Education Provider. 1. What special education provision is available at our setting? What do we do here to meet your needs?

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1 Education Provider Provider: Brixham College 1. What special education provision is available at our setting? What do we do here to meet your needs? Brixham College believes in the importance of quality first teaching so that all teachers and Support staff are inclusive practitioners. Additional provisions include: Ability setting for core subjects Literacy intervention (1:1 and small group) Numeracy intervention (1:1 and small group) Teaching Assistant support in lessons and lunchtime home learning club Special Access arrangement for examinations Student Support College counsellor Access to Young Carers Access to the Educational Psychology Service Access to Combe Pafford Outreach and Advisory Teachers Advice and support from School Nurse Advice and support from range of health professionals e.g. ADHD nurse Access to Young Carers The 16 place Enhanced Provision for students with a Statement of Special Educational Need for ASC/ social communication disorders and is funded by the Local Authority. Entry to the Provision is through the LA SEN section. It has its own separate accommodation and yet remains an integral part of the College with most students accessing most lessons with support in mainstream classes. In addition to the 16 provision placed students the Provision provides outreach for 20 students within the main College who have traits/diagnosis or statements of ASC but do not have a provision place. The aim of the Provision is to support students by removing barriers to learning so that they

2 are included in all aspects of mainstream College life. Where this cannot be done, we provide a nurturing environment to enable students to continue with their learning and develop appropriate social and life skills through specialist teaching. The Provision provides a safe place for students during unstructured time and during times of high anxiety or stress. The ASC Provision aims to provide a flexible child centred support which encompasses parental and multi-agency support. Positive relationships with parents and excellent home/school communication are integral to successful support. The ASC Provision aims to support mainstream teachers remove the barriers to learning through support, guidance and training. Students who access the also have access to the services listed above. The ASC Provision ethos is of providing an elastic safety net! Students independence is developed and success is celebrated. When students need additional support we are there to provide this. ASC Students typically need structure and routine but the ASC Provision personalised approach to support has to be flexible to meet the students ever changing needs. 2. What criteria must be satisfied before children and young people can access this provision/service? What sort of needs would you have for us to be able to help you? There are no special criteria for children and young people to access Brixham College (mainstream). Brixham College believes in the importance of a broad and balanced curriculum. Quality first teaching from class teachers is an entitlement for all students and effective differentiation enables all students to experience feelings of success and achievement. At Brixham College we recognise that there are some children who may need extra support to make expected progress so that they achieve in line with their peers, e.g. small group intervention work, additional adult support from teaching assistants, 1:1 tuition or additional equipment to achieve their potential. We have developed and continue to develop a range of expertise, experience and links to other agencies to ensure that we meet the learning needs of all students. Where progress and attainment continues to be lower than expected, despite targeted intervention and support, the school may utilise more specialist diagnostic assessments, draw on support from outreach and/or health professionals or request advice and assessment from Torbay Educational Psychology Service or other services.

3 The 16 place Enhanced Provision for students with a Statement of Special Educational Need for ASC/ social communication disorders and is funded by the Local Authority. Entry to the Provision is through the SEN section at Torbay Council. It has its own separate accommodation and yet remains an integral part of the College with most students accessing most lessons with support in mainstream classes. 3. How do we identify the particular special educational needs of a child or young person? How do we work out what your needs are and how can we help? Identification of SEN is achieved through a number of channels Past history Identification of lack of progress/attainment through progress reports Primary liaison Parental concerns Assessments School records Year 7 assessment e.g. reading and spelling tests, CATS 4. How do we consult with parents and/or children and young people about their needs? How do we find out about what you and your parents think you need help with? The school recognises that parents have a critical role to play in their children s education and value the contribution they make. Parents are always consulted if their child is identified as having special needs and their views are sought. Parents can discuss their child s progress during SEN review meetings Parent / carer questionnaires Parent Partnership meeting Progress meetings Via /phone communication

4 5. What is our approach to teaching children and young people with special educational needs? How will we teach you? Brixham College strongly believes in inclusion so that students are taught alongside their peers. Through quality first teaching, subject teachers and support staff differentiate and personalise the curriculum to enable all students to achieve and make progress. Students with special educational needs have the same access to learning and extracurricular activities as the other students. 6. How can we adapt our curriculum for children and young people with special educational needs? What sort of things will you learn here? All students at KS3 (year 7 and 8) follow a broad and balanced curriculum. From year 9 students have choices, following a range of GCSEs and the o[opportunity to follow vocational courses. All children and young people with special educational needs or disabilities (SEND) should be able to reach their full potential in school. We are committed to narrowing the attainment gap between SEND and non-send students. The aim is to ensure all children receive high quality first teaching; the curriculum will be differentiated to meet the needs of individual students. Sometimes children may need short-term intervention learning programmes, or other learning interventions developed on an individual needs basis. Teaching Assistants support students in class to enable them to learn alongside their peers. Students who have a placement with the have a personalised timetable which enables them to access mainstream lessons with TA support, small group teaching and specialist life skills and social skills programmes within the provision. 7. How will we ensure we get the services, provision and equipment that children and young people need? How will we make sure that you get all of the help that you need from different people?

