Learning Support Department

The aim of the school’s Special Education Needs policy is to secure the best possible provision for all students with special educational needs, in order to maximise their achievement.

We believe that all students are of equal value and are entitled to a broad and balanced curriculum which is differentiated to ensure maximum progress.

All teachers at Regents Park Community College are responsible for planning work which is both challenging, but manageable for all students whatever their abilities or physical impairment.  Learning and inclusion support staff work with teachers to support the development of an appropriate curriculum and assist students in lessons.  In order to work on the development of specific skills, some students may also receive individual, or small group tuition for short periods, withdrawing students from timetabled lessons is kept to a minimum.  Additional support is often scheduled after the end of the normal school day.

The SENCo ensures that students with Education Health Care Plans (EHCPs) receive the support specified.  The SENCo also ensures that other types of provision are made available to students with special needs, for example:-

  • Visits from specialist teacher advisors 
  • Behaviour support interventions
  • Personalised programmes with external partners
  • Providing specialist equipment

The SENCo is also qualified to administer exam access arrangements and these will be implemented after year 9 for students who have been identified as needing adaptations. 


Class teachers receive an extensive CPD programme and support to make reasonable adjustments for all students to reach their full potential. 
 

Close liaison with our partner schools across the Southampton Cooperative Learning Trust and those primary schools from whom students transfer, means that many students with special educational needs are already identified before they arrive at Regents Park.  However, all students are monitored throughout their time at the school so that any difficulties affecting their learning are dealt with appropriately.

The inclusion team, led by the SENCo, welcomes contact with parents, in person, by letter or telephone.

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