SEND Provision Policy

Introduction
Aims of this SEND Policy
Educational Inclusion
Admissions Guideline
Special Educational Needs
Assessment
SEN Support Cycle
External Agency Advice
Roles and Responsibilities

10.1 Learners

10.2 Tutors

10.3 Special Educational Needs Coordination

10.4 Management 6

Staff Development and Training
Monitoring and Review
Complaint procedures regarding SEND Provision
Accessibility Plan

Equality Impact Statement

POLICY AGREEMENT

1. Introduction

At New Meaning Training (NMT) we promote excellent practice for teaching and learning which benefits all children, aiming for them to reach their full potential.
At NMT a high proportion of the young people we support have recognised (through an EHC Plan) or unrecognised special education needs, with a small portion also having a disability.
At NMT we seek to abide by the following principle: ‘If a pupil can’t learn in the way we teach, then we must teach them in the way they learn best.’

2. Aims of this SEND Policy

The aims of the special educational need and disability policy and practice at NMT are:
To meet the requirements as set out in the SEND Code of Practice, the Equality Act 2010 and Part 3 of the Children and Families Act 2014.
To make reasonable adjustments for those with a disability by taking action to increase access to the courses we offer, the environment and to information for all.
To ensure that all young people or vulnerable adults with SEN engage in the activities alongside pupils who do not have SEN.
To have high expectations of all our young people or vulnerable adults and reduce barriers to them progressing to earning their own living.
To ensure that the special educational needs of young people or vulnerable adults are identified, assessed and provided for.
To work in cooperative partnership with College Partners, Local Authorities and other outside agencies and to make clear the expectations of all partners in the process of meeting the needs of all SEN/D learners.
To identify the roles and responsibilities of tutors in providing for young people or vulnerable adults with special educational needs, in that all NMT tutors will be involved in working with special educational needs. All tutors are responsible for ensuring that the needs of all pupils are considered.
To enable all children to have full access to all elements of the courses.
To ensure that parents (guardians. carers. etc) are able to play their part in supporting their/a young person’s or vulnerable adults’ education.
To ensure that our young people or vulnerable adults have a voice in the learning process.

3. Educational Inclusion

At NMT we aim to offer excellence and choice to all the young people and vulnerable adults we support through the courses we offer, whatever their ability or needs. We have high expectations of all our young people and vulnerable adults. We aim to achieve this through the removal of as many barriers to learning and participation – be they perceived or real.
We want all our young people and vulnerable adults to feel that they are a valued part of our NMT network. Through appropriate provision, we respect the fact that young people and/or vulnerable adults:

Have different educational and behavioural needs and aspirations.
Require different strategies for learning; acquire, assimilate, and communicate information at different rates.
Need a range of different teaching approaches and experiences.
- NMT Tutors respond to Young People’s needs by:
Providing support for young people and vulnerable adults who need help with communication and interaction, cognition and learning, social emotional and mental health, and sensory and physical needs.
Planning to develop young people or vulnerable adults’ understanding through NMT’s use of varied experiences.
Planning for young people and vulnerable adults’ full participation in learning.
Coaching, mentoring and guiding young people and vulnerable adults to manage their emotions, particularly trauma or stress, and to take part in learning.
Preparing young people and vulnerable adults for independence.

4. Admissions Guideline

All learners are initially interviewed, and a joint decision made by NMT Tutors, EHCP Provision Manager, the young person/vulnerable adult and the parent (guardian, carer etc) as to the suitability of the NMT courses/programmes.
Young people or vulnerable adults who have Education Health Care Plans (EHCP’s), whose needs can be met at NMT, have the same rights of access as their peers.
The centre manager and EHCP Provision Manger discuss the level of provision that is required to ensure the learner will have the best chance of success at NMT and make progress towards their outcomes.

