Run of the Mill, Winter 2014/15

RUN OF THE MILL WINTER 2014/15

The Ruskin Mill Trust Magazine Celebrating the Work of

Ruskin Mill College, Glasshouse College, Freeman College, Brantwood Specialist School, Plas Dwbl Farm College Clervaux and The Field Centre

Integrated Learning and Living for Work IRU SHRSOH ZLWK OHDUQLQJ GLIÀ FXOWLHV DQG RU GLVDELOLWLHV In 1984, Aonghus Gordon, the founder of Ruskin Mill Trust, discovered that when young SeoSle with learning difÀculties and disaEilities, including autistic sSectruP disorders and develoSPental delay, worked with craftsSeoSle in natural environPents on real life, SurSoseful tasks, their Sersonal, ePotional and social skills and their health iPSroved draPatically Through a holistic, integrated and Serson centred curriculuP across all our Srovision, students ePEark on a Mourney of Practical Skills Therapeutic Education The outcoPe is a reParkaEle re iPagining of their Sotential achieved Ey Peeting their needs through aPEitious and aSSroSriate challenges (ach of the Trust¡s Srovision Srovides an e[citing variety of course suEMects delivered Ey skilled and trained staff enaEling a 94 retention rate Whether in craft workshoSs, classrooPs, farPs, arts and cultural SrograPPes, work e[Serience or in a household, students develoS key transferaEle skills through SurSoseful and directed activities 5XQ RI WKH 0LOO Maga]ine looks at a nuPEer of learning e[Seriences and what ePerges is a clear continuuP of activity froP one Àeld of the student curriculuP to another (ach issue highlights a nuPEer of the suEMect areas in the Practical Skills Therapeutic Education Pethod of the Trust with wonderful stories of achievePent and suEstantive testiPony froP students on their Mourney to indeSendence and ePSloyPent Ruskin Mill Trust oSerates four colleges for 1 year olds, %rantwood 6Secialist 6chool, 6hefÀeld, for 19 year olds, &lervau[, 'arlington, for young SeoSle and adults Sost education 1 , TransforP Residential, The )ield &entre and +iraP (ducation and Research TeaP who deliver Srofessionsal develoSPent across the Trust as well as a Master of 6cience in 3UDFWLFDO 6NLOOV 7KHUDSHXWLF (GXFDWLRQ in 14 1 This issue also introduces a new )( Srovision in %irPinghaP due to start in 6eStePEer 1 and a new SartnershiS with LillehaPPer 8niversity &ollege in 1orway to deliver an MA in 6SHFLDO (GXFDWLRQ 3UDFWLFDO 6NLOOV 7UDQVIRUPDWLYH /HDUQLQJ For further information on each centre, open days and admissions, see our contact details and our map of provision on pages 74 and 75

www.rmt.org www.facebook.com/RuskinMill

@RuskinMill

Practical Skills Therapeutic Education After twenty-eight years of application, Ruskin Mill Trust’s Practical Skills Therapeutic Education method has been shown to be highly effective in the area of personal development, but particularly within the Àeld of specialist education for young people.

This method is delivered through a unique curriculum at all the Trust’s provision to maximise the independent, social and vocational wellbeing and potential of each pupil and student.

The diagram, below, shows the key areas of activity and engagement through which these goals are delivered and achieved within our day and residential provision that enables our young people to leave with the transferable skills and the conÀdence to progress further with their lives within their respective communities. reconnecting with the land exploring relationship through the cycles of life celebrating seasons

restored energy revitalised purpose respect through responsibility transition into community

fostering relationships

landscape

independence

the craft of homemaking practical, aesthetic and functional skills

farming

transferable skills

transition, independence, achievement and work

horticulture

communication

Animal

forestry

enrichment

Plant Mineral

craft catering & hospitality

transforming raw materials into items of civility through aesthetics generating self-worth a new inner identity

work experience arts, drama & aesthetics

functional skills & accreditation

the harvest is shared in the home and canteen nutrition for body, soul and spirit

GHYHORSLQJ VRFLDO FRQÀ GHQFH through artistic expression and cultural activity

connecting with community and belonging through work experience and social enterprise

Welcome to the Winter 2014/15 issue of Run of the Mill Run of the Mill, founded in 1995, is published each term and distributed freely to all those connected with Ruskin Mill Trust. It offers students and staff an opportunity to express their creativity, work and experiences and to reÁect the work and aims of Ruskin Mill Trust.

This work draws inspiration from Rudolf Steiner, John Ruskin and William Morris.

Run of the Mill is edited and set by Will Mercer at Ruskin Mill.

Email: william.mercer@rmt.org With thanks to staī͕ students and others for their contribuƟons and to Richard dhatcher for wordͲƉrocessing͕ Ɖroofreading Θ addiƟonal suƉƉort.

Printed by Tewkesbury Printing, using vegetable inks and paper from managed forests - www.tewkesburyprinting.com

CONTENTS Front Cover Willow Work at Plas Dwbl Farm College Fundraising & Development 6: New College in Birmingham 10: Working Horses Arrive 12: Gables Farm Update 13: Apple Press for Market Garden 14: Merlin Theatre Developments 16: Eyam Classroom 17: Voices from the Field Centre 19: MA in Special Education 20: Brantwood Specialist School Work Experience 24: Plas Dwbl Farm College 29: Enamelling 30: Work Experience Week 32: Fusion Café Relaunched 33: High Riggs 34: Catering and Gallery Assistant 36: Duchy Home Farm 38: Skills at the Smokery 40: Paid Work in Glass

Craft & Land-Based Operations 42: Green Woodwork 44: Weaving and Felting 46: Celebrating Clervaux 50: Medal Making 51: Jewellery 52: Willow Wonder 54: Serious Basket Makers Crossword 55: The Knitting Challenge 56: Leatherwork Social, Cultural & Artistic Activities 59: 6th International Festival of Glass 60: Archaeology & Time Capsule 62: Young Roots Project 64: Student Council ReÁects 66: Do Miracles Happen?

68: Food and Festivals 70: Eurythmy 71: Maze and Wordsearch 72: The Ex-Files 74: Map of Trust Provision 75: Trust Contact Details Back Cover Olivia’s Ability at Glasshouse College

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Fundraising & Development “I have enjoyed learning how to care for the animals ĂŶĚ ĐŽŵƉůĞƟŶŐ ĨĂƌŵŝŶŐ ƋƵĂůŝĮĐĂƟŽŶƐ͟.

Apple Press Standard Works Merlin Theatre Eyam The Field Centre Brantwood Specialist School

Standard Works Working Horses Apple Press Merlin Theatre Eyam The Field Centre Brantwood Specialist School

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The New Standard Works ~ Run of the Mill ~ Winter 2014

The New Standard Works Glasshouse to Expand into Birmingham’s Jewellery Quarter We are delighted to announce that Ruskin Mill Trust has been awarded over £2 million to establish a new FE college for 16-25 year olds with special needs in Birmingham.

The grant was the result of a successful bid to the ducaƟon &unding gencLJ in ƉartnershiƉ with irŵinghaŵ itLJ ouncil͕ who had been iŵƉressed bLJ the Ɖrogress of students froŵ their citLJ at 'lasshouse ollege͘ The ouncil asŬed the college to deǀeloƉ a new range of oƉƉortuniƟes for LJoung ƉeoƉle froŵ the citLJ and the surrounding areas͘ te haǀe used the funds to Ɖurchase and start to renovate the Standard Works in Birmingham’s famous :ewellerLJ Yuarter͕ a Ɖrominent 'rade // listed building with a handsome curved threestoreLJ faĕade͘ The building has a fascinaƟng historLJ and was used for manLJ trades͕ including ũewellerLJ͕ manufacturing electric cars and making hats͘ /t was even used as a bomb shelter during the Second World War. The Standard Works has been emƉtLJ for over ϮϬ LJears and although structurallLJ sound it is in need of comƉlete renovaƟon. The Įrst Ɖhase of develoƉment will allow us to oƉen the college in SeƉtember ϮϬϭϱ for the Įrst grouƉ of ϮϬ students.

We also have edžciƟng Ɖlans to create a Ɖerforming arts sƉace͕ cafĠ͕ arƟsan bakerLJ͕ heritage gallerLJ͕ ũewellerLJ and craŌ workshoƉs and an indeƉendence training Ňat. large oƉen Įrst Ňoor area will be redesigned to house a roof-toƉ garden with bee hives. We are busLJ fundraising for addiƟonal grants to make these Ɖlans a realitLJ.

Janine Christley, Director of Fundraising

Standard Works is in the middle of what is known as the ‘Industrial Middle’ of the Jewellery quarter.

Standard Works: Community Engagement & Consultation Report Ruskin Mill Trust requisitioned Dr Suzanne Carter of the Birmingham Conservation Trust to produce a report on the historical context and community perspective of the Standard Works and its future role in the Jewellery Quarter and wider area. Dr Carter’s excellent work was supported by open days and surveys to sound out local views on the development of Standard Works and plans to develop it by Ruskin Mill Trust.

Here are some extracts from the report.

The New Standard Works ~ Run of the Mill ~ Winter 2014 lthough metalworking is Įrst recorded in Birmingham in the ϭϰth centurLJ͕ goldsmiths and silversmiths have been working in what we now call the :ewellerLJ Yuarter for more than ϮϬϬ LJears. KriginallLJ scaƩered across Birmingham͕ theLJ began to congregate in the ,ockleLJ area from ϭϳϲϬ onwards. Wrecious metal-working grew out of the ͚toLJ’ trades ʹ not children’s ƉlaLJthings but buckles͕ buƩons͕ Ɖins͕ Ɖens͕ silverware͕ candle sƟcks and other small metal trinkets. ͚Brummagem toLJs’ were Ɖroduced in their hundreds and thousands͕ in cut-steel͕ brass and silver. The ranges of Ɖroducts Ɖroduced there have all contributed to its nicknames ͚The itLJ of a Thousand Trades’ and ͚The WorkshoƉ of the World’. uring the ϭϴϮϬs͕ two keLJ events led to the further develoƉment of the Yuarter. &or the Įrst Ɵme gas was being ƉiƉed in͕ which made it Ɖossible for longer working hours and a steadier heat source for smouldering. ouƉled with the oƉening of the sand Ƌuarries which Ɖrovided the factories with vital ingredients needed for the casƟng Ɖrocess͕ the Yuarter again edžƉanded. lthough the :ewellerLJ Yuarter suīered through Ɵmes of hardshiƉs and unemƉloLJment͕ things began to Ɖick uƉ aŌer the ϭϴϴϬs. The industrLJ edžƉanded raƉidlLJ and reached its height in ϭϵϭϯ when some ϳϬ͕ϬϬϬ ƉeoƉle were emƉloLJed in the Ɖrecious metal trades.

The Standard Works͕ built in ϭϴϳϵ-ϴϬ͕ is located at ϰϯ-ϰϳ siƩoria Street͕ on the corner with Zegent Wlace. There are entrances on both streets. /t sits at the heart of the area idenƟĮed as the

͚/ndustrial Diddle’ of the :ewellerLJ Yuarter͕ as well as within the :ewellerLJ Yuarter onservaƟon rea͕ designated in ϭϵϴϬ. /n the :ewellerLJ Yuarter onservaƟon rea haracter ƉƉraisal and Danagement Wlan ;ϮϬϬϮͿ͕ siƩoria Street is described as͕ ͞one of the most comƉlete streets in the localitLJ in terms of the uniformitLJ of scale and materials͕ although Ɖost-war develoƉment along the east side has fragmented the streetscaƉe.͟ The building is a ĮŌeen-minute walk from the centre of Birmingham͕ and is within a Įve-minute walk of the metro. The ϭϬϭ bus which runs from Snow ,ill StaƟon in the citLJ centre͕ through the :ewellerLJ Yuarter and Winson 'reen to ,andsworth͕ stoƉs outside the building. We know that the building’s own storLJ of trade is a verLJ interesƟng one͕ with a range of metal-working manufacturers and other craŌs located at the Standard Works during its historLJ. hsing this informaƟon we can begin to see an interesƟng heritage craŌs Ɖrogramme emerging which oīers creaƟve learning oƉƉortuniƟes insƉired bLJ the Ɖast. ,istorical trades at the Standard Works included͗ 'ŝůƚ ĂŶĚ ůĂĐŬ ŽƌŶĂŵĞŶƚ ŵĂŬĞƌ͕ :ĞǁĞůůĞƌ͕ 'ŽůĚ ĐŚĂŝŶ ŵĂŬĞƌƐ͕ ƌĞƐƐŵĂŬĞƌ͕ ^ƚĞĞů WĞŶ DĂŶƵĨĂĐƚƵƌĞƌ͕ DŝůůŝŶĞƌ͕ ƵƩŽŶ DĂŬĞƌ͕ >ĞƩĞƌ ĂůĂŶĐĞ DĂŬĞƌ͕ ^ŝůǀĞƌƐŵŝƚŚƐ͕ tĞĚĚŝŶŐ ZŝŶŐ DĂŬĞƌ ĂŶĚ ŶĂŵĞůůĞƌƐ >ĞŌ͗ ƐŝdžƚŚ ĨŽƌŵ ĨŽĐƵƐ ŐƌŽƵƉ ĨƌŽŵ WĞƌƌLJ ĞĞĐŚĞƐ //͕ ϭϯ :ƵŶĞ ϮϬϭϰ͕ ĂŶĚ͕ ĂďŽǀĞ͕ ŝŶƚĞƌĞƐƚĞĚ ůŽĐĂů ƉĞŽƉůĞ ĂŶĚ ŐƌŽƵƉƐ ǁĞƌĞ ŝŶǀŽůǀĞĚ ĂƐ ƉĂƌƚ ŽĨ ƚŚĞ ĐŽŶƐƵůƚĂƟŽŶ ĂŶĚ ĞŶŐĂŐĞŵĞŶƚ ŵĞƚŚŽĚŽůŽŐLJ ƵŶĚĞƌƚĂŬĞŶ ďLJ ƚŚŝƐ ƌĞƉŽƌƚ͘ continued overleaf

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The New Standard Works ~ Run of the Mill ~ Winter 2014 Kverall there has been a very posiƟve response to Ruskin Mill Trust’s plans for the Standard Works. The scheme is seen as ambiƟous͕ but well-thought out͗ creaƟve and community-focused. The project will bring new life and a sustainable future to one of the /ndustrial Middle’s most signiĮcant buildings͕ along with a new vibrancy to the area͖ the programme of acƟvity and new faciliƟes will give people more reasons to visit the Jewellery Yuarter as well as fulĮl community needs and͕ to a certain extent͕ increase Ƌuality of life in the area.

The local stakeholders͕ residents and businesses we have spoken to welcome the college iniƟaƟve͕ but want to see a joined up approach with exisƟng provision in the area. This means working with the local heritage venues to create something new and diīerent͕ which is disƟnct and adds to the cultural oīer of the Yuarter rather than competes with it. /t also means an on-going dialogue with local businesses and residents to link in with other local strategies͕ neighbourhood plans and events programmes. /denƟfying the project’s part in supporƟng the development of the Yuarter as tourism desƟnaƟon will also add strength to the proposiƟon.

On The Horizon at the New Standard Works

^ŽŵĞ ŽĨ ƚŚĞ ĂĐƟǀŝƟĞƐ Ăƚ 'ůĂƐƐŚŽƵƐĞ ŽůůĞŐĞ ĚĞǀĞůŽƉĞĚ ŽǀĞƌ ƚŚĞ ůĂƐƚ ϭϰ LJĞĂƌƐ ƚŚĂƚ ǁŝůů ŐƵŝĚĞ ƚŚĞ ŶĞǁ ƉƌŽũĞĐƚ͘

Ruskin Mill Trust and Glasshouse College are excited to have the oƉƉortunitLJ to bring our innovaƟve work into the heart of Birmingham through the reimaginaƟon and restoraƟon of the Standard Works.

The project will bring new life into the Jewellery Yuarter introducing a vibrant educaƟonal and cultural centre that will be focussed on integraƟng into the local community and working collaboraƟvely with its businesses and organisaƟons. We would like the project to celebrate the heritage of the area and provide a bridge from the past to the future.

Drawing on Experience from Glasshouse College The Eew Standard Works will be a satellite provision of Glasshouse College (founded 2000) based in Stourbridge͕ and will use their experƟse and experience to ensure that this new provision is of high Ƌuality. The development of the site will be done in phases and͕ where possible and appropriate͕ students will be involved in shaping and transforming the site and provision. /t will provide a local resource for young people aged 16-25 years with learning diĸculƟes and disabiliƟes in the Birmingham area.

The New Standard Works ~ Run of the Mill ~ Winter 2014 Unique Learning Experience Based on the Ruskin Mill Trust method of WƌĂĐƟĐĂů ^ŬŝůůƐ dŚĞƌĂƉĞƵƟĐ ĚƵĐĂƟŽŶ, the New Standard Works will include a range of pracƟcal and vocaƟonal acƟviƟes to help individuals develop self-awareness and conĮdence as well as transferable skills for life aŌer college.

The curriculum at the New Standard Works will include a range of tradiƟonal craŌs, horƟculture, living skills and vocaƟonal training. Building on the heritage of the site and area, students will be able to choose pracƟcal craŌ sessions such as jewellery, enamelling, candle making, leatherwork, texƟles, photography, printmaking, and more. /n addiƟon, they will be able to work on the roof garden, growing vegetables for use in the cafĠ and bakery, undertake work experience in one of the businesses in the building, and parƟcipate in drama, storytelling and arts. ach student will have an individual Ɵmetable that they will help to develop, informed by their long term aspiraƟons. ,ŽůŝƐƟĐ ƉƉƌŽĂĐŚ t Ruskin Mill Trust we understand that it is essenƟal to work with the whole individual to support them to progress. /n addiƟon to the educaƟon and vocaƟonal training opportuniƟes, students will be able to access a range of medical and therapeuƟc support including transformaƟve movement, art therapy and counselling, to ensure that each individual receives the support that they need.

Students will also have opportuniƟes to develop their independent living skills and social skills through a range of sessions and community acƟviƟes. ResidenƟal provision will be available in the local community, in small scale family environments or small team homes.

Students will also have the opportunity to develop their living skills in an independent living skills training Ňat.

The focus of the provision at the New Standard Works is to ensure that the young people we work with are best prepared to live more independently and become valued members of their communiƟes. Through our pracƟcal skills programme, therapueƟc intervenƟon, vocaƟonal and living skills training, we believe that we can help each individual to maximise their potenƟal.

Elisabeth Johnson Assistant Director of Development

Above: Jewellery, carpentry, and music/drama are some of the transferable skills delivered through work experience at Glasshouse College that will form a new curriculum in Birmingham. ŽƩŽŵ͗ Ŷ ĂƌƟƐƚ͛Ɛ ŝŵƉƌĞƐƐŝŽŶ ŽĨ Ă ŇŽŽƌ ƉůĂŶ͘

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Ruskin Mill College ~ Run of the Mill ~ Winter 2014

New Working Horses at Gables Farm KŶĞ ƵŶŝƋƵĞ ĂƐƉĞĐƚ ŽĨ ZƵƐŬŝŶ Dŝůů dƌƵƐƚ͛Ɛ WƌĂĐƟĐĂů ^ŬŝůůƐ dŚĞƌĂƉĞƵƟĐ ĚƵĐĂƟŽŶ ŵĞƚŚŽĚ ŝƐ ĨĂƌŵŝŶŐ ǁŝƚŚ ǁŽƌŬŝŶŐ ŚŽƌƐĞƐ͘ Ɛ ĨĞĂƚƵƌĞĚ ŝŶ ƉƌĞǀŝŽƵƐ ŝƐƐƵĞƐ͕ ǁŽƌŬŝŶŐ ƚŚĞ ůĂŶĚ ǁŝƚŚ ŚŽƌƐĞƐ ŝƐ ŽŶĞ ŽĨ ƚŚĞ ŐƌĞĂƚĞƐƚ ĐŚĂůůĞŶŐĞƐ Ă ƐƚƵĚĞŶƚ ŵĂLJ ĨĂĐĞ ŝŶ ƚŚĂƚ ŝƚ ƌĞƋƵŝƌĞƐ ƐƚƌĞŶŐƚŚ͕ ƐŬŝůů͕ ĐŽŶĐĞŶƚƌĂƟŽŶ͕ ũƵĚŐĞŵĞŶƚ ĂŶĚ ŶŽƚ ůĞĂƐƚ Ă ĚĞŐƌĞĞ ŽĨ ĐŽƵƌĂŐĞ͘ &Žƌ ŽǀĞƌ Ă ĚĞĐĂĚĞ͕ sŝŽůĞƚ ĂŶĚ &ůŽǁĞƌ ŚĂǀĞ ǁŽƌŬĞĚ ƚŚĞ ůĂŶĚ ĂŶĚ ƚĂŬĞŶ ƉĂƌƚ ŝŶ ĐŽůůĞŐĞ ůŝĨĞ͕ ƵŶƟů &ůŽǁĞƌ ĚŝĞĚ ůĂƐƚ ƚĞƌŵ ĂŶĚ sŝŽůĞƚ ŶŽǁ ŶĞĂƌƐ ƌĞƟƌĞŵĞŶƚ͘ <Ăŝ >ĂŶŐĞ͕ ƚŚĞ tŽƌŬŝŶŐ ǁŝƚŚ ,ŽƌƐĞƐ ƚƵƚŽƌ͕ ŝƐ ƚĂŬŝŶŐ Ă ďĂĐŬ ƐĞĂƚ ŶŽǁ͕ ƐŽ ǁĞ ŚĂǀĞ ǁĞůĐŽŵĞĚ Ă ŶĞǁ ƚƵƚŽƌ͕ DĂƌŝĂ͕ ǁŚŽ ŶŽǁ ƉŝĐŬƐ ƵƉ ƚŚĞ ƐƚŽƌLJ͘ I started working with horses two and a half years ago on a biodynamic farm in Norway. We had thirteen horses working 110 hectares. I heard about Ruskin Mill College as my partner came to do the biodynamic apprenƟceship scheme. I stayed on in Norway and started looking for work with horses within a therapeuƟc context. Then I came to Gables &arm and found out that there was a job available and I applied for it.

