SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY
VERSION CONTROL
VERSION
AUTHOR
DATE
COMMENTS /UPDATES
September 2024
1.2
Rachel Robertson
Annual Review
1.3
Rachel Robertson
March 2026
Review – minor changes
Version control is to be employed for any amendments to the content which result in substantive changes to the meaning, intent or outcome of the policy or process described within and must be approved by the Executive Committee. Spelling mistakes or other
typographical errors are not
required to be subject to Version Control.
POLICY OWNER S
POLICY OWNER S
ACCOUNTABLE EXECUTIVE
Executive Group Director of Learner Services
APPROVAL CONTROL
Approval of this Policy and subsequent amendments is
made by th e executive committee . Board
VERSION
DATE APPROVED
APP ROVED BY
NEXT REVIEW
DATE
1.2
September 2024
Stuart Allen (Chief Education Officer)
September 2025
1.3
March 2026
Stuart Allen (Chief Education Officer)
March 2027
CONTENTS
Introduction ................................ ................................ ................................ .......................... 4
Objectives ................................ ................................ ................................ .............................. 4
Compliance ................................ ................................ ................................ ............................. 5
Coverage .................................................................................................................................6
Implementation ....................................................................................................................7
Education Health and Care Plans
................................................................................... 8
Training and Development
................................ ................................ ................................ 9
Reasonable Adjustments
................................ ................................ ................................ ...9
Responsibilities ................................ ................................ ................................ ................... 10
Executive Group Director of Learner Services reporting to Executive team
..........10
Head of SEND and Learning Support – reporting to Executive Group Director of Learner Services ............................................................................................................................10
Learning Support Operations Manager
– Reporting to Head of SEND and LS
.......11
Learning Support Coach
– Team Leaders reporting to the Learning Support
Operations Manager
........................................................................................ .............................11
Learning Support Coach (LSC) reporting to Learning Support Operations Manager with the support of the Learning Support Coach
– Team Leaders .........1.2
Delivery Colleagues
.................................................................................................................... ..12
Wider Organisation ......................................................................................................................13
Complaints ............................................................................................................................ 13
Contacts ................................ ................................ ................................ ................................ 14
SEND Policy
Introduction It is SCL Group’s intent to be a fully inclusive provider of post
-16 education and
training through the implementation of a support provision for learners with SEND needs. SCL Group are ambitious and have high expectations that the impact of this provision will ensure all learners have an equal opportunity to achieve. In conjunction with the SEND Strategy and CIP, SCL Group strive to ensure that learners with SEND needs are enabled to access and engage in high quality education and training to achieve their aspirations and goals, to make progress and fulfil their potent ial.
SCL Group are committed to:
• Offering outstanding support and guidance to learners • Affording a range of opportunities and curriculum offers to enable independence, and motivate learning to achieve aspirations and goals towards future education and employment • Multi -agency working including with parents/carers to ensure the best outcomes for learners • Providing a high standard of delivery in the classroom, venue and/or workplace
Objectives
The objectives of our policy are to:
• Adhere to the current legislation and guidance provided • Ensure early interventions are in place to identify and monitor a learner’s individual needs so that appropriate provision and arrangements to allow learners to be able to meet and exceed their aspirations and goals. This includes liaison with Employers, m ainstream education and the relevant Local Authority.
• Raise Group -wide awareness of the need to identify and support learners with specific needs • Negotiate and agree with learners the milestones and targets to achieve and exceed their goals and aspirations. • Provide support and training to colleagues regarding learners with special educational needs • Implement an effective, adaptive and inclusive curriculum to meet the needs of learners with special educational needs where applicable • Partnership working with external agencies and stakeholders to ensure a common goal with the learner and improve outcomes
Compliance
SCL Group is compliant with the SEND Code of Practice (2015), Equality Act 2010 and Ofsted EIF (2023).
Ofsted’s, Education Inspection Framework (2023
– updated 2025)
‘The quality of provision for learners who have special educational needs and/or disabilities, a much broader group than those attracting high
-needs funding,
inclusion will always be considered during the inspection of any type of provision.’
Ofsted’s, Education Inspection Framework
2025 Update
“We will put children first by raising standards, especially for the most disadvantaged and vulnerable. This is why we will introduce a new ‘inclusion’ evaluation area within the report card. Inspectors will evaluate whether education providers are identify ing and offering high -quality support for all children and learners, especially those who are disadvantaged, those with SEND … and those who are known to children’s social care.” (See SCL Inclusion Statement)
Equality Act (2010)
Many of these learners may have a disability/difficulty under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long
-term and substantial
adverse effect on their ability to carry out normal day
-to-day activities’.
