Learners with Learning Difficulties and/or Disabilities Information Report
The intention of Bright Futures is to improve choice and transparency for families. All schools and
academies in the Bright Futures Educational Trust aim to identify and support students with special
educational needs to enable them to make the best possible progress. Connell’s objective is to be as
inclusive as possible and wherever possible, meet the needs of students with special educational
needs in a mainstream setting.
1. What kinds of special educational needs does the college provide for?
Connell Sixth Form College is an academic sixth form college. Where Connell is considered to be
the most appropriate college for a student with special educational needs, the college aims to
ensure that strategies and appropriate support are in place to enable the student to access the
curriculum and extra-curricular opportunities to the fullest extent possible, so that the student
makes the best possible progress and achieves the best possible outcome.
2. How does the college know if young people need extra help and what should I do if I think
my son/daughter may have special educational needs?
Some students may already have a statement or have been identified as needing SEN support by
their previous educational setting, in which case the information will be sent to us on transfer or
shortly after. Where this is not the case, the college has effective procedures in place to identify
and support students with special educational needs and to contact the student’s previous
educational provision and ask for information.
The progress of all students is tracked by teaching staff using a data recording system. If a student
is not making expected progress then teachers will be asked to monitor the student for half a
term. If their progress after this monitoring time is still causing concern then further discussions
will take place with an Assistant Principal, LLDD coordinator and parents/carers. Action will be
taken sooner, if the student’s need are clear.
When a student has significant gaps in terms of their actual progress or access to learning and
when this deficit can be ascribed to an identifiable learning need, the student will be placed on
the LLDD register so that they are able to make greater progress with LLDD support. They will
have an Access to Learning Plan which identifies the needs of the student will be identified and
the strategies and interventions will be used to support his/her progress. This will be regularly
reviewed with the student and with parents/carers and the LLDD Coordinator.
Any concerns regarding specific learning difficulties and special educational needs can be directed
to the LLDD Coordinator, who will assess if there is a special educational need, using information
provided by teaching staff in the first instance and supported by the Trust Educational
Psychologist. Once assessed, it may be judged that the student could be best supported through
the pastoral system or alternatively, that further referrals to outside agencies, or tests, are
required to see if there is an underlying cause. Teaching and learning strategies and additional
interventions will be put in place according to individual need and will be regularly reviewed.
3. How will we know how my son/daughter is doing?
The college communicates regularly with parents/carers about the progress of each student. This
is done via an interim report, a full report and parents’ evening appointments with subject staff as
a matter of whole college policy. Interventions that parents/carers can help with at home can be
discussed at parents’ evening.
Additionally, parents/carers of a student on the LLDD register will be invited to discuss progress
and to assess the effectiveness of interventions at regular termly meetings. Should any extra
concerns come up throughout the college year, parents and guardians should directly contact the
student’s Tutor, who will then liaise with the LLDD coordinator.
4. How will the curriculum be matched to my son/daughter’s needs?
Students will, first and foremost, be supported in class by high quality teaching. All lessons are
differentiated for a range of needs, including special educational needs.
As well as using their own professional knowledge, teachers are supported by the LLDD
coordinator, the Trust Educational Psychologist as well as outside specialist support services to
find suitable strategies for students with LDD. Needs and additional interventions are
communicated to staff by means of Access to Learning Plans and additional training sessions may
be delivered.
5. How will the college staff support my son/daughter?
There are a wide range of available interventions: differentiated teaching and learning strategies,
some interventions offered during Guided Learning hours or during the extended evening
sessions, subject revision sessions, the application of rest breaks and extra time for assessments
where this is identified as a need.
The college liaises with outside services, such as BFET Support Services, specialist teachers for
LLDD, an educational psychologist and specialists who are invited to deliver training sessions to
ensure that teaching staff are professionally informed about the best strategies to assist progress.
6.
How is the decision made about what type and how much support my son/daughter will
receive?
