Education
Teaching and learning activities connected to agreed curriculum priorities and relevant EHCP outcomes, where applicable.
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SEND and EHCP Support · UK-wide enquiries
Learning that makes
room for the individual.
Personalised support that takes communication, sensory needs, strengths and relevant EHCP outcomes into account.
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What the learner will receive
SEND and EHCP support at a glance.
Learners with identified or emerging additional needs who require adjustments to access learning.
Support in the sessions
Adjustments to pace, presentation, communication and task structure, informed by the learner, family and relevant professionals.
Qualifications and next steps
A qualification is considered only where it suits the learner’s plan. The route and assessment arrangements are agreed separately; support does not replace an EHCP or specialist assessment.
Who we can support
A plan that recognises strengths and support needs.
For learners with identified or emerging additional needs who require adjustments to access learning and show what they can do.
Picture the learning
How a session could unfold
A clear beginning, purposeful teaching and time to reflect. This example shows how the parts of a session can connect.
Prepare
Use an accessible outline to explain the session.
Offer a choice
Agree how the learner can take part and communicate a need.
Teach and adapt
Work on a suitable task with adjustments to pace and materials.
Review what helped
Record effective support and the learner’s response.
Illustrative sequence. Activities, pace and support are agreed around the individual learner.
Making progress visible
Small steps.
Meaningful evidence.
Reviews consider whether agreed adjustments help the learner take part, communicate a need and demonstrate a skill. Their response informs changes to pace, materials and support, alongside the curriculum priorities and relevant EHCP outcomes in the plan.
Shared understanding at reviewLearning evidence, participation and the learner’s own views help shape the next step. Reporting frequency and who receives updates are agreed before support begins.
- 01
Access
Use an agreed adjustment to take part in learning.
- 02
Communicate
Express a choice, question or support need.
- 03
Develop
Demonstrate a relevant skill with increasing independence.
Example learning goals. The individual plan sets the priorities and how progress will be reviewed.
Before you begin
A few things you may want to know.
What is agreed before support begins?
We discuss suitability, learning priorities, the delivery setting, timetable, fees, relevant access and support needs, and the responsibilities of the adults involved. Any qualification entry or external activity is confirmed separately.
Does a learner need an EHCP to enquire?
No. Families and professionals can discuss support where needs are emerging or already identified. We consider suitability and the adjustments that may be required.
Can we request policies first?
Yes. All policies are available on request through our policy request form.
Tell us about your young person.
Tell us about the support you are looking for.