SEND Code of Practice 2016 It is our statutory duty to identify, assess and provide support for young people with SEND:
• To co -operate with the local authority on arrangements for children and young people with SEND. • To admit a young person if the institution is named in an EHC plan. • To have regard to the Code of Practice. • To use best endeavors to secure the special educational provision that the young person needs
Co verage
SEND is the overarching term used for learners with a Special Educational Need and/or Disability. This includes learners who have a diagnosed Learning Difficulty and/or Disability – LDD, such as Dyslexia, Dyscalculia, Autistic Spectrum Conditions, mobility and dexterity, hearing impairment or ADHD.
These learners could have a:
Statement of Educational Needs (SENs)
•
• Learning Difficulty Assessments (LDAs) or • Education Health and Care Plans (EHCPs)
However, it also refers to those with a diagnosed LDD but without SENs, LDAs, or EHCPs, and those with an undiagnosed LDD – a Learning Need (LN). Despite an adaptive and inclusive curriculum, learners may require interventions to further support their progression and achievement .
For example, where a learner:
• Makes little or no progress when teaching approaches are targeted to their need • Show signs of difficulty in developing skills in literacy and/or numeracy • Shows persistent signs of emotional or mental health difficulties, which are not addressed through the strategies at SCL Group • Has physical or sensory problems and despite specialist equipment being provided still makes little or no progress • Has communication and/or interaction difficulties which lead to them making little or no progress • Has concerns referred by delivery colleagues
Implementation
Support for learners is individualised and tailored to meet their needs. Learners sharing the same barrier may receive differing support dependent upon the impact on learning.
Support is not attached to a qualification aim and is above and beyond that of everyday delivery. SCL Group endeavour to meet the needs of every learner within the classroom through careful planning, appropriate teaching, and strategic use of the resources available. Where careful identification and assessment procedures highlight a learner is not maki team and parents/carers will review the strategies and approaches currently being used and consider ways that these may be developed. SCL Group currently follows the guidance contained in the SEND Code of Practice (2016). The code does not assume that there are fixed categories of special educational need but recognises that learners’ needs and requirements may fall within or across four broad areas:
ng adequate progress the delivery colleague, SEND
Communication and interaction
•
Cognition and Learning
•
Social, emotional, and mental health
•
Sensory and/or physical
•
SCL Group do not attempt to fit learners into any of these categories but aim to identify each area requiring development by considering the individual. SCL Group do not, therefore, aim to label or diagnose a learner but use these categories to help to implement support .
Education Health and Care Plans
As part of the transition process from mainstream education to SCL Group, the Learning Support & SEND team will review the Education Health and Care plan (EHCp) from the previous education provider or Local Authority to ensure the learner’s needs are under stood and supported. Through Local Authority consultation, placement for learners with an EHCp will be considered based on Education Outcomes and Section F Provision Recommendations to determine SCL Group's ability to meet these needs.
In instances where the EHCp is not available prior to start because the learner did not disclose or the Local Authority has not shared timely, the LS & SEND team will endeavour to have support in place as timely as possible. The LS & SEND team will work with the relevant Local Authority to complete the Annual Review of the EHCp. Prior to the EHCp Annual Review meetings, the LS & SEND team will work with colleagues and parents to ensure all information is available to inform the review
.
Training and Development
Colleagues will be provided with relevant training and ongoing CPD to develop their skills and confidence.
This will include training for colleagues to enable positive and inclusive recruitment and early intervention of support.
Including:
• New Starter training through Induction/Onboarding • Theme specific training • Internal/External training for Learning Support & SEND team • Group -wide monthly updates • Group -wide training specific to role – SpLDs, Delivery Strategies, etc
Reasonable Adjustments
Learners who require Reasonable Adjustments and/or Exam Access Arrangements (EEAs)will have information submitted for approval to the relevant parties based upon the evidence gathered as per the process. Where a learner has a specific need e.g. wheelchair access SCL Group will make reasonable adjustments to ensure the needs are met. If a learner is transferring with additional needs highlighted in a Statement/Education Health and Care plan, SCL Group will endeavour to meet the learner’s needs. The continuation of this support may require negotiation with an appropriate officer of the relevant LA to ensure funding is available to meet these needs.
Please refer to Exam Access Arrangements Policy.
Responsibilities
Executive Group Director of Learner Services reporting to Executive team
• Up -to date and knowledgeable about legislation and funding • Monitoring and evaluating how resources and budgets are deployed. • Create and drive the SEND Continuous Improvement Plan as an integral part of monitoring quality in the overall Quality Improvement Plan and the Company’s Self -Assessment Report (SAR). • Contributing to and leading the continuing professional development [CPD] of colleagues • Liaising with external agencies and working in partnership with Head of Learning Support & SEND • Scrutinising data to identify learners requiring extra support, guiding, and advising on setting individual targets and intervention strategies to support progression and achievement. • Support in monitoring the quality and maintenance of records on all learners with special educational needs and/or disabilities • LS & SEND offer is highlighted in prospectus and made available via the SCL website and Local Offer.