When I arrived, &lower had just died, so there was only one working horse, Violet. So we started to look for a new generaƟon of horses in the h< with good connecƟons, but we drew a blank. Then I thought that we could bring over some horses from Norway where I worked and I went to discuss this with the farmer who breeds them.

We agreed and found an appropriate pair for the college seƫng – Ariel, a 14-year-old gelding, and Montana, an 11-year-old

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Above: An iconic photo of student Adam with working horses, that appeared on the front cover of Run of the Mill nearly ten years ago.

Below: A student working the recent team of Violet and Flower. >ĞŌ͗ :ĂĐŬ͕ ǁŝƚŚ DĂƌŝĂ ĂŶĚ ƚŚĞ ŶĞǁ ƚĞĂŵ͕ ŵŽǀŝŶŐ the vital manure required for a healthy farm.

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

ƌŝĞů ĂŶĚ DŽŶƚĂŶĂ ŐĞƫ ŶŐ ƚŽ ŬŶŽǁ ƚŚĞ ĨĂƌŵ͛Ɛ ďLJǁĂLJƐ ĂŶĚ͕ ďĞůŽǁ͕ ƐŚŶŝ ƵŶĚĞƌƚĂŬŝŶŐ ŶĞĐĞƐƐĂƌLJ ŵĂŝŶƚĞŶĂŶĐĞ͘

mare. It took four days to get them here by road and ferry and they have only been here sŝnĐe KĐtober͕ so they are sƟll seƩlŝng in and calming down.

They will be doing ploughing, harrowing, culƟvaƟng and harvesƟng. They will also move farm machinery and equipment around the farm and look aŌer the steeper parts of the farm inaccessible to tractors. ll the vegetable producƟon is horseͲ drawn and the students get fully engaged, which is a very meaningful and increasingly rare acƟvity.

Maria Paz Gordiazbal, Tutor, Working with Horses Ashni, 2nd-year I have been working with the new horses, grooming them and cleaning out their hooves by myself. Both horses are seƩling in but have had a problem with their hooves, so I have been keeping them clean and bathing their hooves if required. They are geƫng used to working on the farm, which is busy, and being around Violet, our other working horse.

I just love working with horses and want to work with them in the future. I am doing work experience at Heartshore Stables and I would recommend to any student to come and work with the horses if they are interested in this. It is a good thing to do and Ruskin Mill College is a great place to learn.

Our Thanks to the Nineveh Trust KŶ ďĞŚĂůĨ ŽĨ ƚŚĞ ƐƚƵĚĞŶƚƐ ĂŶĚ ƐƚĂī Ăƚ ZƵƐŬŝŶ Dŝůů ŽůůĞŐĞ͕ ǁĞ ǁŽƵůĚ ůŝŬĞ ƚŽ ƚŚĂŶŬ dŚĞ EŝŶĞǀĞŚ ŚĂƌŝƚĂďůĞ dƌƵƐƚ ĨŽƌ ƚŚĞŝƌ ŐĞŶĞƌŽƵƐ ĚŽŶĂƟ ŽŶ ƚŽǁĂƌĚƐ ƚŚĞ ƉƵƌĐŚĂƐĞ ŽĨ DŽŶƚĂŶĂ ĂŶĚ ƌŝĞů͘ dŚĞ EŝŶĞǀĞŚ ŚĂƌŝƚĂďůĞ dƌƵƐƚ ƐƵƉƉŽƌƚƐ Ă ďƌŽĂĚ ƌĂŶŐĞ ŽĨ ƉƌŽũĞĐƚƐ ĂŶĚ ĂĐƟ ǀŝƟ ĞƐ ĂŶĚ ŝŶ ŬĞĞƉŝŶŐ ǁŝƚŚ ƚŚĞ ŽƌŝŐŝŶĂů ĨŽƵŶĚĞƌƐ͕ dŚŽŵĂƐ ĂŶĚ DĂƌũŽƌŝĞ :ĂŵĞƐ͕ ƚŚĞ ĞŵƉŚĂƐŝƐ ŝƐ ŽŶ ƉƌŽŵŽƟ ŶŐ Ă ďĞƩ Ğƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƚŚĞ ĞŶǀŝƌŽŶŵĞŶƚ ĂŶĚ ĐŽƵŶƚƌLJƐŝĚĞ ǁŚŝůƐƚ ĨĂĐŝůŝƚĂƟ ŶŐ ŝŵƉƌŽǀĞĚ ĂĐĐĞƐƐ͕ ĞĚƵĐĂƟ ŽŶ ĂŶĚ ƌĞƐĞĂƌĐŚ͘ continued overleaf

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Ruskin Mill College ~ Run of the Mill ~ Winter 2014

More News from Gables Farm

Above: Another new arrival: Freddie, left, Jack H and Maddie inspect the new Landrover and, right, take receipt of some home-grown lamb with farm manager, Stuart Cragg.

Jack H, 3rd-year - I enjoy working with the sheep, cows, pigs and chickens. I like to make their food and give it to them. It’s important to check animals to keep them healthy.

Maddie, 2nd-year - I enjoy working with animals because I love animals in general, this is what I want to do aŌer college. I like working with &red and :ack. I think we make a good team and work together well.

I am learning work skills, maths and English and how to become more independent. I think this will help me because I am planning to work for myself one day, so being more independent helps with this and I will need maths and English skills in everyday life.

Freddie, 2nd-year ;leŌͿ - Ever since I was young I have enjoyed doing farming. I have enjoyed learning how to care for the animals and compleƟng farming qualiĮcaƟons. I have been learning maths and English skills as well as farming which will help me in the future with geƫng a job. I have enjoyed working with Maddie and :ack͗ we make a great team and get jobs done as quickly as we can.

Jack S, 1st-year I do lots of diīerent jobs on the farm. Every day is diīerent but I always do something with the sheep. We moved some sheep to another Įeld so they have beƩer grass to eat. The weather has been warm and there are lots of Ňies around. We had to get the sheep into the barn to check if Ňies had laid maggots in their Ňeece. This is called Ňy strike. We clean them up and put some medicine on the wound. I’ve worked with the cows, moving them, and feeding them.

We also check on their health and bring them indoors for winter.

I’ve been mending fences and driving the tractor, which I learnt to do at home on our farm. I also help with clearing up. It feels good to look aŌer animals and it feels like I am part of a family.

ZŝŐŚƚ͗ ͞/ ŚĂƌǀĞƐƚĞĚ ŽŶŝŽŶƐ͘ dŚĞƌĞ ǁĞƌĞ ĮǀĞ ŽĨ ƵƐ ĚŽŝŶŐ ŝƚ͘͟

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Market Garden gets New Apple Press This autumn, students working at Ruskin Mill College were excited about pressing apples thanks to the appearance of a new press made possible by a donation from the Charles Irving Charitable Trust, which provides services and grants for a range of causes, including disability. The juice was bottled, served in the college canteens and enjoyed thanks to this generous gift.

Market Garden tutor, Charlotte Walton, summarises this autumnal occupation.

A familiar sight around the college, late in October, is that of students pushing wheelbarrows Įlled to the brim with apples as they make their way to the Market Garden workshop. Once there, the students begin the process of slicing and chopping and preparing the apples for pressing. AŌer preparing, the juicing begins. It takes four students to use the machine to crush and squeeze the apples and this teamwork allows them to complete it during their morning sessions.

The apple juice is then taken to the canteen to be served at lunch so that all of the students have an opportunity to enjoy the freshly pressed juice, of course this is aŌer these students get the Įrst taste during their break Ɵme aŌer all the work has been completed.

Above: Fred, Tom and Alice hard at the press and, below, Dan pressing with Jack keeping an eye on the juice.

Fred, 2nd-year, remarked, “my favourite bit is tasƟng it͊͟ Pressing apples support the students in their learning and understanding of where their food comes from. They learn that the small pips that they Įnd when chopping the apples are the seeds from which the apple trees grow, and from the trees that they care for in the orchard, grow the fruit from its blossoms and from the fruit comes a delicious and nutriƟous juice. Alice, 2nd-year, said “it’s amazing juice͗ beƩer than the shop.͟ The Ashmeads Kernel apples are one of the students’ favourite, as well as being a Gloucestershire variety, and through their experimenƟng they have come to know that mixing varieƟes of apples changes the taste and colour of the juice. Juicing gives the students and opportunity to work in a group, to co-ordinate tasks and to take turns at each of the processes involved. “It’s a good job to do with a lot of people,͟ said Tom, ϭst-year.

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Freeman College ~ Run of the Mill ~ Winter 2014

Fundraising: The Merlin Theatre Set to Reopen

&ƌĞĞŵĂŶ ŽůůĞŐĞ ƚŽ ƌĞŽƉĞŶ ƚŚĞ ďĞĂƵƟĨƵů DĞƌůŝŶ dŚĞĂƚƌĞ ŝŶ ^ŚĞĸĞůĚ Freeman College will be reopening the beauƟful Merlin Theatre in Nether Edge next year thanks to a major grant from the EducaƟon Funding Agency and addiƟonal support from The GarĮeld Weston FoundaƟon and The Foyle FoundaƟon. The landmark theatre sadly had to close in 2Ϭϭϭ due to weather damage and old, worn heaƟng and wiring systems. Prior to the closure, Freeman College had conƟnued to use the Merlin as a thriving community theatre and events space as well as a naƟonal centre for performing arts with young people with special educaƟonal needs. Scheduled to re-open its doors to the public next autumn, the refurbished theatre will be a focus and showcase

for the college’s leading theatre, music and arts work. The creaƟve and therapeuƟc capaciƟes of this work can have a transformaƟve eīect on young people with behavioural challenges. Even though the theatre has been closed, performing arts work has conƟnued to develop at Freeman College and students are achieving some remarkable success gaining further and higher educaƟon places to study stage, drama and music skills with the potenƟal to go on to careers in these industries.

The capacity of performance to grow conĮdence and self-esteem also enables many young people with learning diĸculƟes to enhance their life skills and realise aspiraƟons and opportuniƟes for independent living. Freeman College is planning Top: The Merlin Theatre Ăƚ EĞƚŚĞƌ ĚŐĞ͕ ^ŚĞĸĞůĚ͕ set to re-open in Autumn 2015, and rehearsals taking place in The Arnold Freeman Hall upstairs above the theatre. >ĞŌ͗ ƌƟƐƚ͛Ɛ ŝŵƉƌĞƐƐŝŽŶ of the theatre space when refurbished. &Ăƌ ůĞŌ͗ ^ƚĂī ĂŶĚ students enjoying the fresh air outside the Merlin Theatre.

Freeman College ~ Run of the Mill ~ Winter 2014 to expand its work into a youth and children’s theatre that will open opportuniƟes to parƟcipate in the rewards of performance to a wide range of young people from Sheĸeld and the North of England.

This will build on the College’s previous strong track record of successful producƟons including plays such as A Poor ReŇecƟon, o We Blame, The Men’s Room and Sterling Silver whose themes explored new perspecƟves on equality, gender, diīerence, ability, social jusƟce and history. Freeman’s previous producƟons were received with popular and criƟcal success and performed to packed houses.

The newly renovated Merlin will enable us to consolidate and grow this success. Summer schools to enable knowledge and skills to be shared and exchanged with naƟonal and internaƟonal pracƟƟoners and teachers are also planned. The theatre will provide faciliƟes for community and youth drama, dance and music groups to use for their own producƟons, fairs and celebraƟons. iverse and mixed ability arts from around the world will add a wealth of new opportuniƟes for the city and the region’s performers and audiences. άϵϬϬ,ϬϬϬ of the just over άϭ.ϭ million needed has now been raised and funding to complete the building is well in progress. A programme of fundraising performances, aucƟons and concerts is being planned, including events for local, regional and naƟonal businesses.

Fundraising acƟviƟes also include a crowd funding campaign to ensure that anyone with a passion for local theatre, heritage and music can have the opportunity to be part of this much loved Sheĸeld gem.

Andi Stamp, Freeman College Fundraiser For more informaƟon and opportuniƟes to get involved͗ andi.stampΛrmt.org www.merlintheatre.org >ĞŌ͗ ƐĂŵƉůĞ ŽĨ ƚŚĞ ŵĂŶLJ ƐƵĐĐĞƐƐĨƵů ƉƌŽĚƵĐƟŽŶƐ͕ ĞǀĞŶƚƐ ĂŶĚ ǁŽƌŬƐŚŽƉƐ ǁŝƚŚ ƐƚĂī ĂŶĚ ƐƚƵĚĞŶƚƐ ĨƌŽŵ &ƌĞĞŵĂŶ ŽůůĞŐĞ͘

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Brantwood Specialist School ~ Run of the Mill ~ Winter 2014

Outdoor Classroom Nears Completion

Brantwood Specialist School’s new outdoor classroom in the Peak District ƌĞĂĐŚĞƐ ĐŽŵƉůĞƟŽŶ The new outdoor classroom at Brantwood Specialist School’s Highcliīe Farm in Eyam, erbyshire, is nearing compleƟon. ue to be opened next spring the new outdoor classroom is an ecologically designed building that will directly beneĮt ϵϬ children and young people with complex learning diĸculƟes by providing them with access to essenƟal rural, environmental and craŌ skills. The farm currently has no permanent buildings and this limits its use to periods of mild and warm weather. The classroom will make a place for work, learning, cooking, eaƟng, sharing and meeƟng in all seasons. This gives young people who have grown up and lived in the city vital opportuniƟes to experience and learn outdoor cooking, wilderness skills, woodworking, wool and cloth making, agriculture, health and well being, ecological living and caring for the environment.

Eyam Outdoor Classroom will be busy all year round opening up new opportuniƟes for country lovers and city dwellers alike to enjoy outdoor craŌs, discover budding talents, learn new skills and refresh old ones. In addiƟon to children at Brantwood Specialist School and young people at Freeman College, the outdoor classroom will also provide a countryside-learning centre to children from schools in South zorkshire’s urban centres of Sheĸeld, Rotherham, oncaster and Barnsley. A recent three-year study ;completed in 2ϬϭϯͿ by the RSPB suggests that large numbers of children in Britain are missing out on the natural world and that only 2ϭй of children aged ϴ-ϭ2 were “connected to nature͟. The development of the new outdoor classroom will make a signiĮcant contribuƟon to making fun, creaƟve ways to improving this situaƟon.

The Classroom has been made possible by generous funding and support from: Wooden Spoon, dŚĞ >ŝnj ĂŶĚ dĞƌƌLJ ƌĂŵĂůů &ŽƵŶĚĂƟŽŶ͕ ,ŽƉĞ ŽŶƐƚƌƵĐƟŽŶ DĂƚĞƌŝĂůƐ͕ tĞƐƞŝĞůĚ ,ĞĂůƚŚ͕ dŚĞ ^ŽďĞůů &ŽƵŶĚĂƟŽŶ ĂŶĚ ^ŚĞĸĞůĚ dŽǁŶ dƌƵƐƚ͘

The Eyam classroom emerging through the Peak District mists.

&Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ƉůĞĂƐĞ ĐŽŶƚĂĐƚ ŽŶƐƚĂŶƟŶ ŽƵƌƚ͕ ,ĞĂĚƚĞĂĐŚĞƌ͕ ƌĂŶƚǁŽŽĚ ^ƉĞĐŝĂůŝƐƚ ^ĐŚŽŽů dĞů͗ ϬϭϭϰϮ ϱϴϵϬϲϮ

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Voices from the Field Centre

Welcome Since the inauguraƟon of the Field Centre one year ago a diverse range of events, acƟviƟes and iniƟaƟves have found a welcome place in and around the building. Here we present a picture of some of those acƟviƟes in the voices of those who have been engaged with them. We hope this serves to give an image of how the Field Centre is developing, and of the research and pracƟce located in the space which reaches out into the Trust, and also beyond out into the world. Since I joined in early September, I have been engaging with the diverse aspects of my role, and doing so with relish. My sincere wish is that the growing warmth element that is now tangible in the space of the Field Centre can conƟnue to be coupled with a loving light and consciousness. This for me is echoed in the Rose-Gold preparaƟon that hangs in a central posiƟon in the rotunda.

Simon Reakes, Administrator for the Field Centre Arriving I arrived on what was a lovely July aŌernoon, to make my way to the Field Centre for my interview and was slightly intrigued by what it would be like. As instructed, I headed through the gate towards the wind turbine and was Įrst struck by the peacefulness of the place and the natural open space. I passed a few people who were tending to the Įelds and Ɵnkering with farming equipment and was directed through a Įeld to a gap in a wall and down the steps towards the Field Centre. Welcomed by wild Ňowers, it appeared that the Field Centre, with its grass roof, was there to warmly welcome those who had made the journey to Įnd the peaceful place basking in the light of the bright midday summer sun, set overlooking the hill sides and the valleys, like a senƟnel guarding place and space. ƌ DĂŶĚLJ EĞůƐŽŶ͕ ŝƌĞĐƚŽƌ ŽĨ ZĞƐĞĂƌĐŚ ĂŶĚ ŽůůĂďŽƌĂƟŽŶ͕ ,ŝƌĂŵ ĚƵĐĂƟŽŶ ĂŶĚ ZĞƐĞĂƌĐŚ dĞĂŵ Warmth and Belonging Entering diīerent spaces engenders a sense for space which our feelings can intuiƟvely discernʹ for instance the diīerence between coming into an empty barn or to a barn full of cows and farm acƟvity.

It feels as if the Field Centre over the last year is slowly gaining a warmth quality, such as that of a lifeimbued barn. It is as if it is easier to feel at home here now, than it was a winter ago. Though it may sound strange, it was my aim to help develop a space where there is a feeling to it more like in a barn, with warmth and belonging. I am so happy to have more people coming in on a daily or weekly basis and connecƟng to the actual space here. A great help has been a conscious caring of the atmosphere and the work in the inside space as well as the surrounding outside area.

Dr Aksel Hugo, Research coordinator continued overleaf

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The Field Centre ~ Run of the Mill ~ Winter 2014 ZĞƐĞĂƌĐŚ ŝŶ &ŝĞůĚƐ ŽĨ WƌĂĐƟĐĞ I’ve been working on several aspects of pracƟcal research with the Field Centre team and my texƟles colleagues. We posed the quesƟon͖ “Is it possible to develop communiƟes of pracƟce working with Ňeece and share our therapeuƟc educaƟonal pracƟce͍͟ The process then involved craŌ pracƟƟoners, staī, students and the wider community in two iniƟaƟves. The Įrst in 2Ϭϭ2, was an event called ͚The Golden Fleece’, which focused on the importance of sheep and Ňeece to the historical development of community, trade and enterprise. Secondly a quesƟon posed by Sean, a Ruskin Mill College student: “What would happen if computer manufacturers gave a pair of kniƫng needles and wool to each person who bought a computer͍͟ Wool and needles were duly handed out to our admin staī and the response was remarkable͖ a mini acƟon research event developed as staī and students produced completed kniƩed items and exhibited at this year’s exhibiƟon. The second iniƟaƟve is a research process, supervised by Aksel Hugo, called ͚Fleece to Piece’. Started in February 2Ϭϭϰ with colleagues from around the Trust, it is our intenƟon to create a document which may become an exemplar of therapeuƟc educaƟonal pracƟce for texƟle craŌ pracƟƟoners across the Trust. A report of our process will appear in a future ediƟon of InIsis. ^ƵĞ ZĞĞĚ͕ DĞŶƚŽƌ ĂŶĚ ZĞƐĞĂƌĐŚĞƌ͕ ,ŝƌĂŵ ĚƵĐĂƟŽŶ ĂŶĚ ZĞƐĞĂƌĐŚ dĞĂŵ ;, ĂZdͿ Research in the Natural Sciences Over the last year there has been a variety of collaboraƟve work in the Natural Science Group, both pracƟcally creaƟve and theoreƟcally exploraƟve under various headings. Water Work: >ast ecember we started on a process to develop a Flowform sculpture for the lower chamber at the Field Centre.

