Telephone: 0121 458 3898

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Cadbury Sixth Form College

Downlands Close

Kings Norton


B38 8QT
Telephone: 0121 458 3898


Name and contact details of the person/role responsible for maintaining details of the Local Offer for Cadbury College:

Lead: Principal

Jeremy Rogers


Vice Principal Curriculum

Richard Laird

Student Services Manager

Christine Preece

Student Services Manager

0121 415 7249

Additional Learning Support

Teresa Determann

ALS Co-ordinator

0121 458 3898 x2635

SEN and Disability Local Offer

The College provides courses and support for students with a range of learning difficulties and disabilities but it is not a specialist LDD college.

Cadbury College provides for young people from 16 to 18 years and 19+ years, predominantly teaching AS and A2 level courses in a wide variety of subjects. We also teach level 3 BTEC courses in a range of subjects. In addition the college runs a GCSE re-sit program with some vocational level 2 BTEC. Our courses are outlined in our prospectus which is available online and as a hard copy. In line with college policy all students are expected to meet subject entry requirements


How does our college know/identify that students have special educational needs (SEN)?

The college has a variety of methods to ensure we get as much information as possible about students’ needs. Students can declare any information about any learning difficulties or disabilities on application; information can then be confirmed at interview and parents and students are given information about potential support available.

In the Autumn term, feeder schools may invite us to annual reviews for statemented students (or those with the new Education Health and Care Plan ‘EHCP’) who are planning to come to Cadbury College. This facilitates transition for those with the most complex needs. The information about students with support needs is collated by Student Services (SS) through liaison with the admissions team; Pre-enrolment assessment of need takes place through May/June/July, where appropriate.
If students require exam access arrangements then evidence of need will be collected and assessments for this will be carried out at the earliest opportunity.
The college also invites students for visits or taster sessions during spring/summer term - to aid transition for the more vulnerable students.

Student Services Manager or ALS Co-ordinator may also visit or telephone feeder schools to gather information/assessment reports about the students’ needs during June and July. The Student Services Manager sends a letter of introduction to parents of students who have disclosed an SEND need. In addition a welcome evening is arranged for new parents prior to enrolment.

The Student Services Manager and ALS Co-ordinator collate information gathered from school and screening, to plan support packages including highlighting those with in class support needs.

At induction all students undertake a Screening assessment which could indicate a student may require some additional support and provide students an additional opportunity to disclose medical or SEND needs.

The Student Services Manager and ALS Co-ordinator are available at enrolment for any new students who declare additional support needs and can discuss support options.

If we are not informed of your child’s SEND before enrolment or if an SEND emerges whilst on programme, the college will do it’s best to support the student within the resources available, but cannot make any promises.


What are the first steps our college will take if special educational needs are identified?

Using the information gathered the ALS Coordinator meets with Study Plus team to discuss support requirements and provide staffing or equipment, dependent on the funding agreed by the local authority. The ALS Co-ordinator writes student profiles to share with the Study Plus team and staff cross college, and enters information on CIS systems/ ProMonitor for staff to access. Pictorial badges on ProMonitor ensure that staff can easily identify students they teach with SEND needs. Students with needs also emerge during the year and so screening, assessment, information sharing and application for funding may take place any point.


What should parents/carers do if they think their child has SEN? How can they raise concerns?

Parent and carers can contact the student’s personal tutor, the Director of Learning or the Vice Principal Learner Experience.


How will our college include parents and students in planning support?

Initially support would be discussed at pre-enrolment assessment. Parents will also be invited to annual reviews for those students with high needs. The ALS Co-ordinator is happy to discuss support with the Director of Learning and parents (if required).




How will our college teach and support students with SEN?

(Curriculum, teaching, learning environment, access to ancillary aids, assistive technology, additional support available)

How does our college plan the support?

How are our resources allocated and matched to needs?

We plan the support in a variety of ways: through meetings with parents/students/staff, as well as using information gathered from outside agencies or previous educational establishments.

SEND students with EHCPs/S139as may be supported in the following ways, by the Study Plus team, teaching staff and personal tutors

• Use of accessible technology

• Exam access arrangements

• 1-1 or small group work out of the class

Other students have learning needs which do not require the same level of support and will have additional support funded by the College. This can include 1-1 or small group work out of class, exam access arrangements, use of more specialised assistive technology, drop in sessions to support study skills and revision strategies.

How will progress towards identified outcomes and effectiveness of our SEN provision be assessed and reviewed by us and how will we involve parents, students and young people in this process?

