1 Template for individual colleges in Gloucestershire for their SEND Local Offer providing information requested under the Code of Practice and by local parents. Name of college: South Gloucestershire & Stroud College including Stroud, Filton, WISE, Queens Road (Bristol School of Art) and Clifton (Bristol Zoo) campuses 1 How does our college know/identify that students have special educational needs (SEND)? SGS College is committed to supporting learners through our Total Support Guarantee. Our Learning Support Department works closely with Learning Partnership West, YISS, Prospects and Case Responsible Officers as well as our local mainstream and special schools to ensure we identify at the earliest possibility any learner with SEN. How we identify needs: If a learner has an EHC plan, or the equivalent Attending annual reviews Arranging link days/weeks for learners in years 10 and 11 On application, if a learner discloses a learning difficulty or disability At interview On the enrolment form During initial assessment Through personal tutorials and meetings with Learning Mentors 2 What are the first steps our college will take if special educational needs are identified? Once a need is identified, information is shared with the relevant departments. The learner will have the opportunity to meet with the learning support department to have a support needs assessment. Depending on the level of need of the learner and (if appropriate) whether the funding has been agreed by the local authority, a support package will be built around the individual learner to enable them to achieve and progress on their chosen course. 3 What should parents/carers do if they think their son/daughter has SEND? How can they raise concerns? Parents/carers can: Contact Learning Partnership West, YISS, Prospects or the equivalent in their local authority area Contact the Learning Support Department directly Once their son/daughter is on course, contact their son/daughter s personal tutor, who can make a referral to the Learning Support team. 4 How will our college include parents and students in planning support? Initial support would be discussed at pre-enrolment assessment.
2 Information advice and guidance processes support learners to make informed, realistic choices. Learners own views and aspirations are taken into account in identifying appropriate provision and the aims clearly articulate learners long term goals and aspirations. Once on programme, parents may be invited to the annual review for those learners with high needs or an EHC plan. 5 How will our college teach and support students with SEND? (Curriculum, teaching, learning environment, access to ancillary aids, assistive technology, additional support available SGS College is a General Further Education (GFE) college which offers courses from entry level to higher education for learners aged 14 to adult. In addition to vocational courses in every subject area, SGS offers a suite of GCE A level and GCSE programmes. In November 2014, the college was inspected by Ofsted and graded Good overall. The inspection report said, Support for learning is outstanding. Teachers provide very good pastoral support, and learning support workers assist learners discreetly and highly effectively. Study skills and learner services staff provide high quality support for individual learners and groups. This is particularly beneficial to, for example, looked after young people and young carers. All learners develop a good degree of independence. The College s 6 strategic priorities are as follows: 1. To be recognised as an outstanding College 2. To be visionary and innovative in providing educational opportunities by anticipating and meeting demand 3. To enhance the quality of the experience we provide for our learners and our staff 4. To develop responsive partnerships with all our learners, employers, public services, the local community and with other education providers 5. To ensure we have the necessary resources to support our plan 6. To provide a College environment equipped for the delivery of high quality learning The college s Single Equality Policy sets out our commitment to providing an inclusive learning environment for all learners. Our Guidance, Inclusion, Support and Transition Policy (available on request) sets out further ways in which we will deliver a learning experience that meets and exceeds the expectations of all our learners whatever their starting points and aspirations. a For students without an Education, Health and Social Care plan (EHC) The SGS Total Support Guarantee is designed to provide timely, accessible and consistent support for learners at risk of not achieving or progressing, through a controlled and consistent range of support access points.
3 It ensures academic and corporate staff are able to spot early warning signs and identify appropriate support options: pastoral and welfare support; additional learning support; or academic and study skills support. The Total Support Guarantee is applicable to all funded FE and HE learners. A variety of support is provided such as: Learning Support Workers in class English and Maths Extra Arranging exam concessions Study skills (planning and organising their work) Proof reading Exam preparation Mentoring Specialist support for Hearing or Visual Impairment Support for learners with mobility difficulties Support for learners with social, emotional or behavioural difficulties Assistive technology Break and lunchtime support Personal care b For students with an EHC plan In addition to the support described above we will: Plan our support based on information in the EHC plan through liaison with learners, their parents, staff and the local authority in conjunction with information gathered from external agencies (i.e. Learning Partnership West, Prospects, YISS, etc.) and/or previous educational establishments. The EHC plan will be shared with curriculum staff to develop the individual learning support plan with the learner. c How does our college plan the support? How are our resources allocated and matched to needs? Through application we establish learners that potentially will need low levels of support. Using SGS Total Support Guarantee, curriculum staff, learning mentors, etc. have a mechanism whereby support can be identified at any point through the learner s time at college. For learners with high levels of need, an individual support package is agreed with and specifically funded by the local authority. Support will be reviewed for learners with high needs within the first six weeks of term to establish that the level of support is appropriate. SGS College is committed to ensuring that our resources are accurately allocated by reviewing and informing the local authority of any adjustments.
