Marsha Webbe

Marsha Webbe

Role Purpose & Vision

Marsha Webbe leads BCI’s Special Educational Needs and Disabilities (SEND) strategy with a radical, creativity-first approach. Her mission is to ensure that every post‑16 learner with SEND achieves ambitious, personalised EHCP outcomes through high‑quality teaching, creative pathways, and joined‑up multi‑agency support. Marsha champions a culture where neurodiversity is celebrated, barriers are engineered out, and progress is visible, owned, and sustainable.

What Makes This Role Pioneering at BCI

1) Creative Therapies & Arts Integration Lead
Harnesses music, drama, and movement to develop communication, regulation, executive function, and confidence. Establishes co‑taught creative sessions that double as assessment points for EHCP outcomes.

2) EHCP Outcomes Architect
Designs SMART, Preparing‑for‑Adulthood‑aligned goals that map to curriculum, therapy, and enrichment offers. Builds clear “golden threads” from learner voice → assessment → provision → measurable impact.

3) Assistive Technology & Inclusive EdTech Evangelist
Curates an AT toolkit (readers/scribes, TTS, voice notes, alternative recording, sensory‑friendly setups) and trains staff/students so technology removes barriers—never adds them.

4) Transition to Adulthood & Employer Partnership Broker
Creates micro‑internships, industry briefs, and supported work tasters linked to creative media and local sectors. Smooths transitions in, through, and beyond BCI with personalised travel training and wraparound mentoring.

5) Family Coaching & Co‑Production Clinics
Runs drop‑ins and solution‑circles so families co‑design plans, understand strategies, and can sustain progress at home.

6) Data & Impact Lab (Provision Mapping 2.0)
Builds live dashboards for RARPA, attendance, engagement, and EHCP outcomes. Uses Assess‑Plan‑Do‑Review (APDR) cycles to quickly iterate provision and evidence impact for Annual Reviews.

7) Trauma‑Informed Regulation & Wellbeing
Implements creative regulation menus (music, voice, movement, arts) within a Zones‑of‑Regulation framework; embeds relational practice and predictable routines.

8) Student Voice Studio
Sets up learner panels, peer mentors, and Arts Ambassadors who co‑evaluate accessibility and co‑produce resources.

9) Inclusive Creative Curriculum Catalyst
Works with subject leads to universal‑design lessons (UDL), scaffold briefs, and diversify assessment products (audio, film, portfolio, performance, photography).

10) Multi‑Agency Orchestrator
Coordinates SaLT, OT, EP, CAMHS, social care, and careers services for seamless wraparound support and timely reviews.

Core Responsibilities (Statutory & Strategic)

• Lead the graduated approach (APDR) and quality assure SEND provision, reasonable adjustments, and classroom practice.
• Oversee the SEND Register, provision maps, and Exam Access Arrangements; maintain accurate records and evidence.
• Run Annual Reviews that are person‑centred, solution‑focused, and robustly evidenced; ensure timely amendments and compliance.
• Design and deliver staff CPD on UDL, neurodiversity‑affirming practice, trauma‑informed approaches, communication supports (AAC/visuals), and assistive technology.
• Lead safeguarding interfaces (with DSL team), attendance strategies, and risk management for complex needs.
• Commission, coordinate, and evaluate multi‑agency input; ensure clear roles, timelines, and impact measures.
• Report to leaders and governors on impact, compliance, and risk, recommending next‑step improvements.

Revolutionising Outcomes: How Marsha Drives EHCP Success

Below, each EHCP domain is paired with the creative strategies and success indicators Marsha embeds.

1) Communication & Interaction (C&I)

Strategies: Drama‑based social stories, role‑play for pragmatic language, vocal warm‑ups for articulation and breath, visuals/AAC integration, predictable routines.
Indicators: Increased initiations/turn‑taking; generalised functional language; reduced social‑communication barriers in group projects; learner‑led showcases.

2) Cognition & Learning (C&L)

Strategies: UDL planning, chunked briefs, retrieval and dual‑coding, multimodal outputs (audio/film/performance/photography), targeted interventions for literacy/numeracy.
Indicators: RARPA milestones met; improved accreditation outcomes; independent task management; higher quality portfolios.

3) Social, Emotional & Mental Health (SEMH)

Strategies: Trauma‑informed practice, regulation menus (music/movement), coaching check‑ins, strengths‑based mentoring, restorative approaches.
Indicators: Fewer behaviour incidents; improved attendance/punctuality; self‑reported wellbeing; sustained engagement through longer learning blocks.

4) Sensory &/or Physical (S/P)

Strategies: Personal sensory profiles and diets; OT‑advised workstations; movement breaks; adaptive equipment; low‑arousal spaces and sound management.
Indicators: Increased time on task; reduced sensory distress; safe participation in practical/creative tasks; improved fine/gross motor outcomes.

5) Preparing for Adulthood (PfA)

a) Employment/Education/Training: Micro‑internships, employer briefs, supported enterprise, careers guidance, CV/voice‑reel/portfolio build.
b) Independent Living: Life‑skills curriculum (travel, budgeting, meal prep), digital literacy, tenancy awareness.
c) Health: Sleep, nutrition, movement, and personal hygiene programmes linked to regulation and stamina for learning.
d) Community Inclusion & Relationships: Social action projects, clubs, peer mentoring, safe relationships education.
Indicators: Positive sustained destinations (EET), qualifications, independent‑living competencies, improved health routines, expanded community participation and friendships.

Success Measures (KPIs)

• ≥85% EHCP outcomes met or on‑track each cycle; accelerated progress for priority learners.
• Attendance uplift for targeted cohorts; reduction in suspensions and behaviour incidents.
• RARPA: 100% learners with clear starting points, milestones, and final evidence; half‑termly progress reports.
• Destinations: Increased EET progression; more learners in supported employment or further study aligned to strengths.
• Family satisfaction ≥90% in termly surveys; multi‑agency timeliness ≥95%.
• Staff capability: 100% teaching staff trained in UDL, APDR, and AT basics with observed application in practice.

Collaboration & Culture

• Models compassionate, high‑expectation leadership that centres learner voice.
• Builds psychologically safe teams that trial, reflect, and refine practice rapidly.
• Curates communities of practice across creative media, English/maths, and pastoral teams to keep inclusion tight and everyday.

Why Marsha at BCI

Marsha blends deep SEND leadership with rich creative arts expertise. She unites statutory rigour with joyful, arts‑infused pedagogy—turning classrooms, studios, and stages into engines for communication, independence, wellbeing, and employability. Her leadership ensures that every learner’s story is heard, every barrier is met with a design solution, and every EHCP outcome has a clear, creative pathway to success.

Safeguarding & Compliance

All responsibilities are enacted within KCSIE and the SEND Code of Practice. Marsha works closely with the DSL and senior team to ensure exemplary safeguarding, data protection, and equality compliance.

Signature Projects to Launch in Year 1

• The Studio for Student Voice: Monthly learner‑led audits of accessibility and belonging.
• The AT Bar: A drop‑in for assistive technology trials, training, and rapid problem‑solving.
• Creative Careers Carousel: Employer briefs, portfolio clinics, and supported placements across local creative industries.
• Family Co‑Lab: Practical workshops on regulation, communication, and independent‑living strategies to sustain gains beyond college.
• Impact Sprints: Half‑termly APDR cycles with visual dashboards shared with learners and families.