5. Special Educational Needs

At NMT we use the definition for SEN and for disability from the SEND Code of Practice (2014) – it states:

SEN: A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.
Disability: Many children and young people who have SEN may have a disability 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-today activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
- The Code of Practice (2014) describes four broad categories of need:
Communication and interaction
Cognition and learning
Social, mental and emotional health
Sensory/physical
- Many of the young people or vulnerable adults we support may have other needs that are not considered SEND but may impact on progress and attainment. Examples of these are listed below:
Attendance and punctuality
Health and welfare
English as an Additional Language (EAL)
Being in receipt of pupil premium
Being a looked-after child
Being a child of serviceman/woman
- It is recognised at New Meaning Training that learners who may find it difficult to display desirable behaviours, may be due to social, emotional, or mental health difficulties. The behaviour policy is followed, however reasonable adjustments are made for those learners who are identified as having social, emotional, or mental health needs. Additional adults may be used to support these learners to regulate their emotions.

6. Assessment

Early identification is vital, and any needs can be identified at the first interview, so that the NMT provision can be assessed in light of the learning needs of the young people or vulnerable adults.
Many of the young people or vulnerable adults’ who join an NMT course have already been in education for some years and have a negative perception of what it can offer them. Some young people or vulnerable adults’ needs have been assessed through an EHC Plan. However, the remainder, while not formally assessed, often have SEN requirements that have been missed or not catered for at previous schools.
All young people or vulnerable adults’ needs are discussed when they are first met, so that we can build upon their prior experiences and decide if they and/or we agree they will benefit from our provision. We use this initial interview information to inform a plan of support.
All young people or vulnerable adults are provided with high quality teaching that is differentiated and approaches adapted to meet the diverse needs of all learners. Learners with a disability will be provided with reasonable adjustments (such as auxiliary aids and services) to overcome any disadvantage and increase their access to learning resources.
Statutory EHC Plan reviews take place in accordance with the aims outlined in the plan.
The quality of teaching provided to learners with SEND is monitored through a number of processes that includes:
Classroom observation by the senior leadership team and/or Learning and Development Manager.
Ongoing assessment of progress made by pupils with SEND.
Work sampling.
Team meetings to provide advice and guidance on meeting the needs of learners with SEND.
Young people or vulnerable adult and parent (guardian, carer, EHCP Provision Manager, etc) feedback on the quality and effectiveness of interventions provided
Attendance and behaviour records.

Individual Learning Plans (ILPs)
- All pupils have individual academic targets set in line with the overall course scheme of work and qualification specifications. Parents (carers, guardians, SEN advisers, etc) are informed of these via regular feedback events and the information is also updated in individual learning plans (ILPs).
- All learners are set targets throughout the year to support them to develop in identified areas. If they have an EHCP, the targets support outcomes.
- Learner progress is tracked using a tracking system and those failing to make expected progress are identified very quickly. These pupils are then discussed in weekly meetings that are undertaken by course teams. Additional actions to increase the rate of progress are identified and recorded on the learner ILP.
- Many learners at NMT have social and emotional needs and steps are put in place to support these. Targets towards social and emotional goals will also be included on the ILP.
- Where it is decided, adjustments are needed to any special educational provision to strengthen progress, and wellbeing, parents (carers, guardians, etc) will be informed so they can provide additional support and encourage “independent learning”.
- Tutors will complete a ‘Personal Profile’ with each learner to gain a better understanding of areas of need and strategies to support.

8. SEN Support Cycle

Action relating to SEN support follows an Assess, Plan, Do and Review model:

Assess: – learner’s academic progress and personal development is discussed at weekly team meetings and also at monthly one to one review meetings between line managers and tutors. While a young person or vulnerable adult may be assigned a specific tutor the tutor team works together to help each other ensure all learners achieve positive learning outcomes and progress towards earning their own living. Parents (carers, guardians, etc) will always be invited to an early discussion to support the identification of action to improve outcomes.