4 We are committed to ensuring that every learner is enrolled on a course at the appropriate level for them to achieve. They are challenged to achieve their educational potential. d How is the decision made about the support the student will receive? Disclosure at application At interview EHC plan or equivalent Through our robust assessment during link days/weeks (high needs students) Working with external agencies Information gathered from previous school/college Initial assessment Through discussion with the Learning Support Department, English and Maths Extra and curriculum, a decision will be made as to what level of support a learner requires. For learners requiring high levels of support need, funding needs to be agreed with the local authority prior to the learner starting. e Insert link to information about what Gloucestershire colleges are expected to provide from their budget SGS will provide appropriate, high quality SEN support using all available resources, as part of the normal budget planning, f How will progress towards identified outcomes and effectiveness of our SEND provision be assessed and reviewed by us and how will we involve parents, students and young people in this process? All learners are allocated a personal tutor who will deliver a programme of at least six one-to-one tutorials per year where academic progress, targets and individual learning plans are reviewed. Learners and their parents will have electronic access to tutorial records via the ProPortal system. All learners will complete a Long-Term Learner Development Plan together with their personal tutor to help them identify their career and progression aspirations. This will be recorded on the College s Pro-Monitor reporting system and reviewed at regular intervals during a learner s study programme. 6 Who will be working with the student? (Assessing, reviewing, overseeing arrangements, working towards outcomes, including looked after students) A range of support which could include: Lecturers including the learner s personal tutor The Learning Support Department, including: o Learning Support Workers (in-class or 1:1)
5 o Learning Support Co-ordinators, o Lead Disability and Equality and Diversity Advisor o Head of Learning Support Learner Services staff including Learning Mentors, Careers Advisors, Finance and Bursary team, Safeguarding team and Student Union team English & Maths Extra tutors Study Skills staff Other learners in peer learning situations 7 How does our college ensure that the information about a student s SEND or EHC plan is shared and understood by teachers and all relevant staff who come into contact with that student? All staff have access to the secure ProMonitor web portal on which Learning Support is logged on a day-to-day basis, along with basic personal details, targets, tutorials, tracking of attendance and academic progress and much more. For learners with EHC plans, a pen portrait derived from the EHC plan will be distributed to appropriate staff. Termly review meetings are held involving the learner s personal tutor, learning support workers and other staff as necessary. 8 What role will the student s teacher play? Lecturers ensure that the teaching and learning methods used are accessible, by adjusting or differentiating them as appropriate. They will liaise with Learning Support Workers to ensure that support is targeted, effective and has impact on the learner s experience and achievement. If a member of staff becomes concerned about a learner s progress, and the learner needs additional support, there is an electronic referral system to the Learning Support Department and to English and Maths Extra. This referral can be made at any point in the learner s course. 9 What expertise does our college and our staff have in relation to SEND? (three levels: awareness, enhanced, specialist) a Training of staff All staff undergo mandatory training in safeguarding, equality and diversity, data protection and relevant health and safety training Bespoke training for staff supporting individual learners with medical needs (epilepsy, administration of drugs, etc.) Specialists brought in to deliver training for staff supporting visually impaired learners A cross-college staff development plan is produced annually to ensure the College is able to maintain best practice and continuously improve the quality of the services it provides.
