derwen College programmes, whether day or residential, are about preparing for adult life.  All students learn to look after themselves with the view to being more independent and, therefore, needing less support.  As well as learning work skills and putting these into practise in real work settings students have opportunities to develop their independent living, personal and social skills. Examples of this include - cooking and learning about healthy lifestyles, exploring the local and wider community, developing road safety and travel skills and exploring aspects of personal and social development and citizenship.

2.4: How will the College match/differentiate the curriculum for the young person's special educational needs?

In addition to tracking progress against qualifications the college uses a central database for capturing and monitoring progress against individual’s short term targets.  This is accessible to all staff across college who input their comments with regards to progress against specified targets.  This is then used by Programme Managers and Personal Tutors to report progress and review targets.  Additionally, there are subject experts who have key roles across college e.g. Functional Skills Co-ordinator who has responsibility for English and maths learning and monitors individual’s progress on a regular basis 

2.5: What teaching strategies does the college use for young people with SEND, including ASD, hearing impairment, visual impairment and speech & language difficulties?

All group sizes are appropriate to the support needs of the individuals. 

All staff have appropriate, specialist qualifications – more information is provided later in this document. See section -Do teachers/lecturers have any specific qualifications in SEND?  

2.6: What additional staffing does the college provide from its own budget for young people with SEND?

Not applicable due to the college being a specialist college provider therefore all learners are young people with SEND.

 

 

2.8: What resources and equipment does the College provide for young people with SEND?

All learning areas, including work experience venues have relevant specialist equipment and individualised learning resources to ensure maximum participation and independence for the students working there. Some examples include:

Accessible ICT equipment - Smart boards, voice recorders, big key boards, lower case keyboards, roller ball mice, Zoom text, Read and Write software. The use of Apple, Android and Microsoft tablets in the classroom and beyond. WiFi across the campus. In Vocational areas students have access to the latest printer technologies with voice recognition and adjustable keypads. Photocopiers are available in three different height settings.
Makaton support – Derwen College is a Makaton Centre of Excellence and signing and symbols are widely used across college. Teaching and learning resources are available in text and symbol versions to support comprehension and access. Personalised, pictorial timetables and targets are used where appropriate.  

Accessible resources - Rise and fall desks and work benches, pen grips, large calculators, left handed equipment, easy hold rulers, adapted staplers. Height adjustable sinks in art learning area.  Special equipment available in kitchen and dining halls including left handed cutlery and crockery and soft grip cutlery. Adapted devices to support students with limited mobility working on food preparation. Adapted garden equipment. Accessible pathways, ramps and automatic doors across the campus. 

Library facilities - catering for all students reading abilities and interests including popular titles, a selection of low-readability books for entry level students, a selection of talking books and interactive media. 

2.9: What special arrangements can be made for the young person when taking examinations?

Depending on qualifications and levels-Scribe answers, reading questions, video or photographic evidence, electronic digital recording, voice recording.

 

 

2.10: What accredited and non accredited courses does the College offer for young people with SEND?

Students follow personalised Study Programmes specialising in one of the following vocational pathways: Hospitality and Customer Services with pathways in Housekeeping and Houskeeping, Horticulture or Retail - Foundation and Creative Studies with pathways in Work Skills or Creative Studies.

Individualised programmes include vocational and employability skill development alongside independence, health and well-being training.

Learning takes place within real work settings on campus and in the local community. See our website for details of the curriculum offer in each area: https://www.derwen.ac.uk/learning/

The college captures and monitors progress against individual’s short term targets using Recognising and Recording Progress and Achievement (RARPA) process.   

3. The young person's progress.
3.1: How will the College monitor the young person's progress and how will the young person and or parents/carers be involved in this, (if appropriate)?

All learners have an Individual Learning Plan which forms the basis of their individual programme and is reported against termly from all aspects of the curriculum.
Personal Tutor - every student has a Personal Tutor who is responsible for monitoring progress and making sure that the learner’s wishes and aspirations are taken into account at all times.

3.2: When the young person's progress is being reviewed, how will new targets be set and how will parents/carers be involved, (if appropriate)?

