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Brixham College (Brixham)

We offer a wide and varied curriculum; our academic record shows sustained high standards; teaching is of exceptional quality; and staff care about each and every child.

Our aim is for every child at Brixham College to achieve success in learning and therefore success in life.

Headteacher: Mr Mark Eager

DfEE No: 4118
Number on Roll: 1056
Type of School: Trust

Who to contact

Telephone
01803 858271
Fax: 01803 882726
E-mail
admin@brixhamcollege.co.uk
Website
brixhamcollege.co.uk/

Where to go

Address
Brixham College
Higher Ranscombe Road
BRIXHAM
DEVON
Postcode
TQ5 9HF

Other Details

Availability

Age Ranges
From 11 years to 18 years
Age Ranges
From 11 years to 18 years

Local Offer

Local Offer Age Bands
Secondary (11-16 years)
SEN Provision Type
Specialist
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

Brixham College is experienced and successful in providing support for all types students. Whether a student joins Brixham College with a historic or ongoing SEND need or a need that only surfaces once the student has started with us. The college’s early assessment processes when joining us in year 7 or through a mid-year transfer, we provide support that is tailored around 5 key SEND areas, these include:

  • Cognition and Learning (Accessing the curriculum through the improvement of literacy, numeracy and learning skills)
  • Communication & Interaction (Speech, language and social communication and interaction needs)
  • Behaviour for Learning, Emotional and Social Support (Learning coping strategies, building Resilience and emotional and social support)
  • Sensory & Physical Support (Specific Vision and Hearing support strategies)
  • Medical and Disability Support (Assistance and learning strategies to overcome barriers to learning & specialist equipment accesses and use) (See Brixham College’s Accessibility Plan/Policy)

In addition, the school also has an Enhanced Provision for those students in receipt of an EHCP that have been diagnosed with Autism and or a Social Communication Disorder.

Each student that is deemed as requiring support in any of these areas will be added to the college’s SEND support register. This allows staff to access additional support and learning strategies/resources for this student in their day to day lessons. For the student, this begins to break down any barriers to learning that they may have come across.

For some students, this may also mean that they attend tailored support groups that are designed to help with their key skills (eg literacy, reading groups, numeracy support etc)

Should a student be identified as requiring additional support within the classroom setting, a SEND trained Teaching Assistant may be allocated to that class to provide the additional support and assistance to that student.

Typically these students are deemed and identified as having SEND College Support.

In addition to this, Brixham College also has the additional asset of housing an enhanced provision, for students on the Autism spectrum and those with social communication disorders. Students who have joined this part of the College have done so by already holding an

EHCP (Education Health Care Plan). A place in the provision must be applied for, and award by the local authority. For more information on the ASC Enhanced Provision, please see the separate Local Offer for this provision.

What criteria must be satisfied before children and young people can access this provision/service?

Special Educational Needs and Disability Support can be accessed by all students at the College. For those students transferring to us, who are already in receipt of a support package via their primary or previous school, this support is reviewed prior to starting at Brixham College. During the transition process, meetings with parents and students are held, to discuss what will be implemented as support, on starting at the College in the September.

For students where a need has not arisen before, the student will have been identified through assessment and/or monitoring by a teacher, tutor, Head of House or other professional associated with the student. Equally parents are very vigilant at the start of a new school/year we encourage parents to contact us straight away, if they feel their son/daughter appears to be struggling with homework tasks and are aware that their child is not overcoming a re-occurring barrier to their learning.

At the beginning of Year 7 (within the first few weeks) students will participate in CAT’s assessments. The CAT’s (Cognitive Ability Test) allow us as a school to identify a student’s strengths, as well as those areas which may require additional support strategies.

Parents will be in receipt of the overall scores for their son/daughter and will be consulted if it is felt additional support will be implemented to increase the students skills in any given area.

How do we identify the particular special educational needs of a child or young person?

At Brixham College as highlighted in Part 2, the initial process of identifying students with all types of need can begin at different points. Equally the type of need can also surface at varying different times of a student’s life, and so the complexity of identification can take many different forms.

