We currently have no pupils at SEND or EHCP level, in the College, but we do have many pupils who are ‘Supported Learners’ for a range of Cognition & Learning and SEMH difficulties.

We track the progress of all our pupils and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment/observation to identify additional needs and celebrate achievement. Parents parents/guardians are encouraged to speak to the class teacher/tutor about any concerns they have. We have some in-house expertise in special educational needs. The LSC may approach parents/guardians where there is a concern that could potentially relate to a learning need.

On the school website, through  the parent portal. 

We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/guardians can meet with staff to discuss learner progress. At such at meetings (and through other means) we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents.

This is also reinforced by generic updates on the curriculum which we share though our newsletter and/or website. We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.

We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies. All our staff are regularly trained to provide a high standard of pastoral support. Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.

Our Behaviour, Rewards and Sanctions Policy is in place and is fully understood by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.

Pupil voice is central to our ethos and is encouraged in a variety of ways and regularly. We promote the development of independence across the College.

We have high expectations of all our teachers in meeting a range of needs. Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our LSCs leads on this aspect and the Heads share this information with Governors.

Where we feel something is not working, we are quick to respond and find alternatives through dialogue with the learner and their families through discussion with the LSC, Heads of Section and Deputy Head Pastoral/Academic, Head of the Prep School, as appropriate.

Our Learning Support  Coordinators are qualified  teachers. We regularly invest  time and money in training our  staff to improve provision,  delivery and interventions. At  staff meetings, our staff are  updated on matters pertaining  to special educational needs  and disability, including access  arrangements for exams. 

Parent Information Meetings  take place provide support for  parents regarding the  curriculum and these are  supplemented as appropriate  through the  Headmaster’s/Head of the  Prep School’s Weekly  Newsletter. In addition,  parents may discuss elements  of the curriculum through  parent consultation evening.

Our Accessibility Plan is robust  and we continually remind staff  and pupils about the Equality  Act 2010. We value and respect  diversity in our setting and do  our very best to meet the  needs of all our pupils. 

The College is well‐maintained and corridors and  thoroughfares are generally  spacious and kept clear. There are parts of the school which  are not accessible to  wheelchairs. 

Should additional support be  equired, this is undertaken  after consultation with the  relevant staff, the learner and their families. All interventions  are monitored for impact and outcomes are defined at the  start of any intervention. The Learning Support Coordinators  oversee all additional support  and the Heads ensure that  Governors are kept up to date. 

Differentiation is embedded  into our curriculum and  practice. We have a tailored  personalised curriculum.

A well‐managed learning  environment enhances the  learning experience of all  pupils requiring support.

Pupils may attend a weekly  support session with our  Specialist Teaching Assistant,  by private arrangement. 

A pupil on the Learning  Support Register at any level  will have a Supported Learner  Plan or a Pastoral Care Plan  which is shared with staff and  agreed with parents. This  enables staff to consider  appropriate differentiation within the classroom. Decisions  regarding support are based on  recommendations made by  specialist assessors and  professionals, in conjunction  with staff knowledge of the  pupil. 

If a pupil has one‐to‐one  support with our Specialist  Teaching Assistant, this is with  the full knowledge and  agreement of the parents. 

We have a comprehensive  range of extra‐curricular  activities and clubs and these  are available to all pupils  regardless of their learning  needs. 

Parents can find out more  about these via the School  website and through the  Headmaster’s/Head of the  Prep School’s Weekly  Newsletter. 

We promote involvement of all  our learners in all aspects of  the curriculum including  activities outside the  classroom. Where there are  concerns of safety and access,  further thought and  consideration is put in place to  ensure needs are met; where  applicable parents/guardians  are consulted and involved in  planning.  All our pupils can participate in  curriculum trips, including  residentials. These are  managed to meet the needs of  all learners.

All our staff are regularly  trained to provide a high  standard of pastoral support  including support SEMH. We  have a Wellbeing Coach (mindfulness), A Primary  Mental Health Worker, a  Chaplain and the opportunity for pupils to attend sessions on  mindfulness.  