6 b List areas of expertise Specialist staff assessors and academic staff working within entry level provision and learning support have a range of qualifications and training as appropriate to their specific role. These include: Master s degree in special educational needs, post graduate certificate in education in inclusive learning, ASD training, EBSD training, attachment disorder training, safeguarding training c What intervention programmes does our college run for students with SEND and how are they delivered? (one to one support or in groups) Using the EHC plan for guidance that has identified an intervention need, the following could be available: Speech and language therapy Basic physiotherapy Therapies delivered by external agency English and Maths Extra Study Skills Counselling d What teaching strategies does our college use for students with learning difficulties including: Autistic spectrum disorder Hearing impairment Visual impairment Speech and language difficulties Dyslexia/poor academic skills The above are addressed on an individual student s needs. Autistic spectrum disorder o A dedicated quiet room o Learning Support Workers who have experience of working with ASD learners Hearing impairment o Close working relationship at Stroud with Gloucestershire Deaf Association who offer advice and guidance as well as BSL signers. Signers at Bristol-area campuses are employed through the agency Signing Works. o Advisory Teaching Service Visual impairment o Excellent links with Action for the Blind to complete assessments on learners for the acquisition of assistive technology. o Advisory Teaching Service Speech and language difficulties o Using total communication we create bespoke packages for individual learners.
7 Dyslexia or learners with statement but no formal diagnosis o Using the specialist support within English and Maths Extra to teach using one to one sessions and developing an individual programme meeting learner s needs. e What support does our college put in place for students and young people who find it difficult to conform to normal behavioural expectations and how do we support students and young people to avoid exclusion? Our Enabling Positive Behaviour and Learner Disciplinary Policy and Procedure sets down the general behavioural expectations for all learners and the process by which we try to guide learners towards positive behaviour and away from withdrawal from college. It is founded on restorative practices. Each curriculum area has a Learning Mentor who is available to the learners. Learning Mentors work collaboratively with personal tutors, other relevant staff and agencies, and learners to develop and implement agreed pastoral improvement and support plans in order to facilitate learner progress and achievement. Learners who we know to experience high levels of anxiety can take time out with the support of a Learning Support Worker. Within the Entry Level provision, this is very closely monitored and supported by curriculum staff and the Learning Support department. 10 Which other services do we use to provide for and support our students? (Health, Social Services, Local authority support services, voluntary organisations specialist support teachers, educational psychologists, teachers for hearing and visual impairment, ASD advisory teachers, behaviour support etc.) a How do we meet the needs of SEND students Refer to Q5 b How do we support families of these students? Refer to Q5
8 11 How does our college provide support to improve the emotional and social developments of our SEND students? (pastoral, medical, social support available) a How does our college manage the administration of medications (knowledge and training of staff; what parents have to let college know; college being in touch with parents) The Health Declaration completed by learners at enrolment should provide sufficient details for a risk assessment to take place. If we need more information we will ask for it. We have an Administration of Medications procedure which states that staff must not give medicines without appropriate training from health professionals. Learners who need regular medication will normally have a health care plan which staff would follow. We have qualified first aiders on call at all college sites. b How does our college help with personal care where this is needed (for instance: toileting, eating) Personal care can be identified pre-course and a trained member of staff will be assigned to support the learner. A comprehensive care plan will support this process. c What is our policy on day trips, college outings, health and safety arrangements Our Educational Study Visits procedure requires that special educational and medical needs are taken into account in the risk assessment for any trips. d What extra pastoral support do we offer, and what pastoral support arrangements are in place to listen to students with SEND? What measures are in place in our college to prevent bullying? All learners have a personal tutor with whom they can discuss academic or pastoral issues. And through the Total Support Guarantee, tutors can refer the learner to a variety of support mechanisms. Learners can self-refer to their Learning Mentor or Counsellor who can then if necessary refer them to external agencies. Foundation (Entry level) learners receive additional tutorial time with their personal tutor to discuss academic and pastoral issues. We have robust Learner Anti-Bullying and Harassment and Safeguarding Policies in place. More information is available on our student portal, ecampus.
9 12 What access do our SEND students have to facilities and extra-curricular activities available to all students? College-wide enrichment activities are open to any learner, including those with SEND. The College also has an active Student Union that organises a range of events and Student Parliament to voice learners feedback and suggestions regarding their learning experience. The Preparation for Work and Life departments organise enrichment activities particularly suited to their learners, including those with moderate and severe learning difficulties. 13 Who will be talking to and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements; including looked after students) a Personal tutors Teaching staff Learning support workers Learning Mentors Learner Services Learning Support Department English and Maths Extra (academic support for English and Maths) Looked-After Child Coordinator Who will explain and discuss this with parents/carers? All curriculum areas have parent/carer evenings at regular intervals where learners outcomes, progress and progression can be discussed. Within the Preparation for Work and Life departments, personal tutors play a key role in communicating regularly with parents/carer, informally and through parent/carer evenings. b How will parents/carers know how well their son/daughter is doing? Parent/carer evenings ProPortal web access to learner records Academic reports to all parent/carers Informal communication to parent/carers by personal tutor c How does our college measure outcomes and impact of the support provided to the student? Regular progress reviews take place through the programme and in response to changing needs. Reviews reflect and check on progress and make necessary changes. Where appropriate a supporter such as an advocate, parent or carer is involved in the review process. Comparison is made between success, achievement and retention for supported and unsupported learners to ensure supported learners have not received an undue advantage through additional learning support.
