Special Educational Needs and Disabilities (SEND)

All schools now have a responsibility to publish a ‘local offer’.

This contains information about provision for children who are disabled and those with Special Educational Needs.

Please click here to read our SEN Information Report.


Assistant Head with Responsibility for SEND across the Trust: Mrs. Angelina Brittain
E-mail: angelina.brittain@avonbournetrust.org

SEN Lead: Mrs. Deborah Tanner


Our mission in the Learning support department is to help our students to believe in their own individual talents in order to empower them to reach their full potential.  We achieve this through offering a safe, caring environment where everyone is valued and respected, and by providing a personalised programme of support.

The goals of the Learning Support Department are to encourage the development of each individual student, to motivate their self belief and sociability, to remove barriers to learning and to ensure that every student has the opportunity to fulfil their maximum potential.

We intend to ensure that students with specific learning requirements are educated to the highest possible standard, by providing them with a variety of opportunities, tools and support in order to inspire their desire for learning and to nurture their ability for individual success. 

Learning Groups

  • Nurture
  • SALT
  • SULP
  • ELSA
  • Literacy
  • Numeracy
  • Homework clubs
  • 1:1 Support
  • Dyslexia Support

Additional Support

  • Classwork adapted for visually impaired students
  • Occupational Support as directed by external professionals

Nurture Group

What are Nurture Groups?

As defined by the Nurture Group Network, Nurture groups are classes of between 6 and 12 children or young people supported by the whole staff group and parents.  Each group is run by two members of staff.  Students attend nurture groups, but remain an active part of their main class group.  Students typically attend Nurture for between two and four terms.

By helping students to learn socially, nurture groups help to develop confidence, become responsive to others, learn self-respect, raise self-esteem and take pride in behaving well and achieving.

Aims of Nurture Groups at Harewood College

  • Our groups have a maximum of 8 students and seek to provide a safe, comfortable, home-like environment.
  • Clear routines and adults modelling positive relationships.
  • Students are referred to the group for help with behaviour, social skills and emotional well-being,
  • They learn to manage their own behaviour.
  • To build positive relationships with adults and with other pupils and develop strategies to help them cope with their emotions.
  • There is emphasis on language development and communication. 
  • The students are encouraged to learn to discuss their emotions and to share with the group any of their concerns. 
  • Explore problem solving ideas through questioning and encouraging students to learn to think about situations from the point of view of others.
  • Sharing of food provides opportunities for social learning, helping to attend to the needs of others and take part in preparation and clearing up duties on a rota basis. 
  • This will give the opportunity to sit around a table to eat, where this may not happen at home in turn providing opportunities to develop good table manners.

SALT (Speech and Language Therapy) Group

What are SALT Groups?

Children usually develop language effortlessly without any extra help. However, there are some children who find it difficult to learn language without any reasons.

The focus of this group is to improve the understanding and use the expression of a wide range of basic and related concepts, meanings and vocabulary by:

  • Direct instruction which teaches new words or concepts by giving the definition and meaning.
  • Contextual abstraction which uses the surrounding linguistic and non-linguistic context to understand the new words.
  • Morphological analysis which breaks down the new word into its separate component parts: Prefix and suffix.

Who is the programme for?

For all students in later Primary schools to Secondary school from the age of 8 years of age and can be adapted to different levels of ability and age.

Aims at Harewood College

  • Introducing words and meanings by identify their role and use in language, communication and social interaction.
  • Using word maps and explore the network of information attached to the word.
  • Using themes taken from the education curriculum and daily life of the students, such as the human body, emotions and living and non-living organisms.
  • Exploring the meanings and make-up of words using root and base words, suffixes and prefixes.
  • Introducing a range of strategies for wording learning.
  • Encourage an awareness of and interest in words and language.
  • Encourage independent word learning.
  • Encourage an awareness of and interest in words and language.
  • Create an awareness of how improved vocabulary knowledge can be used to improve learning in schools, social and home environments.
  • This is support by using memory boards games, related software and word games. 

SULP (Social use of Language Program) Groups

Who is it intended for?

  • Children experiencing difficulties with social skills
  • Children with diagnosed  social speech and/or language difficulties
  • Children lacking confidence in social situations
  • Children with behavioural or emotional difficulties
  • Children diagnosed as being on the Autistic Spectrum

Aims at Harewood College

  • Teaches basic communication skills and develops self/other awareness.
  • Enables students to apply non-verbal and verbal communication skills to potentially difficult situations.
  • Focuses on supporting students in real life situations.
  • Incorporates a metacognitive approach giving students an understanding of skills before practice.
  • Enjoyable, multisensory activities are used to aid learning.
  • Social Communication Skills.
  • Self/Other Awareness.

