THE ALS UPDATE
CBC TEAM PHOTO
LETTER FROM THE WRITER
Happy New Year, and welcome to the second issue of the ALS Update! This termly newsletter is here to provide insights, updates, and resources to support our incredible teaching staff in fostering inclusive education.
I hope you had a wonderful holiday season. Over the time off, I spent quality time with my family and enjoyed watching the young farmers’ tractor rally - a reminder of the joy and creativity within our local community.
As we settle into a new term, it’s the perfect moment to set fresh goals perhaps even a resolution to deepen our understanding of the diverse needs of our learners? This issue focuses on Education, Health, and Care Plans (EHCPs). We’ll dive into what they are, the role of an EHCP coordinator, what it means to be a high-needs student, the application process, and the annual review cycle. We’ll also explore how tutors fit into this vital process and celebrate some of the fantastic achievements of the ALS team over the past term.
And, to carry a little festive cheer into the new year, we’re excited to announce a belated Christmas competition for our Haven spaces! Cast your vote for the best-decorated Haven—it’s a great way to start the term with creativity and fun.
Wishing you all a happy New year!
NATASHA WELCH
Page 4 What is an EHCP?
Page 5 EHCP Annual Review
Page 6 - 7 Spotlight
Page 8 - 9 EHCP Case Study
Page 10 Awareness Dates
Page 11 - 12 World Mental Health Day
Page 13 - 18 The Haven’s Festive Showdown (VOTE NOW)
Page 19 - 21 How ALS Aligns With Our College Vision
Page 22 Need a New Year’s Resolution
Page 23 Vacancies
Page 24 Contact Us
What is an EHCP?
With more students enrolling at the college with EHCPs, you’re likely to come across one in your classroom.
But what does this actually mean for you? What is an EHCP?
An EHCP (Education, Health, and Care Plan) is a legal document that outlines the needs and support required for students with significant special educational needs or disabilities. Understanding these plans helps ensure we provide the right support for students, giving them the best chance to succeed.
Colleges are required to follow the SEND Code of Practice 2015, and local authorities are responsible for creating and updating EHCPs. This includes consulting with placements like ours to ensure we can meet the needs outlined in the plan, which is why some applicants with EHCPs are temporarily put on hold during the admissions process.
At the Bedford College Group, we currently support over 500 students with EHCPs, who receive support through High Needs funding. These plans ensure that students get the tailored provision they need to access learning and succeed.
An EHCP includes several sections, such as the student’s aspirations, their special educational needs, health and social care needs, the provision required to meet their needs, and the educational placement.
As part of the transition process, we offer a range of support to help students settle into college life. This includes visits before they start, taster session, coffee mornings, and social events to help them get to know their new environment. We work closely with schools, families, and students to ensure everyone is prepared and that the student’s needs are fully supported.
For students with High Needs funding and an EHCP, an EHCP Coordinator is assigned to manage their plan. This person acts as a key point of contact between the student, their family, professionals, and the curriculum team, ensuring everyone is on the same page. The EHCP coordinator also leads annual reviews, tracks progress, and updates the plan to make sure the support remains appropriate as the student’s needs evolve. This approach helps us give our students the best support possible, setting them up for success. They are there to support you as tutors to support students in class, with strategies, tips and guidance.
EHCP ANNUAL REVIEW
In the annual review process for students with EHCPs, tutors are responsible for providing a general report on a student’s progress in their course, which focuses on their academic performance, engagement, and overall achievements. This gives a snapshot of how the student is progressing with their studies.
In addition, tutors must also provide feedback on the specific outcomes set in the EHCP. As per the SEND Code of Practice (2015), these outcomes must be reviewed regularly to ensure they are still appropriate and achievable. Tutors should assess whether the student is making progress toward the identified outcomes and provide constructive feedback. Rather than focusing solely on challenges, good feedback involves offering practical suggestions, such as strategies that have worked well for the student or alternative approaches to overcome any difficulties. This helps ensure that the student is given the support they need to reach their goals.
