Bracknell & Wokingham College

Bracknell & Wokingham College has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND).

Bracknell & Wokingham College is a small to medium further education provider with over 1500 full-time and over 4500 part-time learners. The college offers a range of courses for all ages and abilities.

A Foundation Programme specifically designed for 16-24 year olds with learning difficulties and/or disabilities is delivered by qualified tutors at our Wick Hill centre. Learners can progress onto a range of more advanced courses, specialist vocational programmes, employment or work-based learning.

The college also runs a 'Wellbeing in mind' project - short term corses for people with mild to moderate mental health issues.

The college offers comprehensive support for all learners through our Student Services team which provides pastoral care and our experienced Study Support tutors who can support learners with their studies if needed.

All learners have a personal tutor who monitors each student’s progress and achievement throughout their time at college.

The college’s mission is for all learners to achieve their potential in a supportive learning environment. Information can be found on our website:https://www.activatelearning.ac.uk/bracknell-wokingham

Who to contact

Telephone: 01344 766200
Website: https://www.activatelearning.ac.uk/.../bracknell-wokingham

Where to go

Address: Church Road
Bracknell
Postcode: RG12 1DJ

Local Offer

Local Offer Age Bands: Transitions to Adulthood (16+)

Local Offer / SEN Information Report

Local Offer Description

Bracknell & Wokingham College is a small to medium further education provider with over 1500 full-time and over 4500 part-time learners. The college offers a range of study programmes and courses for all ages and abilities.

A Foundation Programme specifically designed for 16-24 year olds with learning difficulties and/or disabilities is delivered by experienced tutors at our main Church Road site. Learners can progress onto a range of more advanced courses, specialist vocational programmes, employment, work-based learning or supported internships.

The college offers comprehensive support for all learners through our Student Services team which provides pastoral care and our experienced Study Support tutors and assistants who can support learners with their studies if needed.

All learners have an academic tutor and a pastoral tutor who monitor each student’s progress and achievement throughout their time at college.

The college’s mission is for all learners to achieve their potential in a supportive learning environment. Information can be found on our website: http://www.bracknell.ac.uk/

Identification of Special Educational Needs and Disabilities (SEND)

1.1: How does the College identify those young people with special educational needs and disabilities who have not previously been identified?

Bracknell and Wokingham College works closely with Local Authorities and feeder schools to provide link courses and bespoke taster sessions prior to learners starting to identify any support or additional needs a young person may have.

If a young person has an EHCP, we will look at it to plan how best to support the learning outcomes. We may discuss this with the Local Authority.

All young people applying to the college will have an interview with a tutor prior to starting their study programme or course when individual needs are discussed.

On enrolment, all learners will complete a thorough initial assessment. This will include online assessment, reading, writing and maths. The assessment results are analysed by a specialist team and those learners identified as having special educational needs and disabilities will receive appropriate support. The support required will be negotiated with the learner, their tutor and other interested parties. If further assessment is required, for example for a specific learning difficulty such as dyslexia, this can be arranged.

Bracknell and Wokingham College has a comprehensive staff training programme. This ensures that all staff have regular opportunities to update their professional knowledge regarding learning difficulties and disabilities.

If any additional support needs are identified once the young person has started their study programme, arrangements are co-ordinated between the learner, study support, the tutor and other interested parties.

Support for young people with special educational needs

2.1: If a young person is identified as having SEND, who will plan their education programme?

Each learner has a study programme which takes into account their individual goals and targets. The programme is planned by the curriculum team, which includes study support and student services, who work together with the learner and their family. We maintain close links with local authorities, schools and external agencies.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

There are a variety of official and unofficial meetings that take place throughout the year which help College to stay in close contact with parents and carers of all learners. Staff are available at open events, parents’ information evenings and consultation meetings. We aim to keep clear lines of communication and parents and carers are encouraged to take an active part in their son or daughter’s learning. For learners with EHCPs a formal review is planned during the year.

All learners will have an academic and pastoral tutor. They can be contacted by the learner throughout the College day. They can also be contacted by parents and carers.

2.3: How will the college balance my childs need for support with developing their independence?

We recognise that independence is a key outcome for any young person. The college’s focus is on Employability Skills and progression. Support is closely monitored. As each learner grows in independence, there will be a plan to reduce support in a gradual, agreed manner.

