Statement of
Purpose.

New Seeds College — Albrighton · Specialist post-16 SEND provision · Academic year 2026/27

Provider: New Seeds Education Ltd
Principal site: Walnut House, Kingswood Business Park, Albrighton, WV7 3AU
Service: Specialist post-16 SEND education
Opening October 2026, subject to placement agreement and mobilisation · Version 1.0 · September 2026

Planting Seeds for Brighter Futures

This Statement of Purpose explains the specialist post-16 education offered at New Seeds College — Albrighton. It is intended for young people, families, referring professionals, commissioning local authorities and partners. It sets out who the provision is designed for, how placements are delivered, and the arrangements used to safeguard learners and monitor outcomes.

New Seeds Education Ltd is a specialist post-16 education provider. New Seeds College — Albrighton is not presented as an independent school. Before accepting any placement, New Seeds considers the learner's age, programme, attendance pattern and the applicable education and safeguarding framework. The provision will not operate outside any registration or regulatory requirement that applies to its delivery model.

Companion document

Detailed programme structures, qualification routes, commissioning rates and the SEND Rail & Infrastructure Academy progression pathway are set out in the accompanying New Seeds Albrighton College SEND Rail Commissioning Information Pack 2026/27.

Legal entity

New Seeds Education Ltd · Company number 16614132 · UKPRN 10099516

Principal site

Walnut House, Kingswood Business Park, Albrighton, WV7 3AU

Capacity

Up to 25 learner places, subject to assessed need and safe staffing

Contact

office@newseedseducation.co.uk · 01902 283 705 · newseedseducation.co.uk

At New Seeds, we want every learner to feel understood, recognise their potential and move confidently towards a positive future. We provide a calm, structured and relational environment in which learners can rebuild engagement, develop independence and prepare for adulthood.

• Respect — for ourselves, other people and the learning environment.
• Responsibility — for learning, choices and the effect of our actions.
• Resilience — trying again, asking for help and learning from setbacks.

The provision is primarily designed for learners aged 16–19 with an Education, Health and Care Plan (EHCP). Learners up to age 25 may be considered where continued specialist education is supported through an agreed EHCP pathway and New Seeds can meet need safely.

Learners who may benefit

• Young people with autism (ASC), social, emotional and mental-health needs (SEMH), speech, language and communication needs (SLCN), or interacting additional needs.
• Learners who need a smaller, predictable and personalised alternative to a large general further-education environment.
• Young people requiring support with re-engagement, emotional regulation, communication, independence, employability or Preparation for Adulthood.
• Learners whose strengths and aspirations are suited to practical, vocational, community-based and destination-led learning.

Individual suitability assessment

A diagnosis or history does not automatically include or exclude a learner. Suitability is determined individually after review of the EHCP, current assessments, risk information, attendance history, intended outcomes and the learner's views. New Seeds considers whether the site, curriculum, staffing and partnerships can deliver the provision in Section F safely and sustainably.

Limits of provision

New Seeds is not a residential, secure, hospital or personal-care service. A placement may not be suitable where needs require continuous clinical or nursing oversight, a secure environment, or staffing and facilities beyond those that can be safely commissioned. Where a need cannot be met, the reasons will be explained to the local authority.

• Academic year — Normally 36 teaching weeks and up to 180 learner days.
• Placement length — Normally one academic year, reviewed annually; longer pathways may be agreed through the EHCP process.
• Teaching groups — Normally no more than 10 learners.
• Standard staffing — 1:5 overall delivery ratio; typically one lecturer and one Learning Support Practitioner for a group of 10.
• Timetable — Individual timetable agreed through commissioning, transition and baseline assessment.
• Enhanced support — 1:1, 2:1 and exceptional specialist input separately assessed and agreed in writing.

Learners have access to classrooms, individual learning booths, regulation and wellbeing spaces, practical learning facilities and community-based learning. Adjustments are planned around communication, sensory, emotional, physical and educational needs.

Each learner follows a personalised study programme mapped to their starting points, EHCP outcomes and intended destination. The seven interconnected pillars are:

Qualifications and accreditation

Planned accredited routes include NOCN English and mathematics skills, Functional Skills, Digital Functional Skills and Skills for Employment, Training and Personal Development (SETPD), together with City & Guilds railway engineering. Qualification enrolment remains subject to learner assessment and the relevant awarding-body centre and qualification approval being in place.

SEND Rail & Infrastructure Academy

The Academy provides a staged route from industry exploration and employability foundations to railway engineering, industry certification and employment transition. Practical learning is supported by a competent railway specialist, industry partnership and planned access to an on-site railway track. PTS and Track Induction Course training are included only within the agreed employment intensive and remain subject to eligibility and successful assessment.

Learning Outside the Classroom

Outdoor and community learning forms part of the curriculum rather than an occasional reward. Through the Kingswood Trust relationship and other suitable community opportunities, learners may access forest-school activity, nature-based learning, animal encounters, community participation and employability experiences. Every activity is mapped to learning or EHCP outcomes and supported by appropriate risk assessment.

Therapeutically informed practice is embedded in teaching, routines, transitions and pastoral support. Predictable routines, co-regulation, emotional-literacy work and access to calm spaces help learners become ready to learn. The Therapy Lead supports the quality of this approach and staff consultation.