Plan: if a review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the learner will be obtained.
Do: Individual targets will be recorded on the learner ILP. Any new approaches will be implemented within the learner’s normal hours and learners will also be encouraged to undertake independent learning to further their progress towards their learning outcome.
Review: progress towards these outcomes will be tracked and reviewed following the ILP timeline any necessary changes made.
- If progress rates are still judged to be inadequate, or there is a decline in mental health and wellbeing, advice could be sought from external agencies regarding strategies to best meet the specific needs of a learner.

9. External Agency Advice

Any referrals will only be undertaken after parental (carer, guardian, etc) permission has been obtained. If the child continues to demonstrate significant cause for concern, the rate of progress and impact of interventions will continue to be recorded and reviewed via the ILP and EHCP.

10.Roles and Responsibilities

10.1 Learners

We encourage young people and/or vulnerable adults to take responsibility and to make decisions. This is part of the culture of NMT.
Learners are involved at an appropriate level in setting individual targets.
Learners are encouraged to make judgements about their own performance against their targets.
Learners have ownership of their goals and are encouraged to reflect on their achievements towards attaining their goals and beyond.
Young people and/or vulnerable adults are encouraged to recognise adjustments that need to be made in order to succeed and thus build on their resilience towards their outlook on the journey towards earning their own living.

10.2 Tutors

It is the tutor’s responsibility to ensure that teaching has taken into consideration the needs of all learners by providing an appropriately differentiated curriculum.
Tutors are aware of NMT’s SEND policy procedures for identifying, assessing, planning and reviewing provision for pupils with SEND.
Tutors liaise with the EHCP Manager to be familiar with the EHCP outcomes or goals for the young person and set targets and discuss the use of appropriate resources and interventions for learners with SEND.
Attend EHCP annual reviews
Tutors will liaise with colleagues and if necessary, the EHCP Manager regarding individual targets and interventions.
Tutors respond to learner’s needs by involving them in SEND in decisions about their learning.
Tutors respond to parent concerns and liaise closely with them to offer advice on reinforcement activities to maximise progress.

10.3 Special Educational Needs Coordination

The responsibilities of supporting SEN young people and vulnerable adults’ sits with the entire tutor team for an NMT programme. This is overseen by the EHCP Provision manager.
The tutor team collectively:

	· Coordinates the provision for and managing the responses to special needs.
	· Overseeing maintaining records (ILPs) of all learners.
	· Liaise with parents and/or carers of young people or vulnerable adults with special educational needs.
	· Act together to connect with external agencies and other support agencies.
	· Monitor and evaluate the special educational needs provision, and reporting to management.
	· Develop a range of resources, both human and material, to enable appropriate provision to be made for young people or vulnerable adults with special educational needs.
	· Contribute to the professional development of all staff.

10.4 Management

Does its best to secure the necessary provision for any learner identified as having special educational needs.
Advises staff about the individual needs of each learner from information given in an EHCP or observations and knowledge of the learner.
Ensures that all tutors are aware of the importance of providing for these young people or vulnerable adults’.
Consult with the LA when appropriate.
Ensures that parents are notified of any decision to amend any learning provision.

11.Staff Development and Training

Individual training needs are identified through the ‘Performance Management’ process for all tutors and the lesson observation programme for all tutors.
All staff attend inset days, of which some are about SEND and present information on approaches, methods, techniques for working with young people or vulnerable adults with SEN. These are whole staff events and also involve outsider people (experts) to share their knowledge and experience.
Specific one to one training is also provided by Learning Services following observations, as requested by a tutor or following a review by the tutor and their line manager.

12.Monitoring and Review

The success of the NMT SEND policy and provision is evaluated through:

Monitoring of tutor practice through observations – IQA.
Analysis of pupil tracking data and sample tests.
Weekly team meetings of tutor teams.
The Self-Assessment Report and Quality Improvement Plan.
Frequent meetings of parents and staff, both formal and informal, to plan and review targets and celebrate success.
The ultimate progress of SEN young people or vulnerable adults – did they leave confident in their ability to earn their own living?
Regular meetings with each centre manager and EHCP Provision Manager.