It is important that this feedback is provided in a timely manner, as the statutory requirement is for all reports to be sent out at least two weeks ahead of the annual review meeting. This is why it is essential for tutors to respond promptly when asked for their input. Delays in submitting the required feedback could impact the review process and hinder the timely updating of the student’s EHCP.
By offering thoughtful, solution-focused feedback, tutors ensure that the review process is constructive and contributes to the student's ongoing success, helping us meet both legal requirements and our commitment to supporting every student
SPOTLIGHT
In this issue's Spotlight, we're focusing on our EHCP Coordinators, a vital part of our team supporting students with Education, Health, and Care Plans (EHCPs). These coordinators ensure students receive the personalised support they need, working closely with families, external professionals, and the college’s teaching staff to help students thrive academically and socially.
From guiding students through their transition to college to coordinating annual reviews, the EHCP Coordinators play a key role in ensuring that students’ evolving needs are met.
Here are some things they have to say about their role:
‘My role is to guide learners on their journey through college. I have particularly enjoyed working closely with the plumbing, engineering and motor vehicle teams, supporting staff with training sessions and regular catch ups on their High Needs Students.’ Suzie
‘I am new to the role of EHCP Coordinator. I build rapports with my students and look at their progress and student experience throughout the year, in line with their EHCP. I have really enjoyed my role where I am able to work closely with the student, their families and professionals who all have a vested interest in their progress. The role is fast paced and student centred!’
I find it rewarding to foster strong relationships with students and ensuring they receive the necessary support to achieve their full potential.’
Becky
Louise
‘My role is supporting learner to access all areas of the curriculum and be a point of call for them when they want help and advise.’
‘As an EHCP Coordinator, I enjoy the opportunity to make a meaningful difference’s in the lives of young people, and their families. Taking the time to get to know and build a trusting professional relationship with the young people and their parents/carers and have an understanding of them as people and considering that life is not always straight forward. I take pride in guiding families through the EHCP process, ensuring their voices are heard and their needs are met. My role allows me to collaborate with professionals across education, health, and social care, fostering teamwork and problem-solving to achieve the best outcomes. I take pride in balancing complex cases, advocating for all the young people I support, and witnessing the positive impact of my work on their futures whether its accessing higher levels of education re University or beginning their journey within employment.’
Lisa Marie
Sharon
‘I enjoy most seeing young people with significant needs excel with my support. Knowing that they can come to me for advice and support without hesitation.’
Debbie
OUR EHCP Co-Ordinators
Wendy Cook Bedford
Debbie Dawkins Bedford
Lorraine Hardy CBC
Neelam Nahar Bedford
Emily Ogden Tresham
Hannah Paterson Tresham
Sharon Richards CBC
Louise Samir CBC
Suzie Sampson Bedford
Rebecca Tilcock CBC
Donna Vine Bedford
Lisa-Marie White CBC
EHCP CASE STUDY
At the Bedford College Group, our EHCP Coordinators play a vital role in helping students with Education, Health, and Care Plans (EHCPs) and High Needs funding. Their work often goes beyond statutory responsibilities, focusing on building meaningful relationships and providing tailored support to ensure students thrive both academically and personally.
Sally Parkes, our new Programme Manager for the Bedford sites, shares the story of one student whose journey demonstrates the profound impact of this support.
SP recalls:
"One student that immediately comes to mind is a young person I first met at an open day in November 2022. Diagnosed with ADHD, ASD, and Dyslexia, they struggled significantly with anxiety. Even in the busy open day setting, they stood out as someone with great potential but clear challenges. Their family shared their concerns and frustrations with their current Level 1 course at another college. We discussed their needs in detail, and I encouraged them to apply."