Rose Gold Balm: Another creaƟve acƟvity was conceived and iniƟated just aŌer Christmas by a small group interested in potenƟsaƟon processes ;as used in homeopathy for people, plants and animals, as well as in biodynamic workͿ. We decided to make a balm with potenƟsed gold, rose oil, beeswax, and Shea buƩer. Warmth: A study group has formed, at the iniƟaƟve of Aksel Hugo, to get to know the content of some lectures Rudolf Steiner gave on the subject of warmth to some scienƟsts in ϭϵ2Ϭ. The original lectures were illustrated by many pracƟcal demonstraƟons of diīerent warmth phenomena, and as far as possible we have repeated these. ^ŝŵŽŶ ŚĂƌƚĞƌ͕ EĂƚƵƌĂů ^ĐŝĞŶĐĞ ^ĞĐƟŽŶ 'ƌŽƵƉ ŽͲŽƌĚŝŶĂƚŽƌ Shared Lives Providers The Field Centre has become the venue for a reŇecƟve pracƟce group run by a group of Shared >ives Providers. The group has been meeƟng for several years now in one of the shared lives households to reŇect on the experience of sharing one’s home and one’s life with Ruskin Mill students. The meeƟng provides an opportunity to broaden and deepen the understanding of the task of residenƟal provision and provides a space where shared lives providers can witness and validate the detail and complexity of the work they undertake with the students in their care.

Evert Wilbrenninck, Shared Lives Provider

The Field Centre ~ Run of the Mill ~ Winter 2014 ZĞŇĞĐƟŶŐ ^ƉĂĐĞ Outside of the Field Centre is the Biodynamic Landscape, farm and college that I have worked at and orchestrated on a pracƟcal basis for nearly twenty years. The purpose of that work is growing people͖ an unusual crop for a farmer, but not for an educator. What has emerged for myself is that my engagement with pracƟcal farm work, with our student body, has opened up a place of reŇecƟon into the subtle and more explicit eīects that biodynamic agricultural pracƟce has in helping to develop a more balanced individual. The study I have undertaken in the MSc at the Field Centre has become an experience of bringing my outer world of biodynamic farming and teaching into an inner world of reŇecƟon, understanding and meaning. This will not only beneĮt my own personal development, but also to help me understand the impact of biodynamics for students in their learning journey about themselves.

Berni Courts, Deputy Principal, Ruskin Mill College >ĂŶĚƐĐĂƉŝŶŐ ^ƉĂĐĞ The overall design plan for the landscaping was put together at a weekend workshop in 2Ϭϭ2, and there has been a promising start to what we hope will be a worthy enhancement of this beauƟful building.

Already there is a warm welcome to visitors from a stone bed planted with annuals and more colour and seaƟng will be added. The roof has been sown with Ňowers and herbs and there are plans for a water feature beside the gate and a planetarium ;orreryͿ in the meadow on the northern axis.

There are four spaces around the building, each with their own dynamic, and we will work with this with sensiƟvity and respect. Toward the northern view over the valley a wildŇower meadow is planned, to be sown next autumn. In the sunny south-east will be several large Ňower beds ;already builtͿ to accompany the social area centred around the bread oven. A stone planter and seat is being constructed to separate this area from the meadow Įeld.

Michael Atherton, Landscape Gardener This MA is open to staff at Ruskin Mill Trust and the general public. To find out more contact Dr Mandy Nelson

Ruskin Mill Trust in partnership with Lillehammer University College is pleased to offer a new and innovative Masters programme

MA in Special Education: Practical Skills Transformative Learning Enhancing practice through practice informed research The MA in ^ƉĞĐŝĂů ĚƵĐĂƟŽŶ͗ WƌĂĐƟĐĂů ^ŬŝůůƐ dƌĂŶƐĨŽƌŵĂƟǀĞ >ĞĂƌŶŝŶŐ explores alternaƟve pedagogic approaches to special needs educaƟon, through the medium of pracƟcal skills. The use of pracƟcal skills in learning creates the potenƟal for transformaƟon in young people, as learners. The 2-year programme is aimed at individuals with an interest in exploring alternaƟve approaches to special needs educaƟon as delivered throughout Ruskin Mill Trust provision.

Based in the hK and Norway, the MA programme will combine theoreƟcal studies and philosophical debate with reŇecƟon through pracƟcal applicaƟon and experienƟal learning, within the context of craŌ, land work and biodynamic ecology. dŚŝƐ D ǁŝůů ŶŽƚ ŝŶĐƵƌ ƐƚƵĚĞŶƚ ĐŽƵƌƐĞ ĨĞĞƐ ĨŽƌ ƵƌŽƉĞĂŶ ĐŝƟnjĞŶƐ ŽƚŚĞƌ ƚŚĂŶ Ă ƐŵĂůů ĂĚŵŝŶŝƐƚƌĂƟŽŶ ĨĞĞ͘ ƉƉůŝĐĂƟŽŶƐ ǁŝůů ŽƉĞŶ ŝŶ ŵŝĚͲDĂƌĐŚ ϮϬϭϱ͘ For more informaƟon visit: ǁǁǁ͘ƚŚĞĮĞůĚĐĞŶƚƌĞ͘ŽƌŐ͘ƵŬ or contact r Mandy Nelson on: ŵĂŶĚLJ͘ŶĞůƐŽŶΛƚŚĞĮĞůĚĐĞŶƚƌĞ͘ŽƌŐ͘ƵŬ

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Brantwood Specialist School ~ Run of the Mill ~ Winter 2014

News from Brantwood Specialist School This allowed us to touch upon some potenƟal mental health issues for all three characters and then encourage a very mature and considered discussion about Mental Health aŌerwards. The students approached this with incredible reŇecƟon and respecƞul input, with some students sharing their very personal examples of experiencing mental health issues. This made the event not only very moving but one which we can be very proud of our students for approaching with great honesty, humility and maturity.

EĞǁ ĐŚĂůůĞŶŐĞƐ ĂŶĚ ƌĞƐƉŽŶƐŝďŝůŝƟĞƐ

By Callum M (above) I’m really excited about my new job supporƟng Equality and iversity at Brantwood. I get to help organise the school celebraƟon on a Wednesday and Thursday aŌernoon. I help whichever member of staī’s celebraƟon is the following week ;for example Tom B’s mental health celebraƟonͿ. I am helping teaching assistant Alex organise the end of half-term school Halloween disco celebraƟon.

This is a major responsibility because I have to make displays, get fact sheets and Įnd acƟviƟes to do. Helping me with this major responsibility are teaching assistants Tom B and Lauren.

ĞůĞďƌĂƟŽŶ Ăƚ ƌĂŶƚǁŽŽĚ

By Tom B and students In up keeping our weekly ͚CelebraƟon’ with topics as diverse as ͚Ethiopian New zear’ to ͚ϭϬϬ zears Since World War I’, on Friday ϭϬth October 2Ϭϭϰ Brantwood staī and students gathered to celebrate, learn about, discuss and reŇect upon World Mental Health ay. For the event, we contacted local mental health organisaƟons including Mind, Coram Voice and The Becton Centre, who all provided fantasƟc and informaƟve resources and suggested links for further support. uring the celebraƟon, I performed a monologue I had wriƩen, from the perspecƟve of a young adult with some anger issues and related his story of an experience involving an upƟght neighbour and the young adult’s mother ;for whom he caresͿ.

I have spoken at length with some of our young people about sharing their stories which takes great conĮdence to do and I am delighted to share some examples of what they have wriƩen: ^ƚƵĚĞŶƚ ͗ It is hard for me to keep quiet because / ůŝŬĞ ƚŽ ŚĞůƉ ƉĞŽƉůĞ͘ ĞĐĂƵƐĞ / ŚĂǀĞ ŐŽƚ ĂƵƟƐŵ͕ ADHD and anxiety this means I can’t help it. ^ŽŵĞƟŵĞƐ / ĨŽĐƵƐ ŽŶ ƐŽŵĞƚŚŝŶŐ ĞůƐĞ ƌĂƚŚĞƌ ƚŚĂŶ what people say. I want to be there for my friends and I want to keep secrets but ADHD means it is too hard. This is how you can help me - reminders can help me and being told what’s going on. I don’t like surprises or changes. ^ƚƵĚĞŶƚ ͗ I thought I would write something for World Mental Health Day. Since I was about ŶŝŶĞ LJĞĂƌƐ ŽůĚ͕ / ŚĂǀĞ ďĞĞŶ ŬŶŽǁŶ ƚŽ D,^ ĂŶĚ various other Mental Health Services. I have also ďĞĞŶ ŽŶ ͚^ĞĐƟŽŶ͛ ƚǁŝĐĞ͘ / ŚĂǀĞ ĂůǁĂLJƐ ƚƌŝĞĚ ƚŽ ƌĞŵĂŝŶ ƉŽƐŝƟǀĞ ďƵƚ ƐŽŵĞƟŵĞƐ ƚŚĂƚ ŚĂƐ ďĞĞŶ ƌĞĂůůLJ ŚĂƌĚ͘ ĞĐĂƵƐĞ /͛ŵ ďŝͲƉŽůĂƌ͕ / ƐŽŵĞƟŵĞƐ ŚĂǀĞ Ă ŵĂŶŝĐ Žƌ ĚĞƉƌĞƐƐŝǀĞ ĞƉŝƐŽĚĞ͘ / ŚŽƉĞ ŶŽǁ͕ ǁŝƚŚ ƚŚĞ

Brantwood Specialist School ~ Run of the Mill ~ Winter 2014 treatment I’ve had and am having, I will be able to stay well.

Speech and Language Therapy Ruth Melson (MMedSci) Speech and Language Therapist It is common for young people on the auƟsm spectrum to have diĸculty understanding the communicaƟon of others and communicaƟng eīecƟvely with them. They may also struggle to interpret social behaviour, such as non-verbal communicaƟon such as body language, gesture, eye contact and facial expression.

Speech and language therapy ;SLTͿ is an integral part of life at Brantwood. All of our students require some degree of support in terms of their communicaƟon skills. This may be managing recepƟve ;comprehensionͿ and expressive language diĸculƟes or social communicaƟon diĸculƟes. Many require support with a number of the above.

The ability to communicate ideas, thoughts and feelings to others is paramount to a young person’s sense of self and well-being. It allows them to access educaƟon in a meaningful way and become involved in acƟviƟes outside school, but most importantly it enables them to forge meaningful relaƟonships with family and friends.

Being able to express themselves gives students a new found conĮdence to parƟcipate in social interacƟons they may have otherwise avoided.

Loneliness and isolaƟon is a feeling shared by all of our students at some point during an oŌen traumaƟc Ɵme at mainstream school. Finding ͚real friends’ is key to our student’s self-esteem and

happiness. It is the most common aim expressed by students during speech and language therapy sessions.

All students at Brantwood are assessed on admission. Our enthusiasƟc and thoughƞul team of staī work hard to embed appropriate speech and language therapy strategies into class and craŌ sessions, and throughout more unstructured Ɵmes, such as break Ɵme. The speech and language therapist provides training for staī, alongside SLT strategies to support student’s individual communicaƟon needs and create a communicaƟon friendly environment. Students who require more speciĮc SLT support may be seen by the speech and language therapist for 1:1 sessions or in small groups. Currently a number of students aƩend a weekly funcƟonal skills group and conversaƟon group.

The conversaƟon group focuses on why and how we have conversaƟons and aims to support students in improving their conversaƟon skills.

Areas of diĸculty are discussed directly with students so that sessions are guided by speciĮc student needs. For example: How do I startͬ end a conversaƟon͍ How do I ask quesƟons͍ What can I talk about͍ The funcƟonal skills group helps students to manage their communicaƟon diĸculƟes in the wider world, with the aim to strengthen independent living skills. This term the group are concentraƟng on work experience continued overleaf

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Brantwood Specialist School ~ Run of the Mill ~ Winter 2014 placements, aƩending college and talking to unfamiliar people. The speech and language therapist also runs a communicaƟon slot alongside teachers in class sessions and the drama group.

The drama group is a great opportunity for students to work on non-verbal communicaƟon.

Our aim at Brantwood is to arm students with the tools necessary to prepare them for life as happy, conĮdent and independent young people and supporƟng communicaƟon skills is key to this process of development.

Camping Trip

had to come into the bunkhouse to get warm.

We all woke up early around ϱ.ϯϬam.

We slowly got ready, had breakfast and headed oī for some outward bound acƟviƟes. The group was split into groups doing some scrambling and orienteering, with a jet boat ride at the end.

In the aŌernoon we all did raŌ building. The boys got together and then the girls and a mixed team.

We all worked hard to make our raŌs, strapping planks and barrels together. Then it was Ɵme to launch. All staī and students went out on the water, most on the raŌs and a few in kayaks.

The raŌs went well. RaŌ races were held unƟl the inevitable happened and they all started falling apart and a few people geƫng a bit wet. Immense fun was had by all, especially the ones that managed to stay dry.

We all went back to camp with stories to tell.

When we arrived back we had a BBY and sat round the camp-Įre recounƟng stories of the day. We played a few more camp Įre games and toasted marshmallows. We all went to bed a liƩle more Ɵred and ready for another night under the stars.

We arrived at the camp site all excited and prepared for two adrenalin-Įlled days. We set up camp, pupils and staī both ĮghƟng with canvas and trying to make a home for the next two nights.

AŌer we set up and got all seƩled in, we headed down the track to the farm yard, where, as Jemma said, “it’s awesome that we got ice-cream͟. On the walk, we got to see the cows and calf. We also got to see how they milked them with a high-tech system controlled all the way from the Netherlands.

When we returned to the camp-site, staī and students all helped make dinner while others played games on the Ňat Įeld. We all sat together to have dinner and then sat round the camp-Įre kept well going by James. Everyone had lots of laughs and fun telling stories and playing games.

It was then bedƟme and you would not believe how cold it could get on a July night. All of the pupils gave it a go in the tents outside but some

In the morning we had a full English breakfast cooked on the Įre and enjoyed our last few hours away from school, which involved Ɵdying the site and having our last trip to the ice-cream parlour.

We then headed back to school for a Mad HaƩers’ Tea party with parents.

Work Experience

Plas Dwbl Farm College Enamelling Metal Work Catering Cultural Assistant Duchy Home Farm Smokery Glass Engraving “We’ve made jam, marmalade, vacuum-packed cheese and sauerkraut. The produce goes into the shop and canteens. This work experience has been awesome and if I get another year at college then I would like to carry on with this.” Connor in the Smokery

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News from Plas Dwbl Farm College

Ben, 1st-year Loves Working with his Hands I am from Tenby and I was doing a Bridge course at Pembrokeshire College. I was mixing with the wrong type of students and got into trouble. I am diagnosed with dyspraxia and auƟsm and I think that people were taking advantage of me. My parents and social worker found out about Plas Dwbl, so I came and did a three-day assessment.

It is a good place and I am geƫng on well. I have been doing lots of things, including green woodwork, iron age forge, poƩery, jewellery and cooking in the kitchen for staī and students. It is brilliant here because I can come out of my shell. I was treated like a kid at my previous placement but here I am treated as a person and as a grown-up.

Above: Ben preparing an order of vegetables with dĂŵĂƌ͕ ƐƵƉƉŽƌƚ ǁŽƌŬĞƌ͕ ĂŶĚ͕ ůĞŌ͕ ĮŶĂůŝƐŝŶŐ ƚŚĞ ƉĂƉĞƌǁŽƌŬ ŝŶ ƚŚĞ ƌĞůĂƟǀĞ ĐŽŵĨŽƌƚ ŽĨ Ă ƉŽůLJƚƵŶŶĞů͘

I love working with my hands and having a challenge.

I feel I am a lot calmer. I am a residenƟal student and the Įrst few weeks away from home were hard, but now I feel more comfortable and I can relax. I love cooking things like sƟrfries and curries. Terry, my house manager, helps me to learn what I want to learn and gets me to the gym three or four Ɵmes a week. I am here for two years and I will stay for a third if I can get the funding, then I want to go and learn to become a hairdresser.

Plas Dwbl Farm College ~ Run of the Mill ~ Summer 2014

Ben delivering fresh produce, from the biodynamic market garden, to Suzanne’s whole-food shop in nearby Crymych

Farming on the 100-acre Farm with Jonty, 3rd-year I was at secondary school and my brother went to Ruskin Mill College and also here at Plas Dwbl and he got on all right. I like it here as it’s quiet and the college community is small, but there’s always someone around.

I hadn’t done any farming before and I’ve got into it, as I really like animals. My dad is a vet, so I’ve been around animals. We have Welsh Black caƩle, one bull, two steers, six heifers and some young stock. We never put the caƩle in a Įeld for too long and then we put the sheep in. The cows roughly cut crop Above: Jonty out on a trip with farm manager, Sean, looking for new gates. Below: Work going on an overgrown area of the farm. the grass and the sheep come in will Įnely cut the grass.

The caƩle come in for winter and it takes a few of us to move them. We have to check the animals for any problems and make sure that they are looked aŌer. We have Welsh Black mountain sheep and we need to count and check them every day. This year we had a problem with Fly Strike, which has claimed two lives, so it’s very serious and therefore there is a need to constantly check them. continued overleaf

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Plas Dwbl Farm College ~ Run of the Mill ~ Summer 2014

Breadmaking with Joe, 2nd-year I put in a banana basket and a metal leaf at the Eisteddfod and won an award. I couldn’t be there at the presentaƟon. The basket was made in basket-making and the leaf was made from steel in the forge and is on a car ring.

I started baking bread at the end of September for the Įrst Ɵme. I do it at Mynachlog-ddu Village Hall. Luke the baker lives in the village but comes from the Galway area of Ireland. It’s been a fantasƟc new experience and I like new experiences. I’ve made soda bread, rice bread and my favourite is challah, which is a Jewish bread. I also bake banana bread. It’s nice to do this and seeing happy customers puts a smile on my face. Joe’s bread made in Work Experience with local baker, Luke.

Basketmaking with tutor Melissa Holloway Melissa gives some of her background I grow my own willow and last winter Plas Dwbl planted their own willow from my stock. It takes two to three years to establish willow for working with. I started making baskets ten years ago. I worked at a local Iron Age forge where we did re-enactments for schoolchildren and I was a basket-maker. Then I worked at a local conservaƟon trust as a Forest Schools leader and storyteller, so I worked with children.

Joe working with Melissa on his latest project

My connecƟon to Plas Dwbl goes to back to when Nim and Mary ran the farm and I lived here. Jane, Plas Dwbl educaƟon co-ordinator, lives nearby to me and she invited me to work here. I love teaching people to make baskets. I get a thrill seeing someone make something out of sƟcks, which, if looked aŌer, will last a lifeƟme,give them a sense of achievement having made something. They are also not only beauƟful items but usually funcƟonal as well.

Joe, astonished at the end result I am making a fruit bowl for the next Eisteddfod and I’m now working on a picnic basket which is a giŌ for someone. I’ve made a wreath for my father’s father which is at home. I’ve made a cat basket, as I thought that the cat would like to sleep in it (and it does).

Front Cover Story

I like making these things as I can make them for the family, so it saves money and the ideas come straight out of my head. I am using a French randing weave to make my picnic basket, which is where we weave in pairs of odd and even numbers. We use pegs to mark the pairs. When something is Įnished, I Įnd it astonishing.

Plas Dwbl Farm College ~ Run of the Mill ~ Summer 2014

Rebecca, 2nd-year, on her sculpture (above) I went to basket-making with Melissa and started to make loads of Įsh out of willow, and copper stars with Jonathan in Jewellery. I like Įsh and I wanted to do a big project. I had a chat with Jonathan and George, my Student Journey Manager, and we came up with the idea of making waves.

I made the waves with Jonathan and we soldered them together. I then decided that the Įsh would end up in a shark, so I made a shark’s head and jaws out of willow and its eye out of copper. Then we had to decide where to put it and the dining room wall was the best place.

I am really pleased with how it turned out and it is the best work I’ve done. I would like to do another big project. I will take this with me when I leave and there’s room for it at my mum’s house.