13.Complaint procedures regarding SEND Provision

If a learner, parent or carer is unhappy with any matter regarding SEND they should in the first instance raise their concern with the tutor.
If the problem is not resolved, reference should then be made to a Line Manager.
In the unlikely instance of the matter not being resolved parents may wish to seek further advice and support. SENDIASS (Special Educational Needs and Disability Information Advice and Support Service): https://www.kids.org.uk/contact –us
This is a free service to provide information, advice and support to parents / carers and children / young people and those with SEN and Disabilities.

14.Accessibility Plan

NMT recognise that many of our potential learners, staff and visitors have individual needs when it comes to visiting our sites and attending planned interviews and training sessions.
However, we also recognise that for some learners, access to venues may prove challenging. We will endeavour to ensure that access is made available to all, both externally to our centres and within our centres and that all learners will receive the same standard of education throughout our programmes as far as is reasonably practicable.
We promote equality of opportunity and ensure that all staff are aware that each learner will be assessed at interview stage and also during their time on the programme. Reasonable adjustments and differentiation can then be made if necessary, so that our duty to disabled, SEN and non-disabled learners is inclusive.
All admission information is accurate and appropriate and reflects the needs of the learner. Information is held in confidence in line with GDPR and is used to make informed decisions about the needs of the young person.
Every learner will have an Individual Learning Plan which will map out their needs and any necessary adjustments.
Every learner with an EHCP will have an EHCP review during their time on the programme, which may highlight changes needed to fulfil their ambitions and progression plans.
NMT actively promotes disability awareness throughout our network of referral partners, and local authority teams and are working to improve our offer to learners with or without disability through additional programmes of study. We have three key duties to our learners:

We do not treat disabled learners less favourably for a reason related to their disability.
We will make reasonable adjustments for disabled learners.
We will continue to promote access to our courses for all learners with or without disability.
- We have introduced the Achieve Programme which supports learners with an EHCP to engage in Independent Living Skills, alongside Functional Skills English and Maths. NMT recognise that a full Functional Skills qualification may prove difficult for some learners so have introduced Stepping Stones (this supports learners to gain part of the Functional Skills qualification instead of the full certificate, they will gain a certificate for each section they can complete).
- NMT will endeavour to make reasonable adjustments to ensure maximum access to our facilities and centres. NMT will also ensure that external meeting places are reviewed prior to meeting with learners to check access facilities.
- NMT will engage with any training that is required to ensure staff have up to date knowledge of any legal obligations in relation to disability awareness and inclusivity as part of their ongoing CPD.

Equality Impact Statement

New Meaning Training have a duty to consider the impact of changes on groups with Protected Characteristics (race, disability, age, sexual orientation, religion or belief, gender reassignment, pregnancy and maternity, marriage and civil partnership).

What are the overall aims of the change? Why are you proposing it?	The aim of this policy is to provide a framework to ensure that the guidelines are in place to support all stakeholders.
Given the aims of your proposal, what issues does your data/information highlight?	Everybody is included within this policy, and all groups are given equability regarding their needs and provisions.
How could the proposed change affect positively/negatively on groups with protected characteristics?	This has a positive impact on all groups with protected characteristics, as they are ensured equal treatment and provision based on their needs. Risk assessments may be carried out to ensure that this is the case and provisions maybe altered to accommodate specific needs.
What actions will you take to mitigate any negative impact?	No negative impact to having this policy.
Is there any potential negative impact justified considering wider benefits of the proposal?	No negative impact to having this policy.
Recording final decision.	This policy requires CEO approval.
Has the policy taken into consideration the requirements of GDPR regulations? Are there any actions that need addressing, e.g. data sharing agreement; have data consent and data retention timescales been considered?	GDPR regulations have been considered and actions comply with data protection requirements.

POLICY AGREEMENT

Visit the link below and confirm you have read, understood and agree to adhere to this policy:

https://forms.office.com/e/cHK3hyWGTE

Should you experience any issues accessing the agreement, please contact Learning Services.