Autism
Predictable, structured and communication-aware education shaped around the learner's individual profile.
SEND & EHCP SUPPORT FOR LOCAL AUTHORITIES
Personalised SEND Provision Aligned With Individual Outcomes
Reconnect Learning provides commissioned education and specialist support for local authorities working with children and young people with SEND who require a more personalised pathway into learning.
Provision can be informed by the learner's EHCP, professional advice, communication profile, current education position and agreed outcomes, with flexible delivery across home, online, outreach and alternative provision settings.
SEND & EHCP SUPPORT AT A GLANCE
Commissioned provision may include:
EHCP-informed education and outcome support
Personalised 1:1 tuition
Home, online, outreach or blended delivery
GCSE and Functional Skills pathways
Mentoring, wellbeing and life skills
Preparation for adulthood and transition support
Planning
EHCP-Informed
Approach
SEND-Aware
Delivery
Flexible Provision
Evidence
Outcome Reporting
Practice
Safeguarding-Led
PERSONALISED SEND PROVISION
The provision should adapt to the learner — not ask the learner to adapt to the provision
Children and young people with SEND may need differences in communication, pace, environment, teaching style, sensory presentation, structure or relationships before they can participate meaningfully in education.
Reconnect Learning works with the information provided by commissioners and professionals to translate relevant needs and outcomes into practical day-to-day educational delivery.
Our SEND Principle
Personalisation means understanding what helps the learner access education, communicate, participate and make meaningful progress towards their future.
LEARNER NEEDS
Support for children and young people with different and overlapping needs
ADHD
Support with attention, organisation, motivation, regulation and manageable learning demands.
SEMH
Relationship-led education for learners whose emotional or mental-health needs affect access to learning.
Speech, Language & Communication
Adapted language, processing time and communication approaches informed by available professional advice.
Cognition & Learning
Adapted curriculum, teaching pace and scaffolding around the learner's current learning profile.
Specific Learning Difficulties
Personalised support around literacy, numeracy, processing, memory and learning confidence.
Sensory & Physical Needs
Educational delivery adjusted around access, sensory presentation, fatigue and physical needs.
EBSNA & Anxiety
Flexible, low-pressure education where emotional barriers significantly affect attendance.
Multiple & Complex Needs
Individual programmes where learning, communication, regulation, wellbeing and access needs overlap.
BROAD AREAS OF SEND
Provision can respond across the learner's wider SEND profile
A learner's needs may sit across more than one broad area, and provision should consider the interaction between different needs rather than treating them in isolation.
Communication & Interaction
Understanding language, expressive communication, social communication, interaction and self-advocacy.
Cognition & Learning
Processing, memory, literacy, numeracy, curriculum access and developing independent learning.
Social, Emotional & Mental Health
Regulation, confidence, relationships, emotional literacy, engagement and readiness to learn.
Sensory & Physical
Environmental access, sensory regulation, physical participation and reasonable adjustments.
EHCP-INFORMED DELIVERY
From written outcomes to practical educational support
Translating Outcomes Into Delivery
Where an EHCP forms part of the referral information, relevant outcomes and professional recommendations can inform targets, teaching approaches, adjustments and review.
What does success look like for this learner?
What barriers currently affect access?
What adjustments improve participation?
What can be evidenced within the commissioned hours?
What should be reviewed with the commissioner?
Outcome Areas May Include
Communication and interaction
Cognition and learning
Confidence and emotional regulation
Attendance and education access
Independence and self-advocacy
Preparation for adulthood
Transition and positive destinations
COMMISSIONABLE SEND PROVISION
Flexible services within a personalised SEND package
LA Home Tuition
Personalised home-based education where school access is currently difficult or unsuitable.
Home Tuition →Alternative Provision Services
Personalised education packages combining academic learning with wider support.
Alternative Provision →EOTAS Support
Commissioned elements within a personalised Education Otherwise Than At School arrangement.
EOTAS Support →Outreach Programmes
Relationship-led support where the learner needs a lower-demand starting point before structured learning.
Outreach Programmes →Functional Skills
Personalised English and Maths pathways where Functional Skills are appropriate to the learner's progression.
Functional Skills →GCSE Support
Targeted GCSE tuition where the learner remains on an appropriate GCSE pathway.
GCSE Support →EBSNA Support
Personalised education and engagement where emotional barriers affect attendance.
EBSNA Support →Mental Health & Wellbeing
Education-focused confidence, regulation and emotional literacy support.