Jonathan Wendon, Forge and Jewellery Tutor I spent about ĮŌeen years in anƟques, concentraƟng on arts and craŌs, so I decided to learn how to make things myself. I went to West Dean College, then spent seven years restoring anƟques before moving back to Wales with the family. Carrying on travelling to London was Ɵring and I saw an advert for a forge tutor with an organisaƟon inspired by the Arts Θ CraŌs movement and William Morris. hp unƟl then, my work was commercially driven, so this job is an opportunity to give something back. It has been good and aŌer spending ϯϬ years working by myself, being in a team is enjoyable.

Every year, we cast something in bronze for the Michaelmas fesƟval (2ϵth Sept). The Įrst year we cast a cow’s horn, then a piece of maize and this year we moved onto a root vegetable, a carrot. We had creaƟve discussions with our students and Rhys, Woodland

The Michaelmas carrot sculpture

continued overleaf

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Plas Dwbl Farm College ~ Run of the Mill ~ Summer 2014 tutor, about what we could make and how to make a useful and symbolic item. We came up with the idea of turning it into a candleholder.

The candle was cast on Michaelmas Day as part of the celebraƟons. It was cast in two parts and we drilled a hole for beeswax to burn in for the light. The beeswax comes from our own bees and the wooden box is from an ash tree.

Ben, 1st-year, on ƚŚĞ ƐƵŶŇŽǁĞƌ sculpture

ĞŶ ǁŝƚŚ :ŽŶĂƚŚĂŶ ǁŽƌŬŝŶŐ ŽŶ ƚŚĞ ƐƵŶŇŽǁĞƌ ƐĐƵůƉƚƵƌĞ͘ >ĞŌ͗ dŚĞ ĮŶŝƐŚĞĚ ƉŝĞĐĞ

The sunŇower project started because we needed something to go up in the kitchen. Joe, I and various members of staī sat down together and we came up with an idea to make a picture of sunŇowers out of copper. To make these sunŇowers we inscribed the outline of the Ňower onto the copper sheet using metal snips and a piercing saw. Then we hammered out the shapes and chased the decoraƟon using various punches and a repoussĠ hammer (which is used to work the reverse of the metal to form a raised design on the front).

To make the stems, we got two pieces of wire and used a clamp and hand vice to twist the two strands together. The copper was cleaned in an acid soluƟon and polished. I had the idea to mount the piece onto slate when we all sat down looking at ideas. We tried the copper on some broken pieces of slate and they looked good. We tried wooden boards, but they didn’t look good. I found a piece of slate just nearby. We tried out diīerent designs by laying out the pieces unƟl it looked good and then we glued them on. This project has been fun, but challenging. It needed paƟence and it was brilliant working with new people and geƫng to know them beƩer.

DĂƩLJ͛Ɛ Žď DĂƌůĞLJ ƉƌŽũĞĐƚ MaƩy used a variety of craŌs in the Plas Dwbl workshops to make his very own Bob Marley.

MaƩy said: ͚Bob is the King, who made awesome chilled music’. MaƩy says that listening to Bob’s music helps him to relax.

In the forge MaƩy made the frame, which includes a Įsh BBY that he plans to use when he goes Įshing. MaƩy made a willow basket with Melissa that he is going to Įll with coconuts. Bob Marley has felted dreads and a woven hat in the colours of Jamaica͖ red, yellow and green. MaƩy made these in the texƟle workshop.

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Work Experience with Carol Griffin ĂƌŽů 'ƌŝĸŶ͕ ŶĂŵĞůůĞƌ Ăƚ ZƵƐŬŝŶ 'ůĂƐƐ ĞŶƚƌĞ The art of fusing glass to metal I was a teacher for ϯϬ years in secondary school for craŌ design technology. I started to do my own work, run a workshop with a studio at home. There were so many changes in the educaƟon system and in Design and Technology, so I gave up teaching completely and worked from home as an enamel arƟst. It went well, and knowing that I would miss my colleagues at school, I used to pop into Ruskin Glass Centre, as I liked the place and knew Sue, who was here before me. She asked if I would take over her workshop and then she leŌ and I moved in permanently in September. Sophie started doing Work Experience as she likes art and being creaƟve.

We are preparing to do a range for her to sell but in the meanƟme Sophie has helped with seƫng up the current exhibiƟon. dŚĞ ůĂĐŬ ŽƵŶƚƌLJ ĐŚŽĞƐ &ĞƐƟǀĂů has a lot to do with the glass industry amongst other industries in the area. Sophie helped prepare the panels and took photos for our own records.

When the press came she worked alongside the photographer (below right) at Ruskin Glass Centre.

Sophie helps me with preparing materials for workshops, stock taking and geƫng a taste for running a small business. &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ŽŶ ĂƌŽů͛Ɛ ǁŽƌŬ͗ hƩp:ͬ​ͬwww.carolgriĸnenamels.comͬ

Sophie from Glasshouse College “Working with Carol has been a new experience which is always good. She is helping me to learn new things. I didn’t know about enamelling, and thought it was just glass being made in Ruskin Glass Centre. Unusual to see glass used with copper. I enjoy helping out doing diīerent things. We measured and counted panel backs for stock, sorted out cards in racks and put some in cellophane with envelopes. Cleaned copper blanks, helped Carol & Georgia with seƫng up the exhibiƟon and took photos.”

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Work Experience at Freeman College

Work Experience Week

by Carole Baugh, Curator of the Butcher Works Gallery & Arts Co-ordinator for Freeman College Freeman College joined in celebraƟons for this year’s Work Experience Week, which ran from 13th – 17th October 2Ϭ1ϰ, by celebraƟng the achievements of learners in Sheĸeld through hosƟng an exhibiƟon of student work experience placements and celebraƟng Fusion CafĠ as a social enterprise and work experience provider.

Work Experience Week highlights the value of work experience in helping young people get the skills they need to Įnd paid employment. Run by Fair Train, creators of the naƟonal Work Experience Yuality Standard, Work Experience Week this year formed part of a naƟonal oīer of quality work experience placements – an iniƟaƟve that will oīer hundreds of opportuniƟes for young people to learn transferable work skills.

Employers oŌen say young people aren’t workready, but only one in four employers oīer any type of work experience. Freeman College are helping to change this by giving young people a chance.

&ƌŽŵ ƚŽƉ͗ KƟƐ Ăƚ ƚŚĞ tŽƌŬ džƉĞƌŝĞŶĐĞ ĞdžŚŝďŝƟŽŶ͖ ƚŚƌĞĞ ƉĞǁƚĞƌ ďŽǁůƐ͖ ĂƐƐŽƌƚĞĚ ĐƵƚůĞƌLJ ŵĂĚĞ ŝŶ tŚŝƩůĞ dĂŶŐ͖ a spun helmet made to commemorate the centenary of the start of the First World War.

Freeman College ~ Run of the Mill ~ Winter 2014 Freeman College seeks and supports both internal and external work experience placements for our students. During specialist work experience sessions in craŌ workshops͕ students design and manufacture a series of commercial items commissioned bLJ partners in ^heĸeld. selecƟon of these high ƋualitLJ giŌs are exhibited in utcher Works Gallery.

Fusion Café is a main provider of internal work experience for Freeman College students͕ who prepare and serve food to the public. Much of this organic/biodynamic fresh produce is grown on the college͛s city site͕ ,igh Ziggs͕ whilst the fresh daily bread on sale to the public is made by students in the Sterling Works bakery. These newly created social enterprises provide our students with valuable work experience.

The skills gained in work experience develop valuable training in transferable skills and build selfͲesteem͕ supporƟng students with their transiƟon into paid work and the voluntary sector.

Cllr Weter Zippon͕ >ord Mayor of Sheĸeld͕ visiƟng the social enterprise proũects͕ said͕ ͞/ am highly delighted with the work happening at Freeman College and wish them every success for the future. The >ady Mayoress and / are happy to help promote the college in any way during our year in oĸce.͟ Zobert Coombs͕ Eeonatal Consultant at :essop Wing͕ Sheĸeld Teaching ,ospital ;one of our city partnersͿ͕ said͕ ͞We thank the fantasƟc Freeman College students for their beauƟfully designed and made Christmas presents for the :essop Eeonatal hnit babies͗ a real winͲwin collaboraƟon. We look forward to seeing you all soon to create this year͛s͊͟ Chris ,arrison͕ commercial manager at Fusion Café Θ Sterling Works akery͕ said͕ ͞/ am delighted to be involved in providing an authenƟc work experience for students within the support of Freeman College. /n both Fusion Café and Sterling Works akery͕ Freeman College students experience Įrst steps in the world of work.͟ &ƌŽŵ ƚŽƉ͗ ĞĐŽƌĂƟŽŶƐ ĐŽŵŵŝƐƐŝŽŶĞĚ ďLJ ^ŚĞĸĞůĚ ĂƚŚĞĚƌĂů ĂŶĚ ŵĂĚĞ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ŝŶ WĞǁƚĞƌ ǁŝƚŚ ĂŶŶLJ ZŽǁĂŶ͕ ƚƵƚŽƌ͖ ĨĞůƚĞĚ ďĂůůƐ ŵĂĚĞ ŝŶ ƚŚĞ ĨĞůƟŶŐ ǁŽƌŬƐŚŽƉƐ ǁŝƚŚ ƚƵƚŽƌ͕ :ŽŶĂƚŚĂŶ WƌŝŶŐůĞ͖ ŵŽƌĞ ƉĞǁƚĞƌ ŚƌŝƐƚŵĂƐ ĚĞĐŽƌĂƟŽŶƐ͖ Ă ƐƉƵŶ ďŽǁů ŵĂĚĞ ŝŶ ƚŚĞ ĐŽƉƉĞƌ ƐƉŝŶŶŝŶŐ ǁŽƌŬƐŚŽƉ ǁŝƚŚ 'ƌĂŚĂŵ KůĚĮĞůĚ͕ ŽƉƉĞƌ ^ƉŝŶŶŝŶŐ ƚƵƚŽƌ͘

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Freeman College ~ Run of the Mill ~ Winter 2014

Relaunched as Social Enterprise

EŝĐŬ͕ ǀŝ͕ &ŝŽŶĂ ;ĞdžͲƐƚƵĚĞŶƚƐͿ ĂŶĚ KƟƐ͕ ƌŝŐŚƚ͕ ŚĞůƉŝŶŐ ŽƵƚ Ăƚ ƚŚĞ ƌĞůĂƵŶĐŚ

Fusion Café was relaunched as a social enterprise͕ fully integrated into Freeman College͛s educaƟon programme. The café provides a framework for learning, growth and development and successfully combines a deep commitment to biodynamic, organic and sustainable food with our pracƟcal therapeuƟc educaƟon programme. Fusion Café links our commercial acƟviƟes in the heritage sites of utcher Works and Sterling Works to the craŌ curriculum, reŇecƟng the cultural integraƟon of this innovaƟve educaƟonal programme and social enterprise. ,ŝŐŚ ZŝŐŐƐ

On Friday 12th September, the Lord Mayor & Lady Mayoress, Cllr Peter Rippon and Mrs Susan Rippon, visited Freeman College to formally launch Fusion Café as a social enterprise. Following a delicious lunch in the café, they ũoined staī and students in Butcher Works Gallery, where they saw an exhibiƟon of fruit and vegetable grown at Stannington, the College’s biodynamic/ organic horƟcultural site at the edge of Sheĸeld.

The exhibiƟon also included some of the eƋuipment, both tradiƟonal and modern, used by students when they work on the site with tutors and our ,orƟcultural

Freeman College ~ Run of the Mill ~ Winter 2014 Manager, Pieter van sliet. The rƟsan Bakery tutor, Mike Yuinn, also visited the gallery and OƟs, a ĮnalͲyear student, presented the Lord Mayor with a Freeman College arƟsan loaf. Fusion is an integral element in the curriculum and students gain handsͲon experience of the whole cycle of food producƟon and service Ͳ ͚from seed to table’.

So, when you are in Sheĸeld, come and enũoy the high Ƌuality food at Fusion Café. zou will be supporƟng vital work with young people and we all appreciate it. Students don’t ũust work in Fusion, they also work on the land at ,igh Riggs and in Freeman College’s bakery providing the daily fresh produce used in the café. Fresh bread is now on sale from Monday to Friday in Fusion.

WĞƚĞƌ ǀĂŶ sůŝĞƚ͕ ,ŝŐŚ ZŝŐŐƐ ŵĂŶĂŐĞƌ͕ ƉƌĞƐĞŶƟŶŐ ƐŽŵĞ ƉƌŽĚƵĐĞ ƚŽ ƚŚĞ >ŽƌĚ ĂŶĚ >ĂĚLJ DĂLJŽƌ ŽĨ ^ŚĞĸĞůĚ ŝŶ ƚŚĞ 'ĂůůĞƌLJ Ăƚ ƵƚĐŚĞƌ tŽƌŬƐ͘

More good news for our enterprising college is that we have achieved ͚Finalist’ status in the 2Ϭ1ϰ Soil ssociaƟon Organic wards in the organic ͚eaƟng out’ category. The Soil ssociaƟon wards ũudges said͗ ͞ ngaging with the community and creaƟng a plaƞorm for anyone to learn how to grow and cook organic food is invaluable.͟

Carol Baugh

High Riggs Supporting Fusion Café Peter van Vliet, High Riggs manager, explains.

The Įrst phase of developing the garden has been established far beƩer than expected. /t is very good soil here and the tutors and management have been very supporƟve.

The polytunnels are now growing food all year round and supplying the college and Fusion Café.

We pracƟse biodynamic horƟculture and we also supply other outlets such as the local fruit and veg shop in Stannington, which is very important to help build local relaƟonships. We supply a business at the Moor Market in the city and have local schools visiƟng us. We also have a public footpath on the land and we are very posiƟve with the walkers who come through.

We intend to expand this to supply our residenƟal provision. We buy some produce in from Clervaux and deliver to a few other outlets in Sheĸeld.

Students are well engaged here and parƟcipate in a range of acƟviƟes from propagaƟon to maintaining and harvesƟng our produce.

High Riggs in full bloom with some produce from the ƉŽůLJƚƵŶŶĞůƐ ĚĞƐƟŶĞĚ ĨŽƌ ĐĂŶƚĞĞŶ ĂŶĚ ĐĂĨĠ͘

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Freeman College ~ Run of the Mill ~ Winter 2014

Work Experience in Fusion Café and The Gallery KƟƐ ;ϯƌĚͲLJĞĂƌͿ͕ zĂǀĂŶĂŚ ĂŶĚ Ě ĞdžƉůĂŝŶƐ ǁŚLJ ǁŽƌŬ ĞdžƉĞƌŝĞŶĐĞ ŚĂƐ ďĞĞŶ ŐŽŽĚ biodynamic garden. We also displayed photos of students working there and also of the college bakery which supplies Fusion Café. /’ve been sorƟng out items leŌ over from the endͲ ofͲyear student exhibiƟon which / helped to set up, label and take down. / use dictaƟon soŌware for helping to make text panels from interviews / had with students and use my iPad to do this. We also give talks and show visitors around the Gallery, send emails, answer the phone and keep the webmaster informed.

Freeman College has been good for me, especially with all the work experience /’ve had, meeƟng new people, being in a city and improving my maths and nglish.

My father was from Sheĸeld and we came across Freeman College and / liked the idea of all the craŌs that were available. /’ve enũoyed doing work experience in Fusion Café and / have been there for nearly a year. Eow /’ve been working with diīerent staī at the weekends dong paid work. /t is good to be part of a team. / help with the preparaƟon of the food such as chopping and preparing the vegetables, making pastry and cakes and working front of house. This involves serving customers, taking orders, making hot and cold drinks, clearing and cleaning tables and helping with evening funcƟons. / work on Saturdays and it can get very busy. / have been for a course of interviews to work in another Sheĸeld café and / have been accepted. / would like the experience of working in another public seƫng. / am also working as the Gallery ssistant to Carole Baugh. We install exhibiƟons and stock the shop.

Recently, we hosted the ,eritage Open Day and the Fusion Café relaunch, where we displayed vegetables and farming eƋuipment from our

KƟƐ ŝŶ &ƵƐŝŽŶ ĂĨĠ ĂŶĚ͕ ďĞůŽǁ͕ ƐŽƌƟŶŐ ŚƌŝƐƚŵĂƐ ĚĞĐŽƌĂƟŽŶƐ ĂƐ ƉĂƌƚ ŽĨ ŚŝƐ ũŽď ĂƐ 'ĂůůĞƌLJ ƐƐŝƐƚĂŶƚ͘

Freeman College ~ Run of the Mill ~ Winter 2014

Yavanah, 2nd-year I started working at Fusion Café this term and I am doing a BTEC in Catering. I have been helping at the front of house, making hot and cold drinks, geƫng stock down from storage upstairs and serving customers. I also help clear and clean the tables and wash and dry the pots and pans.

I help with the cooking, such as cuƫng up the vegetables for soup and making cakes for the bakery secƟon, such as brownies and Ňapũacks. I also help make the main meals.

Today we are making a garlic, mushroom, spinach, olive, feta, pine nut and basil strudel. I enũoy working in the café making food and being in a team. I would like to have my own café in the future.

Ed, 3rd-year I am doing a basic bread-making BTEC which includes making one’s own loaf and ingredients. I have made my own loaves twice: one was a treacle bread and the other was a plan white French loaf. Making bread is a good skill to have and it is actually easier than people think.

Soon I hope to make my loaves from memory. Flour, salt, yeast and water are the key ingredients. You can then add other things, such as chocolate, treacle, honey or olives. As I increase in conĮdence, I’ll make more. I’ve made batches of savoury double cheese scones, using blue cheese and cheddar with paprika and thyme. I might start making treacle bread for the café as it adds a nice sweetness to a loaf.

I’ve done loads of catering working with Hannah in the Sterling Works canteen. When I leave, I have a place at Bristol hniversity doing a foundaƟon year in the Arts and HumaniƟes.

It has been very useful being at Freeman College. It’s therapeuƟc, gets me up in the morning, has given me lots of skills and I’ve made friends here.

Above: Yavanah making a savoury ƐƚƌƵĚĞů ǁŝƚŚ Ă ĐĂĨĠ ƐƚĂī ŵĞŵďĞƌ͘ Below, Ed with some loaves for sale ŵĂĚĞ ŝŶ ƚŚĞ ĐŽůůĞŐĞ ďĂŬĞƌLJ͘

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Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Work Experience at Duchy Home Farm

Fred Bonestroo, farm worker The Duchy Home Farm consists of a number of farms around Tetbury. Ruskin Mill College students work mostly at Close Farm on the outskirts of Tetbury, which consists of about 200 acres. The vegetable growing area amounts to Įve acres and we have orchards alongside the market gardens.

Everything is farmed organically with Įeld-scale vegetable areas and polytunnels.

Being autumn, we have been harvesƟng all kinds of pumpkins and apples and, due to the mild season, we are sƟll picking tomatoes grown in the polytunnels. Those students who come for a whole year experience the whole process and beneĮt from working outside and being physically acƟve. It is a safe environment as we use very liƩle mechanical eƋuipment and it is self-contained in one locaƟon. We also socialise in work and in tea breaks talking about food and health issues, which is important as these young people are the future.

The farm is constantly evolving and we supply pubs, restaurants and local people. We used to run a vegetable box scheme but now we have an honesty box where people can drive up to the farm entrance and buy produce.

We have had students from Ruskin Mill College for Ƌuite a long Ɵme now and they get involved in every aspect of the farm. Depending on the Ɵme of year, they will take part in planƟng, maintaining, and harvesƟng the produce and preparing it for sale.

David, 3rd-year My mum and dad heard about Ruskin Mill College and we were shown around on a visit and they thought it would be good for me. I liked it too with all the acƟviƟes and being outdoors. I chose to do farming and have also worked on the Įsh farm and ďŽǀĞ͗ ĂǀŝĚ ŝŶ ƉƵŵƉŬŝŶ ƉĂƌĂĚŝƐĞ͘ >ĞŌ͗ &ƌĞĚ ĐůĞĂƌŝŶŐ Ă ƌŽǁ ŽĨ ůĞĞŬƐ ǁŚŝůƐƚ ĂǀŝĚ ƌŽůůƐ ƵƉ ƐŽŵĞ ŶĞƫŶŐ͘

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Above: Chelsea at the entrance to the farm where customers pay in an honesty box. Chelsea with a 5kg bag of potatoes with the royal seal of approval.

on the college farm with the animals and growing vegetables.

It has been exciƟng working on this farm and preparing the pumpkins for sale, which means gathering them in, bringing them down to the shop and weighing and storing them. I’ve enjoyed being here, as well as the acƟviƟes at the college.