In the first instance, Teachers can identify a number of concerns over a set period of time. Below highlights examples of what needs are/can be identified and how they are classified against the SEND Code of Practice (Sept 2014)

For the identification of needs based around Cognition and Learning:

These can include:

  • Persistent spelling/grammar issues
  • Difficulty in sounding out new and old words or reading aloud.
  • Difficulty with basic numeracy or not yet grasped the basics of everyday mathematical situations. (telling the time, counting out money)
  • Difficulty in remembering information quickly (sometimes referred to as Working memory), or committing to memory over time (sometimes referred to as Mid/Long term memory)
  • Finding multiple instructions, diagrams etc hard to follow, difficulty in sequencing.

For the identification of needs based around Communication and interaction:

These can include:

  • Difficulty with speech and language.
  • Interactions with others appear muddled and/or miss-understood.
  • Expressing their feelings or miss understanding feelings
  • Unable to engage & build relationships with their peers/adults etc.

For the identification of needs based around Behaviour, Social and Emotional:

These can include:

  • When finding tasks challenging or not in their area of interest, students can become distracted/attention wanders.
  • Appears not to listen/or respond to instructions
  • Appears anxious and withdrawn
  • Frequently refuses to work in pairs or with others
  • Has poor self-confidence and resilience.

For the following, these needs are usually long term and/or have been identified prior to a student starting with us.

For the identification of needs based around Sensory & Physical

These can include:

  • Partial or total blindness
  • Partial of total Deafness
  • Physical disability (Can be Mid-long term)

For the identification of needs based around Medical

These can include:

  • Long term or serious medical needs that impact on learning (whether through attendance, concentration, fatigue, Chronic pain, frequent hospital stays)
  • Where illness or condition requires additional equipment/ resources to allow a student to learn.

(Typically this doesn’t include “short” term medical issues ie broken arm/legs or medical conditions deemed to heal within 2-12weeks ie appendicitis, tonsillitis )

This is in no way an exhaustive list, and is only meant to show how different needs would/could be classified against the SEND Code of Practice.

Once an area of need has been identified, a teacher or staff member would raise their concerns and observations with the SEND Co-ordinator. In turn and in the first instance the SEND Co-ordinator would contact parents to discuss the observations and discuss next steps.

How do we consult with parents and/or children and young people about their needs?

Through the school year there are times in which observations, initially based around subjects can be raised by the subject teacher. Typically through student progress evenings/meetings.

As and when the SEND Co has been consulted, typically parents would be invited in, with the student (if appropriate) to discuss what has been observed, how the student is feeling, what parents thoughts are and finally what would be the next steps. Throughout this process contact is maintained through the SEND Co/tutor or subject teacher depending on the need and monitoring required.

Parents would always receive notification in writing to confirm:

  • The stage the student will be placed at (ie) SEND College Support.
  • The area of Need that the student would be recorded against.
  • The action points/plan to support the student and what targets will be reviewed agaianst.ie PEP-Personal Education Plan
  • The timescale in which the PEP will run for and be reviewed by.

What is our approach to teaching children and young people with special educational needs?

Through the school year there are times in which observations, initially based around subjects can be raised by the subject teacher. Typically through student progress evenings/meetings.

As and when the SEND Co has been consulted, typically parents would be invited in, with the student (if appropriate) to discuss what has been observed, how the student is feeling, what parents thoughts are and finally what would be the next steps. Throughout this process contact is maintained through the SEND Co/tutor or subject teacher depending on the need and monitoring required.

Parents would always receive notification in writing to confirm:

  • The stage the student will be placed at (ie) SEND College Support.
  • The area of Need that the student would be recorded against.
  • The action points/plan to support the student and what targets will be reviewed agaianst.ie PEP-Personal Education Plan
  • The timescale in which the PEP will run for and be reviewed by.

How can we adapt our curriculum for children and young people with special educational needs?

For the benefit of all our students, we provide a curriculum that is broad and balanced. This allows our students to become future proof and will provide them with a set of qualifications that will allow them access to a wide range of choices Post 16. For those student that do require additional SEND support, we work to the student’s strengths and interests in the first instance.

The support and intervention that a student with SEND needs, will vary from student to student. Educational packages are flexible and are reviewed at each half term point.

