Loreto College is committed to meeting the SEND agenda.  If you have an Education Health and Care Plan (EHCP) and need more comprehensive support, we can work with you, your current school, and the Local Authority to ensure that you get the best possible support when you come to Loreto College.

Arrangements can be made for transition visits to help with the move from school to college and we are happy to attend your year 11 Annual Review meeting.

If you do not have an Education Health and Care plan, you may still receive additional support if you have a diagnosis such as dyslexia, autistic spectrum condition or any other disability/learning difficulty that affects your learning.

Once in college we will provide a range of wraparound support to meet your needs and closely monitor your progress alongside your teachers.

Support your transition

To ensure your transition is supported, we can arrange the following:

• A personalised transition plan to ensure a smooth process.
• Arrangements for you to visit college with your parents/carers.
• Informal meetings with staff who will be supporting you prior to starting college.

Identifying and meeting support needs

• Students are given various opportunities to discuss their support needs before they start their course: on initial application, interview evening, taster days, open days, and at enrolment.
• Students may also be identified as having additional learning needs by teaching or education support assistants after they start their programme of study and any concerns raised will be discussed and explored as appropriate.
• Education support assistants may work with students in the classroom, if appropriate, or they may offer study support sessions outside the classroom.

ALS – Additional Learning Support 

• The main aim of ALS team is to work with students to increase personal growth, successful achievements, outstanding results, and positive progression opportunities.
• Additional learning support is delivered by a professional support team who can provide 1:1 and small group support, both in and out of lessons.
• Assistive technology and software are also used to remove barriers to learning, promoting independence, and learning without limits.
• The team works in close collaboration, not only with the student but with subject teachers, Heads of Halls and Student wellbeing teams to ensure that considered, timely and supportive interventions are put into place.