5 All services, provision and equipment are monitored for impact to ensure they are benefiting the child and are cost effective. Where a student is not making expected progress, despite intervention and support we will consult with link professionals and other agencies e.g. Educational Psychology Service, School Nurse, SEN outreach advisors, paediatricians, Social Services and other health professionals. Alphasmart, laptops, ipads and other assistive technology including Dragonspeak are used for individuals. 8. How is this provision funded? Who pays for this? Provision for meeting the needs of students with SEND is funded by the school s notional Inclusion budget. In addition, some students access Pupil Premium funding. Students with complex special educational needs and/or disabilities who an Education Health and Care plan (EHC plan), previously a Statement of Special Educational Needs, have a personal budget monitored by the Local Authority for additional support to meet identified needs. The inclusion budget is monitored by the Principle and Governors and resources are allocated according to need. The ASC Provision is funded by the Local Authority. 9. What additional learning support is available for children and young people with special educational needs and how do they access it? What else will we do to help you learn and how will this happen? Teaching Assistant support identified students in class to enable them participate, make progress and learn alongside their peers. Specialist small group literacy and numeracy intervention. Students are identifies by KS2 data and in-college assessments Lunchtime home learning club enables Teaching Assistants to support students with their extended learning tasks. Peer mentors will support students with friendship issues. Student support offers a quiet haven before College, break time and lunch time.

6 10. How do we support and improve the emotional and social development of children and young people with special educational needs? How can we help you learn about your feelings and relationships? Most Students will go through their time at the college happy and relaxed, but sometimes events happen either inside or outside College that affect a students well-being. Many concerns can be sorted out by tutors, class teachers and Heads of houses. We also have Student Support which offers additional services. These services include weekly dropins from and appointments with:- Informal therapeutic listening Counselling and Anger Management Mediation and restorative work Weekly visits and lunchtime club for Young Carers School Nurse Targeted prevention Nurse Relationships and sexual health drop-in Visits from specialist Services Students with ASC have access to a range of support to develop their emotional and social skills. Students access regular social skills lessons which incorporate many aspects of social and emotional skills. We use a number of ASC-friendly strategies such as visual prompts, visual timetables and social stories to develop and support student s social and emotional challenges. Students in the Enhanced Provision can access the range of services above. 11. How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood? How can we help you to get ready to change to a different place or to leave here?

7 Transition days Enhanced transition for ASC students and vulnerable students Liaison with Primary School and Post-16 Providers Annual reviews and transition plans, Carers South West are involved in Year 9,11,13 Annual Reviews Attending Year 5/6 Annual Reviews Liaison and involvement with parents Work experience Visits to Post-16 providers In addition to the strategies above students with ASC have access to an extended, flexible transition programme to accommodate individual s needs. 12. What other support is available for children and young people with special educational needs and how can they access it? What other help can we give you or help you to get? If a need is identified by a Teaching Assistant, Tutor, Teacher or Parent can liaise with SENCO who will oversee implication as appropriate. The SENCO will signpost parent/student to the appropriate support services such as; Extra-curricular clubs Home learning clubs Lunchtime clubs Special Access exam arrangements Friendship and bullying mentors Heath Professionals School counsellor Careers South West Restorative meetings 13. What extra-curricular activities are available for children and young people with special educational needs? What other activities can you do here?

8 Student with special educational needs are encouraged to participate fully in school life. Throughout the year there are a number of trips and residential visits. Details of all clubs, trips and residential visits can be found in the Xtr-booklet. This distributed to all students in the Autumn Term. As part of the Social Skills programme students with ASC attended regular trips and visits. This enables the students to develop and practise social interactions outside of the classroom. 14. How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process? How do we know that the help we are giving you is working? How can you and your family tell us what you think? Progress towards agreed outcomes are reviewed with parents and students throughout the academic year, this is integral element of meeting the needs of SEN students. Bi annual progress reports Annual full report Annual review meetings Parent partnership meetings Progress meetings Behaviourwatch reports 15. How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment? How do we make sure that we are being the best that we can be? How can you and your family tell us what you think?

9 The SENCO monitors the impact of interventions and how effective they are. Consulting with parents and students is an integral part of this process. Parental and student views are sought during the Annual Review meeting. 16. How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs? How do we make sure that everyone that works with you has the right skills and can do the right things to help you? Brixham College is committed to life long learning. Our Teachers and Teaching Assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including: Hearing impairment Visual impairment Specific medical conditions e.g. Epi-Pen Specific learning difficulties Autistic Spectrum Conditions Emotional difficulties Manual handling Professional Learning Programme (PLP) 17. How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan? How do we make sure that your parents know how we can help them? Students who have identified additional needs but do not have an EHCP are identified on the Barriers to Learning register. Student progress is monitored by the subject teacher, Faculty Leader and SENCO, progress reports are sent to parents/carers termly. Parents/carers are warmly invited to make appointments with the SENCO to discuss provision and progress for their child. 18. How can parents, children and young people make a complaint about our provision? What can you do if you are not happy about something that has happened here?

10 If any parent has a concern or complaint regarding SEN provision or they should meet with the SENCO to solve difficulties and address any complaints. If these are not resolved parents/carers should contact Assistant Principal Support for Learning. Information about procedures for making a formal complaint can be found on the college website. 19. How can parents, children and young people get more information about the setting? How can you find out more about us? If your child has a disability and you would like more information about what we offer at Brixham College please do not hesitate to contact us tel: or admin@brixhamcollege.co.uk to discuss your child or to arrange a visit. You can also visit Brixham College website: or request a copy of our prospectus.