Additional Learning Support
SEND/Additional Learning Support (ALS)
At BHASVIC, our experienced and dedicated Additional Learning Support (ALS) team creates an inclusive, supportive environment where all students can thrive, working closely with subject teachers, tutors and pastoral staff to identify needs early and provide effective, coordinated support.
We work directly with students to develop independent study skills, manage workload and overcome barriers to learning, enabling them to stay on track with their courses and achieve their academic goals.
Our approach is centred on building independence and long-term success by developing the skills, strategies and confidence students need to manage their learning both in and beyond college. Support is flexible and responsive, adapting to individual needs while encouraging students to take increasing ownership of their progress; students are expected to engage actively with their support and attend scheduled sessions.
We also promote inclusive teaching practices across the college, guided by our principle that strategies which are essential for some students are good for all, ensuring high-quality teaching for a wide range of learners alongside targeted support where needed.
We support students with a wide range of additional needs, including autism, dyslexia, dyspraxia, ADHD, and physical or sensory differences. This includes students who have previously received support at school, as well as those whose needs emerge during their time at college.
We also work closely with the Local Authority and external professionals to plan and deliver provision for students with Education, Health and Care Plans (EHCPs), ensuring that statutory requirements are met and that support is personalised and effective.
A formal diagnosis is not always required. Support is based on identified need and evidence of impact on learning.
All students with SEND are supported primarily through inclusive teaching. Subject teachers adapt resources and teaching approaches to meet individual learning needs.
Where further support is required, we may offer:
- weekly study support lessons in small groups (ratio approximately 1:10)
- targeted one-to-one support (where appropriate)
- in-class support (where appropriate)
- access to a dedicated ALS workroom
- access to a quiet space during breaks (by prior arrangement)
- support with study strategies, organisation and workload management
- advice on and access to assistive technology and reasonable adjustments
Support is designed to promote independence and will be proportionate to need. Continuous one-to-one support or in-class support is not normally provided unless specified through an EHCP.
Support is agreed following a review of available evidence, including information from school, EHCP documentation where applicable, and discussion with the student. We may also liaise with external professionals where appropriate.
A formal diagnosis is not always required. Support is based on identified need and evidence of how this impacts learning.
Support is regularly reviewed and adapted in response to student progress, ensuring it remains appropriate and effective.
Students are encouraged to share information about their additional needs during the application process so that ALS staff can assess support requirements in advance of enrolment.
Support can also be put in place following identification by ALS or referral from a subject teacher once a student has started college.
We work closely with the Local Authority to plan and deliver provision for students with Education, Health and Care Plans (EHCPs), ensuring that agreed support is in place from the start of college.
Each student with an EHCP has a named lead within the ALS department who:
- liaises with teaching staff, pastoral teams and parents/carers
- monitors provision and progress
- meets regularly with the student
Provision is reviewed in line with statutory requirements and adapted as needed to support student outcomes.
Exam access arrangements are assessed and awarded in line with JCQ (Joint Council for Qualifications) regulations.
An Educational Psychologist’s or medical report does not, on its own, automatically entitle a student to arrangements. Arrangements must reflect a student’s normal way of working and be supported further by appropriate evidence of need in accordance with JCQ requirements.
Assessments for EAAs (where appropriate) are carried out by qualified staff at college. Arrangements are approved where they are necessary to ensure fair access to examinations.
For further information, please refer to the document below:
We recognise that the move from school to college can be a significant transition. Support begins during the application process and includes Open Evening, interviews and Moving on Day.
Where additional needs are identified, further transition support may include additional visits to help students:
- become familiar with the college environment
- meet key staff
- build confidence ahead of starting
If you have any queries or would like further information about SEND or Additional Learning Support at BHASVIC, please contact:
SEND Local Offer Special educational needs and disabilities