Chelsea, 3rd-year We’ve harvested potatoes and Katherine went on the digger which got all the potatoes out of the ground and we picked them up. We kept the earth on them so as not to damage the skins. We picked winter sƋuashes like gourds, pumpkins and buƩernut sƋuash and stored them for the winter.

We worked on the packing machine puƫng potatoes into large ϱ-kg paper bags.

The tomatoes are grown in the polytunnels and we pick them oī the stems. In the tunnel, the sƋuash are on one side and there are two rows of tomatoes. We have to be careful not to damage the cells of the fruit and bruise them. Fred drives the tractor around the farm carrying the produce.

We’ve harvested apples and found that earwigs love to live in them. Some are eaƟng apples and some are cooking. I like the dark red apples. Fred oŌen has to go oī and leave us to get on with it.

We get over from college at about ϵ.ϯ0 am, have something to drink and get on with the work and leave around 12.ϯ0 pm. We judge the pumpkins by size and colour and their individual characters.

They are then priced up from 50p to £5 and we

weigh and clean the vegetables.

I work in the market garden at college and I am doing a ƋualiĮcaƟon where we do similar things so it crosses over well with work experience here.

I’ve kept growing like the vegetables since I’ve been at Ruskin Mill College and I’ve learnt a lot of skills. I’ve been in the independence Ňat three Ɵmes, twice with a friend and once on my own. I like coming to the Duchy Farm and taking back some vegetables to cook in my household. If I had some land, I would grow my own food and it would have no travel miles.

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Ruskin Mill College ~ Run of the Mill ~ Summer 2014

The Smokery

Processing Produce from the Farm

Andy Crombie, Tutor and Smokery Butcher with health and hygiene and safely using sharp We have been operaƟng the Smokery for two years, during which Ɵme we have been building up the faciliƟes and business so that we can oīer students work experience in a real working environment. The key ingredients that we work with are produced on the college’s biodynamic farm and anything bought in is organic.

For work experience we start with less demanding acƟviƟes, such as making preserves and sauerkraut, before working with meat and butchery. The key skills are essenƟally working

knives, as there’s no process that doesn’t involve both of these. Therefore they need to be able to follow instrucƟons closely, at which Connor is very good which is why he is now working at this level.

It helps to be calm with a mature outlook and not parƟcularly sƋueamish.

Although this takes a certain type of person, students can learn both the aƫtude and skills. We also use a lot of general transferable skills such as using weights and measures and all the reƋuired recording procedures. There is a certain amount of paperwork needed with each product such as ingredients used, and any packaging reƋuirements.

This therefore oīers a high level of development in a real working environment.

Stuart, 3rd-year, enjoying learning new skills I am doing work experience at Ruskin Mill Smokery. I’ve done work experience previously at the farm shop and at Green Spirit in Eailsworth, as well as my local Tesco’s when I am at home.

In the smokery we’ve been butchering a pig carcass and learning about the diīerent parts of the animal and what they are used for. We get naƟve brown trout from the Ruskin Mill College Įsh farm. They are also organic and they nurtured and farmed humanely.

dŽƉ Θ ĂďŽǀĞ͗ ŶĚLJ ĂŶĚ ^ƚƵĂƌƚ ĮůůĞƟŶŐ ĮƐŚ

They come straight up here where we gut them, top and tail and then Įllet. Then they are vacuum packed, weighed, priced and labelled with the Ruskin Mill brand. We sell them to the farm shop,

Ruskin Mill College ~ Run of the Mill ~ Summer 2014 our canteens and local retail outlets.

We also make jams from fruits from the farm and sauerkraut from our cabbage. I do enjoy it here and am learning a great deal as it is preparing me for actual work and is on my CV. The more experience I get here, the more chance I will get a job say in a delicatessen or some other similar work placement.

Connor, 2nd-year, ŐĞƫŶŐ ƚŽ ŐƌŝƉƐ ǁŝƚŚ ďƵƚĐŚĞƌŝŶŐ It’s going well at college and I’m doing well in Forestry and with Andy in the Smokery. I’ve been cleaning and ĮlleƟng trout from the college Įsh farm. They can be slippery so it can be diĸcult ĮlleƟng. I’ve been working with pig from the college farm. They come back from the abaƩoir cut in half lengthways. We break the carcass into secƟons. The back leg is turned into ham, then the middle secƟon is made into bacon and the shoulder is made into sausages, which are made in a mincer with salt, pepper, thyme, and sage.

We’ve also made jam, marmalade, vacuum-packed cheese and sauerkraut. The produce goes into the shop and the canteens. This work experience has been awesome and if I get another year at college then I would like to carry on with this.

From top: ŽŶŶŽƌ ŐĞƫŶŐ ĚŽǁŶ to the basic reality of preparing meat ĨŽƌ ƐĂůĞ ďLJ ĚŝǀŝĚŝŶŐ up a pig, using the ǀĂĐƵƵŵͲƉĂĐŬĞƌ͕ ĨŽůůŽǁŝŶŐ ŝŶƐƚƌƵĐƟŽŶƐ ƚŽ ŵĂŬĞ ƐĂƵƐĂŐĞƐ ĂŶĚ ƚĂŬŝŶŐ Ă ŚĂŵ ŝŶƚŽ ƚŚĞ ƚĞŵƉĞƌĂƚƵƌĞͲĐŽŶƚƌŽůůĞĚ ĨƌŝĚŐĞ͘

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40 Glasshouse College ~ Run of the Mill ~ Winter 2014

Marcus, ex-student, in Paid Work

Kevin, owner of Kevin Barry Crystal, on Marcus and the Ice Range Marcus spent three years at Glasshouse College and then asked to do a ‘pathway to work’ with me, in which he excelled. I asked if he wanted to stay on and work for me 16 hours a week. It is going really well and we are preparing for Christmas.

Marcus is currently glass decoraƟng using the ice range and making an excellent job of this. He arrives at ϵam and works unƟl ϰ pm with breaks. The ice range sells well and is the best range we do, so Marcus is up to the job. The newer generaƟon also want something diīerent and the ice range oīers this.

Marcus loves doing this work and his mum says he gets home and can’t wait to get back to work. I feel great about passing on my skills and experience to students in the hope that they will learn and carry on the tradiƟon. Marcus is the only one who taken this up as a job for over 20 years in my experience, so this is a very special situaƟon.

Top: A collection in the ‘Ice Range’ decorated by Marcus. Below Marcus at work and with Kevin

Craft & Land-Based Operations “I can see the light at the end of the tunnel”

Green Woodwork, Pewte r, Textiles, Horticulture, Animal Husbandry Jewell ery, Willow, Knitting, Leat her ,,

Green Woodwork at Freeman College

“You have to learn to believe in yourself ” Graham Aldred, tutor I’ve moved workshops a few Ɵmes and I am just about to move again from Tintagel to High Riggs.

Tintagel has been a good site to be in as it is a small community, but my workshop is at the back of the Merlin Theatre, which is about to be refurbished, so I need to move.

I Įnd the most important part of working with our students is to build up a trusƟng relaƟonship whilst familiarising them with the craŌ. If that relaƟonship isn’t built up, it makes the learning more diĸcult.

Hannah for example was so resistant at Įrst but gradually worked with the reasons for learning a craŌ and how it is connected to many other acƟviƟes in life. As Hannah pointed out: ‘You have to learn to help and believe in yourself.’ As I move the workshop again, the challenge is to for me and the students to start again.

Hannah and Graham at

at Freeman College the workshop behind

the Merlin Theatre

Freeman College ~ Run of the Mill ~ Winter 2014

Hannah, 3rd-year I started green woodwork in my Įrst year and made two rolling pins. I didn’t like the side axing, but the drawkniĮng was all right.

I really enjoy using the pole lathe and it only took me a couple of weeks to get used to using it. The lathe is powered by your feet and I use my right foot mostly but you can use either. I can use the chisels with both my right and leŌ hands.

I then made a wooden spoon and a set of salad servers and now I am making a stool.

The hardest part is the maths and the geometry. I struggle with maths, especially as I am dyslexic, but I like working with wood, even when the weather is cold.

I wasn’t keen to come to Freeman College at Įrst but I am used to it now and I can see the light at the end of the tunnel. I managed to get through the problems in my Įrst year, and seƩle in my second, thanks to Graham who has helped me through a lot of things.

Social Enterprise for the Sword Dancers’ Union As part of the social enterprise acƟviƟes for students in their learning through their work Ɵmetable, Freeman College students with Danny Rowen (pewter tutor) manufactured six commissioned lapel buƩons.

These buƩons were commissioned by the Sword Dancers’ Union as awards for outstanding contribuƟon.

We look forward to a regular order each year. ďŽǀĞ͗ :ĂŵĞƐ͕ ϮŶĚͲLJĞĂƌ͕ ƉƌĞƐĞŶƟŶŐ ƚŚĞ ĮŶŝƐŚĞĚ ŽƌĚĞƌ ƚŽ :ĞŶŶLJ ĂŶĚ ZŽŶ ĂLJ͕ ŵĞŵďĞƌƐ ŽĨ ƚŚĞ ^ǁŽƌĚ ĂŶĐĞƌƐ͛ hŶŝŽŶ͘

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Freeman College ~ Run of the Mill ~ Winter 2014

Weaving and Felting

at Freeman College

Stuart Groom, Weaving tutor, on why there’s never a dull moment Daniel has been aƩending my weaving sessions for two terms now and has shown week-on-week progress, not only in his weaving but also in his personal and social skills. He used to be as Ƌuiet as a mouse but now, when we have our one to one short sessions, it is Daniel that leads nearly all the conversaƟons. He has a great sense of humour and regularly tells me jokes: I think he has a big book of jokes hidden away somewhere because he knows so many.

Daniel made the circular weaving working on a round loom which he warped up himself and has, over the weeks, selected dozens of diīerent textured and coloured yarns from our stash and completed the piece this week by sewing it onto a black-covered display frame to show it oī to its best.

Daniel sewing on his circular weaving with, right, the expert guidance of weaving tutor Stuart Groom.

Daniel, 2nd-year, ŽŶ ǁĞĂǀŝŶŐ͕ ĨĞůƟŶŐ ĂŶĚ ŵŽƌĞ I started weaving in my Įrst year and am now doing a circular weave, using one colourful thread at a Ɵme, which I select at random. I found it diĸcult to weave at Įrst, but it has got easier over Ɵme. I Įnd this work to be very relaxing as I am a bit random in my head at Ɵmes.

In felƟng, I’ve made a hard bag and am currently making some tabby cat slippers, so I play with her

Freeman College ~ Run of the Mill ~ Winter 2014 a lot and she is cuddly like a teddy bear. I need to do some more work on the slippers. I got the paƩern for the handbag from a book. It took a lot of work and I am very proud of it as felƟng is one of those things I had never done unƟl I came to Freeman College. FelƟng is very relaxing.

It was a bit scary coming to college at Įrst, but it is Įne now as I have seƩled in. I get on well with my house-parents, Mike and :anine, and their children, and I live with students Callum and Will.

On Tuesdays, we go out for dinner, and on Wednesdays, we someƟmes go out to listen to music. On Thursdays, we have a games night with some other households who come and join us.

SomeƟmes we go to the theatre at Grubble, the Lyceum in town or maybe to the cinema. I am geƫng on Įne at the moment.

ĂŶŝĞů ŝŶ ŽŶĞ ŽĨ ƚŚĞ ĐŽůŽƵƌĨƵů ǁĞĂǀŝŶŐ ĂŶĚ ĨĞůƟŶŐ ƌŽŽŵƐ Ăƚ ^ƚĞƌůŝŶŐ tŽƌŬƐ ǁŝƚŚ ƚŚĞ ŚĂŶĚďĂŐ ĂŶĚ ƐůŝƉƉĞƌƐ͘

ŚůŽĞ͕ ϭƐƚͲLJĞĂƌ ŽŶ ĨĞůƟŶŐ ŽŶĞ ŽĨ ŚĞƌ ĐŚĂƌĂĐƚĞƌƐ I like to felt characters and I’ve made my Įrst one, which is a female raccoon called :osie. It is a character I’ve made up and I’ve drawn it out. I’ve used plain white wool and added the colour needle felƟng. FelƟng is not too hard and I’ve enjoyed doing it.

I am making another character called Oscar. I do my drawing in breaks and other spare Ɵme. To make a Įgure, I make the head Įrst, then the body, arms and legs and Įx them together by needle felƟng.

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Much to Celebrate at Clervaux

Mark Snowball, Clervaux Manager AŌer a long transiƟon Clervaux is once again working with local authoriƟes and delivering educaƟon. In partnership with Freeman College, Clervaux is oīering a range of post-16 educaƟonal packages. The ƋualiĮcaƟons oīer developing work skills and social and independence skills.

To facilitate this we oīer catering, woodland management, animal husbandry, poƩery, texƟles and green woodwork, as well as a range of work skills opportuniƟes on our 100-acre biodynamic farm.

The farm produces seasonal fruit and vegetables for our own use and for supplying external businesses such as the Clervaux ArƟsan Bakery, Olivia’s Bakery and Crosslanes Organics. We also keep bees and work with the Darlington Bee Keepers AssociaƟon, one of whom is a volunteer.

We have a number of volunteers who not only give of their Ɵme but are a rich source of social interacƟon. We also have two biodynamic farm apprenƟces whose input into the producƟon and maintenance of the land is invaluable.

Above: Land Co-ordinator, Robert, with Kirsty on their rounds to check the animals. Below: Kirsty with her favourite, Bob, despite the muddy circumstances.

<ŝƌƐƚLJ͕ Ă ZĞƐŝĚĞŶƟĂů ^ĞƌǀŝĐĞ hƐĞƌ We have been looking aŌer the animals on the farm and feeding them and making sure that they are healthy and well. We have to take care of pigs, goats, sheep, donkeys and chickens. We look aŌer two donkeys, Marbles and Mr. Ted, and get them to interact more with people by brushing their coats.

We have a Hungarian Mangalitsa pig called Tilly and she is my favourite. I’m not scared of pigs when I go into feed them. Tilly’s son, who I call Bob, is also one of my favourites and I can get him to lie down.

SomeƟmes, I help with harvesƟng the vegetables. I do woodwork with Chris and have made a stool and turned some wooden pigs. I am helping to build his

Clervaux ~ Run of the Mill ~ Winter 2014 new workshop. I volunteer at the Dogs Trust in Darlington and help out in a local bed & breakfast.

I like working here and it is just diīerent. I like the whole Ruskin Mill Trust thing.

Robert Romano, Land Co-ordinator In the garden, from late winter to early spring, we sow our biodynamic seeds, propagate the plants and then maintain and harvest them, so the students are introduced to the full cycle of ‘seed to table’. They like working on our vegetable stalls and doing deliveries. We make jams from our soŌ fruits, pickles and chutneys and some sauerkraut.

Basic animal care includes feeding and watering the animals, which includes weighing out the correct amount of food. The straw bedding needs changing regularly and the animals’ health needs monitoring.

We move the sheep around every few weeks and they need checking daily, whereas the pigs are hardier and lower maintenance.

All these acƟviƟes provide a healthy therapeuƟc environment through which students can be held and they have an opportunity to express themselves.

This is essenƟally work experience with educaƟonal and commercial elements. It is also a very social

ZŽďĞƌƚ ǁŝƚŚ ,ŽǁĂƌĚ ĂŌĞƌ ƚŚĞ ŵŽƌŶŝŶŐ ĞŐŐ ƌŽƵŶĚ͘

environment, helped by our regular volunteers and many visitors to our open days where the students have the opportunity to represent Clervaux to the public.

ĂƌŽŶ͕ Ă ZĞƐŝĚĞŶƟĂů ^ĞƌǀŝĐĞ hƐĞƌ ;ůĞŌͿ I was at Glasshouse College and have been at Clervaux for nearly three years. I have done stained glass, poƩery, catering, texƟles, green woodwork, woodland management and working on the farm.

I help with the fairs and events, such as with the car parking and helping Lone with leaŇets and puƫng them through people’s doors. I’ve also made things to sell including wooden Christmas trees, rolling pins, Ɵles with Christmas trees on and one year I even made a Wolves football patch, as I am a Wolves fan.

In the garden, I do planƟng and harvesƟng and help feed the pigs and look aŌer the animals.

We’ve been making a new woodworking shelter with Chris, so I’ve been measuring, cuƫng and hammering up planks of wood. I like doing woodwork, texƟles and poƩery and even the gardening, though it can get a bit cold. continued overleaf

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48 Clervaux ~ Run of the Mill ~ Winter 2014

Tony, volunteer & beekeeper Although we are beginner beekeepers, two other volunteers and I look aŌer the beehives here. We started with two hives and now we have ten. This year we produced 160 jars of honey and we have sold them at various local fairs in Darlington and to local people. As volunteers, we do a bit of everything, including dipping sheep in a bath. We are outdoor people and they do look aŌer us here at Clervaux.

John, volunteer

Chris, the Green Woodwork tutor, with Aaron who is helping to build the new workshop on the banks of the Clow Beck. Below: Volunteers John and Rod delivering ƚŚĞ ĮŶĂů ĂƉƉůĞ ŚĂƌǀĞƐƚ ŽĨ ƚŚĞ ƐĞĂƐŽŶ͘

Clervaux had an open day three years ago and I had heard of the café in Darlington, so I came down to see what the farm was about. The Friends of Clervaux were looking for volunteers to help with the land. I came when they were harvesƟng carrots, so I decided to come one day a week and I really enjoy it, so I’ve become an expert carrot polisher.

Rod, volunteer Tony told me about Clervaux and I thought that it sounded like a good thing to do. It is something about the community that you miss when you reƟre from work. It’s also about being a member of a team as I was a team leader in my work.

Working with these young people is a pleasure.

From left: John, Rachel (BD Apprentice), Tony and Rod enjoying another glorious day at the Clow Beck site.

Clervaux ~ Run of the Mill ~ Winter 2014

>ŽŶĞ͕ ƚĞdžƟůĞ ƚƵƚŽƌ Θ ĞǀĞŶƚƐ ĐŽŽƌĚŝŶĂƚŽƌ ;ĂďŽǀĞ ƌŝŐŚƚ ŝŶ ƚŚĞ ƚĞdžƟůĞƐ ǁŽƌŬƐŚŽƉͿ We do two main events: the Summer FesƟval and the Christmas Fair. We invite people to come and look at the farm and see what we do. The craŌ tutors do demonstraƟons and we have craŌ stalls, which can include local arƟsts as well. We also have local produce, such as jams, cheeses and other farm produce, including honey from our bees and bread from Clervaux ArƟsan Bakery.

At the Summer Fair, we pay our rent to Bill Chaytor, which is a single loaf of bread, which Bill then cuts up and shares with everyone. This year we were also visited by the Sheep Show from Eorfolk. We oīered him two days of wool preparaƟon and processing in return for three shows a day. This is a good contact and Ginger, who does the show, will return next year and shear the sheep. Christmas is similar, but with mostly stalls and demonstraƟons, including a chainsaw demonstraƟon, horse logging, juggling, family acƟviƟes and children’s storytelling. We decorate the whole site and the ambiance is terriĮc.

We did a young mothers summer camp for 16 mums and their children. They all camped on site and they helped to make the food for everyone. The focal point was to make something as a team, which was to make a clay sculpture. The Įnal piece will be placed in the pond.

We aƩended the educaƟonal day at the Yorkshire Showground in Harrogate, as well as the Countryside Life event. We also aƩended the local FesƟval of ThriŌ and Hurworth Country Fair. All in all, it was a busy but very fruiƞul Ɵme.

Below: Young mums felting (left), with some of their decorated pots for a sculpture (right) that was recently installed in the pond at Clervaux. Above: The reindeer enjoying a break, having transported the executives to a trustees’ meeting.

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Glasshouse College ~ Run of the Mill ~ Winter 2014

Medal Celebrating Volunteers

‘Real Work’ with Mark Higgins, Jewellery Tutor at Glasshouse College Around three years ago the Glasshouse Student Council was approached by Dudley Community Volunteer Service to design a medal that could be awarded to local people nominated for their outstanding voluntary work in the local community. This was done and our students then produced a number of these to be awarded at a ceremony which we aƩended.

In :uly we were asked to produce another twelve medals for presentaƟon this year. The medals were cast and when the students returned in September a group of three were tasked with producing them.

Each medal needed to have the sprues removed (the bits leŌ over when the item was cast) and all the bronze cleaned up with emery paper, ready for polishing. Once polished, they were all engraved with the names of the award and the person receiving the award.

The students worked in a ͞producƟon line͟ to make the medals, with one sawing and Įling, another buĸng and polishing while the third was engraving. They alternated this so that everyone had a go at each part of the process.

Through this, the students gained ͞real work͟ experience. They were constantly aware of the Ɵme scales and of the importance of the need for the medals to be produced to a high standard, as well as learning many new pracƟcal skills.

