Briarwood School – flexibility and inclusion at the heart of learning

At Briarwood School in Bristol, every learner is supported to leave with a meaningful qualification that reflects their achievements and individual journey. For Sarah Lane-Batt, Head of Sixth Form, ASDAN courses provide the structure, flexibility and inclusivity to make that happen for learners aged 16–19 with a wide range of special educational needs and disabilities (SEND). 

“Our learners have such varied needs, from profound and multiple learning difficulties to autism and complex medical conditions,” says Sarah. “ASDAN gives us the flexibility to make sure every student can take part, learn at their level and be recognised for their achievements.” 

Earlier this year, ASDAN trustee Victoria FitzGerald visited Briarwood’s Sixth Form Centre to experience first-hand how learners engage with ASDAN qualifications. Victoria described the visit as “an engaging insight into students’ learning” and found it deeply inspiring to see how ASDAN’s flexible framework was being brought to life across the curriculum. 

A pathway for every learner 

Briarwood is a specialist school for ages between 3 and 19, with a sixth form curriculum built around the four Preparing for Adulthood themes - health, community inclusion, independent living and employability. ASDAN’s Personal Progress and Personal and Social Development (PSD) qualifications provide the framework that allows Briarwood to deliver all four strands meaningfully. 

“Personal Progress is so versatile,” explains Sarah. “Anyone can take part at their own level, and the continuum means that whether a learner is sensory-based, non-verbal, or working at a higher level, they can all have meaningful learning experiences and gain accreditation.” 

Because learners join the sixth form at 16 and often stay until 19, the school collects evidence over three years before final moderation. 

“We start collecting ASDAN evidence as soon as learners enter sixth form,” Sarah says. “By the time they leave, we’ve built a rich picture of their achievements. That three-year window makes it possible for everyone to achieve something significant.” 

During her visit, Victoria was particularly impressed by how evidence was gathered and shared, allowing staff and families to celebrate students’ achievements together. She noted how this inclusive approach “allows everyone to share in the delight of their learning.” 

Real-world learning and confidence building 

One of Briarwood’s most inspiring developments has been the creation of a student-led catering enterprise. 

“We noticed several of our learners had a real passion for cooking,” says Sarah. “It started with them organising the food for our prom and it’s grown from there. They now cater for training days and visitors. ASDAN’s PSD units like Preparing for work and Working as part of a group fit perfectly with that.” 

Victoria visited the Copse Café kitchen, where learners were working together to prepare a buffet lunch for the school’s external training facility. Learners take on specific roles and responsibilities within the kitchen, following recipes, handling equipment safely and working collaboratively under staff supervision. For many, the project has become a powerful source of confidence and pride. 

“Some who were too anxious to join in at first are now taking on key roles,” Sarah shares. “They’ve learned to ask for help, to organise themselves, and to take responsibility. You see them grow in confidence week by week – it’s incredible.” 

For some, the skills developed through ASDAN have opened doors to external work placements, including opportunities at IKEA’s café. Sarah explained how: 

“ASDAN gives them that foundation of understanding what’s expected in the workplace and the skills they need to succeed, and then they get to apply that in a real environment,” Sarah explains. 

Independence, communication and community at the core 

Beyond employability, ASDAN units help Briarwood students develop vital life skills. The school’s independent living area contains a mock-up flat that lets learners practise safety, hygiene and everyday routines, while the on-site allotment supports modules in Caring for plants and Animal care. 

“It’s about giving every learner a context for their learning,” says Sarah. “Feeding the guinea pigs or growing vegetables… it all links back to ASDAN’s structure of real experiences and real progress.” 

Victoria was also delighted to see learners enjoying sensory and physical activities during her visit, including circuit training, dancing and music sessions. She described it as “great to see students so engaged and clearly enjoying their learning,” and praised the staff for creating such rich, varied experiences that build confidence and communication. 

“Communication underpins everything we do,” says Sarah. “Whether that’s using sign, symbols, or speech, ASDAN’s units like Developing communication skills give learners a framework to express preferences, make choices, and interact with others.” 

Learners also explore topics like Parenting awareness, using role play and even meeting real babies. “It’s amazing how engaged they become,” Sarah says. “You see sides of them you wouldn’t see in a classroom.” 

Support and structure for staff 

For Sarah and her team, ASDAN’s support network and moderation processes have also strengthened teaching practice. 

“The quality assurance process really made us look at our policies and systems,” she explains. “It helped us create a clear ‘delivering ASDAN’ handbook so that everything from registration to moderation runs smoothly. And having an ASDAN contact to ask questions has been invaluable.” 

Teachers value the scope to adapt ASDAN modules to their learners’ interests and strengths. 
“It gives staff real ownership,” says Sarah. “They can be creative while still meeting the criteria. And with the prompt levels, we can clearly track progress across the whole sixth form – it’s a shared language everyone understands.” 

Victoria echoed this appreciation, noting the dedication and creativity of Briarwood’s teaching team. She thanked Sarah and her colleagues “for welcoming us to the Sixth Form group sessions and sharing the delight of their students’ learning.” 

Inclusive, meaningful, achievable 

For Sarah, ASDAN’s greatest strength lies in its inclusivity and flexibility. 

“It’s an inclusive qualification where learners might have completely different experiences, but they all achieve the same recognition,” she says. “Some other qualifications just aren’t accessible for learners who need more support. ASDAN removes those barriers and gives everyone the chance to succeed.” 

“All our students deserve to leave with something that shows their hard work,” she adds. “ASDAN makes that happen – it’s meaningful, it’s achievable, and it celebrates every learner’s progress.” 

Reflecting on the visit, Victoria said she found it “inspiring and heartwarming” to see ASDAN’s impact so vividly in practice. The experience, she said, reinforced how ASDAN qualifications enable learners to develop independence, confidence and joy in learning, “a real testament to the dedication of the staff and the ethos of inclusion that runs through Briarwood.”

Free resources 

To help deliver engaging, accessible learning experiences like those at Briarwood, we have created two free resources from our Personal and Social Development (PSD) qualification:

Healthy living – interactive activities to help learners explore healthy lifestyles, diet, exercise, hygiene and emotional wellbeing

Community action – practical worksheets that encourage learners to connect with their local community, recognise people and groups who help them and reflect on the value of participation

These ready-to-use challenges are ideal for supporting learners working from Entry level, promoting independence, confidence and personal growth through real-life learning. 

Find out more    

We'd love to discuss how our qualifications can benefit your learners – please get in touch.