There is a table in the downloadable document on the right-hand side of this webpage that provides an insight into the type of support and intervention that is offered. This is in no way exhaustive.

How will we ensure we get the services, provision and equipment that children and young people need?

Student Review:

As highlighted in section 1, a student is assessed and reviewed against:

  • Work produced to date, assessments received, where issues have arisen. (By one or more subject areas)
  • Subject staff feedback, on areas of support that are required.
  • The students own goals and personal thoughts.
  • Assessment levels from CATs & KS2/3 data.

Through discussion with the student and parents the students own SEND plan is generated. The student is then receiving SEND School support.

Resources and Provision

The college is equipped with three designated mainstream areas for support. Access to these areas and the specific intervention that is offered, is highlighted in the students SEND support plan or PEP.

Areas include:

Student Support: A communal area/environment during break times, during lessons times the area offers access to personal counselling / THRIVE spaces/ Private meeting spaces for external agency appointments.

Learning Support:

An additional support space which tailors support for students based on:

  • Curriculum support. (Use of Teaching Assistants in classes, specifically linked to student’s needs)
  • Literacy and Numeracy support packages and programmes.
  • Assessments for Examination Access arrangements. (All national examination boards highlighted by the JCQ).
  • Adapted curriculum and timetable support for students with both physical and non-physical medical needs.
  • Sensory support and access to Torbay’s Sensory Teams.

PALz: Personal Achievement Learning zone, is a flexible learning environment which is supported by a further two Teaching Assistants.

  • Tailored curriculum support and access to alternative provision (When required).
  • Transition support & assistance from Home to PALz’s and later from PALz’s to mainstream.
  • Access to all services through student support.
  • PALz support tutor group.
  • Curriculum support. Use of Teaching Assistants in classes, specifically linked to student’s needs and transition goals.

All resources and provision are designed to ensure and assist the student to be confident and successful in their own learning and ability to interact and become a valued member of the college’s community

Through the generation of a student’s Personal Education Plan, all provision is reviewed regularly. Parent partnership meetings held to discuss the success and challenges that the student has had during the PEP.

The focus is always to ensure that student is receiving the right type and level of support required, in order that they can work to the very best of their ability.

How is this provision funded?

Funding for all SEND support at Brixham College is assessed against the students SEND needs either through a College PEP or as a holder of an EHCP. Funding is then received directly from the local authority. In some cases Students that hold an EHCP may also have a highlighted personal budget allowing, them to access the support and services required, that are not available in the local authority. In addition funding can also be used to provide students with additional support if they are on the pupil premium register and that support fulfils the needs highlighted for that student.

Students with complex special educational needs and/or disabilities who already have EHCP, will also be reviewed and monitored by the Local Authority with further financial or stipulated support meet by them directly.

What additional learning support is available for children and young people with special educational needs and how do they access it?

As highlighted in Part 4, Brixham College has an array of different types of provision and support to meet the needs of all students who face additional learning and education needs along the way. As each student is an individual, as a school we work with both the student and their parents to provide the right type of support, at the times where it is most needed.

Throughout the KS3 curriculum and on into a student’s own KS4 pathways, support will always be tailored to the need and too the way in which a student can gain the maximum benefit through short or long term provision. This may also mean that external agencies and where appropriate, specialist assessments may need to be accessed via the local authority. This allows a school to then gain greater access to other specialist provision not normally open to schools until all other strategies have been adopted or until a student has been assessed by an Educational Psychologist.

For those students entering KS4 & KS5 examination years, further assessments are undertaken where appropriate, to apply for access arrangements during examination periods. If the student is successful in qualifying for these, as a school we will discuss with parents and the student, exactly what arrangements have been agreed to by the JCQ. Typically access arrangements only have a 2-year shelf life and so these assessments would not take place prior to Year 10.

How do we support and improve the emotional and social development of children and young people with special educational needs?

The school provides all students access to the PSHEE programme which develops a student’s own personal, social, health, and economic wellbeing skills, both now and for the future. The programme encompasses assemblies, tutor tasks, college focus days and access to specialist teams and speakers throughout the college year. In addition students also study a Philosophy and Ethics course. This course also allows guided debate, discussion and learning into a number of important life skills and life lessons and how to use and adapt during different scenarios/situations etc.