The medals were completed and delivered on Ɵme and the students were invited to the presentaƟon evening. All three were rewarded with a cerƟĮcate and a voucher for their hard work.

Back: Students Ellen and Jake with Eileen Fielding (centre), who received a CVS medal.

Front: Tutor Mark Higgins (left) with student Marcus.

Glasshouse College ~ Run of the Mill ~ Winter 2014

Above: Ellen, Marcus and Jake in the Jewellery workshop at Glasshouse College.

Marcus, 2nd-year, reported: ͞everyone had a diīerent job to do. I was the polisher and Ellie did some Įling. I also did Įling and sawing and buĸng. One of the medals was for the mayor and others were for volunteers. I was invited to the presentaƟon but I couldn’t go. It was challenging, as we had to make the same thing twelve Ɵmes, but the work was done by everyone and we are proud of it.͟

Life at College including :ewellery with Daisy, ϯrd-year I like doing jewellery, willow, carpentry, and working on the farm.

I’ve done gardening with Majiec, planƟng vegetables and harvesƟng.

I like the food at the farm canteen. I’ve been working with the goats, chickens and the cows and I’ve milked and fed the goats. It was diĸcult to milk the goats but it got easier.

I’ve made a twisted wire ring in copper, which was fairly easy, then I made a dog tag for Majiec for his dog, called Hatchy. It was made from brass and I drew its shape on the brass, cut it out with a saw and used a Įle to make it smooth. It was polished and I put the leƩers on it with the engraving machine. I am making a ring with a love heart. I got the idea from a catalogue. I might give it to someone.

I want to work with animals, do some travelling and get my own Ňat.

I am living with my house-parents and I’ve learnt cooking, doing my own washing and using money. I can live more independently now.

Above: Daisy with tutor Mark and below with her ring and dog tag.

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52

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

The Wonder of Willow The Willow Workshop Working in the basket making workshop is very rewarding as it allows you to put your hands to a creaƟve use and your mind to the task of learning and remembering all of the diīerent weaves used.

Basket making can take a lot of pracƟce and concentraƟon to get it right͖ having a liƩle paƟence can also help for when the willow rods snap or when learning or doing some of the more advanced weaves.

Willow is an interesƟng material to work with as it becomes very briƩle and can snap when it’s dry, but becomes very Ňexible when leŌ in water for an extended amount of Ɵme.

On our trip to Somerset we saw many lovely baskets and it gave us all, including me, a few new ideas on what baskets we could make in the future.

The workshop itself is a warm and pleasant environment where you can learn at your own pace and have a nice chat doing so͖ all the tea and biscuits aren’t bad either.

By Dayle, 3rd-year Top: In the Willow workshop at Gables Farm with tutor, Lucy Miekle, Dylan and Dayle.

Right: Dayle working on a more complex weaving ƉĂƩĞƌŶ ĂŶĚ ŵĂŬŝŶŐ Ă ǀĞƌLJ ŐŽŽĚ ũŽď ŽĨ ŝƚ͘

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Visit to the Somerset levels The Visitor Centre is in the Somerset levels where willow has been grown for two centuries. It provides perfect condiƟons for willow growing as there is plenty of water and light. It also provides a unique habitat for wildlife and plants. The Coate family have been willow growers and merchants since 1ϴ1ϵ and sƟll are today.

On the way there, the road was blocked by dredgers clearing silt from the river, which we hope will help stop Ňooding this winter. I enjoyed the trip and loved watching them make baskets.

They worked very fast as they have lots of experience. We spoke to a lady named Mary who has been making baskets for 37 years.

Top and below: The visit to the willow visitor centre in ^ŽŵĞƌƐĞƚ ǁŝƚŚ ƐŽŵĞ ŚĂŶĚƐͲŽŶ ĂĐƟǀŝƚLJ͕ ďĞůŽǁ͘

By George, 1st-year

ďŽǀĞ͗ 'ĞŽƌŐĞ ŚĂƉƉŝůLJ ǁŽƌŬŝŶŐ ŽŶ ŚŝƐ ůĂƚĞƐƚ ƉƌŽũĞĐƚ͕ ǁŝƚŚ ƐŽŵĞ ŽĨ ŚŝƐ ŽƚŚĞƌ ďĂƐŬĞƚƐ ŝŶ ƚŚĞ ďĂĐŬŐƌŽƵŶĚ͘

BTEC in Producing a Product We went on a tour around the willow farm and I saw: The basket museum The basket shop Fields of willow growing Willow drying A wildlife exhibiƟon Professional basket makers working A willow stripping machine A willow furniture show room I am doing a BTEC/Edexcel qualiĮcaƟon called ‘Producing a Product’ in basket making. I have made a dog basket, a waste paper bin and a fruit basket for my grandfather so far. I might make a basket to keep chocolate in next or an Easter egg basket. What I like about this session is siƫng

comfortably whilst weaving and I have enjoyed doing my work folder. It is also nice to meet other students and staī and talk about things. We have got on well as a group. I found the weave paƩern diĸcult to start with but now I can do a lot of the weaving on my own. I have learnt how to use the secateurs, rapping iron and a bodkin.

By Dylan, 1st-year ĞůŽǁ͗ >ƵĐLJ ĞdžĂŵŝŶŝŶŐ ƐŽŵĞ ǁŝůůŽǁ ŚĂƌǀĞƐƚĞĚ ĨƌŽŵ ƚŚĞ ĐŽůůĞŐĞ͛Ɛ ƐƚŽĐŬ ǁŝƚŚ LJůĂŶ ǁŽƌŬŝŶŐ ŽŶ ŚŝƐ ŶĞǁ ďĂƐŬĞƚ͘

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Ruskin Mill College ~ Run of the Mill ~ Winter 2014

The Basket Making Enthusiasts’ Crossword 1

by Dylan Jones, 1st-year Ruskin Mill College

2 3

4

5 6

7

8 10

9

11

12

13

14 15

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17

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Down 19

20

Across 2. Eame of the weave used on the boƩom and near the top of the sides of a basket beginning with the leƩer ‘W’.

3. Name of the thin end of a piece of willow.

6. The name of the raw material we grow and weave our baskets from.

10. Name of the tool used to cut the willow.

11. Name of the Ňat piece of wood you rest your basket on your lap when making it.

13. Name of one piece of willow which we use up the sides.

14. Name of the outer skin of the willow rod which we someƟmes strip oī beginning with the leƩer ‘B’.

16. Name of the top of the basket when you have laid down the side stakes.

18. The name of an animal which likes to sleep in a basket someƟmes.

19. Name of a pointed tool used to split the bottom sƟcks.

1. Technique used to make rods suppler by puƫng them under a blanket.

4. Name of the weave used on a round base using two rods.

5. Name of a variety of willow which is a lovely reddish brown colour.

7. Name of a colour when the willow has had the bark stripped oī aŌer it was leŌ in water and the sap had risen.

8. Name of a basket which you put dirty washing in.

9. Name of a technique when you put the willow in water.

10. Name of the colour of willow when it has been boiled for two hours and the bark leŌ on.

12. The Įnished product is a b-----.

14. Name of a large bundle of willow when bought from Somerset.

15. Name of a basket you might use if you were having lunch outside in a Įeld.

16. Name of a colour of willow which has just been dried and had no other processes done to it.

17. Name of a single piece of willow.

19. Name of the colour willow aŌer it has been boiled for 8 hours and had the bark stripped oī.

20. The name of another animal which likes to sleep in a basket.

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

The Knitting Challenge to Ruskin Mill Trust Staff

The Story with Sean, 2nd-year

^ĞĂŶ ǁŝƚŚ ƚŚĞ ŚĂƚ ŚĞ ŵĂĚĞ ĨŽƌ ƚŚĞ ĞdžŚŝďŝƟŽŶ

I actually learnt to knit before I came to Ruskin Mill College at a Steiner School in the USA. In my Įrst year here, I was in the creaƟve kniƫng group with Naomi. I enjoyed this group and it inspired my imaginaƟon to come up with the idea that diīerent staī members who work in front of a computer should receive a ball of wool and kniƫng needles so that they could knit whenever they want. This would give them something diīerent to do with their hands and allow them to take a break from the screen, which would give their brain a rest and acƟvely use both hands.

Sue Reed, who taught me how to knit a hat with a circular needle, took this idea and leŌ over 70 pairs of needles and balls of wool on staī members’ desks. I feel really impressed with what the staī were able to bring to this exhibiƟon. ŶĚ ǁŚĂƚ ĚŝĚ ƐŽŵĞ ŽĨ ƚŚĞ ƐĐƌĞĞŶͲďŽƵŶĚ ƐƚĂī ŵĂŬĞ ŽĨ ŝƚ͍ Wendy, Accounts: “I started with a square and came up with the idea ŽĨ ŵĂŬŝŶŐ Ă ŵŽďŝůĞ ƉŚŽŶĞ ĐŽǀĞƌ͘ / ĞŶũŽLJĞĚ ĚŽŝŶŐ ŝƚ ĂŶĚ ŚĂǀĞŶ͛ƚ ŬŶŝƩĞĚ for ages but it all came back quite easily.”

Tammy, Fundraising: “It was nice to take a break and do something ƉƌĂĐƟĐĂů͘͟ >ƵĐŝŶĚĂ͕ ĐĐŽƵŶƚƐ͗ ͞/ ŚĂĚ ŶĞǀĞƌ ŬŶŝƩĞĚ ďĞĨŽƌĞ ƐŽ / ŚĂĚ ƚŽ ůĞĂƌŶ ĂŶĚ it took three people to show me. It did take me away from the screen ĂŶĚ ďĞĐĂŵĞ ƋƵŝƚĞ ĂĚĚŝĐƟǀĞ͘ /ƚ ǁĂƐ Ă ŐŽŽĚ ŝĚĞĂ͘͟ Will, Publishing: “I have a distant memory of learning to knit and it ǁĂƐ ŚĂƌĚ ǁŽƌŬ ŐĞƫŶŐ ŐŽŝŶŐ͕ ďƵƚ ƚŚĞŶ ŵŽƐƚ ƚŚŝŶŐƐ ĂƌĞ͘ /ƚ ŝƐ ĂůǁĂLJƐ Ă ƉůĞĂƐƵƌĞ ƚŽ ŐĞƚ ĂǁĂLJ ĨƌŽŵ Ă ƐĐƌĞĞŶ͊ tĞůů ĚŽŶĞ ^ĞĂŶ ĨŽƌ ŐĞƫŶŐ ƚŚŝƐ idea going.”

55

Leather work

at Ruskin Mill College

Sarah Rogaly, Leatherwork tutor I used to teach FuncƟonal Skills at Ruskin Mill College for many years, but then I made a satchel for my son at a summer camp and found it so saƟsfying that I decided to train in leatherwork in my own Ɵme. I took many courses in tradiƟonal English leatherwork and when the opportunity arose to teach at Ruskin Mill College, I took it as I enjoy teaching very much.

We use quality materials and students can achieve beauƟful and oŌen useful items in quite a short Ɵme.

The design side of more complex projects is the most challenging aspect and students have to learn to modify their desires to make a realisƟc design. This is usually a new material to work with and my students are surprised by what they can achieve and make. Leatherwork uses endless Įne motor skills and many students seem to like the more meditaƟve side, such as sƟtching.

ƐŚŶŝ͕ ǁŝƚŚ ^ĂƌĂŚ͕ ƉƵƫŶŐ ƚŽŐĞƚŚĞƌ ŚĞƌ ďĂŐ Ăƚ Ă ůĞĂƚŚĞƌǁŽƌŬ ƐĞƐƐŝŽŶ ƚĂŬŝŶŐ ƉůĂĐĞ Ăƚ ŽŶĞ ŽĨ ƚŚĞ ĐƌĂŌ ǁŽƌŬƐŚŽƉƐ Ăƚ ƚŚĞ ĐŽůůĞŐĞ͛Ɛ ĨĂƌŵ͘

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Ashni, 2nd-year, on making a leather bag I started leatherwork last winter term. I didn’t know there was leatherwork so I asked my Student :ourney DanaŐer to haǀe it on my Ɵmetaďle and I loǀe it. do ďuy a ďaŐ like the one I am makinŐ would Đost a ďomď͕ ďut I Đan make one and keeƉ it Ĩor the rest oĨ my liĨe. It will remind me aďout the workshoƉs and Sarah͕ who helƉed me make it. DakinŐ a ďaŐ is an intensiǀe ƉroũeĐt and Ƌuite diĸĐult.

I desiŐned the ďaŐ myselĨ and showed the desiŐn to Sarah. I drew it out on ƉaƉer and made a ƉaƉer temƉlate and marked the shaƉes onto the leather usinŐ an awl. I then Đut it out. do make the Őusset we used water͕ a ďone Ĩolder and a raĐe. I am ŐluinŐ on the ͚ ’ rinŐs that the straƉ will aƩaĐh onto. dhen there will ďe a lot oĨ sƟtĐhinŐ.

In leatherwork͕ I’ǀe made a Đoaster͕ whiĐh we all start with. I made a wallet͕ whiĐh I haǀe Őiǀen away͕ a ďelt and a ďrow ďand Ĩor siolet͕ the workinŐ horse on the Ĩarm. I would reĐommend leatherwork to anyone. It’s Ĩun ďut also triĐky or ĐhallenŐinŐ and you will ďe Ɖroud with what you’ǀe made and it will last a lonŐ Ɵme.

Top: Close-up of Ashni burnishing a D-ring with gum and the tools of the trade.

Above: Preparing to glue on a D-ring onto an end panel of her bag.

Right: With Violet, a working horse at the college’s farm with a brow band Ashni made for the halter in leatherwork.

57

Social, Cultural and Artistic Activities 6th International Festival of Glass Archaeology, Time and Young Roots Project Student Council St Peter’s Church Michaelmas Eurythmy

“It was really good to work with these young people, especially as I am a youth leader at a local youth club” Josh, Glasshouse College student.

Glasshouse College ~ Run of the Mill ~ Winter 2014

Ϯϱth Ͳ ϯϭst Day ϮϬϭϱ www.iĨŐ.orŐ.uk inĨoΛiĨŐ.orŐ.uk

Day Ϯϴth Ͳ :une Ϯϴth ϮϬϭϱ www.ďiennale.orŐ.uk inĨoΛďiennale.orŐ.uk

International Festival of Glass and British Glass Biennale KnĐe aŐain͕ 'lasshouse olleŐe is ŐoinŐ to ďe hiŐhly inǀolǀed in orŐanisinŐ the sidžth InternaƟonal &esƟǀal oĨ 'lass and the riƟsh 'lass iennale. dhis year the &esƟǀal and iennale will ďe held durinŐ the Day halĨ term so that more students are aďle to ďe inǀolǀed. dhe &esƟǀal is an oƉƉortunity to Đeleďrate the Őlass industry and Őlass arƟsts Ĩrom all oǀer the world͕ as well as showĐasinŐ the talent within 'lasshouse͊ It will inĐlude edžhiďiƟons͕ heritaŐe walks͕ ƉerĨormanĐes͕ Őuest sƉeakers͕ demonstraƟons͕ ĨantasƟĐ Ĩood Ĩrom Zory and his ĐaterinŐ team͕ and Ĩun Ĩamily aĐƟǀiƟes. dhe steerinŐ ŐrouƉ are already thinkinŐ ĐreaƟǀely aďout how to ensure the &esƟǀal ĐonƟnues to ďe a suĐĐess. te are also orŐanisinŐ a ranŐe oĨ Daster Đlasses with internaƟonal arƟsts that will ďe held Ĩrom Ϯϱth Ͳ Ϯϴth Day. te are workinŐ Đlosely with loĐal Ɖartners suĐh as the Zed ,ouse one͕ riƟsh 'lass &ederaƟon͕ roadĮeld ,ouse͕ tolǀerhamƉton hniǀersity and dhe torshiƉĨul omƉany oĨ 'lass Sellers to ensure that the &esƟǀal is a Đommunity eǀent Ĩor all oĨ StourďridŐe. dhe ƉuďliĐ asƉeĐt oĨ the &esƟǀal runs Ĩrom Ϯϴth Ͳ ϯϭst Day. te will ďe lookinŐ Ĩor students and staī to helƉ and we welĐome ideas and ĨeedďaĐk aďout how to make the ĨesƟǀal a suĐĐess. dhe riƟsh 'lass iennale is a key Ɖart oĨ the ĨesƟǀal and is the h<’s Ɖremiere sellinŐ edžhiďiƟon oĨ ĐontemƉorary Őlass. dhe iennale Đurrently has Įǀe Ɖrinjes to ďe awarded͕ in assoĐiaƟon with the torshiƉĨul omƉany oĨ 'lass Sellers oĨ >ondon͕ and has ŐrowinŐ internaƟonal status as the leadinŐ showĐase Ĩor riƟshͲďased makers. dhe oƉeninŐ oĨ the iennale will ďe on Ϯϳth Day and it will ďe oƉen to the ƉuďliĐ Ĩrom Ϯϴth Day to Ϯϴth :une ďetween ϭϬ am and ϱ Ɖm.

Elisabeth Johnson, Assistant Director of Development at Ruskin Mill Trust

info@ifg.org.uk

<ey ates

info@biennale.org.uk

Daster Đlasses: 25th – 28th May Biennale Opening and Award Ceremony: Ϯϳth Day; Biennale: Ϯϴth Day ʹ Ϯϴth :une͕ ϭϬ am ʹ ϱ Ɖm InternaƟonal &esƟǀal oĨ 'lass ʹ WuďliĐ &esƟǀal: 28th – 31st May

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Glasshouse College ~ Run of the Mill ~ Winter 2014

Archaeology, Time, Young Roots and the Student Council at Glasshouse College The Dig with Ian Dury, tĞďď ŽƌďĞƩ ,ĞƌŝƚĂŐĞ KĸĐĞƌ ,andͲdrawn maƉs daƟnŐ to ϭϲϵϭ and ϭϲϵϮ show that there were two Őlass Đones on this site͕ so an arĐhaeoloŐiĐal diŐ was Ɖart oĨ the Whase ϯ renoǀaƟon oĨ the site. dhe diŐs haǀe shown this to ďe ĐorreĐt. dhere is also eǀidenĐe that a Đone Ĩell down in ϭϳϴϱ and a miniͲdiŐ in the ϭϵϲϬs ĐonĮrmed that there had ďeen one in the Đourtyard. dhe diŐ at the Đar Ɖark known as adďury rook reǀealed a Đone ďuilt in the ϭϴϯϬs͕ whiĐh was ϭϲϵϬƐ ƟƚŚĞ ŵĂƉ ŝŶĚŝĐĂƟŶŐ ƚŚĞ ƉƌĞƐĞŶĐĞ ŽĨ ƚǁŽ ĐŽŶĞƐ͘ ďuilt on the Ňoor oĨ the ϭϲϵϬs’ Đone. dhis diŐ also reǀealed the site oĨ oalďourne ,ill ,ouse͕ owned ďy teďď orďeƩ͕ whiĐh was demolished in the ϭϵϲϬs. dhe manor house was eǀentually Đonǀerted into Ňats Ĩor workers.

I haǀe also reĐeiǀed some ĨantasƟĐ arteĨaĐts and inĨormaƟon durinŐ the ,eritaŐe teekend Ĩrom the Őeneral ƉuďliĐ. dhey ďrouŐht in what amounted to a Ɵme ĐaƉsule oĨ riƟsh ŐlassmakinŐ in StourďridŐe. dhis inĐluded window Őlass made in the larŐe ĨurnaĐes Ĩuelled ďy Đoal mined nearďy. 'lass ďoƩles were ďiŐ ďusiness͕ inĐludinŐ Đoďalt ďlue͕ whiĐh Đame in Ĩrom 'ermany ǀia ristol͕ uƉ the Ziǀer Seǀern to ewdley͕ then aĐross to StourďridŐe ďy Đanal.

ďŽǀĞ͗ ƐŬĞƚĐŚ ŽĨ ƚŚĞ DĂŶŽƌ ,ŽƵƐĞ ĂŶĚ ƐŽŵĞ ĨŽƵŶĚĂƟŽŶƐ ĨƌŽŵ ƚŚĞ ĚŝŐ͕ ďĞůŽǁ͘

dhe oalďurn rook diŐ reǀealed that an arm oĨ the Đanal͕ oƉened in ϭϳϳϭ͕ Đame into the ĨaĐtory. Kyster shells were Ĩound͕ whiĐh ;when ŐroundͿ were used to deĐorate Őlass stems and ďuƩons and reĐords show that ϯϲ Őross ;ϱ͕ϭϴϰͿ oĨ ďuƩons were edžĐhanŐed Ĩor a ďlaĐk mare. dwo tyƉes oĨ window Őlass were made͗ Đrown Őlass͕ whiĐh was sƉun out with a ďullsͲeye Đentre͕ and ďroad Őlass͕ whiĐh was ďlown and ŇaƩened. te also Ĩound eǀidenĐe oĨ lenses Ĩor mariƟme eƋuiƉment͕ lanterns and a ranŐe oĨ lamƉs. ĐomƉany was makinŐ Őlass uƉ unƟl the late ϭϴϬϬs.

