Talbot House is a specialist school in Newcastle supporting pupils with a range of complex learning needs, including trauma-related needs, Autism, and learning difficulties. The primary need across the school is Autism and its associated communication differences. Talbot House supports pupils from Reception through to Year 11 through a therapeutic, Thrive-informed approach.

All pupils at Talbot House have an Education, Health and Care Plan (EHCP). Upon enrolment, information is gathered from the pupil’s previous setting, including support plans and relevant documentation, alongside collaborative discussions with professionals and families to ensure a smooth transition. Within two weeks of joining Talbot House, a SEND Range Profile is developed for each pupil, along with a detailed support plan informed by analysis of the EHCP, teacher observations, pupil and parent/guardian views to achieve a holistic understanding of the pupil.

Within this support plan, the long-term outcomes identified in the pupil’s EHCP are broken down into termly SMART targets. This document is regularly reviewed and shared with pupils and parents or carers on a termly basis to ensure progress is monitored and support remains responsive to individual needs.

Due to the wide range of learning needs across the school, some pupils require a high level of support to access the curriculum, while others work towards age-related expectations and go on to achieve GCSE qualifications. The school offers a broad and balanced curriculum across all key stages, including bespoke therapeutic packages designed to prepare pupils successfully for life beyond school. Preparation for adulthood is embedded throughout the school’s provision for all pupils.

About the SENDco

My name is Victoria Jackson, and I am proud to be the SENDCo at Talbot House Children’s Charity. I have worked at Talbot House for seven years, beginning my teaching career here as a Newly Qualified Teacher. During this time, I have worked across different key stages and supported pupils with a wide range of complex Social, Emotional and Mental Health (SEMH) needs, trauma-related needs, and Autism.

I have also had the opportunity to lead the Accelerated Reader programme within the school, helping to develop a strong and thriving culture of reading. Throughout my time at Talbot House, I have developed a range of proactive strategies and regulation approaches to support pupils in accessing education by addressing barriers to learning.

In my role as SENDCo, I now lead provision strategically to ensure that all pupils have the opportunity to achieve their full potential through access to high-quality first teaching, alongside evidence-based interventions and therapeutic support.