We know the government is keen for more mainstream schools to provide comprehensive support for SEND children.
I’m pleased that at Launceston College we’re already ahead of the game as we have a successful on-site alternative resource base (ARB).
All ARB students have EHCPs for autism or moderate-to-severe learning difficulties, and we now educate 32 students there.
We’ve significantly contributed to the specialist provision offer in Cornwall, ensuring more SEND students have access to high-quality education and support.
We believe strongly in supporting and encouraging all SEND children to achieve their full potential and our ARB is one of the few in the county where students leave with qualifications.
They gain English, maths, science, vocational life skills and IT qualifications, with some taking GCSEs as well.
Every ARB student also moves on to further education, and we arrange visits to a range of post-16 providers, ensuring students are prepared for life beyond school and have access to opportunities that align with their aspirations.
ARB attendance was exceptional last year, averaging 97.5 per cent. The team reviews attendance every Monday with a target of 96.5 per cent.
The ARB has a proven track record of improving outcomes, illustrated by a student who arrived with attendance below 50 per cent, who now attends 98 per cent of the time.
Talking to parents
What makes our ARB thrive is the dedication of our staff to creating a family atmosphere, and how closely they work with parents, having daily communication with some.
It’s amazing when they update us on the progress of their children at home and we celebrate every success.
Parents of children with SEND have to manage a lot of different things and developing a close, positive working relationship with them is crucial to ensure everyone involved understands each child’s individual needs and strengths.
However, we choose not to hold traditional parents’ evenings. Instead, families are invited into school once a term for a student-led visit where children prepare refreshments, show their work and demonstrate the skills they have learned.
Feedback from parents has been overwhelmingly positive
These events also give the parents a chance to connect with each other and chat in an informal way about their children and share experiences they may find helpful.
We also put on more formal workshops, such as sessions with local dental teams, to help support families.
A range of rewards encourage positive attendance and behaviour, including visits to coffee shops or soft play centres, alongside weekly awards ceremonies where students receive badges for great behaviour or progress.
Other activities such as swimming and horse riding also provide students with opportunities to develop their skills.
Away from home
Getting students out and connecting with members of the community is key and every year they do a range of activities, such as making Christmas crafts to fundraise for local charities.
Residential experiences are particularly transformative. They’re often the first time students have slept away from home.
It’s a sign of the trust our staff earn from parents that they’re happy for their children to stay away overnight and we feel it’s a brilliant way of showing how much faith we have in the resilience of these children too.
We don’t set homework for ARB students. Instead they’re encouraged to practise life skills at home, such as making a bed or completing household tasks.
We provide parents with guidance on what young people should be able to do and how to support them to achieve these goals at home. Parents then share what the children have done. This is then celebrated in weekly assemblies.
The feedback from parents has been overwhelmingly positive. Many report students are now routinely engaging in practical tasks such as washing dishes, preparing meals and organising their schoolwork, helping to build their autonomy and confidence.
I couldn’t be more proud to celebrate every success with them.
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