At Elliott Hudson College, we are committed to our core principle of inclusivity. We firmly believe that all young people have the right to high quality teaching and learning and that through personalised support, barriers to learning can be overcome. We have a clear process in place to identify those students that have a special educational need or disability, and once identified we work closely with parents/carers and external agencies to ensure that these young people are safe and fully supported to achieve their potential.


The identification process begins once students have made an application to the college. The following stages of identification take place to ensure that we have an accurate and detailed understanding of our student population and that we are fully aware of the individual requirements of all our students. As such, our SEND register is constantly reviewed and updated.

Spring Term of Year 11
Interviews for Elliott Hudson College: During the interview process, students are asked a range of questions regarding any special educational needs and the support they have received whilst at secondary school including exam access arrangements. EHC staff will also gather information regarding a student’s native language and level of proficiency in English.

Summer Term of Year 11
The Alliance Team will meet with Pastoral staff from feeder schools to gather information that will allow us to create a more detailed picture of each student and plan for their provision. This information is also utilised during Taster Days in order to support students that are more vulnerable and start to build relationships with those students that might find the transition to college a challenging process. These students will be invited to additional induction days with a smaller group of students. The information gathered from secondary schools along with common transfer file information will provide subject teachers with information regarding their students and help them to plan for the provision of students with SEND or EAL.

September/October of Year 12
Students will meet with their Guidance Tutor and will complete a detailed questionnaire that gathers information regarding SEND/EAL. The Guidance Tutor will spend time discussing any concerns that a student has and identifying any potential students who have low Average Point Scores or who are overwhelmed with the initial transition into A Levels. By the end of this half term all subject teachers are required to complete an SEND/EAL review of their students in order to identify those that they feel may require assessing for exam access arrangements.

November of Year 12
Round one of exam access arrangements.

January of Year 12
Round 2 of exam access arrangements.

March of Year 12
Teachers to provide an ‘Evidence of Need Audit’ for access arrangements.

Four broad areas of need and support:

Children and young people’s SEN are generally thought of in the following four broad areas of need and support:

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Social, emotional and mental health

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.


All students who are identified as SEND during the application stage to EHC will be invited to attend additional taster days with their Head of Alliance. The aim is to ensure that these young people develop a relationship with the pastoral team and that any worries or concerns can be discussed as early as possible. Heads of Alliance will contact Parents/Carers at this stage and a meeting at the college arranged. From this point onwards, the Alliance Team will work closely with subject teachers to ensure that all students are making progress.

Assessment data is scrutinised to identify those students that require intervention both inside and outside the classroom. The Alliance Team will implement further intervention strategies to support students if required. This includes, structuring of timetables, support with organisation and emotional support.

All students who have been identified as SEND either by their previous school or through exam access arrangements will have a 1:1 meeting with their Progress Tutor to complete a SEND Personal Profile.

The purpose of a student Personal Profile is to identify the students’ key areas of strengths, likes and dislikes and to discuss strategies which would support meeting the student’s needs enabling them to progress and fulfil their potential. A student Personal Profile should preferably be completed with the student, and a parent/carer if the student wishes.  The Personal Profile is designed to demonstrate an equal proportion of 50% needs and 50% strategies.

The following key areas will also be discussed with the student:

Individual Pupil Risk Assessments (IPRA)

Where it is felt that a student’s SEND requires a level of risk assessment, an individual pupil risk assessment will be carried out and shared with staff and First Aiders where appropriate. All students with an IPRA will be identified through the sims system.

  • Future Aspirations to identify goals, ambitions and provide context to the students’ subjects.

  • Skills and interests

  • Key Information: Medical information, diagnosis, personal/home circumstances.

  • Areas of Difference: This section is to identify 4 key areas where SEND students may differ from their peers and in which they feel they require development, or they experience difficulties.

Communication: The way they communicate and use language. Does the student demonstrate outbursts if frustrated, either through verbal aggression or physical? Does banter and non-literal language confuse the student? Does the student misinterpret language styles and reuse inappropriately?

Cognition and processing: The way they learn and how they process information. What is their preferred learning style? What factors impact attention span? Is the student able to dual process?

Sensory processing: Taking in and perceiving sensory information. They may be hyper- or hypo-sensitive to any of the 8 different senses. (seeing, hearing, tasting, smelling, touch, proprioception (body co-ordination), vestibular (balance) and interoception (internal physical reactions, eg: butterflies,  feeling hungry etc) Are there any particular smells/sounds/tastes they have an aversion to? Do they prefer to sit in a particular area in the classroom? Do they struggle to make/maintain eye contact?

Social interaction: The way the student interacts and develops relationships, with peers and adults.

  • Support needed from others
  • Strategies for self-support
If you have any questions or issues relating to SEND, please contact Mrs Rosie Quashie.