In addition to tracking progress against qualifications the college uses a central database for capturing and monitoring progress against individual’s short term targets (RARPA).  This is accessible to all staff across college who input their comments with regards to progress against specified targets termly.  This is then used by Programme Managers and Personal Tutors to report progress and review targets termly with the young person.  Additionally, there are subject experts who have key roles across college e.g. Functional Skills Co-ordinator who has responsibility for English and maths learning and monitors individual’s progress on a regular basis. Annual progress reports are sent to parents and local authorities.

3.3: ln addition to the college's normal reporting arrangements, what opportunities will there be for parents/carers to discuss a young person's progress with college staff?

For enquiries about students once on programme the first point of contact is the Student Liaison Team, who will signpost to the most appropriate person depending on the nature of the enquiry.

 

3.4: What arrangements does the college have for regular home to college contact, if appropriate?

For enquiries about students once on programme the first point of contact is the Student Liaison Team, who will signpost to the most appropriate person depending on the nature of the enquiry

In addition, as transition planning starts from day one with dialogue around future aspirations young people are supported to communicate with friends, family and networks in the home area to help make their aspirations come to life.

 

3.5: How can parents/carers support a young person's learning?

Parents/carers are invited, with the first term report, to familiarise themselves with the young person’s targets so that they are able, where appropriate, to support them to continue working towards them in the holiday periods.  It is understood that transition planning is integral to the programme so it is really important that the young person is supported to transfer the skills that they are developing at college. Additionally, parents/carers are invited to the review meetings. 

 

 

 

 

 

 

3.6: Does the college offer any help for parents/carers to enable them to support the young person's learning, e.g. training or learning events?

Derwen College promotes open communication with parents/carers through methods already described, additionally there are open days and family days.

3.7: How will the young person's views be sought about help they are getting and the progress they are making?

Regular tutorials

Student satisfaction surveys – for current students

Student Union activities – very active at Derwen College with representatives from all departments.

Learner Voice – students involved in all key cross college meetings and take important roles in many aspects of College business including recruitment.

3.8: How does the college assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Derwen College has robust quality assurance and performance management systems in place to ensure we have the right people doing the right job for each student we support. Our consistently high quality of provision is endorsed in the following ways:

Ofsted - The College is inspected by Ofsted and has received a grade 1 outstanding at the last three consecutive inspections 

Care Quality Commission (CQC) – The College is inspected by the CQC who confirm that we continue to meet all their standards

Derwen College also holds - Matrix Standard

Derwen College is a Makaton Centre of Excellence

The college has won several national awards for in recognition of its commitment to learner voice .

Central to this quality system is the annual Self Assessment process the outcomes of which inform quality improvement planning for the following year. All staff are involved in the process which covers all areas of the curriculum. Students, College staff, Governors and Peer partners are involved in the moderation of self- assessment to ensure input from all areas.

4. Supporting the young persons wellbeing
4.1: What support is available to promote the emotional and social development of young people with SEND?

The Student Liaison Team are responsible for the well-being and safeguarding of students, and will provide support on a wide range of issues such as homesickness, bereavement and relationship issues to enable students to fulfil their potential whilst at Derwen College.

The team will communicate between students, families, external agencies and staff to ensure that students receive the most appropriate level of pastoral support to facilitate learning and progression. They work within a person-centred framework to ensure that the support is tailored to individual needs and preferences. Where students require a higher level of emotional or behavioural support, the team will make referrals to internal additional support services and therapies.

The Student Liaison Team are the first point of contact for new students and families, and will continue to have regular interaction with students throughout their programme. The team are available to provide advice and guidance, and work closely with staff across College to ensure students have the correct resources to make their own decisions, wherever possible.

4.2: What support does the college put in place for young people who find it difficult to conform to normal behavioural expectations and how do you support young people to avoid exclusion

We understand that some students may display behaviours of concern in and around College, to communicate a specific need. These students are supported in department and residence by experienced Positive Behaviour Support Staff providing positive reinforcement and consistency. We may support these students with a Behaviour Support Plan (BSP) to identify and meet their needs using positive and proactive strategies. Our aim is for our students to strive for independence and increase their capability to make positive choices. 

4.3: What medical support is available in the College for young people with SEND?

