Support Structure

The Learning Support and Development department at Thomas Bennett Community College has four designated areas within the school, these areas are known as;

LINC                                                                        Which consists of three classrooms, a resource base / staff office, Forest Schools office and the SENCO's office / meeting room.  The LINC has 11 Teaching Assistants and 3 Teachers, including the SENCO.
EAL Which consists of two classrooms and a staff base / resource area. EAL has 2 Teaching Assistants and 2 Teachers.
BASE Which consists of two classrooms, two 'quiet / relaxation' rooms, a resource area and a staff office / base.  The BASE has 14 Teaching Assistants, 1 Higher Level Teaching Assistant and 1 Teacher in Charge of the SCC Unit.
ARC Which consists of three classrooms, a counselling room, kitchen area, a resource area and staff office.  The ARC has the Inclusion Co-Ordinator / Teacher and 1 Teaching Assistant.
  • The SEN areas act as a safe haven
  • Seperate support units are available to meet the needs of pupils with difficulties
  • An established team of teachers, high level teaching assistants and teaching assistants
  • All special needs pupils have one page profiles
  • All statemented pupils are allocated a teaching assistant / mentor / keyworker
  • Link Governor - Dick Brown (Chair of Governors)
  • Regular review meetings for special needs students are held to discuss progress. This might be with a students tutor or with a member of the Learning Support and Development team.


How do we provide support?


  • Literacy and numeracy intervention groups
  • SEN teaching groups
  • Additional in class support and differentiation of work
  • Structured Literacy Programmes
  • Structured Numeracy Programmes
  • The LINC, EAL, BASE and ARC areas act as a safe haven for SEN pupils
  • Homework club (after school clubs)
  • TA mentors / keyworkers
  • 1-1 Tuition
  • Interventions to build self esteem
  • Anger management sessions
  • Counselling delivered by a range of external providers
  • Education Psychologist sessions
  • Forest Schools Programme
  • Individualised SEN student strategies


Special Educational Needs Provision Statement

Governors have a duty under s317 of the Education Act 1996 to do their best to ensure that the necessary provision is made for pupils with SEN. The school Standards and Framework Act 1998 requires governors to conduct the school with a view to promoting high standards. These high standards relate to all the pupils in the school including those with SEN.

In relation to SEN, the governing body should make sure that:

  • they are fully involved in developing and monitoring the schools SEN policy
  • all governors, especially SEN governors, are up to date and knowledgeable about the schools SEN provision, including how funding, equipment and personnel resources are deployed
  • SEN provision is an integral part of the school development plan
  • the quality of SEN provision is continually monitored
Downloads Date  
TBCC Accessibility Plan 10th Jul 2017 Download