• The setting demonstrates an inclusive ethos that supports the learning and well-being of all young people.

• All staff have received training on different areas of cognition and learning needs and how to support young people.

• There is a proactive approach to identifying needs and monitoring that appropriate action is taken.

• The differentiation of lessons, written work and coursework is monitored as part of the setting’s improvement/development plan.

• Regular specific focused teaching, which is increasingly individualised, from the lecturers/tutors or support staff is offered.

• The setting utilises the SEN Code of Practice (2015), Equalities Act (2010) and local guidance to identify young people who may require additional and different provision.

• Access arrangements allow candidates/learners with special educational needs to access the assessment without changing the demands of the assessment. This may include allowing extra time, providing a scribe, or having a reader. These need to be applied for by the school/college, check the relevant exam board guidance for more information.

• Use the Plan-Do-Review-Learn process to monitor the young person’s progress, alongside any external agencies’ advice, whilst collating evidence of the impact of the strategies being used (please refer to Best Practice section).

• Obtain and record young people’s views using tools and resources (including picture sort and visual activities), the Blob Tree and observations.

• Information about young people’s needs is shared with staff who are working with them.

• Use of effective assessment and monitoring tools to identify all young people’s learning levels and track progress.

Where a young person has an EHCP: 

• Refer to described outcomes and provision and implement. 

• Continue to use the Plan-Do-Review-Learn process against the specified outcomes and provision, using previous SEN Support Plan as ‘EHC Implementation Plan’. 

• Regularly update with strategies as they are tried. 

• Complete Annual Review of EHC Plan. 

• Continue to request and act upon advice from external agencies, as necessary.

• Carry out and review assessments, as advised by external agencies.