SCL SEND Policy 23-24


As part of the transition process from mainstream education to SCL Group, the SEND team will review the EHCP from the previous education provider to ensure the learner’s needs are understood and supported. Through Local Authority consultation, placement for EHCP learners will be considered based on Section F outcomes and SCL Group 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.


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.


 New Starter training through Induction/Onboarding  Theme specific training – SpLDs, Delivery Strategies, etc  Internal/External training for Learning Support & SEND team  Group wide monthly updates  Group wide training specific to role


Learners who require Reasonable Adjustments and Extra Access Arrangements 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 Extra Access Arrangements Policy.

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