Mrs Claire Rixham, Vice Principal, Standards (Safeguarding, Inclusion, Behaviour) - DSL, SENDCo
Mrs Jen McCaig, Assistant SENDCo
01925 579500 or mail@bcawarrington.org.uk
Special Educational Needs & Disabilities (SEND) – Local Offer Information
The report was last updated in September 2026.
BCA Belonging Charter – Where every student is seen, safe and significant.
Supporting the Learning & Emotional wellbeing of all Pupils
Some children have needs that are additional to or different from other young people. These may be learning difficulties, social & communication problems, physical disabilities or emotional & behavioural difficulties. It is the job of the SEND & Pastoral teams to recognise these difficulties, support pupils to overcome them and to ensure they can achieve their full potential.
How do we know which pupils need help?
Beamont Collegiate Academy is committed to early identification of special educational needs. A range of evidence is collected from previous schools and through assessment and monitoring procedures. This includes information from any additional testing carried out by the SEND Team. If this suggests that additional and / or different provision is necessary, this is allocated. If, in consultation with parents, a pupil requires a referral to a specialist agency for assessment and advice this is undertaken, with recommendations then implemented.
How do we help pupils?
Beamont Collegiate Academy is an inclusive school, where all teachers are teachers of pupils with special educational needs & disabilities.
A range of school staff, including your child’s subject teachers and the SENCo, will plan, oversee and review the necessary provision for your child to make appropriate progress and achieve.
If this involves intervention sessions, your child may at times, be working in a small group aimed at addressing gaps in their subject knowledge, improving basic literacy and/or numeracy skills or developing their social skills and ability to manage behaviour and emotions.
When appropriate, individual pupils may also be supported by specialist staff from external agencies eg. Sensory Support Team, Speech Therapists, Educational Psychologist or the school counsellor. The specialist professional will work with your child to understand his/her needs and make recommendations which may include making changes to the way your child is supported in school. They may set up a small group run by school staff under their guidance or carry out individual work with the pupil themselves.
How will the curriculum at BCA be matched to the needs of my child?
At BCA we strive to provide a curriculum which is committed to excellence for all, ensuring every student can achieve their full potential. Our curriculum is underpinned by six key principles that drive us to make sure our curriculum is inclusive, well sequenced and enriching, we aim to bring together high-quality classroom learning with meaningful experiences beyond the classroom. We aim to develop confident and knowledgeable students who are ready to thrive in school and beyond.
At Key Stage 3 your child will follow a broad and balanced curriculum, grouped according to ability to allow him/her to make at least good progress.
At KS4 your child will have the opportunity to follow a personalised pathway to suit his/her abilities, talents and needs. In consultation with parents, pupils are offered a balance of academic and vocational courses tailored to the needs and aspirations of each individual.
Our curriculum and lesson structure is inclusive by design.
How will I know how my child is doing and how will you help me to support my child’s learning?
Through day-to-day teaching and learning, your child’s progress will be continually assessed with teachers’ planning responding to the outcomes.
Throughout the year we hold regular tutor & parents’ evenings to discuss all aspects of the pupils’ progress and wellbeing.
At BCA, assessment is used formatively for the teacher and learner to act upon so the gap is closed between where a student is and where the student needs to be. At BCA, teachers use all of the following to gather this information:
- In-lesson checks (questioning, whiteboards, live marking)
- Retrieval and consolidation (low-stakes testing)
- Feedback and response (Key Piece Assessments, End of Year Assessments
Key Piece Assessments are checkpoints within the formative assessment cycle. They are aligned with subject curriculum and assessment maps and take the form of mid or end of unit test. They take place at a minimum, once or twice per half term, dependent upon curriculum time.
- Core subjects will complete two assessed pieces per half term.
- Foundation subjects will complete one assessed piece per half term.
For particular children more in-depth assessments may be required. Some of these can be carried out by school staff, others we ask external agencies to carry out. We will always consult with you prior to arranging this and discuss the findings afterwards.