The Time Capsule te asked the Student ounĐil to ƉreƉare a Ɵme ĐaƉsule to ďe ďuried when the diŐ at the Đourtyard

Glasshouse College ~ Run of the Mill ~ Winter 2014

dŽƉ >ĞŌ͗ dŚĞ ,ŝŐŚ ^ƚƌĞĞƚ ǁŝƚŚ ƚƌĂŵ͕ ĐĂƌƚ ĂŶĚ ĐŽŶĞ͘ dŽƉ ƌŝŐŚƚ ĂŶĚ ĂďŽǀĞ͕ ŝƚĞŵƐ ĨƌŽŵ ƚŚĞ ĚŝŐ ĂŶĚ ĂůƐŽ ďƌŽƵŐŚƚ ŝŶ ďLJ ůŽĐĂůƐ ŝŶƚĞƌĞƐƚĞĚ ŝŶ ƚŚĞ ƉƌŽũĞĐƚ͘ ůů ŝƚĞŵƐ͕ ĂŶĚ ůŽĐĂů ŐůĂƐƐ ŚŝƐƚŽƌLJ ĐĂŶ ďĞ ǀŝĞǁĞĚ Ăƚ ƚŚĞ tĞďď ŽƌďĞƩ sŝƐŝƚŽƌ ĞŶƚƌĞ͘ &Žƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟŽŶ ŽŶ ƚŚĞ ǀŝƐŝƚŽƌ ĐĞŶƚƌĞ ŐŽ ƚŽ͗ ǁǁǁ͘ƌƵƐŬŝŶŐůĂƐƐĐĞŶƚƌĞ͘ŽƌŐ͘ƵŬ

is Įlled in. te will inĐlude the work oĨ the students͕ suĐh as Őlass ĐuƫnŐ͕ enŐraǀinŐ and ďlowinŐ͕ leatherwork͕ ĨeltͲmakinŐ etĐ. I’ǀe also inĐluded the mďleĐote ,istory SoĐiety’s newsleƩers͕ as the seĐretary has Ɖut all their issues onto a s .

Josh, 3rd-year and member of the Student Council te meet eǀery Donday to talk aďout any imƉroǀements we think we need to haƉƉen and we reƉresent all students at ĐolleŐe. reĐent ƉroũeĐt was to helƉ orŐanise a Ɵme ĐaƉsule Ĩor the arĐhaeoloŐiĐal diŐ. It was really interesƟnŐ ĮndinŐ ƉieĐes oĨ Őlass Ĩrom the Ɖast Őlassworks here͕ suĐh as deĐanters͕ ďoƩles and Őlasses. I made a Đlay Ɖot͕ radley made a Őlass ďead͕ ,annah a ƉinĐh Ɖot and ledž a hot Őlass ƉaƉerweiŐht. te’ll Ɖut the Ɵme ĐaƉsule in the Őround when they Įll in the holes Ĩor ƉeoƉle in the Ĩuture to diŐ uƉ and see what we did at this ĐolleŐe.

&ƌŽŶƚ ƌŽǁ͗ DŝŬĞ WĞƌŬŝŶƐ ŽĨ ƚŚĞ ŵďůĞĐŽƚĞ ,ŝƐƚŽƌLJ ^ŽĐŝĞƚLJ͕ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ,ĂŶŶĂŚ͕ DĂƩŚĞǁ͕ ůĞdž ĂŶĚ :ŽƐŚƵĂ͘ ĂĐŬ ƌŽǁ͗ KůŝǀŝĂ͕ WŚŝůůŝƉ͕ ĂŶĚ :ŽŚŶ͘

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Young Roots Project 2014 funded by the Heritage Lottery

at Glasshouse College

Children of the Canals dhe zounŐ Zoots WroũeĐt is a ,eritaŐe >oƩery Ĩunded͕ ĐommunityͲďased ƉroũeĐt.

ĐarriaŐes Ɖroǀided ďy siĐtorian arriaŐes >imited oĨ Sandwell. aniel ,andsaker and :osh :ay͕ with :ohn hell had handsͲon edžƉerienĐe oĨ helƉinŐ to harness and ƉreƉare the horses to Ɖull the ĐarriaŐes and assisted the Đhildren in ďoardinŐ the ĐarriaŐes. dhey showed the Đhildren the way round the ĐolleŐe͕ where they had their Ɖhoto taken ďy ƉhotoŐraƉher ndy tilliams usinŐ a Ɖinhole Đamera.

te inǀited loĐal sĐhools to Őo ďaĐk in Ɵme to the ϭϴϬϬs to edžƉerienĐe what liĨe was like Ĩor Đhildren workinŐ on a narrowďoat. dhe ƉroũeĐt inǀolǀed students Ĩrom 'lasshouse olleŐe helƉinŐ the Đhildren in reͲenaĐƟnŐ the deliǀery oĨ Őlass ďy Đanal to loĐal Őlassmakers. arren lake͕ illy radďury͕ :osh arr and onnor :aĐkson Őuided In the &urnaĐe uditorium oĨ the theatre͕ with the narrowďoat throuŐh Ĩour loĐks to the Zed ,ouse 'lass one͕ tordsley͕ while :ohn artwriŐht &injnjoŐ dheatre o.͕ they dressedͲuƉ and reͲenaĐted Őames that Đhildren would haǀe Ɖlayed ďaĐk in tauŐht the tradiƟonal ƉainƟnŐ oĨ Đanalware. the ϭϴϬϬs͕ and how to sƉeak in the laĐk ountry dhey returned to ĐolleŐe traǀellinŐ ďy horseͲdrawn dialeĐt. dhey were also introduĐed to the way

Glasshouse College ~ Run of the Mill ~ Winter 2014 children would have stolen vegetables and fruit from farmers’ Įelds to be able to have food on the table. >astly the children were given a demonstraƟon of glass mould-blowing in the college workshops, making glasses like those they had delivered by narrowboat.

Sam 'reen assisted printer Chris ay in prinƟng educaƟonal packs and other material for the proũect

Josh, Young Roots Project I helped at the horse and cart. te had local schools involved and the idea was that we had to dress up in old-fashioned clothes and show what life was like.

Some students went on the horse and cart, whilst others went on the narrowboat to the glass cone up the canal and we brought them back on the horse and cart to show them an old form of travel.

The day showed how people used to live and work around here. It was really good to work with these young people, especially as I am a youth leader at a local youth club.

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5HÁHFWLRQV IURP WKH 6WXGHQW &RXQFLO DW *ODVVKRXVH &ROOHJH Equality and Diversity Drawing with Olivia, 3rd-year

Back Page Special “We did some pictures in the Student Council around Equality & Diversity and I drew two hands with one hand covering the ͚dis’ of disability. The message is to see people’s abiliƟes because they tend to Įnd it easier to see the other. I’ve had people puƫng me down and telling me what I can’t do, rather than what I can do. Since I’ve been here, I am more conĮdent, less shy and I can say how I feel because I know that people will help me out, both staī and students. When I leave, I want to go to another college to do Art & Design and Fay is helping me out with this. I am looking at doing work experience.

Being at Glasshouse College is massive and I know that it is OK to be yourself.”

Hannah, 2nd-year WƌĂĐƟƐŝŶŐ DĂŶLJ ƌĂŌƐ I enjoy wool processing at the farm and I made a beauƟful authenƟc place mat using diīerent colours. I’ve also done some bronnje casƟng and made a fork, trowel and metal leaf. I’ve also done land work at the farm and helped with planƟng and harvesƟng.

One of my favourite sessions has to be hot glass, as I enjoy making bright vibrantly coloured glass items, such as a bowl and a ball.

Student Council has been useful and I am glad that I gave it a go.

Glasshouse College ~ Run of the Mill ~ Winter 2014

Nicola, 3rd-year, on Being Elected To get onto the Student Council, we had to write a speech and get up and tell the students and staī about ourselves to be elected. Everyone was able to vote. Being elected gave me some conĮdence and we started in February of ϮϬϭϰ. We had to do a six-week inducƟon, including devising terms of reference, and we had to agree a contract and rules and know Ruskin Mill Trust’s vision and values.

We looked at equality and diversity and that we should give people respect. We talked about safeguarding and problems around relaƟonships and to tell other students where to get help from if thaey have an issue. Then we did enrichment fundraising and quality improvement, as well as how to get informaƟon out around the college.

dŚĞ 'ůĂƐƐŚŽƵƐĞ ŽůůĞŐĞ ^ƚƵĚĞŶƚ ŽƵŶĐŝů ĨƌŽŵ ůĞŌ͗ ĚǁĂƌĚ͕ >ŝĂŵ͕ ĂŶŝĞů͕ :ŽŚŶ͕ EŝĐŽůĂ͕ ůĞdž͕ ,ĂŶŶĂŚ͕ :ŽƐŚƵĂ ĂŶĚ ƌĂĚůĞLJ͘

Bradley, 2nd-year, On the Loom (right) I am making a rug in weaving and I will give it to my mum for Christmas. I like it in weaving because it is relaxing and therapeuƟc. I chose the paƩern and colours and it wasn’t too diĸcult. I found it easier as I went along. I wove it on a Ňoor loom and the weavery at Vale Head Farm and my tutor is really nice and always wants to help me.

Ed, 2nd-year, On Ollie’s Leaving Present At the end of last year, our principal, Ollie Cheney, leŌ and we made him a glass piece, a vase, and had it engraved with ͚Re-imagining WotenƟal’. The Student Council presented it to him ;leŌͿ, as we had all taken part in making it and this was our Įrst project together as a student council. We were really happy with the vase. Ollie leŌ to start a new college in California, USA.

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“Do Miracles Happen?”

This question was raised in a newsletter from St Peter’s Church, Pedmore, following a prayer that was answered with the help of Glasshouse College.

Here is the text of that very newsletter.

Do miracles happen? Well let me tell you a story!

Over a number of years various members of St Peter’s Church P.C.C. had tried to source matching glass light shades to replace broken or damaged ones in our church. To no avail! Then about three years ago, Alan, a member of my extended family aƩended a wedding in the church and announced he may be able to help us in our quest. Alan works at “Glasshouse College” in Stourbridge a part of the Ruskin Mill Trust which provides an “Integrated >earning and >iving for Work EducaƟon” for people with learning diĸculƟes or ŽŵŝŶŝĐ͕ ůĞŌ͕ ŵĂŶĂŐŝŶŐ ƚŽ ŐĞƚ ƐŽŵĞ ŵŽŶĞLJ ŽƵƚ ŽĨ ŵĞŵďĞƌƐ disabiliƟes including auƟsƟc spectrum disorders. ŽĨ ƐƚĂī ǁŚŝĐŚ ŵŝŐŚƚ ƉŽƐƐŝďůLJ ďĞ ĐŽŶƐŝĚĞƌĞĚ ĂŶŽƚŚĞƌ ŵŝƌĂĐůĞ͊ The college operates for ϭϲ-Ϯϱ year olds and covers a wide range of learning skills and courses not just purely working with glass. Part of the broader educaƟon scheme is for the students to “give something back to the community” and this was where St. Peter’s Church featured. Replacements could not be located which meant they had to be made and at a cost of άϲϬ each, this was quite a considerable sum for the church to Įnd. It was presented to the student council as a possible project for them to take on͖ at Įrst they made the decision to defer as they had other projects to which they had commiƩed, but when represented, they adjudged it to be a worthwhile venture.

Dominic led on raising the money by baking cakes in his work placement and selling them at Stourbridge market, the money went to the church who returned to the local businesses who made the shades some of which had students on work placement. Students gained experience in consideraƟon and making judgements through the council, understanding how funding can go to the local economy beneĮƟng them and others.

Then came the problem of actually making the shades, apparently quite a diĸcult task. This problem was solved when Malcolm, a reƟred master glass blower now in his ϴϬs and a volunteer at the college, who proudly announced when shown a shade that he used to make them when he worked years ago. He agreed to help with our project and make the shades and Sophie, another student, helped sand blast them to give them their opaque Įnish. So, this has been a two year project silently going on in Stourbridge with an occasional update between Alan and myself.

DĂůĐŽůŵ ďĂĐŬ ŽŶ ƚĂƐŬ ŝŶ ŚŝƐ ϴϬƐ ůŽŽŬŝŶŐ ŐƌĞĂƚ

On :uly ϭϬth this year, a gloriously sunny day, Charles MaƩhews, Susan Megson, :im and I went to the college to be presented with the Įnished product. We had a

Glasshouse College ~ Run of the Mill ~ Winter 2014 wonderful day, meeƟng with Dominic and Sophie together with the Head of the College and others who gave us a guided tour. The following day was GraduaƟon Day so everyone was busily employed in seƫng up displays of the work of all the students.

We were privileged to be shown around and chat to some of the young people. The atmosphere, enthusiasm and eaƟng ethos of everyone, students, tutors and administrators was both heart warming and humbling. Dominic was graduaƟng and was presented with his academic achievement award. He is now taking up an apprenƟceship as a carpenter.

Sophie sƟll has another year at the College. The four of us returned home aŌer a very upliŌing and happy day.

Well did we get our ten shades? EO! We were presented with fourteen! What an achievement and such a wonderful giŌ to our Church. We cannot thank everyone who has been involved enough. We are hoping that some representaƟves, together with the two students, will be able to join us at St. Peter’s Church on Sunday October ϱth when the light shades will be Dedicated. I hope you agree with me that in this instance a miracle happened.

Jenny Maher dŽƉ͗ ^ŽƉŚŝĞ ƐĂŶĚďůĂƐƟŶŐ Ă ůĂŵƉ ƐŚĂĚĞ͘ ZŝŐŚƚ͗ ^ƚƵĚĞŶƚ :ŽƵƌŶĞLJ DĂŶĂŐĞƌ ŝŽ ;ƌŝŐŚƚͿ͕ ůŽŽŬŝŶŐ Ăƚ ŚŽŵĞ ŝŶ Ă ƉƵůƉŝƚ ǁŝƚŚ ƐƚƵĚĞŶƚ ^ƚĞƉŚĞŶ ĂŶĚ͕ ďĞůŽǁ͕ ŽŵŝŶŝĐ͕ ůĞŌ͕ ŶĞdžƚ ƚŽ WƌŝŶĐŝƉĂů WĂƵů 'ĂǁĚĂŶ͕ ǁŝƚŚ ^ŽƉŚŝĞ͕ ϮŶĚ ĨƌŽŵ ƌŝŐŚƚ͕ ƉƌĞƐĞŶƟŶŐ ƚŽ ŵĞŵďĞƌƐ ŽĨ ^ƚ WĞƚĞƌ͛Ɛ ŚƵƌĐŚ͘

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Work Experience with Food and Festivals ĞŶ ŽŶ ƐŽŵĞ ŽĨ ƚŚĞ ĞdžĐŝƟŶŐ ƉƌŽũĞĐƚƐ ŝŶ ŚŝƐ ƐĞĐŽŶĚ LJĞĂƌ I’ve done a lot of catering as I’ve had a burning interest in cooking. I’ve worked at Horsley Mill canteen, the Woodland Kitchen and Ruskin Mill café. The café is busy and I do restocking, cleaning and working on the Ɵll. I don’t Įnd it boring as I have a real interest in conƟnuing.

Before I came to Ruskin Mill College, I was constantly in 1:1 support at a weekly boarding school and I found it diĸcult being monitored night and day. Ruskin Mill College has given me more independence. Staī and students are not so pushy, but more supporƟve, so I have more freedom to do what I need to do. If I need to talk to someone, I can, and I feel I can come out of my box.

I can now travel independently and used to be nervous of public transport because of a fear of the unknown. I overcame this with persistence and support from the staī. When I was living with house-parents near Cirencester, I went into town and asked if there was a youth club and I started to go on a Tuesday. I met Clare who organises the club and found out that she was organising the Phoenix FesƟval and that they needed volunteers.

I joined them a week before the fesƟval to help with puƫng up the metal fencing, securing the site and leƫng in the traders and staging people.

During the fesƟval, there was a lot of running around and I collected money from the public,

Ben doing work experience at Ruskin Mill Café

as the fesƟval is a charity. It was really good and I overcame a lot of things like crowds and my conĮdence around the public. I thought that the whole team did an amazing job. This event taught me a lot and that nothing is impossible if you put your mind to it. I have also been working in Oĸce Skills at the college recepƟon, where I have been working with the general public, making and receiving phone calls, delivering messages and signing-in visitors. I love helping people!

I am on the Student Council, which supports the students’ voices, so they know what they are saying is geƫng heard. We meet once a week and with the College’s Senior Management Team once a half-term. We raise awareness around issues such as homophobia, smoking, energy drinks, bullying and internet safety.

KƌŐĂŶŝƐĞƌ ůĂƌĞ ĂƌĂƚůĞƩ ƐĂLJƐ ͞ Ɛ ŝŶ ϮϬϭϯ͕ ƚŚĞ WŚŽĞŶŝdž &ĞƐƟǀĂů ŚĂĚ LJŽƵŶŐ ƉĞŽƉůĞ ǁŽƌŬŝŶŐ ǁŝƚŚ ŝŶĚƵƐƚƌLJ ĞdžƉĞƌƚƐ ďĞŚŝŶĚ ƚŚĞ ƐĐĞŶĞƐ ŽŶ Ă ĐŽŵƉůĞƚĞůLJ ǀŽůƵŶƚĂƌLJ ďĂƐŝƐ͘ >ĂƐƚ LJĞĂƌ ƐĂǁ ŽǀĞƌ ϭϴ͕ϱϬϬ ǀŝƐŝƚƐ ƚŽ ŝƌĞŶĐĞƐƚĞƌ͛Ɛ ďďĞLJ 'ƌŽƵŶĚƐ ŽǀĞƌ ƚŚĞ ǁĞĞŬĞŶĚ ĂŶĚ ŝƚ ŝƐ ĂŶƟĐŝƉĂƚĞĚ ƚŚĞ ĨĞƐƟǀĂů ǁŝůů ĂƩƌĂĐƚ ƐŝŵŝůĂƌ ŶƵŵďĞƌƐ ŝŶ ϮϬϭϱ͘ ^ƵƉƉŽƌƚĞĚ ďLJ ŝƌĞŶĐĞƐƚĞƌ ŽŵŵƵŶŝƚLJ ĞǀĞůŽƉŵĞŶƚ dƌƵƐƚ͕ ŝƌĞŶĐĞƐƚĞƌ dŽǁŶ ŽƵŶĐŝů ĂŶĚ ƌŽŵĨŽƌĚ͕ ƚŚĞ LJŽƵŶŐ ƉĞŽƉůĞ ůŽŽŬ ƐĞƚ ƚŽ ŐŽ ĨƌŽŵ ƐƚƌĞŶŐƚŚ ƚŽ ƐƚƌĞŶŐƚŚ͘ &Žƌ ŵŽƌĞ ŝŶĨŽ ǀŝƐŝƚ ǁǁǁ͘ƉŚŽĞŶŝdžͲĨĞƐƟǀĂů͘ĐŽ͘ƵŬ ĞůŽǁ͗ &ĞƐƟǀĂů ŐŽĞƌƐ ƚŚŝƐ LJĞĂƌ͘

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Fighting the Dragon at Michaelmas Michaelmas, celebrated on 29th September, ŝƐ ŽŶĞ ŽĨ ƚŚĞ ŬĞLJ ĨĞƐƟǀĂůƐ Ăƚ ZƵƐŬŝŶ Dŝůů dƌƵƐƚ͛Ɛ ƉƌŽǀŝƐŝŽŶ ĂŶĚ ŵĂƌŬƐ ƚŚĞ ĂƵƚƵŵŶ ĞƋƵŝŶŽdž͘ Ɛ ǁĞůů ĂƐ ďƌŝŶŐŝŶŐ ŝŶ ƚŚĞ ŚĂƌǀĞƐƚ ŵĂƌŬĞĚ ĂƐ Ă ĐŽŵŵƵŶŝƚLJ ĞǀĞŶƚ͕ ƚŚĞ ĚƌĂŵĂ ŽĨ ŐŽŽĚ ĚĞĨĞĂƟŶŐ Ğǀŝů ŝƐ ƉůĂLJĞĚ ŽƵƚ ŝŶ ƚŚĞ 'ĞŽƌŐĞ Θ ƚŚĞ ƌĂŐŽŶ ĂŶĚ WĂƌƐŝĨĂů ƐƚŽƌŝĞƐ͕ ǁŚŝĐŚ ƌĞƉƌĞƐĞŶƚ ƚŚĞ ƉƌĞƉĂƌĂƟŽŶ ĨŽƌ ǁŝŶƚĞƌ ĂŶĚ ŵĞĞƟŶŐ ƚŚĞ ĚĂƌŬĞƐƚ ŚŽƵƌ ĚƵƌŝŶŐ ƚŚĞ ůĂŶƚĞƌŶ ĨĞƐƟǀĂůƐ ŝŶ ŵŝĚǁŝŶƚĞƌ͘ dŚĞ ƐƚŽƌŝĞƐ ĂůƐŽ ƌĞƉƌĞƐĞŶƚ ĐŽŵŝŶŐ ŽĨ ĂŐĞ͕ ǁŚŝĐŚ ŝƐ ŚŝŐŚůLJ ƐŝŐŶŝĮĐĂŶƚ ĨŽƌ ŽƵƌ ƐƚƵĚĞŶƚƐ͘ DĞŵďĞƌƐ ŽĨ ƚŚĞ ZƵƐŬŝŶ Dŝůů ŽůůĞŐĞ ĚƌĂŵĂ ŐƌŽƵƉ ƌĞĐŽƵŶƚ ƚŚĞŝƌ ƉĂƌƚ ŝŶ ƚŚŝƐ ƐƚŽƌLJ͘ Ali, 2nd-year: “Working in the drama group is nice and it’s fun as we can be silly and not take things seriously. It is hard work pracƟcing our parts and if someone is oī ill, we have to show them what they have missed when they get back. It is a good way to go over our lines though. At fesƟvals, it is nice to perform and show everyone what we do in drama.”

and staī. FesƟvals are special with drama and the performances make them special for me.”

dĂƩLJ͕ ϯƌĚͲLJĞĂƌ. “This is my fourth producƟon at Ruskin Mill College. I did drama at school but this group is much bigger. We have to be commiƩed and take the challenges. The biggest challenge I had was being the archer in my Įrst year’s performance at the Spring fesƟval. I had so many lines to learn and it was a big part. Once I get on stage though, the nerves disappear and I enjoy it. AŌerwards I get a lot of encouragement from students

George, 2nd-year. “I played the dragon in the Michaelmas fesƟval and it’s about a hero who tries to Įnd the dragon who is a liƩle bit evil. Ben played the hero. It was good playing the dragon because I had to give an amazing roar and at the end of the play I got to show everyone who was under the mask! I like being in this group, it’s exciƟng and gives me a good feeling in my heart. I enjoyed the phoenix in the May Day fesƟval and watched the show about the Įrebird.

