4C:How is success in guidance and support recognised?

Dyslexia support is very good at providing individually tailored coping and learning strategies. In one lesson, students created humorous cartoon drawings of muscles highlighting personal references, colour and metaphor to memorise names and locations.

Support for students is very effective. They work in small groups and receive much individual attention. There are several teaching assistants in each class.

A significant number of students have individual communication targets. Speech and language therapy staff support teachers in class by promoting specific strategies for verbal and non-verbal functional communication for individual students.

The speech and language therapist and the communication link worker provide very good support for communication, particularly for students who are reluctant or are unable to use speech. There are two informal Makaton training sessions a week for students and staff, as well as dedicated sessions to support students.

Support for students is good. A good range of therapies promotes improved communication and independence and supports learning. Most students receive speech therapy to improve their communication skills. Speech strategies have helped one deaf student to perform in a drama production. The audiologist supports students and staff to use and maintain hearing aids. A college counsellor can respond rapidly to requests for personal support and counselling. Students can gain support through an educational psychologist, physiotherapist, a specialist psychiatric service and mobility training.

High levels of sensitive support are provided. This includes an awareness of the medical conditions and the emotional states of students. Support for new Braillists and students requiring skills in Braille technology is outstanding. Students report that they receive very effective support as they develop their skills and are strongly encouraged to make rapid progress. Many adult students spoke of their delight at being able to communicate effectively and to access information for the first time after sight loss or deterioration.

Support for students is very good. Teachers and support and care staff communicate effectively. Well-qualified and experienced staff provide specialist care and expertise to support learning. Comprehensive identification of each student's needs is used to plan their support. Good access to regional specialists with specific clinical knowledge in, for example, communication approaches and sensory impairments, provides additional diagnosis for each student's requirements.

Outstanding and innovative approaches to managing challenging behaviours enable all students to make progress. A recently introduced system involving the use of mentors and social tutors successfully addresses advocacy issues across the extended curriculum.

In lessons where there is a student with a disability a learning support assistant provides appropriate help. For example, a student with a visual impairment received extra assistance in the classroom from a learning support assistant who worked alongside taking notes.

Students are well supported. For example, the college makes good use of speech therapy both on an individual basis and in lessons.

Students with learning difficulties and/or disabilities are well supported. The assessment of their individual learning and support needs is thorough and includes consultation with care workers for those with communication difficulties.

Teachers make effective use of additional support staff in the classroom.