Following their application, the team moved swiftly to put the right support in place. The High Needs Coordinator met with the student and their family to create an Individual Support Plan (ISP), outlining strategies and provisions tailored to their specific needs. Recognising their heightened anxiety about starting a new college, the student was invited to attend transition events over the summer. These included a one-to-one site tour and introductions to key staff, which helped them familiarise themselves with the college environment and ease their nerves.
When the academic year began, SP was assigned as the student’s EHCP Coordinator. From the start, regular interventions were put in place.
Sally describes their early meetings:
"At our first introduction, the student was visibly anxious and hesitant to communicate. They found it difficult to ask for help or articulate their needs. One of my first goals was to establish a trusting relationship and help them feel comfortable seeking support."
Sally Parkes ALS Programme Manager (Bedford Sites
The student accessed the Haven spaces daily, finding them to be a safe, calming environment. SP worked closely with the student on their EHCP outcomes, which focused on managing anxiety, building friendships, and handling challenging situations. To address their anxiety, SP held regular mentoring sessions, using techniques like reflective discussions and scenario-based problem-solving. For example, they worked through situations that triggered anxiety, exploring possible solutions and encouraging the student to develop their own strategies.
Social development was another key focus. After experiencing a difficult friendship in their first year, the student struggled with understanding what healthy relationships looked like. SP facilitated conversations about the qualities of good friendships, helping them build the confidence to form positive connections.
Academically, SP liaised with teaching staff, in-class support, and group study support to ensure the student had the tools to succeed. Their efforts paid off despite entering college without prior experience in GCSE-level work, the student achieved a Grade 3 in English and Grade 2 in Maths by the end of the year.
"The annual review was a chance to reflect on their progress and plan for next steps," SP shares. "The student aspired to work in the countryside industry, but they initially didn’t meet the entry requirements for a Level 2 course. By demonstrating the progress they had made academically and personally, I advocated for their progression. They started the Level 2 Countryside course this year and are thriving."
SP highlights how far the student has come:
"They’re much more confident now, with healthy friendships and a stronger sense of independence. One of the most rewarding moments for me was seeing them independently reach out to study support this year a huge step forward from where they started."
This success story is just one example of the incredible work carried out by the EHCP Coordinators. At the Bedford College Group, we support over 500 students with EHCPs, more than half of whom are in mainstream provision
As SP puts it:
"Our work may often go unseen, but it’s essential for our students’ progression not just academically, but socially and emotionally. It is more than ticking boxes— it’s about providing the right interventions at the right time to empower students to achieve their goals. Whether it’s liaising with families and staff, mentoring students, or advocating for their progression, we’re here to make a difference.
I’m thrilled to be leading such a dedicated and impactful team."
AWARENESS DATES
This term we are highlighting 2 upcoming awareness dates. We will have events taking place for these so keep an eye out and share your support. If you are able to, try to raise awareness during these periods within sessions.
See what we got up to in Bedford on Mental Health Awareness Day on the next page.
Autism
Awareness Day
2nd April
Neurodiversity
Celebration Week
17th – 25th March
World Mental Health Day
Thursday 10th October 2024 (Bedford)
Just like physical health, mental health is crucial to our overall well-being. It shapes how we think, feel, and interact with the world around us. By developing a better understanding of our mental health, we can learn to recognise when we’re feeling low, identify the strategies that help us feel better, and know when to seek support if needed. Additionally, understanding what keeps us mentally healthy allows us to build habits that promote well-being every day.
To raise awareness at our Bedford site this World Mental Health Day, we invited students and staff to join us at The Haven for a "Tea and Talk" break. With Ofsted on-site, my wonderful mother even stepped in to boost morale by baking cakes and biscuits so we enjoyed a lovely selection of sweet treats during our discussions!
We asked attendees one simple but profound question: What does mental health mean to you? The responses varied, but all were insightful. Here are some of my favourites:
• "Looking after your inner self."
• "Caring for yourself so you can function in life."
• "Your well-being and state of mind."
• "How someone feels deep inside."
• "Being in a positive place internally."