Wellbeing Support →Mentoring & Careers
Confidence, aspirations, future planning and positive destination support.
Mentoring & Careers →Life Skills
Communication, organisation, money, routines and preparation-for-adulthood learning.
Life Skills →Sign Language Service
Specialist sign-language support where appropriate to learner need and specialist availability.
Sign Language Service →Reconnect 12™
A structured re-engagement and transition pathway where reintegration forms part of the learner's plan.
Reconnect 12™ →PERSONALISED PLANNING
The package is designed around the whole learner profile
An EHCP is important, but effective day-to-day provision also needs to understand the learner's current presentation, strengths, interests, education history and practical barriers.
This helps ensure the commissioned package is not based only on a diagnosis or label.
Planning may consider:
EHCP and professional advice
Learner voice, strengths and interests
Communication profile
Sensory and regulation needs
Academic starting points
Current attendance and education access
Safeguarding and risk information
Current placement or transition plan
Family and professional insight
PREPARATION FOR ADULTHOOD
Education should also prepare learners for life beyond compulsory schooling
Independent Living
Organisation, routines, money, decision-making and practical daily-living skills.
Communication
Self-advocacy, understanding needs and communicating with increasing confidence.
Community Participation
Confidence, routines and practical skills for greater participation beyond the home.
Employment & Careers
Understanding strengths, aspirations, employability and future opportunities.
Qualifications
GCSE or Functional Skills pathways where they support the learner's intended progression.
College & Training
Preparation for transition into an appropriate post-16 environment.
Self-Management
Greater awareness of routines, regulation, support strategies and personal needs.
Positive Destinations
A clearer pathway towards education, training, employment or increased independence.
REFERRAL & MOBILISATION
A clear route from referral to reviewed SEND provision
1
Discuss
Clarify need, urgency and scope.
2
Refer
Share EHCP, risk, SEND and education data.
3
Review
Consider suitability, adjustments and staffing.
4
Plan
Agree provision, outcomes and reporting.
5
Mobilise
Match staff, brief and risk plan.
6
Review
Evaluate progress, suitability and next steps.
COMMISSIONER INFORMATION
Good information enables better SEND matching and planning
Information to Provide
Current information supports suitability, matching, risk assessment and appropriate educational planning.
Current EHCP and relevant outcomes
Professional advice and assessments
SEND profile and known adjustments
Communication requirements
Medical, sensory and physical needs
Safeguarding and risk information
Attendance and placement history
Academic starting points
Current professional network
Arrangements to Agree
The commissioner and provider should share a clear understanding of the purpose and limits of provision.
Commissioned hours and services
Delivery location and model
Relevant EHCP-linked outcomes
Named professional contacts
Safeguarding escalation routes
Attendance procedures
Reporting frequency and format
Review and meeting expectations
Transition and end-of-placement planning
MULTI-AGENCY WORKING
Education connected to the wider professional plan
Local Authority SEND Teams
Communication with case officers, commissioners and education professionals around agreed provision.
Schools & SENCOs
Curriculum, learner, safeguarding and transition information shared through agreed professional routes.
Educational Psychology
Relevant educational recommendations can inform delivery where they are provided to Reconnect Learning.
Speech & Language Therapy
Relevant communication recommendations can be reflected within educational delivery where appropriate.
Occupational Therapy & Health
Relevant sensory, physical and access recommendations can inform educational adjustments.
Families & Social Care
Family and professional information can contribute to understanding the learner and managing risk.
COMMISSIONER REPORTING
Evidence of participation, progress and outcome development
Baseline & Starting Points
Current strengths, needs, barriers and agreed educational priorities.
Attendance & Access
Attendance, punctuality, cancellations and barriers to accessing provision.
Engagement
Communication, participation, task completion and readiness to learn.
Academic Progress
Progress from starting points across agreed curriculum or qualification priorities.
EHCP-Linked Evidence
Evidence relevant to agreed outcomes within the scope of commissioned provision.
Communication
Changes in self-advocacy, interaction and ability to express needs where relevant.
Wellbeing & Regulation
Relevant progress in confidence, routine, regulation and participation.
Learner Voice
The learner's experience and views can contribute to review and future planning.
Next Steps
Recommendations around continuation, variation, transition or future provision.
SAFEGUARDING & QUALITY ASSURANCE
Professional controls behind personalised SEND provision
Safeguarding
Designated safeguarding leadership, recording, reporting and escalation arrangements.