For those students that do require additional support and intervention, students have access to the following services, which will have been highlighted in their own SEND PEP’s/EHCP’s etc:

  • CAMH’s (Children and Adolescents Mental Health Nurse)
  • Counselling Services.
  • Feelings Management (including anger, separation, bereavement, anxieties)
  • Mediation and restorative work.
  • Access to the THRIVE programme.
  • Weekly visits and lunchtime club for Young Carers.
  • Informal therapeutic listening.
  • School Nurse (Covering everything from growth & changes to sexual health)
  • Targeted Prevention Nurse
  • Specialist/Condition Support Nurses ( Diabetes, Epilepsy)
  • Visits from specialist Services.

Should a student join us that already has a professional/s that regularly visit/supports them in school. We of course will ensure that the needs of the student and this professional are met, in order to maintain the continuality of support and the service provided.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

As discussed and highlighted in Part 1. Transition to our college begins during Year 5 with students attending various curriculum and primary links projects. This allows the students to build their association with the college. A full transitional package is then underway throughout Year 6.

For those students that already have SEND needs additional provision is planned for during this transition process.

Post 16/Post 18 transition

Just as we plan for students coming to Brixham College, additional planning and support is also provided, in the transition period linking to the next part of a student’s educational journey. A students wish/aim to move on to their choice of educational establishment or provider is reviewed, planned for and mapped out, well in advance of the student leaving us. With parent support we aim to make the transition as smooth and stress free as possible.

A Moving on Plan/ and or additional requirements highlighted in a student’s PEP or EHCP ensures that our programme of transition is in place. This also allows the student to build up their own confidence levels as each part of the transition is completed. Transition plans include:

  • Attending/supporting transition days/visits
  • Early transfer of EHCP’s to the next educational establishment *where appropriate
  • Inviting the post 16/18 establishment to the annual review prior to move (if placement is known)
  • Transfer of academic reports.
  • Transfer of a students work (if a mid-year transfer).
  • College References, if required.
  • Careers appointments with our own in house careers specialist.
  • College & University applications/processes.
  • Additional help completing application forms and student statement sections.

We want to ensure that our students move on from us, as stress free as possible. But happy and looking forward to their next education adventure.

What other support is available for children and young people with special educational needs and how can they access it?

If further needs or services are identified by the student, parent or a member of the Brixham College support staff, in the first instance the SEND Co is contacted and will assess what the need is. The SEND Co will then be able to review how the students’ needs are currently met, and whether the expertise, assistance, or support for any additional services, can still be met through the Brixham College provision. The SEND Co would also highlight and signpost (where appropriate) if any additional or new services and support can be found through local, regional or national charities/ organisations.

To ensure that the support and services offered at Brixham College is the best we can provide, a member of the Senior Leadership Team (SLT) and a School Governor oversees the work of the SENDCo and all provision offered.

What extra-curricular activities are available for children and young people with special educational needs?

Brixham College is fully committed to providing students with opportunities to take part and enjoy both co-curricular and extra-curricular activities. Students are encouraged to follow their interests and take part in college life to its fullest.

Details of clubs, trips and residential visits can be found in the Xtr-booklet made available to students in the Autumn Term.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

A student’s progress is tracked throughout the year. At key data collection points, all students that are in receipt of any SEND support, intervention and provision receives additional monitoring and review by the SEND Co-ordinator. This is to ensure that the provision / support and intervention is still having the required effect on the set targets, goals to be achieved and progress made by the individual student. Parent progress evening are offered in additional to data reviews and written reports.

Students in receipt of an EHCP have an Annual Review which brings together, parents, professionals and the student when appropriate to share in success and support where challenges need to be faced. Each EHCP will assess progress made against:

  • Cognition and Learning targets.
  • Communication and interaction skills to achieve.
  • Social, emotional and mental health requirements.
  • Sensory and physical needs that must be met.

