A summary of specialist support available at Bilborough 6th Form College
The Team
The small, friendly team is made up of specialist professionals offering support in relation to a wide range of additional needs, including specific learning needs (e.g. dyslexia), physical health needs, mental health needs, support for neurodiverse needs (e.g. ASD and ADHD), hearing impairment and visual impairment.
It is important to note that the team are providing support for students and are NOT in a position to diagnose (e.g. ASD, ADHD, Mental Health conditions), the only exception to this is dyslexia, please see the section later on how that can be supported at college.
Support at college may be quite different in its approach than school. In a post 16 setting we have a very different ongoing responsibility for our students, as we support their preparation for adulthood. The SEND Code of Practice 0 to 25 years (point 7.13) states in relation to SEN support in college:
“… Support should be aimed at promoting student independence and enabling the young person to make good progress towards employment and/or higher education, independent living, good health and participating in the community.”
Exam access arrangements
We can complete appropriate assessments to enable students to have access arrangements in exams and/or use appropriate clinical evidence to apply for exam arrangements. All arrangements are processed in accordance with current JCQ (Joint Council for Qualifications) regulations. It is important to be aware that exam arrangements DO NOT automatically follow the student from school, we have to reapply. Please ask your current school for the evidence they have used to secure any exam arrangements you have had approved for your GCSEs. It is important to note that the JCQ update their regulations each year, taking effect on the 1st September, and therefore we may not be in a position to apply for exactly the same arrangements.
A useful overview from the Joint Council for Qualifications (JCQ): JCQ-AARA-2025_FINAL.pdf
Liaison with teaching staff:
Following a discussion, Learning Support staff can inform the student’s teachers about the difficulties they experience and how they can be best supported in the classroom. We do not have, as standard, teaching assistants or learning support assistants in classes here at Bilborough, so this communication with teaching staff is essential.
Additional Support – dyslexia/dyslexic traits
Students can access specialist 1:1 support via our Learning Support Hub (a dedicated study space just for Learning Support and Wellbeing Students). This is an opportunity to work with a specialist teacher to support your studies.
If students are accessing support via the hub but are still experiencing more persistent difficulties, we can organise some 1:1 sessions for more intensive support with a specialist teacher.
As a college, we are in the fortunate position to offer full dyslexia diagnostic assessments with some financial support available – please ask for our current prices for this extra service. This is NOT to be confused with exam arrangement assessments – no charges apply for those assessments.
Medical conditions and physical health
We will have a discussion with students to determine what support may be required day to day, including possible lift passes and personal emergency evacuation plans (PEEPs). There would also be a discussion about any possible exam access arrangements that may be needed. Following a discussion, Learning Support can inform the student’s teachers of any difficulties they experience and how they can be supported in the classroom. We can also store medication for students to access during the college day.
Visual and hearing impairment
We will have a discussion with students to determine what support may be required day to day. There would also be a discussion about any possible exam access arrangements that may be needed. Following a discussion, Learning Support can inform the student’s teachers what difficulties they experience and how they can be supported in the classroom. We welcome working with specialists who may already be working with the student and their families, to ensure needs are best met here at Bilborough including BSL interpreters, assistive technology, Braille etc.
ASD and AD(H)D
Neurodivergent Team
The Neurodivergent Team at Bilborough College offers support to students who have, are in the process of getting, or are considering a diagnosis of a neurodivergent conditions including ADHD and/or ASD. Our Neurodivergent Team Learning Support Teachers run academic support to help students find different ways of working that suit them best in a mainstream college environment. Support is provided via our Learning Support Hub and additional 1:1 sessions where appropriate. As part of the Neurodivergent Team we also offer wellbeing support with a Neurodivergent Mental Health Coach and Specialist Referral Coordinator. Here are some of the ways academic support is provided:
- Support with transition into to college/post-18 pathways.
- Support and advice with the first steps of getting a diagnosis including navigating the referral routes open to post-16 students and their families.
- Tailored academic support including independent study strategies, time management and motivation, and revision and exam techniques.
Students with Education, Health and Care Plans (EHCP)
Where a student requires additional support that goes beyond what a school or college can typically deliver from their own budgets or staffing then they may need an Education Health and Care Plan (EHCP) –
An EHC plan is a statutory document outlining a student’s special educational, health, and social care needs. The document has to list all of the student’s special educational needs, provision to meet each of the needs and that provision has to be specific, detailed, and quantified. The plan names the school/setting which is to provide the provision, this is not to be confused with a school-based support plan, these EHC plans are agreed by the student’s local authority.
When considering transition to post 16 education, the local authority will liaise with the school and the family to name a preferred post 16 setting. If Bilborough is named as the preferred setting, the authority will send us a request to consult on the EHCP to see if we can meet the needs as stated in the plan. When considering if we can meet the needs of the plan, the college decisions will be made in accordance with the SEN Code of Practice. Particular attention is drawn to page 112 of this document which states:
“The duty to admit a young person if the institution is named in an Education Health and Care (EHC) plan. Young people have the right to request that an institution is named in their EHC plan, and local authorities have a duty to name that institution in the EHC plan unless, following consultation with the institution, the local authority determines that it is unsuitable for the young person’s age, ability, aptitude or SEN, or that to place the young person there would be incompatible with the efficient use of resources or the efficient education of others.”
On application, predicted grades are required and confirmed with school to ensure that the applicant meets the entry criteria for the college and chosen subjects. The college will then be sent the request to consult by the local authority for the young person. The college cannot offer a place to a student with an EHCP until the EHCP has been sent by the local authority, even if they meet the entry criteria. This may mean it takes longer for the college to be able to confirm an offer of a place at Bilborough.
Once the request to consult has been officially received, the college usually has 14 days to make a formal response. Once the formal response has been made it will be the consulting local authority SEN team who will notify the family of our decision and advise next steps should it be decided that Bilborough College is not going to named as the post 16 setting.
The EHCP is reviewed annually; it is essential that the year 11 review (or year 10 if late in the academic year) is an accurate reflection of the young person’s needs. The transition to post 16, for many reasons, presents an opportunity to work differently. This is not to cease the plan, but this document is what we will have to base our decision on when deciding if we can meet the needs stated. One area that is often reviewed and adapted at post 16 is the level of 1:1 support required as the young person matures and develops independent strategies in preparation for adulthood. Similarly, the fact that they are studying 3 subjects can often take away some the additional needs that were apparent in subjects they are no longer planning to study. It is important to be aware of our entry criteria for both the college as a whole and the individual subjects applied for; all students must meet these criteria grades.
Assistive technology
Bilborough College has a proud tradition of supporting our students to become independent, and assistive technology can play an important role. All students have an Office 365 account, and this gives them access to read aloud functions to support reading, and dictation functions to support producing work. Students can have a laptop on loan from Learning Support if this is part of their support provision (this includes taking the laptop home, not just for use in college). We have great success with students transitioning from having human support with reading, to using a reading pen, and these devices are allowed in all our exams (even those testing reading). Dictaphones are available for students who find that having a recording of their lessons supports their note taking.
Key contact details:
Learning.support@bilborough.ac.uk
To share exam access documentation from a previous school: