1. SEN and Disability Professional Adviser, DfE
New SEN systems for post-16 Education and Skills Apprenticeships Now   Thursday 23rd March 2017
Points of Clarification
1. Nomenclature:
Child = under statutory leaving age (16 years)
Young person = person over compulsory school age (16-25)
2. Key message – the same principles and the same vision applies to all ages 0-25 years
3. Post 16 Institutions often use the term ‘learning difficulties’. The term SEN is used in the Code across the 0-25 age range but has the same meaning.
André Imich,
SEN and Disability Professional Adviser, DfE 1

2. What does successful implementation of the SEND reforms look like?
2. All parties meet their statutory duties
1. Co-production with children, young people and parents
3. Increased satisfaction with access to local services
8. Improved parental confidence
4. Accurate and timely identification of SEN and disability
7. More YP go on to post-16 education, training & employment
5. Improved attainment and narrowing of gap for CYP with SEND
6. Strong focus on those at SEN Support

3. Preparing for Adulthood – The 4 Outcomes

4. Post 16: Educational provision & programmes
Post-16 provision includes:
6th forms (mainstream and special schools);
6th form colleges;
General FE colleges;
16-19 academies;
Special post-16 institutions;
Vocational learning;
Training providers (private or voluntary sector).
Range of study programmes:
AS/A-levels;
Vocational qualifications at all levels;
Apprenticeships;
Traineeships;
Supported internships; and
Bespoke packages of learning.

5. Must include
post-16 education and training provision;
apprenticeships, traineeships and supported internships;
information about provision to assist in preparing for adulthood;
training opportunities and supported employment services;
arrangements for travel to and from schools, post-16 institutions and early years providers;
S41 link (SoS approved independent special institutions)

6. Children and Families Act 2014– Duties on colleges
To use best endeavours to make the provision required to meet the SEN of YP.
Must co-operate with the LA in drawing up and reviewing the Local Offer.
Mainstream colleges must admit when named in EHCP.
Have regard to the SEN Code of Practice.
Make reasonable adjustments for disabled children and young people.

7. Equality Act 2010 - Duties on colleges
FE colleges, sixth form colleges, academies and independent special schools approved under Section 41:
must not discriminate against, harass or victimise disabled children or YP
must make reasonable adjustments to prevent them being placed at a substantial disadvantage – anticipatory.
must prevent discrimination;
must promote equality of opportunity;
must foster good relations.

8. SEN support in colleges
Placing YP at centre, involved in decision-making
Assessing what support is needed;
Planning the right support ;
Putting the provision in place;
Keeping support under review;
Expertise within and beyond the college;
Record keeping;
Using funding for SEN support;

9. EHC Plans post-19
No automatic entitlement to continued support at age 19 or an expectation that those with an EHCP should stay in education until age 25
LAs must not cease EHCP simply because YP turns 19
Some YP with EHCP may need longer in education or training to achieve their education and training outcomes
For those who need more time, aim of FE is preparing for adulthood within an adult orientated environment
Should include opportunities to:
experience the world of work
develop independent living skills and ability to make independent choices and decisions in an adult context

10. High quality study programmes for students with SEN
Must provide stretch and progression and enables students to achieve the best possible outcomes in adult life.
Should include access to mainstream courses followed by students without a SEN or a disability.
Should enable students to progress to a higher level of study than their prior attainment, take rigorous, substantial qualifications, study English and maths, and participate in meaningful work experience and non-qualification activity.
Students should not be repeating learning they have already completed successfully.

11. Pathways to employment
The vast majority of young people with SEN are capable of sustainable paid employment with the right preparation and support.
All professionals working with them should share that presumption.
Colleges that offer courses which are designed to provide pathways to employment should have a clear focus on preparing students with SEN for work.
Important to arrange work-based learning that enables first-hand experience of work, such as apprenticeships, traineeships and supported internships.

12. Tool - Planning/ Preparing for Adulthood
Tool to be used as part of a personalised approach
Children develop at different rates - important that each new age/stage builds on the previous one
Outcomes need to be personalised; focused on the YP’s aspirations, supporting as independent a life as possible;
Promote a focus on outcomes transferable to real world;
Use creative approaches to embed activities in the curriculum and in everyday activities outside the classroom;
Raise aspirations and expectations; encourage thinking about what the future might look like from an early age;
LAs should make sure they focus on the PfA outcomes in EHC plan reviews

16. Key post-16 SEND Resources
SEND code of practice: 0 to 25 years
SEND: guide for further education providers
SEND: 19- to 25-year-olds’ entitlement to EHC plans
A tool giving practical suggestions to help CYP prepare for adulthood