Learning Support

Beacon Hill runs the Learning Support Department as per SEND Code of Practice 2015.

Parents and carers may find the information contained in the SEND Guide for Parents and Carers useful as well as our current SEND Information Report which lays out current SEND provision at Beacon Hill Community School.

It is also worthwhile referring to Cumbria's Local Offer which gives children and young people with special educational needs or disabilities and their families information about what support services the local authority thinks will be available in their local area.

During their school career many Students may have Special Educational Needs either throughout, or just for a limited period.

This school provides a broad and balanced curriculum for all students, which is differentiated to meet individual needs and abilities. At Key Stage 3, we have a specific nurture group for students with SEN, accessing the full curriculum with a focus on the acquiring and securing of basic skills. At Key Stage 4 we currently offer AQA Entry Level courses in English, Maths & Science.

Teachers take into account the SEN or Additional Needs of students when they are planning work. Students with SEN are supported by the Learning Support Department and this provision enables students to participate effectively in all curriculum and assessment activities.

In addition, the Learning Support Department helps those with SEN to access fully the broader aspects of school life, enabling all students to take part in sporting and social activities.

Aims & Objectives

The aims and objectives of the Beacon Hill Community School’s Learning Support Department are:-

  • To identify students with special educational needs as early as possible.
  • To create an environment that meets the special needs of each student.
  • To ensure all students have equal access to a broad, balanced and differentiated curriculum.
  • To encourage students to develop confidence and self-esteem and to recognise the value of their own contributions to their learning.
  • To encourage students to be fully involved in their learning.
  • To make clear the expectations of all partners in the progress and provision of special needs.
  • To ensure parents are kept fully informed and engaged in effective communication about their child’s SEN.

Further information or to access policies on Looked after Children and Inclusion contact Mrs Louise Saunders, SENCo on 016973 20509 ext4 or email lsaunders@beaconhill.cumbria.sch.uk

  • My time at Beacon Hill provided a massive range of opportunities which have proved valuable not only whilst studying at sixth form and when applying to university, but also in everyday life.
    Former student, 12 A*-C grade GCSEs
  • When I left Beacon Hill I had a career path in mind; I wanted to teach. This was down to 5 brilliant years at the school. I was inspired by my teachers who encouraged and supported me to believe in myself and my abilities.
    Former Student
  • We are impressed with how both of our children have settled in and are progressing though the school. We find staff understanding & helpful.
    Parent Survey
  • Progress is tracked effectively and extra help given quickly to students who need it.
  • The school has developed a really positive culture for learning, as a result of high expectations of both staff and pupils.
    Local Authority
  • The curriculum meets the needs of individual students particularly well [providing] a balance of academic and vocational courses for students to study at GCSE.
  • Students have good attitudes to learning and are keen to succeed.
  • Evidence from pupil interviews, work scrutinies and HMI visit indicates that the Stage not Age curriculum is impacting positively on the quality of learning in the school.
    Local Authority
  • Students benefit from a very wide range of activities which enrich the curriculum… a wealth of field trips, sporting activities and drama productions
  • Teachers know their students extremely well and work is closely tailored to students’ individual needs.