The SEN register comprises two categories. The highest category of need is represented by
students who have an Education, Health and Care Plan (EHC). These students require additional
resources, for which funding is available.
Some students will have additional needs that require extra support, but this support will be at a
level below that of an EHC. These students will be identified as having ‘LLDD Support’ and they form
the second category of students whom we place on the LLDD register. Students in this category
receive an Access to Learning Plan which summarises their needs to teachers as well as identifying
strategies that can usefully be adopted in the classroom.
In addition to the two categories above which appear on the LLDD register, we also have students
who may require monitoring before it is decided whether or not they will require LLDD support.
Parents/carers will always be informed of the outcome of the monitoring.
7.
How will my son/daughter be included in activities outside the classroom including
physical activities and trips?
The college endeavours to be as inclusive as possible. There are times when an additional risk
assessment may be required for an individual student with LLDD, in order for them to participate
in physical activities or a day trip/residential visit. In such circumstances the college, parent/carer
and the student would be involved in this process and the college would liaise with the
appropriate specialist support services.
8. What support will there be for my son/daughter’s overall wellbeing?
Each student has a Tutor. In addition, the pastoral team is supported by an Assistant Principal,
the LLDD coordinator, the Head of Student Experience and the administrative team. The college
also has a 42nd Street counsellor who devotes two days a week to working with students at
Connell. Mindfulness has been introduced into the curriculum and is delivered by trained teaching
staff.
9. What specialist services and expertise are available at or accessed by the college?
Both the LLDD Coordinator and the pastoral team work with a range of services to ensure the
needs of all students, including those with LDD, are met. These include: 42nd Street, BFET
Educational Psychologist, specialist staff from Melland School and our Examinations Officer who
facilitates examination access arrangements.
10. How accessible is the college environment?
The college has been built to ensure access for wheelchair users. There are no steps to any of the
college entrances. A lift is available to all classrooms. There are disabled toilet facilities on each
floor. Each teaching room has at least one height adjustable desk. EVAC chairs are provided for
emergency situations where students need to get downstairs without use of their
wheelchair/crutches.
For a student with an EHC Plan, specialist equipment such as an electronic magnifier (CCTV) may
be provided to ensure they can fully access the curriculum; for other students with LLDD support,
laptops, modified/enlarged papers, up to 25% extra time for assessments, etc. are available
depending on need, which is assessed on an individual basis.
11. How are parents and young people themselves involved in the college?
There is close liaison with the college and all parents/carers. Parents/carers of students with LLDD
are invited to contribute to regular review meetings, to attend meetings with the staff from
external services, as well as having regular communication with the LLDD coordinator and the
other teaching members of staff.
The students are involved in discussions with the LLDD coordinator and communicate with
teaching staff via their Access to Learning Plan. They are also invited to attend all meetings with
outside agencies and support services.
12. How do you involve other agencies in meeting the needs of young people with LDD and in
supporting families?
We work closely with a range of agencies and will involve the appropriate services as and when it
is required. Services we work with include: health, social care, 42nd Street Local Authority support
services, voluntary organisations, charities, as well as the staff who are part of the Bright Futures
Educational Trust Targeted and Specialist Support Team.
Representatives from specialist support services will be invited to attend review meetings for
students with LLDD and to deliver training sessions to teaching staff to ensure the student can
fully access the curriculum.
13. How will the college prepare and support my child/young person to join the college,
transfer to a new college or the next stage of education and life?
The college has effective procedures in place to ensure a smooth transition from secondary
school: Every year there are open evenings for prospective pupils and their parents/carers. In
some cases it may be possible for the LLDD coordinator to arrange a private tour of the college for
a student with LDD, and their parent/carer, to check accessibility.
The college ensures that students throughout are supported to make the right choices regarding
the next phase of their education by subject teachers, Tutors, careers co-ordinators as well as the
Connexions service. The college works closely with the Connexions Careers Service and
Apprenticeship providers and students can arrange to see one of the two dedicated Careers
Advisers during the college day.