10 d When and at what interval will this happen? (measuring outcomes and contact with parents/carers and/or young person) The progress of High Needs Students is reviewed three times per year, not including the annual review of their EHC plan. e Who will explain and discuss this with young people (where applicable) Personal Tutor or Learning Support Department (Learning Support Coordinators) will communicate any changes arising from the reviews and the reasons for them. For learners with EHC plans, the learner and parent/carer will be invited to the annual review. 14 How will our college involve young people with SEND in their education? SEN learners attending link days/weeks experiencing the college environment and curriculum prior to enrolment to ensure SGS is their college of choice. All learners have the opportunity to participate in various forums e.g. Student Governors, Student Union and Voice of the Learner. Through reviews with personal tutors, identify challenging and outcomefocused targets. For learners receiving one-to-one support, pre-course discussion with learner/parent/carer as to how that support will be delivered. 15 What accredited and non-accredited courses do we offer for young people with SEND? Young people with SEND who are working at the appropriate academic level can access our full range of academic and vocational courses up to level 3 and higher education. See the courses section of our website. Courses in our Preparation for Work and Life departments at Stroud and Filton are at entry level and level 1, and are aimed at learners with more challenging barriers to learning. Full details are available in the courses section of our website. 16 How do we assess and evaluate the provision we have arranged for the student? (effectiveness, outcomes, progress) The Learning Support department reviews the learner s needs three times per year (see 13c and d above). Departmentally, learners receive regular one-to-one tutorials with their personal tutor. For learners with EHC plans, one of these reviews would coincide with the formal annual review of the EHC plan.
11 17 How do we prepare our college to welcome and support SEND students and how do we arrange and support a transfer to another college/educational establishment? Our Learning Support department work collaboratively with curriculum to prepare our learners for college life. The Learning Support department and (where appropriate) the Preparation for Work and Life department will attend annual reviews and invite the learner to an informal visit in year 10 and then begin a link programme to give the learners an opportunity to familiarise themselves with the environment, teaching staff and support staff. There are other opportunities for prospective learners to attend open evenings/events. We work in collaboration with other colleges and providers to support learners in transferring to other establishments by holding transition events. We also involve relevant agencies in the review process so that learners are supported in potential transfers. a How do we prepare our students for adult life? (higher education, employment/ independent living) Work experience Apprenticeships Early College Placement Visits to industry A comprehensive tutorial programme helps learners to identify their progression and learning targets and helps to promote independent learning. Students are encouraged to set and manage their own personal targets so they learn ownership and meeting deadlines. The tutorial programme is designed to introduce all learners to a wide range of issues from immediate local environment (looking at topics like Foodbanks and volunteering) through to national and internal topics to encourage discussion and awareness (prejudice, religion, fair trade). The Preparation for Work and Life department offers streamlined pathways into Independent Living and/or employability routes. We have strong community links to an organisation with independent living facilities and government funded LDD employment specialists work with our students regularly. b What special arrangements are made for exams? Extra time, separate rooms, readers and scribes can be provided on a caseby-case basis, but we will need to see the correct evidence. All Access Arrangements are undertaken by discussion and/or assessment and are based on individual need. c What resources and equipment do we provide for students with SEND? Through a process of assessment of needs, we can identify what assistive technology or equipment the learner will require in order to be able to
12 access the course and succeed on it. This could include laptops, Dictaphones, voice recognition software, height adjustable desks and kitchen workstations, resources to support dyslexic students, one-to-one in-class support, one-to-one support at break times, and specialist tutors supporting English and Maths. d What arrangements are in place with other colleges/educational providers when our SEND students transfer? SGS will liaise with external agencies. We involve relevant agencies in the review process so that learners are supported in potential transfers. We also work in collaboration with other colleges and providers to support learners in transferring to other establishments by holding transition events. e How accessible is our college to students with SEND? Stroud campus: automatic doors at both entrances, wheelchair-accessible toilets on all floors, lift to all floors, braille room numbers, evac chairs at each refuge point, allocated parking for disabled people, adjustable computer workstations, shower facilities, wheelchair loan, hearing loop. Filton campus: Powered doors on all entrances Main Reception door requires buzzer. Whole site is wheelchair accessible except Employer Engagement office and cashpoint. Multiple lifts in main building, temporary wheelchair loan, wheelchair accessible toilets and single hoist. U-block, Filton campus: Recently refurbished with powered external doors, purpose-built kitchen for wheelchair users, raised tables and computer workstations, wide corridors and wheelchair-accessible internal doors, accessible toilet, colour-coded rooms, sensory room, quiet lunchtime area. WISE campus: powered door on main entrance, single hoist and shower, one lift and platform lift, hearing loop, parking for disabled people, wheelchair loan. 18 Where can you find our SEND policy? (provide link) Our policy on disability (including learning difficulties) is part of our Single Equality Policy, which you can find at Our Guidance, Inclusion, Support and Transition Policy, which is available on request, sets out our intention to give appropriate support to learners according to their individual needs, including SEND. Our Total Support Guarantee includes support needed by learners with SEND.
