Special Educational Needs and Disability

Meeting the needs of learners with learning difficulties and / or disabilities

Leading and managing SEND provision

These resources will be useful to senior leaders and managers who have overall responsibility for ensuring the inclusivity of their organisation and to managers of SEND provision. Click through to the resources you are interested in or scroll down the page to find what you are looking for:

Whole organisational approach
Quality assurance
Partnerships

 

Whole organisational approach

Workforce support for senior managers working with young people with SEND - MMU project - This paper provides background information as well as policy context for the MMU project. End notes provide further details about legislation and policy implementation for managers and leaders. The purpose of these papers is to provide a professional development opportunity for senior managers in post-16 organisations. Paper 1/9.

Sourcing and Providing Specialist Support to Match Identified Needs - This paper has case studies of seven providers showcasing effective practice in sourcing and providing specialist support for learners with SEND across their organisations. Paper 2/9.

 

 

Organisational Structures to Support Inclusion - This paper provides four case studies with examples of ways to attract and retain specialist support staff and develop positive partnerships with Local Authorities. Paper 3/9.

Students from Disadvantaged Backgrounds and Inclusion - Organisations in the education and training sector are required to use their ‘best endeavours’ to provide inclusive provision for young people with a range of additional learning needs, many of whom come from socio-economic and educationally disadvantaged backgrounds. Paper 7/9.

The Challenges around College Mergers and Leading SEND provision - This paper, based on interviews with senior leaders, identifies seven themes that ensure that provision for learners with SEND is least disrupted and where possible improved though a merger process. Paper 9/9.

 

SEND self-assessment tool - A detailed self-assessment tool and accompanying guide to help post-16 learning providers and local authorities reflect together on the effectiveness of their SEND provision, drive forward improvements and develop relevant CPD for staff.

Self-assessment audit – SEND reforms - An audit tool developed by Achievement for All, to support post-16 providers to assess their progress in implementing the SEND reforms.

 

A webinar explaining how an Achievement for All SEND implementation review can improve practice in FE provision, and how it relates to key areas in the SEND Code of Practice.

Supporting Staff who work with Young People Preparing for Adult Life: a guide - Advice and guidance on workforce development for social care, education and health services working with young people aged 14-25.

Making sense of autism: competency framework (post-16) - The competency framework can be used to help post-16 settings assess and develop capacity within their workforce to improve outcomes for young people on the autism spectrum.

Making sense of autism: standards (post-16) - The autism standards are designed to enable post-16 providers to evaluate the extent to which they are meeting the needs of young people on the autism spectrum.

The Enhancement of Learning Support - Materials developed to enhance the important work of learning support staff.  The materials are categorised into three areas including one specifically focused on ‘Developing the organisation’.

Engaging individuals with learning difficulties and disabilities in workplace learning - A guide for providers of work-based learning on how to make their offer more inclusive for disabled employees/learners.

Supporting learners with SEND - Guidance for Adult and Community Learning Providers.

Videos - The impact of leadership on inclusion: Chichester College, Derby College and Myerscough College talk about their whole organisational approach.

A video - looking at the requirements of the SEND code of Practice and what it means for organisations.

 

Quality assurance

Quality assurance of RARPA - RARPA is a robust process to measure the progress and achievement of learners on non-accredited learning programmes.

Measuring progress of learners into supported employment - A case study on establishing baseline destination data for use in measuring impact of programmes designed to support progression to supported employment.

 

Quality Improvement and Involving Governors and Trustees - Everyone in an organisation, including governors and trustees, must understand what is expected of them in relation to the SEND reforms. This paper explores the processes by which four organisations ensure their quality arrangements are robust. Paper 6/9.

Partnerships

Organisational Arrangements for Working with a Local Authority - Following the SEND reforms, the challenges to commissioning arrangements are explored through case studies. Paper 4/9.

 

Sourcing Work Placements and Apprenticeships - This paper explores the different approaches to sourcing external work placements for learners and trainees with SEND. Four case provider examples of effective practice. Paper 5/9.

 

 

Students involved with the Youth Justice System and Inclusion - Many young people in the Youth Justice System have learning difficulties, other specific difficulties and mental health needs. Three case studies provide examples in which providers used their ‘best endeavours’ to respond to these challenges. Paper 8/9.

Better Partnerships between Local Authorities and Providers over Post-16 High Needs Provision - A guide produced by AoC in partnership with the Department for Education and the Local Government Association to help build relationships between colleges and local authorities when working with students with EHC plans who require high needs funding.

Engaging employers to find work experience for young people with learning difficulties and/or disabilities - A Preparing for Adulthood guide to engaging -  and building and maintaining relationships - with employers in order to secure work experience and placements for learners with SEND.

 

 

LSIS SEN Green Paper (Support and Aspiration) cluster project outcomes - This comprehensive set of case studies and related resources was created in 2013 as the sector prepared for the implementation of the SEND reforms.  All the material was produced by clusters of post-16 providers working collaboratively with key partners.  It is organised by theme and provides examples of outcomes achieved through partnership-working.

Systems Thinking for Special Needs online course - This online course introduces participants to systems thinking in a SEND context. It will help managers of SEND provision (and those who work with them) to employ new forms of collaborative working which are highly sensitive to individual needs and enable them to lead beyond their own organisation. It also offers guidance on how to make SEND an organisational priority.