Students with a SEND PEP or general college PEP (Personal Education Plan), will also be reviewed via a similar system culminating in the parent [partnerships meeting to discussed the success and challenges the student has achieved or still requires support with. Both student and parent views are formally recorded during these reviews.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

Brixham College undertakes and follows a programme of rigorous self-evaluation and quality assurance procedures. Through these tools we ensure that students who access any SEND provision or support, benefits from excellent teaching and learning, successful outcomes and development of a student’s social emotional needs for life. As part of the process, students set their own goals and targets as well as the ones laid out in their PEP’s or EHCP’s. Through the student and parent questionnaires we assess what needs to be improved both from personal feedback and that of the expectations of a good/outstanding establishment against the latest OFSTED framework.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

The SEND Co-ordinator at Brixham College is responsible with the Senior Leadership Team member to ensure all staff that are allocated to the enhanced provision have the relevant experience and qualifications where appropriate.

At the start of every academic year, all member of staff are in receipt of the SEND Register. Staff are also notified of students that enter onto this register throughout the school year.  The SENDCo organises SEND training for teachers and support staff at key times throughout the academic year. In addition, staff have access via our electronic college system to review specific documentation linked to the student as well as a documented list of all the help and support that they receive during the college day as well as outside to the college provision. Additional training is arranged for staff who teach and support students where the environment in which they teach must be adapted, the use of specialist equipment is required or certain procedures must be followed linked to their needs.

In addition to the SEND Co, the College employs:

  • SEND Assistant: The SEND Assistant works with SEND Co to manage, monitor and support SEND students as well as the formal role of assessing students for examination access arrangements.
  • HLTA’s: Higher Level Teaching Assistants provide additional and tailored support in areas of literacy, numeracy, BESD and Autism/Social communication needs.   
  • Teaching Assistants: The College employs a number of TA’s who are allocated to individual students, in addition to those TA’s who support classes across the curriculum. This is both in and outside of the classroom, as well as undertaking support roles specifically linked to whole school initiatives/ improvement strategies eg accelerated readers programme.
  • Student Support Staff: Staff in this key area of the college are there to help, advise and support students with other issues that can be a barrier to learning. Please see "How do we support and improve the emotional and social development of children and young people with special educational needs?" section above for the list of support currently available.
  • Torbay Autism Champions: The Autism Champions are a group of primary and secondary school teachers, who have undertaken an additional qualification in the support and delivery of education and pastoral strategies of pupils and students on the Autism spectrum and or have Social communication disorders. Brixham College has 3 champions based at the school and as a school are developing an outreach service over the next 12 months to assist families whilst the student is at school as well as at home.
  • Torbay Specialist Teachers: Students may also be visited by external specialist teachers that support both the students as well as staff when additional specialist support is required i.e. Sensory Needs Teacher who supports students in class as well as 1:1 who have hearing or sight impairments.

The SENDCo regularly reviews the SEND skills and provision in the school and matches this with the level of need. The SENDCo is also vital in keeping communication pathways open between home and school. They are the catalyst in ensuring students’ needs are identified, assessed, planned for and implemented. 

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

As highlighted in Part 11 & 14. All students undergo a half termly or termly review of any SEND support, depending on the goals and timescales that had been set.

Through the designated support and parent partnership meetings, the intervention that the student has received or will be receiving is clearly explained and possible outcomes highlighted.

As and when a student has been placed on our SEND register, and will be receiving support, this will be forwarded to parents in writing. At Brixham College we strive to ensure that parents and the college work as a team and we support the student together.

How can parents, children and young people make a complaint about our provision?

We pride ourselves on being approachable and working hard with our parents to ensure should any concern or complaint arise, we are able to investigate, review and respond to our parents swiftly with actions to resolve any issues that have arisen. Initially this is done through the SEND Co.

However if you feel that you are unable to contact the SEND Co directly or they would be unable to help with your complaint. The Brixham College website will direct you to college’s complaints procedures.

How can parents, children and young people get more information about the setting?

For more information about Brixham College and the college’s ASC provision, please visit the college's website: www.brixhamcollege.co.uk

Alternatively, please contact us directly on: 01803 858271 either for general information, a prospectus or to arrange a tour.

If you have any specific questions or would like to discuss the needs of your son or daughter, then please do not hesitate to contact the SEND Co directly on the number above. The College’s main Open Evening is always held late September each year, this in turn will give any prospective parent and student a great way to visualise what we are all about.

Brixham College, Success In Learning, Success In Life.