Pragmatics - this refers to the way language is used, social skills of communication:

  • a: understanding meaning in conversation (e.g. inference, literal interpretation)
  • b: interaction (e.g. initiation, facial expression)
  • c: structural or linguistic rules (grammar, vocabulary and prosody)
  • d: the wider influences upon our communications such as education, culture and background. 

ELSA (Emotional Literacy Support Assistants) Group

What is ELSA?

ELSA’s (Emotional Literacy Support Assistants) are specialist teaching assistants who have been trained to support children with emotional difficulties.

ELSA’s were developed by Shelia Burton (Area Principal Psychologist, Hants) to help build capacity within schools to support emotional needs for children. It is recognised that children learn better when they are happier. ELSA’s are supported by Educational Psychologists who deliver training and do ELSA supervision.

ELSA work is not therapy but it is a planned, focused psychological intervention. It can be offered in a 1:1 situation or in small groups of up to 6 children.

Aims at Harewood College

We address children who have displayed emotional difficulties in the following areas:

  • Emotional Awareness
  • Self Esteem
  • Anger Management
  • Social and Friendship skills
  • Social Communication difficulties
  • Loss, bereavement and family breakup

We provide children with a quiet place to explore difficult feelings. We offer a set number of sessions that are agreed in advance to explore difficult emotions. We focus on the emotions that the child brings and help the child to move their own solutions or insight.

We aim to develop coping strategies as we are unable to resolve difficult situations.

Literacy Groups

What are the Literacy groups?

Literacy is a fundamental life skill; it develops the students’ ability to communicate effectively – to listen, speak, read and write for a wide range of purposes.

Students gain an understanding of how language works by looking at its patterns, structures and origins so they can use their knowledge, skills and understanding across a range of different situations.

They are encouraged to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts.

Aims at Harewood College

  • Enable Students to use and understand language as speakers, readers and writers.
  • Encourage students to be competent, confident and independent in the use of language.
  • Provide quality teaching appropriate to the needs of all students.
  • Provide the opportunity to monitor and assess the language development of each child.
  • Develop student’s awareness of different audiences and purposes for speaking and writing.
  • Enable the students to use the English language in all areas in the curriculum.
  • Use a range of teaching methods for inspiring student’s interest and love of communication and literature.
  • To support the Literacy programme within Harewood College.

Numeracy Groups

What are the Numeracy groups?

Numeracy is a fundamental life skill, it develops the students’ ability to use math's independently in everyday situations.

To develops an interest in mathematics and hence an enjoyment of the subject which in turn should promote active learning and further investigation.

Aims at Harewood College

  • It is an aim that all students leave the school numerate within the four basic operations and to achieve the highest level of competence and understanding within all aspects of the subject that their ability allows.
  • The accurate solving of problems through the logical application of these skills.
  • To observe and evaluate patterns within number and shape & space and the recording, presentation and interpretation of these patterns through data handling.
  • An awareness of the various methods of both calculation and problem solving (eg mental, oral, written, practical, calculator) and be able to select the most appropriate method in order to solve the task in hand.
  • An understanding of mathematical vocabulary in number, algebra, shape & space, measures and data handling. 
  • To develop the skills required to work individually or in groups on the task and to choose the best method(s) to complete a particular problem.
  • To appreciate that mathematics can be used in many other areas outside the subject itself. 

Homework groups

What are the homework groups?

This club is open to students from all school years.

The objective of this club is to provide support to students who may find their homework challenging and may not have the necessary support at home. The homework that is provided to students is based on the topics they study at school and aims to consolidate their learning.

Aims at Harewood College

There are two groups.

  • Learning support homework club is for students with specific learning requirements and may need extra support to complete their homework.
  • Study club is for a quiet environment for independent study.

1:1 Support

What is 1:1 Support?

To further develop a students understanding of a specific core subject area.

Aims at Harewood College

  • To provide 1:1 tutoring outside the classroom to maximise their learning potential in a comfortable environment.

Dyslexia support groups

What are the dyslexia support groups?

Students with dyslexia have difficulty in reading, writing, spelling and sometimes numeracy. They may also experience difficulties with time concepts, spatial awareness, physical co-ordination, organisation and social interaction. Without specialist help many dyslexic students may fall behind their peer group.

Aims at Harewood College

  • Groups of 1 to 3 students.
  • To provide structured learning and encouragement which is delivered in an interesting manner appropriate to their learning style.
  • This includes game playing, repetitive learning and following instructions.
  • Use multi sensory techniques. 
  • Phonological awareness
  • Phonic decoding skills.
  • Supporting pupils with difficulties with memory.