2.4: How will the College match/differentiate the curriculum for the young persons special educational needs?

Every study programme provides learning activities and assignments which are differentiated to enable each learner to succeed and progress. The College works with feeder schools to ensure effective transition.

2.5: What teaching strategies does the college use for young people with SEND, including ASD, hearing impairment, visual impairment and speech & language difficulties?

A wide variety of teaching strategies and learning activities are provided. These vary according to the demands of the study programme and the needs of the learner. For example, Foundation Courses have a high proportion of practical activities which include independent living strategies, cookery, IT, carpentry, media and art. Any supporting evidence, such as the EHCP, is used to inform strategies for teaching and learning.

2.6: What additional staffing does the college provide from its own budget for young people with SEND?

Learners may have support from Student Support Assistants and Study Support tutors. Study Support is provided individually or in small groups, as appropriate. Drop-in study support is available to all learners. There is a weekly social club which has an emphasis on improving learners’ speaking and listening skills and a games club which develops social and communication skills.

Student Services provide advice and guidance to learners. There is a college counsellor and careers advisor to help learners move into employed work, training or higher education. The College has a programme of peer mentoring.

The college has links with an Educational Psychologist who can come in to assess learners with particular needs.

2.7: What specific intervention programmes are offered by the college for young people with SEND, and are these delivered on a one to one basis or in small groups?

Type / Title	Intervention Type
No data available at present

2.8: What resources and equipment does the College provide for young people with SEND?

All full-time learners are taught in the main building on Church Road. This building has a full range of modern resources and equipment and classrooms and vocational areas are extremely well equipped. We have a discrete and spacious area for learners on the Foundation Programme which can be accessed by a side door, rather than through the busy main entrance.

There is a dedicated study support room where experienced tutors deliver support either on a one-to-one or small group basis and a quiet room.

The Learning Resource Centre (LRC) is run by very experienced staff who are very aware of learners’ individual needs and make every effort to ensure that these needs are met.

Specialist IT equipment can be made available as and when required in discussion with the Local Authority and reasonable adjustments can be made to the classrooms, such as height adjustable tables and special chairs where required, in discussion with the relevant parties.

2.9: What special arrangements can be made for the young person when taking examinations?

All special access arrangements are awarded in accordance with the current JCQ guidelines and any reasonable adjustments will adhere to these guidelines. Access arrangements must reflect usual classroom practice.

2.10: What accredited and non accredited courses does the College offer for young people with SEND?

Learners on the Foundation Programme follow an individual study programme which may include accredited and non-accredited courses. All other learners follow programmes that lead to nationally recognised qualifications. Details are on the College's website.

The young person's progress.

3.1: How will the College monitor the young persons progress and how will the young person and or parents/carers be involved in this, (if appropriate)?

Progress for all learners is monitored through our E-Trackr system which provides data on progress, attendance and behaviour.

All learners have termly reports, target reviews with their tutors and learners with an EHCP have an annual review.

Parents and carers are always welcome to contact tutors if they have any concerns.

3.2: When the young persons progress is being reviewed, how will new targets be set and how will parents/carers be involved, (if appropriate)?

Each learner’s progress is regularly reviewed. Learners are encouraged to be actively involved in their target setting. Parents and carers may be involved if appropriate.

Learners who attend Study Support sessions have their progress reviewed on a eight-weekly basis. Again, they are actively involved in co-producing their learning outcomes.

3.3: ln addition to the colleges normal reporting arrangements, what opportunities will there be for parents/carers to discuss a young persons progress with college staff?

We operate an open-door policy where parents and carers can come in for a meeting to discuss progress by arrangement at a mutually convenient time. Parents and carers are able to contact staff by email and phone as appropriate. For some students we may use a communication book to ensure needs are monitored and met.

3.4: What arrangements does the college have for regular home to college contact, if appropriate?

There is regular home to college contact through formal parents’ evenings, termly reports and annual reviews. All learners and parents and carers will have the direct telephone and email contact details of the academic and pastoral tutor.

3.5: How can parents/carers support a young person's learning?

We like to work in partnership with parents/ carers to enable the young person to develop and progress in their academic qualification and their independence.