Where an EHCP requires provision outside the competence or capacity of the core team, New Seeds will agree how it will be delivered before placement. Speech and language therapy, occupational therapy, educational psychology or other specialist input may be commissioned according to assessed need and written local-authority agreement. The use of therapeutically informed education does not imply that every learner automatically receives individual clinical therapy.

• EHCP and document review before admission, followed by transition and baseline planning.
• BKSB or other appropriate assessment of English, mathematics and digital starting points.
• Individual Learner Agreement and curriculum plan mapped to Section F provision and Preparation for Adulthood outcomes.
• RARPA evidence for non-accredited, personal-development and EHCP outcomes.
• Attendance, engagement, behaviour, wellbeing, qualification progress and learner voice monitored through agreed systems.
• Regular commissioner and family progress reports, with annual-review evidence and timely escalation where progress or placement stability is at risk.
• Destination and exit planning from the start of placement, with follow-up proportionate to the commissioned pathway.

Safeguarding is central to the operation of New Seeds College — Albrighton. Arrangements are aligned with current statutory safeguarding guidance, including Keeping Children Safe in Education and Working Together to Safeguard Children, alongside the SEND Code of Practice.

Keshia Toolsee, College Manager and Designated Safeguarding Lead, and Abby Shaw, SENCo (Specialist Oversight) and Deputy DSL, provide designated safeguarding leadership arrangements, with escalation to Nico Hughes, Director of Education & Outcomes, and Judah Isra'el, Executive Principal. Safeguarding concerns are reported immediately, recorded securely and referred to statutory partners where required.

Recruitment follows safer-recruitment requirements, with identity, right-to-work, references, qualifications, employment history, enhanced DBS and applicable barred-list checks verified before regulated activity. Safeguarding records are managed through CPOMS, with access restricted according to role. Risk assessments, online-safety arrangements, first-aid cover, medication arrangements and emergency procedures are established before learners attend.

Mobilisation safeguard

No employee or commissioned practitioner will undertake regulated activity until all checks required for their role have been verified and recorded on the Single Central Record.

The college promotes attendance through early relationship-building, personalised transition, predictable routines and prompt communication with families and commissioners. Absence and non-engagement are recorded, followed up and escalated in accordance with the learner's placement plan and safeguarding risk.

Behaviour is understood as communication while maintaining clear expectations for safety, respect and responsibility. Support is restorative, relational and informed by individual plans. Restrictive intervention is not a routine behaviour-management strategy and any incident is recorded, reviewed and communicated in accordance with policy.

Learners contribute to their programme, reviews, risk-management planning and preparation for their next destination. Learner voice is gathered through tutorials, reviews, surveys and accessible feedback routes. Advocacy or communication support is arranged where required.

The local authority supplies the EHCP, current assessments, Section F provision, risk information, attendance history and intended outcomes. New Seeds reviews the consultation with the learner, family and relevant professionals. A visit, compatibility consideration, transition activity and baseline assessment are arranged where appropriate. New Seeds confirms whether it can meet need and issues a written costed response describing programme, staffing, timetable and any conditions. The local authority confirms the placement through a written commissioning agreement before a start date is finalised. A personalised transition plan is implemented, including information sharing, safeguarding, transport and first-day arrangements.

• Executive Principal / Responsible Director — Judah Isra'el · executive leadership, contractual, corporate, financial and governance accountability.
• Education leadership — Nico Hughes · Director of Education & Outcomes; quality of education and strategic education/safeguarding escalation.
• Site leadership — Keshia Toolsee · College Manager and Designated Safeguarding Lead; day-to-day operational leadership.
• SEND specialist oversight — Abby Shaw · SENCo (Specialist Oversight) and Deputy DSL.
• Therapeutic leadership — Olivia Isra'el · Therapy Lead; therapeutically informed practice and professional consultation.
• Independent scrutiny — Hannah Kendall · Chair of the Advisory Board; review, challenge and assurance.

Roles operate through a documented scheme of delegation. Policies, incidents, complaints, safeguarding, learner outcomes, staffing and organisational risks are reviewed through leadership and governance arrangements.

Curriculum and teaching quality is reviewed through planning scrutiny, learning observations, learner work and progress evidence. Staff supervision, appraisal, mandatory training and continuing professional development are monitored through leadership systems and The National College. Commissioner feedback, learner voice, family feedback, complaints, incidents and safeguarding themes are used to improve practice.

Business continuity arrangements address staff absence, loss of premises, IT or telephone failure, safeguarding communication, essential records and alternative delivery. Policies and risk controls are reviewed at least annually and sooner following material change, incident or updated guidance.

New Seeds works with learners, families, local authorities, previous settings, health and social-care professionals, employers and awarding bodies. Information is shared lawfully, proportionately and through secure routes. Home-to-college transport remains the responsibility of the commissioning arrangement unless expressly agreed otherwise.

Learners, families and professionals may raise concerns informally with the Principal or use the published Complaints Policy. Complaints are acknowledged, investigated and responded to within the stated timescales, with accessible support provided where required. Safeguarding concerns are never delayed by the complaints process.

• Document owner — Keshia Toolsee, College Manager.
• Governance review — Hannah Kendall, Chair of the Advisory Board.
• Approved by — Judah Isra'el, Executive Principal and Responsible Director, on behalf of New Seeds Education Ltd.
• Approval date — 2 September 2026.
• Review date — September 2027, or sooner following material change.

Version 1.0

Contact: office@newseedseducation.co.uk · 01902 283 705 · newseedseducation.co.uk