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.

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.

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. 

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.

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.   

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.

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.

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.

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.

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.

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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.

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. 

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.

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.

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.  

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.

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

• 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.

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. 

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. 

• 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.

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.

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

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

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

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. 

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

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.

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.

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

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.

Some Student Support Assistants and other staff have these qualifications.

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.

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.

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.

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.