13 19 What role do the governors have? What does our SEND governor do? (information must include looked after students) Link governors, including the Chair of Governors, attend the College s Safeguarding, Equality and Diversity Group (SEDG) committee. The group meets every term and monitors the college s response to safeguarding, inclusion and support for learners, including its response to the SEN Code of Practice and Children and Families Act. 20 What can you do if you are not happy? (Who to talk to and who to complain to; arrangements made by the governing body) In the first instance we would encourage our learners to talk to their personal tutor or learning mentor to discuss any concerns. Learners also have the opportunity to share concerns or issues in the Voice of the Learner forum or through their Student Rep and the Student Parliament. Our Compliments Suggestions and Complaints Policy and Procedure is available from 21 How can parents/carers arrange a visit to our college? What is involved? We have open events throughout the year at all our campuses. Full details are on our website. If you would like to arrange a personal visit to the Preparation for Work and Life department or to discuss individual support for learners with SEND, please contact the appropriate person named below. We can assist with any needs you might have while attending open events and interviews. 22 Who can you contact for more information? (class teacher, other staff, SEND policy; Parent Partnership Service; IPSEA) Preparation for Work and Life: Jane Stephens (Stroud), or Juliet Williams (Filton), or Learning Support department: (Stroud) or (Filton) or English & Maths Extra support: Jacqui Andres, or Learner Services: Rosheen Hucker, Head of Learner Services (Filton) or Jennifer McBain, Deputy Head of Learner Services (Stroud) or 23 When was the above information updated? (must be updated annually please provide date of latest update) January 2015.
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Please click the relevant words on the wheel to be taken to the corresponding section. Area Wide Local Offer Identification Teaching, Learning & Support Additional Information Keeping Students Safe & Supporting
Ellis Guilford School and Sports College Special Education Needs Policy Reviewed: January 2015 Next Review: January 2016 Contents 1. National Context 2 2. Local Offer 2-3 3. Definition of SEN(D) 3 4. Links
Loreto College St. Stephen s Green Introduction This policy is drawn up in the context of The Education Act (1998) and takes cognisance of The Equal Status Act (2000), The Equality Act (2004), The Education
SEN and Disability Local Offer: Primary Settings Mainstream, Short Stay Schools, Special Schools and Academies Name of School: Kingsfold Primary School School Number: 07/046 1 Guidance for Completion This
The University of Hull Policy Statement and Code of Practice: Students with Disabilities Approved by Disabilities Committee May 2003 Revised February 2004 2 The University of Hull Policy Statement: Students
College Information College Opening Times OPEN CLOSE Monday 8.00am 7.00pm Tuesday 8.00am 7.00pm Wednesday 8.00am 7.00pm Thursday 8.00am 7.00pm Friday 8.00am 4.30pm The Student Experience Centre Based on
Section 139A Learning Difficulty Assessments Statutory Guidance For local authorities April 2013 Contents Summary 3 1 About this guidance 3 2 Expiry or review date 3 3 What legislation does this guidance
SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at
Queensmill School Job Description and Person Specification Queensmill School Occupational Therapy Service Job Description Job Title: Grade: Base: Hours: Pay: Responsible to: Occupational Therapist Band
Ashton St. Peter s Church of England VA Lower School Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017 Introduction The SEN and Disability Act 2001 extended the Disability