SEN & Vulnerable Students

Learning Support

We aim to give all students access to a broad and balanced curriculum. For some students this will mean providing additional, or differentiated, support to enable them to learn and make progress.

Aims of Learning Support

We aim to give all students access to a broad and balanced curriculum. For some students this will mean providing additional, or differentiated, support to enable them to learn and make progress.

In line with the principles of the Special Educational Needs Code of Practice (2015), we aim to give all students the opportunity to reach their full potential. For some students this will mean providing additional, or differentiated, support to enable them to make progress towards achieving their aspirations.

We work closely with subject areas, the pastoral team and other school-based support staff, external agencies and parents/carers; we aim to ensure that appropriate information is shared effectively to enable us to meet students’ needs. 

We work closely with students to work towards agreed outcomes, monitor achievement and celebrate success.


Special Educational Needs and Disability Information Report

What kinds of Special Needs does the college provide for?

We recognise that there are four main areas of Special Educational Need as identified in the Code of Practice 2015:

    • Communication and Interaction
    • Cognition and Learning
    • Social, Emotional and Mental Health
    • Sensory and/or Physical


Support for Learning

As an inclusive mainstream college, we are committed to meeting the needs of all students with Special Educational Needs and Disability. We work closely with parents/carers, the Special Education Service and feeder schools, both to ensure that Judgemeadow is able to meet the needs of its students and to identify a suitable alternative placement on the rare occasions where it is felt that would be more appropriate.

We have due regard to the Equality Act 2010.

SEN Information Report

  1. What should I do if I think my child has special educational needs?

Discuss initial subject concerns with subject teacher. If you are concerned about a number of subjects, discuss with your child’s tutor or Head of Year. The Head of Year/your child’s tutor will discuss the concerns with Sally Howgate (SENCO)

The school works to the definition of special education needs outlined in the Code of Practice for SEN 2014:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they have a significantly greater difficulty in learning than the majority of others of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
We can provide support for the four main areas of need identified in the Code of Practice: communication and interaction, cognition and learning, social, emotional and mental health difficulties and sensory and/or physical needs.
  1. How will the school respond to my concern?

  1. How will the school decide if my child needs extra support?

What is your school’s approach to teaching and including young people with special educational needs and disabilities?

What will the school do to support my child?

Who will support my child in school?

Where the school decides it is appropriate, your child may be supported by the following:
Class teachers Form tutor Head of Year Teaching Assistants SENCO Attendance Officer
  1. What training and experience do staff have for the additional support my child needs?

Who else might be involved in supporting my child?

Depending on the needs of your child, the following agencies may be involved:
In most cases, parental consent will be obtained in order to involve an external agency in meeting your child’s special educational needs.
Educational Psychologist CAMHS worker Specialist Teaching Team Child & Young Persons Nursing Team VI/HI/LCI Team
Early Help Worker Youth Offending Team Occupational Therapist Physiotherapist Specialist Nurse Trainers

What support will be there for my child’s emotional and social well-being?

How will my child be involved in the process and be able to contribute their views?

How will the curriculum be matched to my child’s needs?

What opportunities will there be for me to be involved in supporting my child’s attainment and achievement? How will I know how well my child is progressing?

How does the school know how well my child is doing?

How will my child be included in activities outside the classroom including school trips?

How accessible is the school environment? How accessible is the curriculum?

How will the school prepare and support my child to join the school?

How will the school prepare and support my child to transfer to a new setting/school/college?

How can I be involved in supporting my child?

How is the effectiveness of the provision made for learners with special educational needs evaluated?

How can I access support for myself and my family?

Who can I contact for further information or if I have a complaint about the provision made for my child?

More information for parents/carers

Further information has been provided below for questions parents/carers have about learning support.

We gather information from a number of sources in order to identify potential SEN:

    • Close liaison with primary schools to obtain transition information and data
    • Baseline testing on arrival to obtain data and inform decisions about early intervention. These tests include the New Group Reading Test (NGRT) and spelling test.
    • Scheduled reading assessment throughout KS3
    • Responding to ‘Cause for Concern’ from staff, parents/carers or the students themselves
    • Reports and advice from external agencies and services
    • Systematic analysis of reviews/reports to identify lack of progress/underachievement

Within the team, we have a number of staff members who are qualified to carry out school-based assessments of students we believe may have learning difficulties. Where further investigation of needs is indicated we refer to our link professionals in SEND Support Services and Educational Psychology.

For the most part students will be included in mainstream lessons where their needs will be met through quality first teaching, differentiation and effective feedback.

