SCL SEND Policy 23-24


SCL Group is compliant with the SEND Code of Practice (2015), Equality Act 2010 and Ofsted EIF (2022).

Ofsted’s, Education Inspection Framework (2022)

‘The quality of provision for learners who have special educational needs and/or disabilities, a much broader group than those attracting high-needs funding, will always be considered during the inspection of any type of provision.’

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 c o-operate with the local authority on arrangements for children and young people with SEND.  To a dmit a young person if the institution if named in an EHC plan.  To have r egard to the Code of Practice.  To use best e ndeavours to secure the special educational provision that the young person needs.


SEND is the overarching term used for learners with a S pecial E ducational N eed and/or D isability. 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.

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