As well as the college’s cycle of reviews, High Needs Students will be part of an annual review process which will draw on feedback from the student, parents, a range of professionals and will follow a student centred approach.

In addition to this there will be two formal parents’ evenings.


Who will be working with your child/ with you?

(Assessing, reviewing, overseeing arrangements, working towards outcomes, including looked after students)

Additional Learning Support Co-ordinator, Student Services Manager, Study Plus Team, Teaching Staff, Tutors


How does our college ensure that the information about a child’s SEN or EHC plan is shared and understood by teachers, lecturers and all relevant staff who come into contact with that young person?
A secure web-based profile porta (ProMonitor)l is used by all staff across the college. This portal holds all information on learners including their course, personal details, additional learning support plan, academic targets and tutorials, grade mark book, attendance, reviews and meetings and much more. The system highlights all learners who are working with the Study Plus team and all learners who have an S139a or Education Health and Care Plan.


What role will the young person’s teacher play?

The teaching staff will work with support staff to ensure teaching methods / resources are accessible.

Curriculum staff carry out various assessments over the initial weeks of term and thereafter. The results of these are recorded and are used to develop target grades for all learners.

If a teacher feels that a student is struggling but has not yet been identified as requiring support, there is a referral system in place by which they can refer the student for assessment and a discussion about support options in the first academic term.





What expertise does our college and our staff have in relation to SEN? (three levels: awareness, enhanced, specialist)

Training of staff

The college runs several staff development sessions on Dyslexia Awareness and Autism ASC awareness.

Access to information about other learning disabilities / difficulties are available on the central system.

Specific training in resources for hearing / visually impaired students are carried out when necessary and specialists brought in to deliver the training if required.

List areas of expertise

There are staff with expertise in Dyslexia, Dyscalculia, ASC, Mental Health

There are specialist assessors for dyslexia and exam access arrangements.

Staff are all fully updated on safeguarding and Health & safety.

Current qualifications in the Learning Support Department include:

  • Certificate of Competence in Educational Testing (CCET)

  • Member of Professional Association for Teachers and Assessors of Students with Specific Learning Difficulties (SpLD) (PATOSS)


  • Masters in Dyslexia Studies

What intervention programmes does our college run for student with SEND and how are they delivered? (one to one support or in groups)

The college supports students in many ways, outside of the classroom depending on need.

1:1 sessions with Academic facilitator or Dyslexia specialist.

Course related workshops

Small group sessions with academic facilitator.

Study Skills support

drop in support is available for help with study skills development (i.e. time management, organisation, revision / exam technique, essay planning / writing)

What teaching strategies does our college use for students with learning difficulties including:

• Autistic spectrum disorder

• Hearing impairment

• Visual impairment

• Speech and language difficulties

Strategies depend on the individual student’s needs. They can include small groups, 1:1, scribe and use of accessible technology.





How does our college provide support to improve the emotional and social developments of our SEN students? (pastoral, medical, social support available)

The College regularly hosts events by the NHS, the police service and charitable organisations, to promote the safety, health and wellbeing of students. The Student Services Manager provides advice on accessing services, benefits, housing or refers students to external agencies where appropriate. Each tutor room has a poster signposting a huge variety of support services for students ranging from Brook, through YPS to Childline.

Where appropriate students can apply for bursary funding to support the cost of travel to college, this is means tested and bursary students are given financial support providing their attendance remains high.
College has a cashless catering system and students identified as having FSM and have this system set up for them on their student ID cards.
A multi faith room provides for the spiritual needs of students who wish to access the provision.
How does our college manage the administration of medications

(knowledge and training of staff; what parents have to let college know; college being in touch with parents)

The college expects learners to disclose health and medication information prior to enrolling on a course. A second opportunity is provided at induction. Details are recorded on ProMonitor.

As a post 16 environment we do not routinely store or administer medication for students, however when individual needs are identified, measures are put in place including the safe storage of medicines.
In the event of a medical emergency, the member of staff is instructed to make an initial assessment and contact a first aider, the first aider will make the decision regarding treatment on the spot and whether to call for an ambulance. A member of the Senior Leadership team is contacted immediately. In the event of a serious incident an ambulance is called immediately, along with the emergency contact adult.

What is our policy on day trips, college outings, health and safety arrangements?

The college has relevant policies in place and also recognises the need to risk assess any possible hazards for particular activities, including outings. Individual or group risk assessments are put in place. All staff attend mandatory health and safety training.