I helped to make the costume for the phoenix.”

Above: Ben being stalked by George, the dragon, ƵŶƟů ŽĨ ĐŽƵƌƐĞ ƚŚĞ ŚĞƌŽ ŽǀĞƌĐŽŵĞƐ ŚŝƐ ĨŽĞ͘

&ƌŽŵ ůĞŌ͗ :ŽŚŶŶLJ ǁŝƚŚ ƚŚĞ ǁŽƌĚƐ ƉƌŽŵƉƚ͕ 'ĞŽƌŐĞ ƚŚĞ ĚƌĂŐŽŶ͕ ůŝ ǁŝƚŚ ƚŽƉ ŚĂƚ ĂŶĚ ƌĞĂĚŝŶŐ͕ ĞŶ ƚŚĞ ĚƌĂŐŽŶ ƐůĂLJĞƌ ĂŶĚ dĂƩLJ͕ ƌŝŐŚƚ͕ ƚĞůůŝŶŐ ƚŚĞ ƐƚŽƌLJ͘

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Glasshouse College ~ Run of the Mill ~ Winter 2014

Eurythmy Centred at Glasshouse College tĞƐƚ DŝĚůĂŶĚƐ ƵƌLJƚŚŵLJ ƐƐŽĐŝĂƟŽŶ ĂŶĚ ĂŵƉŚŝůů ƵƌLJƚŚŵLJ ^ĐŚŽŽů DĞƌŐĞ We are delighted to announce the creaƟon of a new eurythmy constellaƟon at the Glasshouse, near Stourbridge, West Midlands, one of a number of sites in the UK operated by Ruskin Mill Trust.

Camphill Village Trust decided that, aŌer ϰϰ years, the Camphill Eurythmy School was no longer viable and had to close. Although the decision was not unexpected, it was sudden and Įnal.

Over several years Eurythmy West Midlands and the Camphill Eurythmy School have been working together ;sharing the curriculum, teaching exchange, and so onͿ looking towards a possible “Eurythmy UK”. As it worked out, the idea of the merger between the two came to pass at the beginning of term in September ϮϬ1ϰ. We therefore welcome colleagues and students from Camphill Village Trust into the West Midlands Eurythmy AssociaƟon at its Stourbridge headquarters.

Most of the eurythmy students in BoƩon Village were happy to be able to conƟnue or, as applicants, to start their training at the Glasshouse. Eurythmy West Midlands and former Camphill Eurythmy training can now oīer a full four-year training course in “Eurythmy in EducaƟon and “Eurythmy as a Performing Art”, an accredited BA equivalent which is Pearson Assured by CrossĮelds InsƟtute and based at the Glasshouse Arts Centre.

Rita Kort from Camphill Eurythmy has moved to Stourbridge to join eurythmists Maren StoƩ and Shaina Stoehr, along with Brenda Ratcliīe ;speechͿ, Alan StoƩ, Bob & Anita Davey ;musicͿ and :onathan Reid & Karla Prates ;teaching eurythmy in blocksͿ.

It is most encouraging to experience how the management, staī and students at Glasshouse College ;a specialist Further EducaƟon College for young people with special learning needsͿ have embraced this expansion of West Midlands Eurythmy with warmth, interest and assistance.

At the Glasshouse, eurythmy will have the use of four new spaces, including the Furnace Theatre.

We feel well integrated and are looking forward, in parƟcular, to further drama producƟons with college students.

For more informaƟon visit our website at www.eurythmy-wm.org Contact Maren: eurythmywmΛgmail.com DĂƌĞŶ ^ƚŽƩ Θ ZŝƚĂ <Žƌƚ &Žƌ tĞƐƚ DŝĚůĂŶĚƐ ƵƌLJƚŚŵLJ ƐƐŽĐŝĂƟŽŶ

Ruskin Mill College ~ Run of the Mill ~ Winter 2014

Can Chichi get back to his basket?

Dylan Jones, 1st-year, not only devised this fun game, but also wove the basket below in Willow Work.

Activities at Ruskin Mill College Wordsearch by Dylan Jones S L A V I T S E F C Y D W B N Y E W M R

E O V Y N D U L M N O F B Z A G Z A A G

P O T T E R Y O R A E M H A R S T R A R

Art Baking Baskets Community ConcentraƟon

N Q D I S P Q D R L G W M O K R K R J M

J D M L H M K O T T R E F U A I D E M G

Cooking CoordinaƟon Drama English Equality

P V J A E H R I M D E A Y G N E N V T Z

C U B U R J N O C S E V W N N I U G E S

K O E Q O G Z R F Z N I E I G J T A L Q

Farm Farm shop FelƟng FesƟvals Fishing

R R N E N O I P M W W N N K N T R Y R H

K E S C S T O K S H O G X A I Z I T G A

G V H A E H G Q H I O L C M K M T E F K

Flowforms Forge Gardening Green woodwork Herons

J N D T S N F M T O D K F R L B I R Y W

X K I M A M T A A T W Z S E A G O G I I

Y F R H C E N R M D O R V P W A N L M T

HorƟculture Leather Maths Music EutriƟon

T A P P S I L P A F R N R A J I L U V K

F R E J D I W B I T K G U P K O S R A G

A M A R D G F B J G I O W O W I X L H Z

Papermaking Pigs PoƩery Respect Safety

R M O H S I L G N E S O O T C E P S E R

F O W O O D L A N D O C N S A F E T Y B

C W O R K A F H O R T I C U L T U R E P

Trout Walking Weaving Willow Woodland

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72 The Colleges ~ Run of the Mill ~ Winter 2014 Welcome to edited highlights of news from ex-students. It is always exciting to hear from you and it is a great way of passing your news onto staff.

Please keep in touch and we will put your news in the next edition.

Will Mercer. william.mercer@rmt.org James Allington is planning on moving college to study motor vehicles after his catering course. He is still studying his driving theory and hopes to pass in the autumn. He wants to get a job in the food industry and is currently learning to play an electric guitar.

Tom Armstrong has moved house to a new place in Newport, Gwent, where he attends Coleg Gwent and is part of a drama group. He says that he found working in Gables Farm Shop to be very useful and sends his greetings to the shop’s staff.

Harley Ashley lives in Chalford, Gloucestershire, with two other people. He loves using public transport and has apparently visited all 66 piers in the country using public transport. He does gardening and works with the local canal trust, each twice a week, and says that he wished he could have worked at Ruskin Mill, which he loved attending. In his spare time, he likes walking cycling and travelling on open-top buses and steam trains particularly.

Peter Atkins is still living in the same house in Coventry that he has been for 6-7 years and has now found a nice local market, where he helps out by watching people’s stores and cleaning tables. He continues to do gardening or riding his bike to keep fit and says that he tells a lot of people about Ruskin Mill.

Debbie Carter lives near Witney in Oxfordshire, where she attends a day centre four days a week, spends one or two days a week with her mother and sees her father and stepmother once a fortnight. She attends Christian meetings three times a month and likes going swimming and watching videos and DVDs. In April, she went on a cruise to the Mediterranean.

Kit Farrell now lives in a flat in Bickley, Kent, with a really good housing scheme that offers him lots of support, as well as his own kitchen, bathroom and front door! He says that he has friends who live in the housing scheme’s other flats nearby.

Mark Hafner lives by himself in Exeter, Devon, in supported independence. He has been spending lots of time with his three-year-old daughter, as well as playing darts, walking, free running and using his Xbox. He sends his regards to all the staff at the Mill and says that he is looking forward to moving in with and marrying his

girlfriend.

Sara Handzlik lives on her own in shared accommodation in Gloucester. She does voluntary work in the community and helps out at her local church. She says that she misses all the staff and would like to get her own flat in the future.

Rosie Hely-Hutchinson lives in Edenbridge, Kent, where she works at a local primary school one day a week and has various animal and horticulture tasks at the farm where she works two days a week. She is really excited to announce that she is going to Australia for over four weeks in the New Year!

Daniel Hood phoned in to see how things were going at Ruskin Mill College and reported that he had been on a couple of supported holidays and bought a large TV. He says Hi to both Rich and Richard, and Bernie.

Sam Johnson lives independently in Bournemouth.

Since he left the Mill, he attended Stroud College for two years on a carpentry/joinery course, travelled in Europe, got married and moved to Bournemouth. After all that, he wants to build a business, starting with manual labouring and then moving up to the installation of boilers and heaters.

Daniel Larcombe lives in a shared house with two other people in Exeter, Devon. He has done a farm course in Ide, which involved cooking and American folktale narration and says that he would like to hear news from Peter Fitzgerald.

Robert Lock lives in Essex with his parents where he does voluntary work for City of Chelmsford Mencap.

He is currently looking into obtaining paid work, doing some more courses (particularly in mechanics) and undertaking his minibus and HGV licence. He still attends (and helps out at) a Wednesday evening group for people who are less fortunate than others.

Rebecca (Bex) Maynard lives in Hove, East Sussex, where she volunteers in a local charity shop. She likes to go swimming, running, and nightclubbing and wants to learn how to drive and to get a paid job.

Callum Morgan lives on his own in Yate, Bristol, where he has been for the past two years. He sees his family regularly and is looking for a girlfriend. He does voluntary work in a charity shop, goes to a club for people

The Colleges ~ Run of the Mill ~ Winter 2014 with learning difficulties and is doing a cooking course at college. He says ‘hello’ to his former house-parents.

David Peterson lives with his parents in Cashes Green, near Stroud. He attends Stroud College, doing a music technology course, and intends to do more of this in the future. He says that he most liked the handson, outdoor learning of skills, but complained that it was really cold in the winter!

Katy Ponting lives by herself in a one-bedroom flat in Kingswood, Bristol. She has a paid job as an Avon sales leader and also helps out at a local group. She would like to move in with her fiancé and start a family.

Anna Robertson is still living in Botton Village, near Whitby, North Yorkshire, with her boyfriend and her best friend. She works in the local doll shop and on the farm and she likes playing football with her friends.

She says she’d like to bring her boyfriend to see the Mill

at some point.

Paul Shippobotham has a supported living flat in Aylesbury, Buckinghamshire, which he has been in for two years now. He attends a drop-in centre twice a week and once a week goes to an over-20s social club for people with learning difficulties.

Lee Tidball has moved to a shared house (with independent cooking and cleaning facilities) in Exeter, Devon. He recently completed a level 1 NVQ, plays football twice a week and travels around to various places to watch football. He would like to contact Andy Chatt and Raphael Perry and says ‘hello’ to David & Elly Austin, Barbara Hall, Richard Pirie and (of course) Aonghus.

Jessica van Riet-Low lives in Byfield, Northamptonshire, where she has live-in help and attends a day centre. She says that she enjoyed being outside the most whilst at the Mill, but it was a bit cold.

Cliff in Full-Time Employment Since leaving Ruskin Mill College in July 2014 I have been working at the Wharf Buttery in Stroud. Nigel (the owner) also runs a canteen in the Stroud District Council building and I’ve stood in for him there.

My new life has been amazing and I enjoy working here. I live with my parents and girlfriend in Cirencester but we are on the council list for housing.

I’ve now got more independence and I feel like I’m living by doing the job I love and making money. I love cooking food and here I make a range of snacks from sandwiches, potato in their jackets, bacon butties and sauces including prawn and coronation sauce. I serve customers, make teas and coffees and see that the stock is kept up. I write down what needs ordering and give the list to Nigel.

Then there’s the cleaning such as all the surfaces, the cooker, fridges, sink and the rest. I check that the fridges and freezers are at the right temperature. Inspectors can turn up at any time and when they did I answered all the questions correctly. I open up the Buttery at 9am having driven over.

I’ve just been on holiday with my girlfriend to Spain. The pleasure of working hard and getting the reward of the wages is to then be able to go on holiday and now I can do this.

Although I have worked part-time before, I am now working full-time and enjoying it.

Cliff very happy to be fully employed and doing a job he loves. If you are ever in Stroud, theWharf Buttery is on a new housing development opposite the Stroud District &RXQFLO RIÀFHV DQG &OLII ZLOO EH KDSS\ WR VHUYH \RX

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Ruskin Mill Trust Provision in England and Wales dŽ Į ŶĚ ŽƵƚ ŚŽǁ ŽƵƌ ƉƌŽǀŝƐŝŽŶ ĐĂŶ ŵĞĞƚ LJŽƵƌ ŶĞĞĚƐ ĂƐ Ă ƉĂƌĞŶƚ Žƌ ĐĂƌĞƌ͕ ƐŽĐŝĂů ǁŽƌŬĞƌ Žƌ ĐŽŵŵŝƐƐŝŽŶĞƌ͕ ƉůĞĂƐĞ ĐŽŶƚĂĐƚ ŽƵƌ ĂĚŵŝƐƐŝŽŶƐ ƚĞĂŵƐ ĨŽƌ ŵŽƌĞ ŝŶĨŽƌŵĂƟ ŽŶ ŽŶ ĞĂĐŚ ƉƌŽǀŝƐŝŽŶ͕ ƚŚĞŝƌ ŽƉĞŶ ĚĂLJƐ͕ ƚŽ ĂƌƌĂŶŐĞ ǀŝƐŝƚƐ ĂŶĚ ŶŽƟ ĨLJ LJŽƵ ŽĨ ĞǀĞŶƚƐ ĂŶĚ ƐŚŽǁƐ ƚŚĂƚ ƚŚĞLJ ĂƌĞ ĂƩ ĞŶĚŝŶŐ ŝŶ ϮϬϭϰ͘ ǁǁǁ͘ƌŵƚ͘ŽƌŐ

Brantwood Specialist School

7LIJ½ IPH

Clervaux Darlington, Co Durham

• 7-19 years • Residential & day students • Up to 52 weeks per year

• 16+ and Adults • Residential & day students • Up to 52 weeks per year

New Standard Works

Birmingham (opening september 2015) • 16-25 years • Residential & day students • Up to 52 weeks per year

Plas Dwbl Farm College Clunderwen, Pembrokeshire • 16-25 years • Residential & day students • Up to 52 weeks per year

The Field Centre Nailsworth, Gloucestershire

•

Centre for situated educational action research

•

MSc Practical Skills Therapeutic Education

Freeman College

7LIJ½ IPH • 16-25 years • Residential & day students • Up to 52 weeks per year

Glasshouse College Stourbridge, West Midlands • 16-25 years • Residential & day students • Up to 52 weeks per year

Ruskin Mill College Nailsworth, Gloucestershire

• 16-25 years • Residential & day students • Up to 52 weeks per year

The Field Centre Tiltups End, Bath Road, Nailsworth GL6 0QE Dr Aksel Hugo, Associate Professor & Research Coordinator Email: EOWIP LYKS$XLI½ IPHGIRXVI SVK YO Tel: 01453 836378 Working in collaboration with Hiram Education and Research Team Senior Hiram Administrator: Sophie Creed: Tel: 01453 837609. Email: sophie.creed@rmlt.org.uk

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Contacts Ruskin Mill Trust www.rmt.org

6IKMWXIVIH 3J½GI 3PH &VMWXSP 6SEH 2EMPW[SVXL +0 0% Tel: 01453 837500 Fax: 01453 837531

Ruskin Mill College The Fisheries, Horsley, Gloucestershire, GL6 0PL Tel: 01453 837500 Fax: 01453 837506 Email: enquiries@rmc.rmt.org

Age range of pupils: 16-25 Principal: Dan Alipaz Admissions: Ann Shutte Tel: 01453 837501 Email: admissions@rmc.rmt.org

Plas Dwbl Farm College Mynachlog-ddu, Clynderwen, Pembrokeshire, SA66 7SE Tel: 01994 419420 Email: enquiries@plasdwbl.rmt.org

Age range of pupils: 16-25 Principal: Dan Alipaz Admissions: Elke Turner Tel: 01994 419420 Email: admissions@plasdwbl.rmt.org

Glasshouse College Wollaston Road, Amblecote, Stourbridge, West Midlands, DY8 4HF Tel: 01384 399400 Fax: 01384 399401 Email: enquiries@ghc.rmt.org

Age range of pupils: 16-25 Principal: Paul Gawdan Admissions: Elizabeth Wood Tel: 01384 399467 Email: admissions@ghc.rmt.org

New Standard Works (Opening September 2015) A Satellite of Glasshouse College Tel: 01384 399400 Fax: 01384 399401 Email: enquiries@ghc.rmt.org

Age range of pupils: 16-25 Principal: Paul Gawdan Admissions: Elizabeth Wood Tel: 01384 399467 Email: admissions@ghc.rmt.org

Freeman College Sterling Works, 88 Arundel Street, 7LIJ½IPH 7SYXL =SVOWLMVI 7 2+ Tel: 0114 252 5940 Fax: 0114 252 5996 Email: enquiries@fmc.rmt.org

Age range of pupils: 16-25 Principal: Bonny Etchell-Anderson Admissions: Ruth Bright Tel: 0114 252 5953 Email: admissions@fmc.rmt.org

Brantwood Specialist School /IR[SSH &ERO 2IXLIV )HKI 7LIJ½IPH 7SYXL =SVOWLMVI 7 29 Tel: 0114 258 9062 Fax: 0114 259 0036 Email: enquiries@brantwood.rmt.org

Age range of pupils: 7-19 Headteacher: Constantin Court Admissions: Karen Chester Tel: 0114 258 9062 Email: admissions@brantwood.rmt.org

Transform Residential Residential Care and Respite services Email: enquiries@trl.rmt.org

South West: Midlands: 2SVXL ;IWX Wales:

Clervaux Clow Beck Eco Centre, Jolby Lane, Croft-on-Tees, near Darlington, DL2 2TF Tel: 01325 729860 Email: enquiries@clervaux.org.uk

Tel: 01453 837627 Tel: 01384 399441 8IP Tel: 01994 419420

Strategic Lead: Bonny Etchell-Anderson 0114 252 5956 (PA to Bonny) www.clervaux.org.uk

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͞dhe ŵessage is to see peopůe͛s abiůiƟes beĐaƵse they tend to Įnd it easier to see the other͘” Olivia

Detail from a drawing by Olivia, 3rd-year, at Glasshouse College.

For the story behind the drawing go to page 64