3.6: Does the college offer any help for parents/carers to enable them to support the young persons learning, e.g. training or learning events?

We are always willing to support and advise parents and carers, if appropriate. We hold information evenings for parents when the content and demands of the course are discussed and parents are advised about the type of support they could give.

3.7: How will the young persons views be sought about help they are getting and the progress they are making?

Learners regularly meet with their academic and pastoral tutor to discuss their progress. The College obtains learner views through online surveys and regular reviews.

3.8: How does the college assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

The College has a Self Assessment Review which is internally and externally validated. Learners are involved in this process through formal and informal feedback. Any feedback from parents and carers is also considered.

Supporting the young persons wellbeing

4.1: What support is available to promote the emotional and social development of young people with SEND?

Learners have a variety of support which meets their individual needs. The pastoral tutorial programme integrates aspects of emotional and social development. The College has a counsellor.

The college has a number of designated safeguarding officers who are can be contacted for advice regarding safeguarding issues, including Prevent.

4.2: What support does the college put in place for young people who find it difficult to conform to normal behavioural expectations and how do you support young people to avoid exclusion

We have close links with a number of outside agencies and with relevant local authorities to draw up behaviour intervention plans and draw on any prior good practice.

We allocate student support assistants to support and re-direct learners’ inappropriate emotions and behaviours.

We have a student services team who will provide mentoring and support as required. This may involve the use of a peer mentor. We have a counselling service.

The college has a disciplinary procedure.

4.3: What medical support is available in the College for young people with SEND?

Students have the opportunity throughout their time at college to make us aware of any medical needs that might impact on their time at college.

The Personal Tutor will record, share and monitor the need.

A Learner Support Plan (risk assessment) is produced by the Student Services Manager for learners with medical needs which are likely to impact seriously on their learning and time at college. This is shared with relevant staff and departments.

The college has a network of trained First Aiders and a First Aid room. However, the college does not have a nurse or any other medically trained member of staff.

Relevant medical issues which might need first aid intervention are recorded and shared with First Aiders.

If a learner needs medical support we would need to plan this in conjunction with the local authority, health, the learner and the parent/ carers before the learner starts the programme to identify what is needed.

4.4: How does the College manage the administration of medicines?

We would expect the learner to make us fully aware of any medication needs. College staff do not administer medication. However, Student Services can store medicines for learners by prior arrangement. We do not have a nurse or other trained medical staff. College has trained First Aiders and a First Aid room.

A learner support plan (risk assessment) is produced for learners with medical needs which are likely to impact upon their learning and time at college. This is shared with relevant staff.

4.5: How does the College provide help with personal care where it is needed, for example, help with toileting, eating?

If personal care is required, appropriate procedures will be put in place in discussion with parents, carers and the learner.

Specialist services and expertise available at or accessed at the college

5.1: What SEN support services does the college use, e.g. specialist support workers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

The college is used to working with outside agencies e.g. the educational psychologist and Sensory Consortium.

5.2: What should a parent/carer do if it is considered that a young person needs support from one of these services?

In these cases it wold be appropriate if the learner and parent or carer contacted the college through Student Services as soon as possible.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

If these external services are required, then College would work with the learner, local partners and the Local Authority to find an appropriate solution. The college does not employ occupational therapists, physiotherapists or speech and language therapists.

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

This can sometimes be arranged in College. Please contact Student Services to discuss.

5.5: What arrangements does the college have for liaison with Childrens and Adults Social Care services?

The College has a close working relationship with these services. There is a robust safeguarding policy in place and all staff have had safeguarding training. All safeguarding issues are referred to the Head of Student Services who will then liaise with outside agencies as appropriate.

Training of college staff in special needs

6.1: What SEND training is provided to teaching staff?

All staff at the college take part in Employee Development Days and in twilight sessions when training on a variety of topics is delivered. This has included specific SEND training in response to requests from staff.

6.2: What SEND training is provided to support staff?

Support staff are invited to attend all training sessions made available by the College.

6.3: Do teachers/lecturers have any specific qualifications in SEND?

Many staff have wide experience of SEND. Tutors are very familiar with having learners with learning difficulties and disabilities in their class. They are able to plan a learning programme that is suitable for an individual learner’s needs.