These thoughtful answers show how people view mental health as integral to living a balanced and fulfilling life.
The NHS defines mental health as “the way we think and feel.” They explain that mental health challenges arise when these feelings become overwhelming and disrupt daily life, making it harder to manage things like family, relationships, or work. Mental health conditions such as depression, anxiety, and eating disorders are common examples of this.
However, not everyone’s views of mental health were so positive. Some responses reflected a struggle:
• "Where you struggle."
• "Struggling to look after yourself and cope."
• "Finding things tricky."
These answers highlight the reality that many still associate mental health primarily with challenges, suggesting there’s more work to be done in raising awareness and promoting proactive mental health care.
Fortunately, our staff and students at The Haven also shared some of their favourite strategies for maintaining good mental health. According to the NHS, there are five key steps to well-being:
• Connect with others
• Be physically active
• Learn new skills
• Give to others
• Pay attention to the present moment (mindfulness)
Our own community echoed these ideas, with some fantastic personal tips like:
• “Getting a good night’s sleep.”
• “Taking calming walks and listening to classical music.”
• “Self-care: a bath, face mask, and good food.”
• “Cup of tea, a good book, or chatting with mum.”
It’s encouraging to see how many simple, everyday actions can make such a difference in maintaining a positive state of mind.
Finally, we asked a slightly trickier question: What does good mental health look like? Since mental health is often something we can’t see, I wanted to know how our students defined it. Some insightful responses included:
• "When you’re able to deal with problems."
• "Focusing on work and maintaining relationships."
• "At peace with yourself."
These responses align with the views of the Mental Health Foundation, which states that when we have good mental health, we feel “calm, content, peaceful, and accepting of ourselves”
Although World Mental Health Day was celebrated yesterday, the conversation around mental health continues. Let’s keep talking, supporting one another, and recognising that mental wellbeing is just as important as physical health. By fostering a culture of openness and care, we can ensure that everyone feels valued, supported, and equipped with the tools to thrive not just on special awareness days, but every day of the year.
The Haven’s Festive Showdown
As we begin the new term, we’re excited to announce Haven’s Festive Showdown! Over the festive period, many of our Haven spaces were transformed with decorations and seasonal touches. Now it's time to vote for your favourite!
This year, we’ve had the added benefit of our new SEND Emotional Wellbeing Facilitators, who have played a key role in coordinating the Haven spaces. Their job is to create welcoming, supportive environments and engage with students, making sure these spaces are places where everyone feels comfortable and supported. The hard work and creativity from the team have made this year’s Christmas decorations stand out even more, making our spaces feel extra special during the festive season.
Take a look at the spaces that were decked out in their holiday best and choose the one that captured the Christmas spirit the most. Whether it’s the twinkling lights, cosy atmosphere, or creative decorations, your vote will help us crown the most festive Haven space!
Please vote via the QR code below. Voting closes on the last day of January. https://forms.office.com/e/SFM0bAZGic
Ps. We also have a Haven space at the Bedford sixth form, our SEND Emotional Wellbeing Facilitator is beginning to work on transforming the space there too!
Shuttleworth College
Located behind student services
Forget the ‘Clear desk policy’
‘And one flew over the stable’ Maybe Christmas doesn’t come from a store, maybe Christmas is perhaps a little bit more
Twas the night before Christmas when all through the Haven…..
Elfing Around the Christmas tree
CBC Kingsway Campus
Located in Room C203
Hello Christmas, we’ve been expecting you!
A haven away from home.
A Christmas Wonderland where students create the magic
Santa on a planta – can you find him?
An ADHD Christmas: where chaos is the real tradition!
Bedford Located in College House
A blizzard of beauty, one flake at a time.
12 days of SEND: every challenge brings a strength.
A cosy corner of Christmas cheer.
Deck the loo with positivity and joy!
Rocking the season with giving hearts to overcome the Grinchy vibes.