All care and vocational staff are First Aid trained and when required will have completed the Administering Medication Training. Students who have specific care needs will be assessed by the Nursing Team and the Occupational Therapist. Care staff will work with both parents and professionals to ensure that students have the correct equipment and support while at College.  Day to day healthcare will be provided by the care team, who will refer any concerns to the Well-being Centre or the emergency GP, if out of hours. In the event of an emergency, or a student being taken ill, the student’s next of kin will be informed. Parents will not automatically be informed if the student has a cold or minor injury.  In these circumstances care staff will always ask the student if they wish to speak to their family. 

Each student has a medication safe in which their medication and Medication Administration Record (MAR) chart are stored.  Students will be assessed for their potential in being able to self-medicate, or self-medicate with supervision. The keys for safes will be kept with care staff whilst some students will have their own. Care staff will administer all medication to students, unless they are able to self-medicate.  In the event of students being out on a trip or away from College, the staff accompanying them will administer medication if they are unable to self-medicate.

Some students will continue seeing their dentist, optician or audiologist when they are at home, others will chose to transfer to a specialist nearer College. If a student has a medical appointment, they will usually be accompanied by a member of the care team, unless they have asked to attend independently. Transport will be organised for them where appropriate, but the use of public transport will be encouraged. Care staff will work with the student to prepare them for their appointment.  This will include talking about who they are likely to meet, the sort of questions they might be asked and if there is anything they would like to ask the doctor or clinician. The outcome of this appointment will be shared with the Link Nurse so they can add it to the student’s health record.

4.4: How does the College manage the administration of medicines?

Each student has a medication safe in which their medication and Medication Administration Record (MAR) chart are stored.  Students will be assessed for their potential in being able to self-medicate, or self-medicate with supervision. The keys for safes will be kept with care staff whilst some students will have their own. Care staff will administer all medication to students, unless they are able to self-medicate.  In the event of students being out on a trip or away from College, the staff accompanying them will administer medication if they are unable to self-medicate.

4.5: How does the College provide help with personal care where it is needed, for example, help with toileting, eating?

All students will have a Care Plan in place on arrival at College. This will be personalised to them and ensure that their medical and personal care needs are met. It will also include details of their communication preferences, dietary requirements and favourite ways to enjoy their spare time.  Care Plans are reviewed each term or if circumstances change. Each student has a Daily Record which is completed by the care staff. It contains details of their day and reflects their current well-being. Both the Care Plan and Daily Record are confidential documents and students must give permission before they can be shared with a third party, this includes parents or family members.

All students will have an individual risk assessment which is reviewed regularly or if changes occur. The risk assessment will include specific medical information, details of allergies, as well as any behaviours which could put them or others in danger. Care staff will work with the student to help them understand their risk assessment and agree any actions or measures to be put in place to keep them safe. 

5. Specialist services available / accessed at the college
5.1: What SEN support services does the college use, e.g. specialist support workers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

The Speech and Language Therapy team at Derwen College works as part of a multi-disciplinary team to maximise staff knowledge and skills around communication and dysphagia.

Occupational Therapy (OT) at Derwen College aims to support students in a person-centred way by considering the daily activities that are important to the individual, but are challenging or difficult for them to do. The therapists provide support and practical advice to reduce the frustration that an individual may feel when they are unable to complete a task.

physiotherapy can offer specialist assessment, monitoring or review in education or living areas. Physiotherapy needs and student choices often change as the student becomes an adult and is living and working in new environments. Physiotherapy    supports these decisions and changing needs and can look different from physiotherapy in the students’ past.

5.2: What should a parent/carer do if it is considered that a young person needs support from one of these services?

If the enquiry is before enrolment contact the Admissions Team admissions@derwen.ac.uk 01691 661234

If the enquiry is after the young person has joined the college contact the student liaison team - 01691 661234

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Speech and language therapy, occupational therpary and physiotherapy can be provided by qualified therapists on site.  It is available as identified through assessment and in agreement with the Local Authority.

See previous sections - What SEN support services does the college use?