Student Profiles for students with SEN are available to teachers and support staff on the college network to provide background information on students’ needs and strategies to support them.

Additional provision will be made for students with identified needs through in-class support, or small group/individual intervention as required with the aim of helping students make progress in line with, or above, expectations.

These interventions include:

    • Supported Reading
    • Direct Instruction Corrective Reading
    • Direct Instruction Maths
    • Inference Groups
    • Acceleread/Accelewrite
    • Literacy Groups (Years 8 and 9)
    • Smaller GCSE groups (Years 10 and 11)
    • Maths intervention (year 7)
    • Communication Skills Group
    • Nurture Groups
    • Individual mentoring/coaching support in KS4
    • SEN Homework Club

(For full details of our interventions, please see our Provision Map.)

Our assessment data is used to determine groups for a number of subjects.

Teachers are able to access additional information, including suggested strategies for support through each student’s Student Profile.

Teaching Assistant support is provided in many lessons for students identified as having additional needs to enhance access to the curriculum.

During Key Stage 4, some students with SEN have access to personalised learning pathways matched to need. Most students will study a range of GCSE/BTEC subjects. Some will have a combination of GCSE subjects and alternative options to develop key skills and life skills.

Assessments of students for access arrangements (exam concessions) are carried out in college by the SENCo

The Judgemeadow College building was opened in May 2009 and is fully DDA and Building Regulations compliant. Lifts to all floors allow wheelchair users to access all areas of the building. There are accessible toilets in all departments and designated accessible parking.

Most teaching of students with SEN takes place in mainstream classrooms in faculty areas, and there is a designated space for small group/individual intervention located in or near to the Learning Resources Centre.

Classrooms and technology areas are equipped with rise-and-fall tables, white boards and other facilities to aid accessibility.

We work with Children and Young People’s Occupational Therapy Services in liaison with parents/carers to ensure that furniture, equipment and the general environment is adapted as far as reasonably practicable to meet the needs of individuals.

We act on advice from the Visual Impairment Support Team to ensure that the building is safe and accessible for students with visual impairment.

A well-equipped hygiene room is located for convenience near reception.

To ensure that students on the SEN register have a smooth and worry-free transition we liaise closely with primary schools and external agencies, and where appropriate attend transition reviews. We organise additional visits/workshops for SEN students. Parents/carers are welcome to visit the College by prior arrangement and are invited to Welcome Events taking place in the Summer Term.

Students receive additional support when making Key Stage 4 options and meet the school's Careers Officer for assistance in making post-16 choices. The Connexions Specialist SEN PA is involved where appropriate. Information about SEN support needs and exam arrangements are shared with Post 16 providers and meetings take place with college support staff prior to transition to share information and ensure good ongoing support.

At review meetings we actively encourage aspiration and planning for the future.

Members of the Team are always available at Open Evening, Parents’ Consultation Evenings and Options Evening in order to discuss concerns and answer questions.

We work closely with our Home/School Liaison Officer to ensure effective communication with homes where English is a second or additional language; translation is provided in a number of languages where required.

Top-up Funding (EHCP and high-level need Element 3 funding) is used to provide:

    • TA support in lessons/unstructured time
    • Named staff support
    • Small group/individual interventions
    • Reformatting of resources for VI students
    • Support for AllSports Club

We actively encourage the involvement of parents/carers:

Supporting your child/young person with homework/organisation for learning at home, including checking Classcharts.

Attending pastoral and SEN review meetings and Parents’ Evenings.

Keeping in contact with key staff (FT/HOY/AHOY/Senco) regarding concerns as they arise.

The form tutor is usually the first point of contact. Parents/carers can also make contact directly with the Special Educational Needs Co-ordinator or Head of Year by phone/email through the school office:

Telephone: 0116 241 1920

Learning Support Staff are always available at Parents’ Evenings and are happy to address general concerns where time allows or make an appointment to meet later.

At Judgemeadow around 10% of students may be on the SEN register at any time, including a small number with EHCPs (usually between 1% and 2%). Students may be added to, or removed from, the Register at any time following consultation with school staff, parents and the students themselves.


Sources of Further information

Full SEND Policy Document
Provision Map
SEN Guide for Parents and Carers Autism guide for Parents and Carers
Dyslexia Guide for Parents and Carers Dyslexia Guide for Students

For further information about the provision for students with SEND throughout the city please click here to see the Leicester City Council Local Offer.


There is also a team of 13 teaching assistants (11.7 wholetime equivalent), many of whom have individual responsibilities, including:







Staff Contacts

Head of SENCo: Sally Howgate