If your child has an Education, Health & Care Plan an annual review is held in accordance with the guidance in the SEND Code of Practice.
What support will there be for my child’s overall emotional health & wellbeing?
Beamont Collegiate Academy works closely with families to support the emotional health & wellbeing of all pupils. Our pastoral structure places the emotional needs of the child as a high priority.
Each year group has a Pastoral Year Leader who oversees all aspects of the development and progress of pupils. They are supported by Pastoral Support Assistants who are able to offer additional emotional and practical support for pupils.
Key school staff attend a weekly GAP to discuss and review interventions/packages that some pupils need to be successful within school.
We have strong links with our School Health Adviser, Educational Psychologist & Educational Welfare officer.
We also have staff trained as ELSAs (Emotional Literacy Support Assistants) and in supporting EBSA (Emotional Based School Anxiety).
What specialist services & expertise are available at or accessed by BCA?
We also link with other specialist services such as
- Sensory Service for children with visual or hearing needs
- Speech and Language Therapy
- CAMHS (Child & Adolescent Mental Health Service)
- Social Care
- Mental Health Support Team (MHST)
For 2026/27 we plan to employ an in house Mental Well-being Counsellor
We have an extensive knowledge of services to support children and families in the local community.
What training have staff received to support pupils with SEND?
All staff receive regular training and updates for appropriate categories of special educational needs. Over the last couple of years staff have received training on managing behaviour, ASD, Sensory impairments, differentiation and working with pupils with Specific Learning Difficulties.
Two members of staff have specialist teacher status to work with pupils with Specific Learning Difficulties/Dyslexia.
The School Health Adviser provides annual epi-pen training.
All teaching and support staff are thoroughly briefed on pupils with additional needs when they transfer to the academy.
We also have staff trained as ELSAs (Emotional Literacy Support Assistants) and in supporting EBSA (Emotional Based School Anxiety).
How will my child be included in activities outside the classroom including Afterschool Clubs & school trips?
Beamont Collegiate Academy provides a wide range of school enrichment activities each week as part of our Personal Development and Wellbeing (PDW) programme. Attendance at these sessions is positively encouraged and accessible to all pupils. The Enrichment programme allows all pupils to access high-quality extra-curricular activities to encourage them to be well rounded individuals.
Attendance at after school intervention sessions is positively encouraged and accessible to all pupils.
We make every effort to include all pupils in school trips. Should your child require an individual risk assessment, this will be carried out as necessary.
How accessible is BCA?
The academy is accessible to all with a physical disability. Access to the main building is through powered doors. A lift allows access to the first floor facilities quickly & easily. Our Hygiene room has a H track ceiling hoist, slings & a changing bed. A portable hoist is also available for use around school.
There are five accessible toilets at various points around school.
There are three Evac chairs on the first floor.
There is a hearing loop on main reception.
We endeavour to provide an appropriate translator to assist us in communicating with parents/ carers whose first language is not English.
Attendance at after school intervention sessions is positively encouraged and accessible to all pupils.
We make every effort to include all pupils in school trips. Should your child require an individual risk assessment, this will be carried out as necessary.
How will BCA prepare & support my child to join the academy and transfer to a new education setting?
We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.
Primary to Year 7:
The Transition Co-ordinator ensures that all pupils from Year 4 onwards in our local primary schools have the opportunity to spend time in the Academy. Primary pupils experience specialist teaching to ensure that the change to high school is a positive experience.
We celebrate our talents working collaboratively with local primaries to hold BOLD Christmas and Summer concerts.
The Primary Transition Coordinator & the SEND team liaise with Year 6 teaching staff and SENCos from your child’s primary school to ensure we have all the necessary information about your child.
Should it be felt that your child would benefit from additional transition visits/input this will be planned and carried out by the most appropriate school staff.
A support package will be put into place prior to your child transferring to BCA.