Over 25 members of staff are  Mental Health First Aid Trained  in the College and we are also a  Centre for Mental Health  Training with Healthcare on  Demand.   

Staff are trained to support  medical needs and in some  cases all staff receive training. We have a medical policy in  place.    

Our Behaviour Policy; which  includes guidance on  expectations, rewards and  sanctions is in place and is fully  understood by all staff.    

Pupil voice is central to our  ethos and is encouraged in a variety of ways and regularly.  We promote the development  of independence across the College. 

The Learning Support  Coordinator for Senior School  is Mrs Alison Clarke, and in the  Prep, Dr Mandy Hetherington.

Parents should contact their  child’s Tutor/Class Teacher in  the first instance. 

Whole school training on  behaviour management takes  place. Staff attend training on  specific issues such as dyslexia  or Autism when needed or  through INSET. 

Updates are given through weekly staff briefings and via  email to keep all staff well‐ informed. 

Updates are given at weekly staff briefings to keep all staff  well informed.

A decision to provide specialist  equipment and facilities lie  with the Head and the Governors in line with disability  legislation.

Budgets are closely monitored  and aligned to the school  improvement plan of the  College. We seek to ensure  good value for money  allocated. 

Finances are carefully managed  and monitored by the  Executive and Governors.  Finances are audited yearly and  reports are provided to  Governors  All services and agreements are  scrutinised to ensure good  value. 

We whole‐heartedly believe in  partnering parents in a two‐ way dialogue to support a  child/young person’s learning,  needs and aspirations. We  operate an open door policy.  We take every opportunity to  strengthen this dialogue.  Parents are invited to  contribute though a number of  means. We carry out regular  parental surveys in order to  listen to any parental concerns.

We regularly share progress  feedback with all our learners  and invite them to speak with  their teachers or tutors should  they have any concerns.  

Parents are encouraged to  share the detail of the  Supported Learner Plans with  their child so that the child can  be an integral part of the  learning support process.  

Pupils are fully involved in the transitional stages of school  such as Y6‐7, ‘options’ process  for GCSE, A Level and beyond, through whole year and individual discussions and  enrichment sessions.

Details relating to our  complaints procedure can be  found on our school website 

We have a Wellbeing coach, and a Primary Mental Health Worker. 

The Deputy Head (Pastoral)  liaises closely with outside  agencies where pupils have an  SEMH need that requires  specialist intervention. 

Whole school and Year group  mental health awareness is  provided through external  visiting professionals, and this  is often available also to  parents, publicised through the  Headmaster’s weekly  Newsletter.

The Learning Support  Coordinator will be able to  advise. 

Induction at all levels is  important to us and we invest  time in welcoming our pupils in  a way that makes them quickly feel a part of our setting, both on entry and on transition to  Upper Seniors and Sixth Form 

Support staff complement the  class teachers in ensuring a  smooth integration of all new  pupils. Our ethos and  behaviour expectations  establish a welcoming and  inclusive atmosphere.  Older  pupils regularly support and  encourage younger pupils.  Joint ventures are arranged  between Y6 and 7 pupils to aid  integration and transition.  Teaching staff are shared  across the whole college.  Induction events are organised  for Y7, Y9 and Y12, including  spiritual retreats. 

Our staff are well informed and  therefore able to help parents  seek external help.  We have two Learning Support  Co‐ordinators, a Chaplain,  Wellbeing coach, and a Primary  Mental Health Worker who,  along with teachers and tutors,  are all able to provide information to support  students and parents/guardians as  appropriate

Informal meetings take place  when needed and we operate  an Open Door policy.  More formally, we offer Parent  Consultation Evenings, and  tracking through half‐termly  course grade reports and  annual reports. 

Supported Learner Plans are  reviewed at least annually or  sooner, as appropriate. Parental contact forms part of  this process, where changes  are significant.