 

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

If the enquiry is before enrolment contact the Admissions Team admissions@derwen.ac.uk 01691 661234

If the enquiry is after the young person has joined the college contact the student liaison team - 01691 661234

 

5.5: What arrangements does the college have for liaison with Children's and Adult's Social Care services?

See previous section -How will I be informed / consulted about the ways in which my child is being supported?

In addition parents and relevant Local Authority stakeholders are invited to attend a Transition Meeting which takes place in the first term of the final year, thus allowing good time to plan for next steps, which includes the summative review.

6. Training of college staff in special needs
6.1: What SEND training is provided to teaching staff?

In addition to statutory training requirements Derwen College has a culture of continual improvement and encourages staff to develop their vocational and professional expertise in line with the evolving needs of our student group. 

All staff have an induction with full health & safety, safeguarding. All teachers have teacher training qualifications level 4 or above and vocational specific qualifications.

All staff have the opportunity to access specialist training in A.S.D., A.D.H.D., dyslexia, Makaton, POVA, deprivation of liberties, understanding mental health, understanding diabetes, epilepsy, nutrition & health,  equality & diversity, safe guarding medicines, infection control, working with individuals with learning difficulties, preparing for work in social adult care. Some staff trained in the Shropshire safeguarding board, raising awareness in safeguarding. 

6.2: What SEND training is provided to support staff?

All learning support staff qualified to level 2 or level 3.

All staff have the opportunity to access specialist training.

All care staff are qualified to N.V.Q level 2 or above and take mandatory courses. See previous SEND training section. 

6.3: Do teachers/lecturers have any specific qualifications in SEND?

We have some staff with specialist SEND qualifications – examples include: dyspraxia, applied behavioural analysis & challenging behaviour, A.S.D, A.D.H.D., functional skills, teaching learners with learning difficulties and disabilities, Makaton - trainers delivering cross college support to staff and students.

6.4: Do learning support assistants or other staff have any specific qualifications in SEND?

We have some staff with specialist SEND qualifications – examples include: dysphasia, family therapy, professional counselling, speech and language therapy. See previous SEND training and qualification section.

7. Activities outside the college including trips
7.1: How does the College ensure young people with SEND can be included in out of College activities and trips?

Part of college life is about learning to manage a social life. The campus is a vibrant community with a vast range of clubs and events.   This includes sporting activities such as swimming, gym, basketball, cricket, cycling, netball, football, wheel chair basketball and many more.    Learner’s also have the opportunity to take part in community groups such as attending church and using the local leisure centre

Student engagement officers- pro-actively working with students on evenings and weekends. 

Derwen College offers a number of trips during evenings and at weekends. There are also occasions where students are asked to represent the College at sporting or cultural events, and they are given the opportunity to consider which trip they would like to attend.

7.2: How does the College involve young people and/or parent/carers in planning activities and trips?

Students’ needs and wishes are taken into consideration during the planning of social and leisure trips, and they are actively encouraged to share their ideas regarding future outings.

8. How accessible is the college environment?
8.1: How accessible is the building for young people with mobility difficulties including wheelchair users?

Derwen College main campus and Enterprise areas are fully accessible. Most accommodation, teaching and learning areas areas are single storey or have lift access.

8.2: Have adaptations/improvements been made to the auditory and visual environment?

As previously described Derwen College is a specialist college and therefore adaptations are made throughout.

8.3: Are there accessible changing and toilet facilities?

Disabled toilet facilities are found across the campus and in public areas. Some rooms in residences have hoists and en-suite facilities to meet student needs.

8.4: How does the College ensure that all the facilities can be accessed by children with SEND?

Derwen College is committed to the promotion of equal opportunities in all its services. We believe that all forms of prejudice and discrimination are unacceptable. 

We seek to ensure that everyone is able to reach their full potential and to do this we want to create a working and learning environment where we are equality confident. This means that everyone is encouraged to participate and feels that their contribution is valued. The college is committed to supporting and actively encouraging a diverse community.

8.5: How does the college communicate with parents / carers who have a disability?

Derwen College is using the legal framework as a basis for activity specifically relating to race, disability and gender, though our Single Equality Scheme includes all seven strands: race, disability, gender, religion and belief, sexual orientation, age and gender identity/transgender. All queries are dealt with on an individual basis.