Safeguarding →Safer Recruitment
Role-appropriate vetting, references, identity checks and induction.
Policies & Compliance →Risk Assessment
Learner, home, venue, online, lone-working and activity risks considered where relevant.
Staff Matching
Matching considers subject expertise, SEND experience, communication requirements and learner profile.
Case Briefing
Relevant outcomes, needs, adjustments, safeguarding and risk information shared before delivery.
Attendance Monitoring
Attendance and non-attendance are recorded and managed through agreed professional arrangements.
Practice Review
Quality checks may include observation, records review, learner feedback and improvement actions.
Complaints & Escalation
Defined routes support complaints, concerns, low-level concerns and allegations.
Policies & Compliance →Data Protection
Information is handled for agreed educational, safeguarding and commissioning purposes.
EHCP & PROFESSIONAL REVIEWS
Evidence that can contribute to wider review
Where agreed within the commissioned service, Reconnect Learning can provide relevant information about attendance, engagement, educational progress, learner voice and progress against outcomes relating to the provision it has delivered.
Where appropriate and agreed, Reconnect Learning may also contribute to professional or annual review meetings. Our role is to provide evidence and professional information about the commissioned provision; formal EHCP review, amendment and statutory decision-making remain with the responsible local authority.
EHCP responsibility, specialist roles and scope of provision
Reconnect Learning can deliver commissioned educational and support elements informed by a learner's SEND profile and EHCP. We do not make statutory decisions about whether an EHCP should be issued, maintained, amended or ceased.
The local authority and other responsible bodies retain statutory or regulated responsibilities that have not been lawfully transferred. These may include EHCP maintenance and review, placement decisions, health provision, social-care assessment, examination entry and formal access-arrangement decisions.
Where specialist recommendations from appropriately qualified professionals are provided, Reconnect Learning can consider how those recommendations should inform the educational provision it has been commissioned to deliver. This does not mean Reconnect Learning is providing clinical therapy unless a separate appropriately qualified specialist service has expressly been commissioned.
A referral does not automatically confirm acceptance or an immediate start. Provision remains subject to suitability, safeguarding, risk, staffing, specialist availability, location and agreed commissioning arrangements.
SEND & EHCP SUPPORT FOR LOCAL AUTHORITIES FAQs
Questions commissioners often ask
Can Reconnect Learning support learners with an EHCP?
Yes. Relevant needs, outcomes and professional advice can inform the commissioned education package where Reconnect Learning is able to provide suitable provision.
Can provision be linked to EHCP outcomes?
Yes. Relevant outcomes can inform targets, delivery and reporting within the scope of the commissioned service.
Can Reconnect Learning write or amend an EHCP?
No. Formal statutory responsibility for EHCP assessment, maintenance, amendment and review remains with the responsible local authority.
Can support begin while an EHCP is being reviewed?
Potentially, where the responsible commissioner agrees suitable interim provision and provides sufficient information for safe and appropriate delivery.
Can provision be delivered at home?
Yes. Home tuition may form part of the package where it is suitable, commissioned and appropriately risk assessed.
Can provision be delivered online?
Yes. Live online tuition may form part of an individual or blended package where remote delivery is suitable.
Can several Reconnect Learning services be combined?
Yes. Academic tuition, mentoring, wellbeing, life skills, outreach and transition support can be combined where appropriate and commissioned.
Can GCSE or Functional Skills support be included?
Yes. Qualification-focused education can form part of the package where the learner's route is appropriate and suitable staff are available.
Can sign-language support be included?
Potentially, where the learner requires it and an appropriately skilled practitioner is available within an agreed commissioned arrangement.
Can you work with recommendations from therapists?
Relevant recommendations supplied by appropriately qualified professionals can inform educational adjustments and teaching. Reconnect Learning does not present educational delivery as clinical therapy unless such a specialist service has separately been commissioned.
Can Reconnect Learning contribute to annual reviews?
Yes, where agreed. Relevant information relating to the commissioned education provision can be provided and, where appropriate, a representative can contribute to review.
How is progress reported?
Reporting may include attendance, engagement, academic progress, learner voice, wellbeing, EHCP-linked evidence and next-step recommendations.
Can reporting align with Local Authority templates?
Potentially. Required format, frequency, systems and information should be agreed as part of the commissioning arrangements.
Does submitting a referral guarantee provision?
No. Referrals remain subject to suitability, safeguarding, risk, staffing, specialist availability and formal commissioning agreement.