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:


Which consists of two classroom, a quiet counselling room, an inclusive toilet with disabled access and the SENCOs office.




Which consists of two classrooms and a staff base / resource area. EAL has 3 Teaching Assistants and 2 Teachers.




Which consists of two classrooms, one 'quiet / relaxation' room, a teaching kitchen area, an accessible toilet, two further toilets and a staff work area and an Admin office. The BASE has it’s own secure external entrances.




The Learning Support Department staffing includes a SENCO, equivalent of 1 SEN teacher, 2 HLTAs and the equivalent of 17 fte TAs.

Teachers, HLTA’s and TAs work in both the Base and Linc areas so that appropriate expertise is matched according to the requirements of the students.




  • The SEN areas act as a safe haven
  • Separate support areas 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 pupils with EHCPs are allocated a teaching assistant / mentor / keyworker
  • Link Governor - ?
  • Regular review meetings for special needs students are held to discuss progress. This might be with a student’s 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
  • Structured Handwriting programmes.
  • The LINC, EAL and BSE 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

SENCO:  Nicola Channon (


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