8.6: How does the college communicate with parents / carers whose first language is not English?

All cases are dealt with on an individual basis. Welsh speakers are available and we would endeavour to accommodate specific requests if possible.  Derwen College is using the legal framework as a basis for activity specifically relating to race, disability and gender, though our Single Equality Scheme includes all seven strands: race, disability, gender, religion and belief, sexual orientation, age and gender identity/transgender.

9. Preparing to join the college / next stage of education
9.1: What preparation will there be for both the college and the young person before he or she joins the college?

Derwen College provides lots of opportunities for prospective students and their families to come along and see our facilities and find out about our provision, for example, family days, open days, Summer fete and respite provision. The admissions process includes visits, assessments, refresher visit opportunities and taster sessions that are all excellent ways of supporting transition into College life.  School visits to the College can also be arranged. 

9.2: How will the young person be prepared to move on to the next stage within the college?

Preparing students to move on to the next stages at college is  done by ongoing informal and formal reviews with personal tutors, Programme Managers and, if appropriate, any of the aforementioned support teams ensure that learners move through their programme seamlessly.   Communication between college and home is open and ongoing. 

9.3: How will the College work with the organisation(s) to whom the young person will progress?

See previous section -What arrangements does the college have for liaison with Children’s and Adult’s Social Care services?

9.4: How will the college prepare my child for the transition to further education or employment?

Careers advice is embedded into each student’s programme with a schedule of employability modules and ongoing Personal Tutor support. Derwen College will work with Local Authorities to identify local opportunities for students to move into employment or voluntary opportunities.

Information, advice and guidance to support ongoing transition is a key priority for the College and is provided in many ways – some examples are given below:

Progress updates and the transition review meetings are key to ensuring that, in addition to progress being shared, the learner is able to express their aspirations to those who support transition into the next stage of their lives.

Employability Skills programme – all students participate in in this programme which includes three set modules (Getting Myself Ready for Work, Exploring the World of Work and Career Planning). The programme also includes embedded IAG across all curriculum areas and access to external careers advice and guidance.

Work Experience programme – alongside the many opportunities in the commercial outlets on site (the college has in excess of 1000 visitors a week who use the college’s commercial outlets) the college also offers work experience with a wide range of external employers including national chains.

The Job Explorer Database (JED) is available on the student desktop to promote career choice for all.

Regional and national events - The college support students to attend regional and national events  e.g. learner’s local area transition events, The National Skills Show

The college hosts an Experiential Careers event where learners have the opportunity to’ have a go’ at some activities in work areas they may not have thought of before and also the opportunity to talk to some employers about their industry.

10. Who can parents contact to discuss a young person?
10.1: Who would be my first point of contact if a parent/carer wants to discuss something about the young person or is worried?

If the enquiry is before enrolment contact the Admissions Team admissions@derwen.ac.uk 01691 661234

If the enquiry is after the young person has joined the college contact the student liaison team - 01691 661234

10.2: Does the college offer any specific support for parents/carers and families (such as Family Support Workers?)

Open and clear lines of communication as previously described staff employed specifically for parent/student liason. we also  encourage links with parent and carer groups.

10.3: What arrangements does the college have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The college has links with many specialist support services  such as advocacy support and medical referals.

10.4: What arrangements does the college have for feedback from parents/carers, including compliments and complaints?

If you wish to give feedback to the College, make a complaint, or compliment a staff member, there are a number of ways in which you can do this. You can contact the College directly using the contact details below. Alternatively, you may fill in a feedback slip or complete the annual survey.  All parents are invited to complete the survey and the results are available on the website or on request. All residences have feedback slips which are available to students, families and visitors.

Derwen College has a Complaints Policy which is available on the website. If you are unable to access the website and wish to see the Complaints Policy please contact the College.

Any complaints or feedback should be made via telephone, email or in writing to Meryl Green Vice CEO/ Principal c/o her PA at the address below:

Address:        Meryl Green c/o Sue Kirk

Derwen College,

Oswestry,

Shropshire,

SY11 3JA.

Email:  susan.kirk@derwen.ac.uk

Telephone: 01691 661234

All complaints will be dealt with and investigated according to the Complaints Policy. 

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