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SEND Policy

 

 

1. Purpose

 

This policy sets out how we identify, assess and support children and young people with Special Educational Needs and Disabilities (SEND) within our Alternative Provision. It ensures compliance with the SEND Code of Practice and promotes high-quality, inclusive education tailored to individual needs.

 

2. Principles

 

 

  • All pupils are entitled to a high-quality, personalised education.

  • SEND does not constitute a barrier to learning or progress.

  • Support is designed around each pupil’s strengths, needs and circumstances.

  • Pupils and families are partners in planning provision.

  • Provision is reviewed regularly to ensure it remains effective and appropriate.

 

 

3. Scope

 

This policy applies to pupils aged 3–25 who:

 

  • Have diagnosed SEND

  • Are undergoing assessment for SEND

  • Present with learning, behavioural, sensory, communication or physical needs

  • Have an EHCP or EOTAS package

  • Require additional support to access learning

 

 

4. Definitions (SEND Code of Practice)

 

SEND falls into four broad areas:

 

  1. Communication and Interaction

  2. Cognition and Learning

  3. Social, Emotional and Mental Health (SEMH)

  4. Sensory and/or Physical Needs

 

Pupils may have needs across more than one area.

 

5. Identification of Needs

 

We identify SEND through:

 

  • Referral documentation from Local Authorities, schools or professionals

  • EHCPs or existing assessments

  • Parent/carer information

  • Baseline assessments conducted during induction

  • Ongoing observations by tutors and staff

  • Multi-agency reports (where available)

 

Concerns about emerging needs are shared with senior staff and discussed with parents/carers.

 

6. Assessment

 

Assessment is continuous and may include:

 

  • Baseline tests or informal assessments

  • Observation of learning behaviours

  • Engagement and participation analysis

  • Review of prior educational information

  • Feedback from parents and professionals

 

Assessments are used to develop personalised plans and inform teaching approaches.

 

7. Planning and Personalised Provision

 

Personalised provision may include:

 

  • Adapted teaching strategies

  • Individualised timetables

  • 1:1 instruction

  • Reduced or flexible pacing

  • Specialist resources or assistive technology

  • Behaviour or emotional support plans

  • Alternative learning environments

  • Careful matching of tutors to pupil needs

 

All provision aligns with the outcomes set out in the pupil’s EHCP (where applicable).

 

8. Tutor Support and Training

 

Tutors working with SEND pupils receive:

 

  • SEND awareness and training

  • Strategies for meeting needs in each SEND category

  • Guidance on de-escalation, communication and structure

  • Access to supervision and support from senior staff

 

Where specialist approaches are required, external professionals may be consulted.

 

9. Multi-Agency Collaboration

 

We work closely with:

 

  • Local Authorities

  • Schools

  • Educational psychologists

  • Speech and language therapists

  • CAMHS

  • Social workers

  • Health professionals

 

Multi-disciplinary team (MDT) meetings take place at least half-termly to review progress and adjust provision.

 

10. Reviewing Progress

 

Progress is reviewed:

 

  • In each session through ongoing assessment

  • Half-termly through MDT reviews

  • Annually for EHCP-linked placements

  • Whenever concerns arise requiring earlier review

 

Reviews consider academic progress, engagement, emotional development and wellbeing.

 

11. Supporting Families

 

We support families by:

 

  • Communicating regularly and clearly

  • Sharing progress updates and reports

  • Offering guidance on home support strategies

  • Involving them in planning and reviewing provision

 

 

12. Access and Inclusion

 

We aim to remove barriers to learning by:

 

  • Adapting content, pace and delivery

  • Providing accessible materials

  • Ensuring sessions are held in safe, appropriate environments

  • Making reasonable adjustments for all SEND types

  • Ensuring equal access regardless of background or complexity of need

 

 

13. Safeguarding and SEND

 

Pupils with SEND may be more vulnerable to safeguarding risks.

Staff must:

 

  • Understand pupils’ communication patterns

  • Monitor for changes in behaviour or presentation

  • Report concerns immediately to the DSL

  • Implement risk assessments tailored to individual needs

 

 

14. Transition and Reintegration

 

Where pupils transition to new settings or return to school:

 

  • We collaborate with receiving schools or services

  • We provide transition reports and information

  • We support gradual reintegration where appropriate

  • We follow EHCP or LA guidance on transition planning

 

 

15. Record Keeping

 

We maintain accurate records of:

 

  • Assessments

  • Plans and strategies

  • Progress data

  • Risk assessments

  • Communication with families and professionals

  • Reports for EHCP reviews or LA monitoring

 

Records are stored securely and in line with data protection requirements.

 

16. Complaints

 

Complaints relating to SEND follow the organisation’s Complaints Procedure.

Concerns about EHCP provision may also be raised with the commissioning Local Authority.

 

17. Review

 

This policy is reviewed annually or sooner if SEND legislation, guidance or organisational needs change.