All relevant staff will be made aware of the additional needs and support in place for the pupil.
Oversubscription criteria are used to establish an order of priority for allocation purposes when the number of applications for places at a school is greater that the number of places available. However, Children who have an Educational Health And Care Plan will be admitted to the school named in the statement over and above the published oversubscription criteria following consultation with the LA SEND Team to ensure that needs can be met.
Year 11 to Post 16 Provision
All pupils at Beamont Collegiate Academy have access to the Independent Advice & Guidance (IAG) provision via external providers. Pupils with additional needs are offered bespoke IAG to supplement this.
Taster days and activities at a number of local colleges are arranged for all pupils throughout Years 9 and 10.
The SENCo liaises with the relevant college SENCos to ensure they are aware of the additional needs of pupils intending to join one of their courses.
Where possible your child will visit their new provider on several occasions and meet the support staff. A member of school staff will accompany your child should this be needed.
How are resources allocated and matched to pupil’s special educational needs?
The Local Authority calculates and provides the funding for schools to meet the needs of all children with special educational needs. This is calculated using information about pupil’s prior attainment and the socio – economic make up of our school cohort. We then allocate support according to need. If your child has an Education, Health & Care Plan we will ensure the provision specified within it is provided.
How is the decision made about what type and how much support my child will receive?
Teaching staff together with Heads of Department and the Pastoral Team will review your child’s progress regularly and offer interventions to address gaps in knowledge or pastoral support as appropriate.
Our GAP (Graduated Approach Process) takes place weekly and is attended by key school staff. If it is agreed that a pupil requires support, decisions are taken as to the most appropriate type, who is to provide it and for how long. This is reviewed regularly.
The in class support and basic skills intervention support pupils’ receive is reviewed regularly.
Advice from specialists is sought and implemented when appropriate as is any specialist equipment necessary for pupils.
How are pupils consulted and involved in supporting their additional needs?
Support arrangements are discussed and reviewed with pupils.
Pupils with Statements/ EHC Plans are positively encouraged to give their views and wishes during the annual review process.
How are parents involved in the academy?
Our open door policy encourages partnership working with parents/ carers. We ensure that review meetings for your child are planned at mutually convenient times. We listen to what you tell us about your child and use that information to ensure everyone working with your child understands his/her needs.
Who can I contact for further information?
Further information can be found on the Academy’s Policies page.
Your first point of contact should always be your child’s form tutor or Pastoral Year Leader.
You can also contact the Mrs Claire Rixham, Vice Principal, DSL & SENDCo for students in Years 10 and 11 and Mrs Jen McCaig for Students in Years 7 – 9.
The Warrington Borough Council Local Offer can be found at www.warrington.gov.uk.
The Warrington Parent Partnership Service can be contacted on 01925 44322.
If you would like to apply for a place at Beamont Collegiate Academy please contact us on 01925 579500 to arrange a visit. Applications for admission to BCA are overseen by the LA https://www.warrington.gov.uk/secondary-school-admissions
How do I make a complaint?
If you wish to make a complaint about a matter related to a SEND or difficulty you should use Beamont Collegiate Academy’s complaints and appeals procedure and your complaint will be dealt with accordingly. Details of the Complaints Procedure can be obtained from;
The Principal, Beamont Collegiate Academy
Long Lane, Warrington, Cheshire, WA2 8PX Tel: 01925 579500
Accessibility Plan
SEND Policy
BCA Belonging Charter
Useful Websites
www.warringtonsendiass.co.uk ( formerly Warrington Parent partnership)
Information, advice, & support service for parents, carers and young people with SEND in early education settings, schools & colleges.
Ask Ollie – Warrington’s Local Offer – Click here
Provides support & information of services for parents & carers of children & young people with SEND themselves.
Offers advice, information and help to families, professionals and dyslexic individuals.
Autism advice, support & services
ADHD advice, support & services