All students and staff wear a membership card displayed on a lanyard whilst on site. All visitors must report to reception and have a visitor card. The College is not, however, a closed environment; students have freedom of access and can go off site at lunch times

What extra pastoral support do we offer, and what pastoral support arrangements are in place to listen to students with SEN? What measures are in place in our college to prevent bullying?

The student ‘Code of Conduct’ and ‘Student Charter’ contain information regarding the college policy on bullying and the support available.

The college works with a range of health care professionals e.g. CAMHS (child and adolescent mental health services) and a counselling service is available to all students.

Where appropriate rooms are made available for SEN students during break, lunch and study periods. We also have an emphasis on encouraging SEN students to be as independent as possible during these times to aid there social development and prepare them for wider independence.


What access do our SEN students have to facilities and extra-curricular activities available to all students?

The college provides a range of enrichment activities to suit many abilities and levels. Where appropriate these would be available to all students.




Who will be talking to and keeping in touch with the parent/carer? (working together towards outcomes, reviewing arrangements; including looked after students)

The college website provides details of all staff and the college telephone number for general enquiries. Full details on how to contact staff, and which member of staff is the most appropriate contact is given on the website.

Who will explain and discuss this with parents/carers?

Several staff would be able to work with parents / carers including tutors, curriculum staff, student services manager and the ALS Co-ordinator.

How will parents/carers know how well their child is doing?

There are a range of methods used at the college to keep in touch with parents and carers. We use parent portal to inform parents of general progress and generic information, such as access to Individual Learning Plans and attendance information and target grades.

There are two formal parents evenings as well as a more in depth review for high needs students.

Access to ILPs and attendance information and target grades.

Students for whom there are significant concerns are addressed at management level through Safeguarding and Support meetings
How does our college measure outcomes and impact of the support provided to the student?

As part of the college’s self-assessment process data is collected and analysed, to determine how effective the support has been.

We also gather information from Student and parent feedback - which is collected after induction period and later in the year.


How will our college involve young people with SEN in their education?

Students will sign a learner agreement following assessment of their needs, where targets particular to their learning support needs are recorded by an academic support specialist. This agreement also outlines the support the college has offered to provide and the student has the opportunity to feed into this and inform the college on how they would most like to be supported.







How do we prepare our college to welcome and support SEN students and how do we arrange and support a transfer to another educational establishment?

How do we prepare our students for adult life? (higher education, employment/ independent living)

The college enrichment programme offers students access to a wide range of talks from HE institutions, employers and careers specialist.

Study programmes take into account opportunities for work experience.

Students are given support in completing applications and especially in the completion of UCAS forms and assisting with applying for additional support at University.

What special arrangements are made for exams?

Exam access arrangements are put in place for students, as required, following specialist assessment reports and permission from awarding bodies.

What resources and equipment do we provide for students with SEN?

The college offers a range of equipment and encourages parents and students to discuss any particular assistive technology or resources that they may find useful.

Our range includes:

Tinted overlays

Assistive software – Text to Speech

Hearing Loop system

Height adjustable desks

What arrangements are in place with other schools/educational providers when our SEN pupils/students transfer?

When invited the college’s Student Services Manager visits schools to attend annual reviews and transition meetings. Evidence is gathered to use at interview, enrolment and induction and help put appropriate support in place.

Careers guidance is offered to all students during and on leaving college.
How accessible is our college to students with SEN?

The college campus has a range of new and old buildings. The majority of buildings have reasonable wheelchair access. Students’ needs are considered when rooming to avoid any potential issues. The building has lift access to higher levels and disabled toilets in each block.

A Personal Emergency Evacuation Plan (PEEP) is provided for all students with mobility and sensory impairments which could affect their ability to evacuate a building in an emergency. This is carried out by an experienced member of the College team in liaison with the student and shared with all staff via the College intranet, ProMonitor.


Where can you find our SEN policy?

College Website


What can you do if you are not happy?

(Who to talk to and who to complain to; arrangements made by the governing body)

Complaints are dealt with by the Vice Principal – Curriculum and /or , Vice Principal Learner Experience.

The Complaints Procedure is available on the College website


How can parents/carers arrange a visit to our college? What is involved?

Parents are encouraged to contact the Student Services Manager.


Who can you contact for more information? (class teacher, other staff, SEN policy; Parent Partnership Service; IPSEA)

Personal Tutor

Student Services Manager

Co-ordinator Additional Learning Support

Vice Principal Learner Experience


When was the above information updated?

(must be updated annually – please provide date of latest update)

July 2015

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