Wellingborough Located
in 024
Sleigh it like you mean it!
Tresham Located in 256
Lighten Up, Its Christmas!
Snow-Flake
Oh, Christmas Tree…
How ALS Aligns With Our College Vision
At the Bedford College Group, our vision is to be the best and most authoritative post-16 educator in the South East Midlands. The Additional Learning Support (ALS) team is fundamental to achieving this vision by ensuring education is accessible to all learners. Their work reflects the college’s strategic pillars: fostering educational leadership, enhancing community reputation, and driving sustainability.
During a recent session with the SEND Vice Principal on Bedford College Group Vision and Strategic Plan, ALS staff reflected on their contributions to the college’s goals and strategic pillars. Their insights showcased the depth of their commitment and the essential role they play in driving our success. (Take a look on page 21 for some pictures of staff feedback)
Supporting Educational Leadership
A recurring theme across staff feedback is the commitment to promoting independence. This core value is embedded in everything the ALS team does:
Teaching Life Skills: Staff identified that they don’t just support students in class; they give them the confidence to tackle life beyond college. By building students’ self-advocacy skills, staff empower them to take control of their own learning and personal development.
Tailored Support: Staff emphasise the importance of specialised, student-centred strategies. It is noted that each learner’s journey is unique, so we use personalised approaches, whether it’s mentoring, differentiated lessons, or assistive technologies.
Collaboration with Tutors: The team works closely with teaching staff to ensure lessons are inclusive and accessible. Staff believe that it is our role is to bridge the gap, helping tutors understand learners’ needs while ensuring students feel supported in class.
These efforts contribute to the consistent educational excellence outlined in the college’s vision.
Enhancing Community Leadership and Reputation
The ALS team plays a vital role in building the college’s reputation for inclusivity and support by fostering strong relationships and celebrating student success:
Breaking Down Barriers: Staff consistently highlighted their role in ensuring equal opportunities. Our team works with parents, external agencies, and vocational teams to remove obstacles that might hold students back.
Developing Confidence and Social Skills: Many staff members noted the importance of promoting emotional resilience. It was identified that staff focus on helping learners develop healthy relationships and confidence in themselves, whether that’s through one-on-one mentoring or group work.
Celebrating Success: Staff noted that it is rewarding to see students grow and achieve their goals. These milestones whether progressing to university, gaining employment, or mastering independent living are celebrated as part of the college community’s broader success.
Driving Sustainability
The ALS team also reflects the college’s commitment to sustainability by fostering a culture of professional growth and adaptability:
Continuous Professional Development (CPD): Staff frequently mentioned their dedication to staying up-to-date. They are always learning, whether it’s through CPD on mental health strategies, assistive technologies, or inclusion practices.
Flexible and Creative Solutions: The team takes pride in their ability to adapt to changing student needs. They shared that they meet students where they are, and work to find the best way to support them.
By investing in staff development and embracing innovation, the ALS department ensures a sustainable future for the college and its learners.
Conclusion
Themes like promoting independence, fostering confidence, and breaking down barriers are at the heart of the ALS department’s contributions. As all of our staff would say, our role is to make sure every student has the chance to succeed, no matter their starting point. This commitment not only supports individual learners but also reinforces the Bedford College Group’s position as a leader in post-16 education.
Need a New Year’s Resolution?
Make it your year to update your SEND knowledge, starting with using the resources on the LMS.
Forgotten how to access?
Don’t worry, just take a look at our September release for a step-by-step guide.
VACANCIES
Interested in becoming a member of our team? Or know someone that might be? Take a look at our roles currently advertised on the Bedford College Group website under vacancies. https://jobs.bedfordcollegegroup.ac.uk/
Cognassist Facilitator
Tresham College - Kettering
Permanent - Full Time
From £22,072 DOE & Qualifications
Learning Support Assistant
Wellingborough
Permanent - Term Time
Salary from £22,000 (Pro Rata) DOE & Qualifications