Head of SEND and Learning Support
– reporting to Executive Group
Director of Learner Services
• Monitoring, evaluating, and reporting on the provision • Act as SENCO (post 16 equivalent) in relations to supporting exam access arrangement applications across the business (see EAA Policy) • Implementing LS resources and evaluate how resources and budgets are ut ilised • Supporting colleagues and assisting them in identifying, assessing, and planning to ensure learner’s needs are met and progress is relative to their anticipated outcomes. • Ensuring SCL SEND provision is compliant with SCoP and of a high standard; aligning to the CIP • Contributing to the continuing professional development [CPD] of colleagues • Complete high -needs funding applications and consultations to secure funding with the relevant local authority • Maintain, and develop new, relationships with local authorities in regard to the Local Offer. • Liaising with external agencies and working in partnership with parents, tutors and assigned Learning Support & SEND team to ensure a high quality SEND provision where learners needs are met.
• Scrutinising data to identify learners in need of extra support in collaboration with the Executive Group Director of Learner Services • Monitoring the quality and maintenance of records on all learners with special educational needs • Monitor and ensure appropriate and effective use of funds
Learning Support Operations Manager
– Reporting to Head of SEND and
LS
• Managing the day -to-day activities of the Learning Support & SEND team • Ensuring statement/EHC plan reviews are conducted appropriately with a learner -centered approach being at the heart of the reviews • Setting of individual targets and intervention strategies to support progression in collaboration with the Learning Support & SEND team. • Coordinate and support the Annual Review and PEP process • Collate high -quality feedback from all parties to perform a comprehensive review/meeting • Monitor the timely completion of the PEP’s • Monitor the timely completion of Annual Reviews • Co -Conduct Emergency Reviews for learners where an EHCp is not up to date • Co -Conduct Exit Reviews for learners leaving SCL • Transition liaison with secondary schools and post -16 providers • Liaise with key stakeholders to ensure learner needs are met and the organisation remains informed • Input to Policies and Procedures • Deliver training and CPD activities • Support the Head of Department and Executive Group Director of Learner Services
Learning Support Coach
– Team Leaders reporting to the Learning
Support Operations Manager
• Support the Learning Support Operations Manager in the day
-to-day team
activities
• Ensuring administration is completed and to a high standard • Monitoring Learning Support Coach (LSC) performance and supporting/supervising where necessary • Supporting and delivering CPD and continuous improvement • Caseload management • Conducting 121 and performance reviews with the broader team
• Conducting Learning Walks in venues to monitor support delivery and inform improvements • Contribute to the Quality Assurance process, including the Quality of T&L for learners with SEND needs.
Learning Support Coach (LSC) reporting to Learning Support Operations Manager with the support of the Learning Support Coach
– Team Leaders
• To act as an advocate and trusted adult for learners with SEND to ensure their needs are met and SCL promotes an inclusive learning environment. • Plan to ensure learners needs are met and progression is relative to their starting points and anticipated outcomes • Work collaboratively with the delivery and enrichment team to create a ‘Team around the learner’ to ensure that everyone working with the learner is aware of their individual needs and can appropriately support the learner • Work in partnership with parents/carers to provide support and access to services • Maintain appropriate records and evidence on each learner individualised to their needs • Identify learners and monitor evidence collation and submission for access arrangements in examinations • Set individual targets and intervention strategies to support progression and achievement. • Work collaboratively with delivery colleagues to establish best practices and support strategies for learners with needs • Be advocates of SCL Group and promote inclusivity • Adhere to the values and culture of SCL Group • Partake in CPD and training as directed by the Learning Support Management team • Attend team meetings and Group -wide events where applicable
• Any other duties deemed necessary to support the needs of learners.
Delivery Colleagues
• Exercise good practice in respect of an inclusive learning environment • Maintaining appropriate records and evidence of support for learners with LDD/EHCp • Provide high -quality feedback for reviews/meetings when requested • Working collaboratively with the Learning Support & SEND team to establish best practices and support strategies to meet the needs of learners
• Identify learners, collect evidence and submit requests for access arrangements in examinations
Wider Organisation
Implementation of the SEND Policy
•
• Implementation and support the SEND Strategy and QIP/CIP • Promote equality, equity and inclusivity to enable learning opportunities • Adhere to the SEND Code of Practice (2016) and the Equality Act (2010) • Ensure the safeguarding of learners particularly those that are vulnerable/high needs
Complaints
Any complaint concerning the provision should be initially discussed with the Delivery teams and the Learning Support Operations Manager .
This can be further escalated to include the Head of SEND and Learning Support.
Matters that are not resolved will then be addressed by the Executive Director of Learner Services .
14
Contacts
Learning Support Manager
Sarah Drury
– Sarah.Drury@wearescl.co.uk
Group Director of Learner Services
Rachel Robertson
– Rachel.Robertson@wearescl.co.uk
Learning Support
– learningsupport@wearescl.co.uk
Sensitive documentation should be sent to
ehcp.secure@wearescl.co.uk
SCL EDUCATION GROUP
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SCL EDUCATION GROUP
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