Barton Peveril Sixth Form College
The Learning Support team enable SEND students to access their subjects. SEND students are taught within mainstream classes; predominantly A level courses. Support is offered on a case-by-case basis
Who to contact
Where to go
- Barton Peveril Sixth Form College
- SO50 5ZA
- Sensory adaptations, Sensory area, Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Age Ranges
- 16, 17, 18, 19
- Sign supported English
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
1. If your child has an EHCP or S139a, you should let the college know that they are thinking of making an application to the college at the start of year 11 2. If your son/daughter has a support need but no EHCP or S139a they will have the opportunity to declare this on their application form 3. We work closely with school SENCOs, YAs and parents to ensure the college has the fullest picture possible on transition 4. If your child has an emerging support need this may be picked up on initial screening, a teacher or tutor can refer your child, your child or your self can make a referral
- How will early years setting/school/college staff support my child/young person?
SEND students with EHCPs/S139as or a significant learning barrier may be supported in the following ways: '''By the Learning Support team and by teaching staff and personal tutors''' • LSA In-class support • Use of a sign language communicator • Use of accessible technology • Exam access arrangements • Mentoring • LSA led physiotherapy sessions facilitated by external physiotherapists • Personal care • Assistance with eating '''Teaching staff and tutors are made aware of your child’s SEND''' • Teaching staff and tutors work closely with the Learning Support team to develop effective teaching and learning strategies • Teaching staff and tutors will be supported by the Learning Support team to make course materials accessible SEND students without an EHCP/S139a or a significant learning barrier can expect to be supported in the following ways: '''By the Learning Support team:''' • 1:1 and small group sessions are offered to support: access to learning, improving organisational skills, developing literacy and numeracy skills and cultivating personal strategies to facilitate independence at college and beyond • Drop in support is also offered to students to develop revision strategies and study skills • Exam access arrangements • Use of accessible technology where appropriate '''By teaching staff and personal tutors:''' • Teaching staff and tutors are made aware of your child’s SEND • Teaching staff and tutors work closely with the Learning Support team to develop effective teaching and learning strategies • Teaching staff and tutors will be supported by the Learning Support team to make course materials accessible
- How will the curriculum be matched to my child's/young person's needs?
All SEND students are taught within mainstream classes. In line with college policy all students are expected to meet subject entry requirements. Students usually take 3 or 4 A levels or equivalent in their first year. Reasonable adjustments that could be made on a case by case basis, include: • Programmes over three rather than two years • Timetables facilitating a shorter week or day • Rooming to facilitate access between lessons. Reasonable adjustments within lessons could include use of: • A LSA note taker • A laptop or tablet • A Dictaphone • Screens to enlarge materials used on electronic white boards • Electronic resources • Pre-released reading material • Agreed examination access arrangements during timed tasks and mock exams Such reasonable adjustments may be made where there is evidence of a significant need as long as it does not affect the reliability or validity of the course outcomes.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
In line with college policy for all students, you can access the Parent page to see: • Personal data • Your child’s timetable • Exam information • Daily attendance records including any timetabled support sessions • Current predicted grades and aspirational grades • Progress reviews • Messages In line with college policy for all students, you and your son or daughter are welcome to attend Parents evenings in November and February (post mocks). In addition were they to miss a lesson, including any timetabled support sessions you will receive a text message. Those students attending weekly support sessions will be reviewing their own progress and setting targets, monitored by their learner support tutor. All students with a support need have access to support if needed.
- What support will there be for my child's/young person's overall well being?
In line with all Barton Peveril college students, your son or daughter will be given a personal tutor who they meet with on a weekly basis. Where possible, the tutor will be one of your child’s subject teachers. The tutor has responsibility for: overseeing academic progress, help with issues, weekly tutor session with 1:1 progress meetings, progress review day and advice and guidance on higher education and career/future planning. Where it is felt appropriate SEND students will also be given a learning support mentor who can be available to go over academic and personal worries and concerns and advocate on your child’s behalf. A nurse and counsellors are also available on site.
- What specialist services and expertise are available at or accessed by the setting/school/college?