There are many staff who have qualifications and prior experience of working within a SEND setting and with SEND learners. There are two specialists in the college who have the Level 7 Diploma in Specific Learning Difficulties.

6.4: Do learning support assistants or other staff have any specific qualifications in SEND?

Some Student Support Assistants and other staff have these qualifications.

Activities outside the college including trips

7.1: How does the College ensure young people with SEND can be included in out of College activities and trips?

Risk assessments are carried out before any trips and relevant college personnel are informed of the trip. Parents and carers are required to give consent depending on the learner’s age. Reasonable adjustments will be applied as required. The college would make every effort to ensure that all learners are included in college activities and trips.

7.2: How does the College involve young people and/or parent/carers in planning activities and trips?

The college encourages tutors to take learners on trips to widen their learning experience. Learners are involved in planning trips and activities throughout the year to develop their independence.

Parents and carers are involved in meeting before any trips if this is required. Travel training may be delivered for some learners if needed.

Parents and carers can be involved in the risk assessment process where necessary.

How accessible is the college environment?

8.1: How accessible is the building for young people with mobility difficulties including wheelchair users?

The main Church Road site was built in 2009 and is compliant with DDA regulations. The Wick Hill building has been refurbished and reasonable adjustments have been made so that it is accessible by learners with mobility difficulties.

8.2: Have adaptations/improvements been made to the auditory and visual environment?

The college aims for good practice in this area. We respond to individual needs and any reasonable adjustments that are required for the learner will be discussed at interview.

8.3: Are there accessible changing and toilet facilities?

College sites have accessible changing and toilet facilities. There is a closomat toilet at Church Road.

8.4: How does the College ensure that all the facilities can be accessed by children with SEND?

We have a health and safety committee that ensures that college buildings are all easily accessible. Reasonable adjustments can be made as required and with discussion.

8.5: How does the college communicate with parents / carers who have a disability?

Any communication required with parents and carers who have a learning difficulty or disability is provided in a suitable format. Any adjustments would be made depending on the need.

8.6: How does the college communicate with parents / carers whose first language is not English?

Any communication required with parents and carers is provided in a suitable format. There are many tutors within the college who provide translation services.

Preparing to join the college / next stage of education

9.1: What preparation will there be for both the college and the young person before he or she joins the college?

Interviews and discussions with parents/carers and the learner will take place to ensure that reasonable adjustments can be made and support requirements met.

Visits to college can be organised and transition programmes arranged on an individual basis. College staff can attend annual reviews at school and observe learners in class, if this would be helpful.

Teaching teams deliver course taster sessions in the term prior to moving to college.

9.2: How will the young person be prepared to move on to the next stage within the college?

Progression onto the next stage within college would be discussed with the learner, the parents/carers, the current course tutor and the tutor for the next course. Other relevant parties such as student services, study support wand the local authority would be involved in this process.

9.3: How will the College work with the organisation(s) to whom the young person will progress?

The college would work closely with other organisations to ensure that transition is a smooth as possible for the learner. Student services and course teams would be involved in this process.

9.4: How will the college prepare my child for the transition to further education or employment?

The college prepares all learners for employment. There is a college careers adviser. All courses help learners develop the skills required for the workplace. Maths and English, as well as work experience, are part of a full-time student's study programme. Learners who wish to apply to higher education are supported in this process.

Who can parents contact to discuss a young person?

10.1: Who would be my first point of contact if a parent/carer wants to discuss something about the young person or is worried?

The course tutor is the first point of contact for any learner. Learners also have a pastoral tutor who could offer support and advice. Parents/carers could also contact Student Services.

10.2: Does the college offer any specific support for parents/carers and families (such as Family Support Workers?)

The college does not offer this as a specific service and does not have Family Support Workers on site. The Head of Student Services would be able to refer parents/carers to the relevant agency should this need arise.

10.3: What arrangements does the college have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The college has strong links with a number of outside agencies and Student Services would be able to signpost parents/carers to the relevant agencies as appropriate.

10.4: What arrangements does the college have for feedback from parents/carers, including compliments and complaints?

Parents and carers can feed back in various ways. There are parents' evenings and learners have regular reviews. The college encourages open communication between parents/carers and course tutors throughout the year. There is a complaints procedure.

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