SEN Information Report

 1 The kinds of Special Educational Needs that we provide for

College Hall currently provides additional and/or different provision for a range of needs, including:

  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
  • Communication and interaction, for example, autistic spectrum disorder (ASD), speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

2 How we identify pupils with Special Educational Needs and assess their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on prior attainment, where appropriate. Teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the pupil’s previous rate of progress
  • Fails to close the attainment gap between the pupil and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social and emotional needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

3 How we consult and involve pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We consider the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

 4 How we assess and review pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review

The SENCO will work with the teachers to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teachers’ assessments and experience of the pupil
  • Their previous progress and attainment and behaviour
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

5 How we support pupils to transfer to a new school and preparing for the next stage of education and adulthood

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

All pupils are guided through the transition process by tutors, the RSL and Bracknell Forest Transition Staff. Some students may have additional or more intensive support.

Some pupils prior to transition to the next stage will participate in taster days at colleges or other post 16 provisions.

6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils as appropriate.

All teachers and relevant staff will be aware of individual needs from information provided by the SENCO. Where possible it will be the intention of all teachers to take this into account when planning appropriate activities in lessons. Teaching strategies used will depend on the nature of the pupil’s difficulties.

We also provide the following interventions as appropriate:

  • Catch up literacy
  • PiXL Code
  • 1-1 Mentoring
  • Anger Management
  • Social Skills development
  • Emotional Regulation

7 How we adapt the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils can access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

8 The additional support for learning we provide

We have 4 behaviour support assistants who are trained to deliver interventions such as Catch up Literacy, reading, mentoring and emotional regulation.

Teaching assistants will support pupils on a 1:1 basis when they have been identified for a specific intervention or they need support to manage their emotions.

We work with the following agencies to provide support for pupils with SEN:

  • Educational Psychologists
  • Sensory Consortium
  • ASSC Mainstream Service (ASD)
  • Support for Learning
  • Speech and Language Service
  • Child and Adolescent Mental Health Service (CAMHS)
  • Children’s Social Care

9 The expertise and training of our staff

  • Both our SENCO and our Deputy Head hold the Post Graduate Certificate in Special Educational Needs Co-ordination.
  • Two of our teaching staff have a Certificate of Psychometric Testing and Access Arrangements (CPTA3) and Certificate of Competence in educational testing (CCET).
  • Three of our staff are qualified Oral Language Modifiers.
  • Most staff have received Emotional First Aid training.
  • One of our support staff is ELSA trained.
  • All staff will have access to SEN training dependent on the needs of the SEN students on roll, for example in working with students with ADHD, ODD and ASD.

10 How we secure equipment and facilities to support pupils with SEN

As a school, we work closely with any external agencies that we feel are relevant to individual pupil’s needs within our school including: educational psychologists, specialist services for Autistic Spectrum Disorders, the Behaviour Support Team; Health including –school nurses, clinical psychologists, speech & language therapists; children’s social care teams including, and social workers.

Where needed we seek to make reasonable adjustments and adaptations through the recommendations of our professional partners.

11 How we evaluate the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress each term
  • Reviewing the impact of interventions
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with statements of SEN or EHC plans

12 How we enable pupils with SEN to engage in activities available to those in the school who do not have SEN

  • All our extra-curricular activities and school visits are available to all our pupils, including any after-school clubs.
  • All pupils are encouraged to go on any residential trip(s).
  • All pupils are encouraged to take part in sports activities and enrichment activities
  • No pupil is ever excluded from taking part in these activities because of their SEN or disability.

13 How we support for improving the emotional and social development of pupils with SEN

  • We are an inclusive school; we welcome and celebrate diversity. We believe that having high self-esteem is crucial to a pupil’s wellbeing. We have a caring and understanding team who work with our pupils.
  • College Hall provides a nurturing environment where students tell us they feel safe and we have a zero-tolerance approach to bullying.
  • We are always looking at ways to improve emotional and social development of our children and young people.
  • The small classes provide a welcoming and supportive environment where emotional and social development is delivered as part of the pupils’ curriculum. The teachers and behaviour support assistants know the pupils well and develop good relationships and support them in all aspects of learning, social and personal development.
  • We invite outside agencies to provide more specific sessions depending upon the need and nature of the students; for example, some students may be encountering relationship difficulties, struggling to build appropriate friendships with their peers and so targeted sessions can be organised to support them in dealing with these matters.
  • Behaviour Support assistants contribute to emotional and social development by encouraging pupils to take responsibility and practice emotional regulation skills
  • The tutor has overall responsibility for the pastoral, medical and social welfare of every pupil in their tutor group; therefore, this would be the parents’ or carers’ first point of contact. If further support is required, the tutor liaises with the SENCO for further advice and support. This may involve working alongside internal colleagues such as the senior management team, outreach family worker, behaviour support assistants or outside agencies such as Health, Social Care, YOS, Targeted Youth and/or specialist educational services.

14 How we work with other agencies

  • External support services play an important part in helping us to identify, assess and make provision for pupils with special educational needs. Our school receives regular visits from a member of the Educational Psychology Service. In addition, we may seek advice from specialist advisory teachers for pupils with sensory impairments or social communication difficulties or from the speech and language therapy service
  • We maintain links with CAMHS, children’s social care, education welfare service, the youth offending service and the targeted youth service to ensure that all relevant information is considered when making provision for our pupils with SEN.
  • The Local Authority’s CAF procedures and Early Intervention Hub procedures are adhered to whereby help and support is offered to children and families when low level issues emerge and before problems escalate. We hold regular Team Around the Child meetings as appropriate engaging appropriate agencies to ensure positive outcomes for the pupils and families involved.
  • The Education, Health and Care planning process is implemented for pupils as appropriate.

15 How we deal with complaints about SEN provision

Complaints about SEN provision in our school should be made to the SENCO in the first instance. They will then be referred to the school’s complaints policy.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

16 Contact details of support services for parents of pupils with SEN

Contact the Bracknell Forest Information Advice and Support Service (formally parent partnership) on 01344 354011or

17 Who to contact if you have concerns

If you have any queries or concerns please contact the SENCO, or the Headteacher or a member of the Senior Management Team at the school on 01189893378 or