'''Specialist services and expertise available in the college, include:''' 1. Specialist HI and VI support 2. Specialist SpLD support 3. Experience and training in Aspergers, Dyslexia and ADHD 4. Access arrangement assessments 5. Disabled Student Allowance (DSA) guidance 6. College counsellors 7. College nurse 8. Transport advice '''Expertise, advice, guidance and support for individual students is sought from the following external agencies:''' 1. Specialist Teacher Advisors 2. Physiotherapists 3. Occupational therapists 4. Access arrangement assessors Referrals are made to: - CAMHS - GPs - Southampton Rape Crisis - Southampton domestic violence - Young carers association - Educational Psychologists - Disabled Students Allowance (DSA) assessors
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All teaching staff are given annual training to ensure that they are up dated on current SEND policy and to outline their part in ensuring reasonable adjustment is made for any SEND student in their class. '''Current qualifications in the Learning Support Department include:''' • Certificate of Competence in Educational Testing (CCET) Dyslexia Training from Dyslexia Action • ASD, Tourettes, Dyspraxia and ADHD training • Members of Eastleigh Consortium SEN and Wessex Group LDD Panels • Members of Professional Association for Teachers and Assessors of Students with Specific Learning Difficulties (SpLD) (PATOSS) • Attendance to the Annual University of Southampton SEN Conference
- How will my child/young person be included in activities outside this classroom including school trips?
>The college aims to make trips inclusive and open to all. SEND students are asked to approach the Learning Support Manager at the earliest opportunity and, ideally, an academic year before the trip leaves, so that an assessment of the trip and their needs can be made (including funds to support any costs of the trip applied for). Every effort is made to make reasonable adjustments, but on hazardous, residential or trips abroad it will be the Principal or his deputy who will make the final decisions on health and safety whether reasonable adjustments can be made and if your child needs support to access the trip. This may depend on the availability of staff and their willingness to take part in the proposed activity.
- How accessible is the setting/school/college environment?
The college operates on a single campus, within multiple buildings and is fully accessible by wheel chair.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
'''Transition to the college''' If we know about your child’s SEND before they enrol at the college we will do the following to ensure a smooth transition: • Attend their annual review, we will start working on this transition from year 9 onwards. The responsibility to include the college in this transition lies with the you and your child • Open up communication with the school SENCO • Meet you and your son/daughter on open evenings • Host a transition visit • Communicate appropriate support packages before introductory days • Offer introductory day support • Host an orientation session between enrolment and the first week of term • Keep lines of communication open to ensure support levels are appropriate and effective If we are not informed of your child’s SEND before enrolment or if an SEND emerges whist on programme, the college will do it’s best to support the student within the resources available, but cannot make any promises. '''Transition from college:''' In line with all students, the careers team is available to give advice and guidance on the next step. The Learning Support department work closely with the University of Southampton, Southampton Solent, Winchester University and Portsmouth University to facilitate their transition. On student request, sending these and others universities confirmation of the support packages the student had in place. '''Advice and guidance is also offered on –''' - How to apply for a Disabled Student Allowance (DSA) - How to obtain a certificate in English Proficiency (IELTS) for those whose English is not their first language
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All SEND students are taught within mainstream classes. In line with college policy all students are expected to meet subject entry requirements. Students usually take 3 or 4 A levels or equivalent in their first year. '''Reasonable adjustments that could be made on a case by case basis, include:''' • Programmes over three rather than two years • Timetables facilitating a shorter week or day • Rooming to facilitate access between lessons Reasonable adjustments within lessons could include use of: • A LSA note taker • A laptop or tablet • A Dictaphone • Screens to enlarge materials used on electronic white boards • Electronic resources • Pre-released reading material • Agreed examination access arrangements during timed tasks and mock exams Such reasonable adjustments may be made where there is evidence of a significant need as long as it does not affect the reliability or validity of the course outcomes.
- How is the decision made about what type and how much support my child/young person will receive?
For students with an EHCP/S139a or those with a significant learning barrier the type and level of support is planned in advance and will be formalised in a letter to your child before enrolment. This support will be reviewed annually. For other students with no EHCP/S139a or significant learning barrier, but still requiring support, the level and type of support required will be discussed with them on enrolment. This will be reviewed at regular intervals and adjusted accordingly. All support will be negotiated on a case by case basis with the needs of the student, their chosen programme of study and the resources available taken into consideration. Where it is thought appropriate external specialist advice will be sought to plan appropriate support packages.
- How are parents involved in the setting/school/college? How can I be involved?
We welcome full involvement from parents to make sure we have a smooth and effective transition for SEND students to and from college. Parents are welcome to visit the provision at any time and annual feedback is sought to help improve support offered.