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 the school’s specialist teacher assessor for SpLD and examination special arrangements.  All students are screened, and any arrangements which are required are put in place for public examinations and internal testing.

All teachers are familiar with dyslexia friendly and deaf friendly practices.

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.


  • Encourage your Year 7 child to refer to the spelling page at the back of their planner.
  • Encourage your child to learn spellings corrected in their work, which should be written on a spelling page at the back of each exercise book.
  • When your child has spellings to learn at home, remind them that the most effective way of learning is by the: STUDY, SAY, COVER, WRITE, CHECK method.
  • If your child finds spelling difficult, they will need to work on any spelling lists they are given at least 3 times per week.  (They may be able to look at them once the night before a test and get them right but the words will not be stored in their long term memory.)