SEND reforms will only succeed if colleges change too

There is no doubt that we are entering a period of significant change in FE. Qualification reforms, the schools’ and SEND white paper Every Child Achieving and Thriving, and the post-16 education and skills white paper are all aligned with the new Ofsted framework, which places inclusion, equity and opportunities for skills development at the heart of its purpose.

For me, having worked in forward-thinking, inclusive and proactive FE settings all my career, the revised SEND policy and legislative changes feel like a welcome approach to provide a level playing field and address some inequities.

I fundamentally believe these changes will be highly impactful if their intent is fully realised. Recognising that more young people will receive earlier diagnosis and support from a network of specialists through the ‘experts at hand’ approach, as well as the use of nationally standardised assessment and documentation and the sharing of information between settings, can only benefit young people with SEND.

The essential element to this, however, is the co-design and co-production of the revised system.

FE colleges have often tried to ‘fix’ the issues in the current SEND system themselves, forgetting that a wider network of professionals and experts exists in their shared ecosystem. Families, parent and carer forums, local authorities, the NHS, employers and organisations within the voluntary and care sector are all trusted and superb sources of external help, feedback and guidance to ensure colleges deliver the very best provision, supporting students on their PFA (preparing for adulthood) journey.

Colleges should deeply reflect on how they use their network to enhance their SEND offer and student outcomes.

What is more often missed are the opportunities for the college to use its own resources to support students with SEND on this journey. As seen in my own organisation, this starts at the very top, with a clear vision and intent statement from governors through to senior and middle leaders.

This should then translate into policy and action at the curriculum and business support level. Imagine a college where every business support department offered work experience to a student with SEND as standard, where the sports curriculum across the wider college delivered health and fitness programmes to students with SEND, or health cooking and nutrition was delivered by hospitality students.

Imagine a college where health barriers and anxiety were removed by collaborative working with health students, or the creative teams supported the artistic and musical cultural development of students. This approach is taken at EPNE, but these opportunities are not seen in all colleges.

When they are, the impact on organisational culture and SEND awareness is tangible, as is the progress students make on their academic and personal development.

Collaborating with colleagues who have a keen and vested interest in SEND is also pivotal in transforming SEND inclusion in a college.

Real impact is delivered by embedding a SEND champion model, where colleagues from all areas of the college come together in experiential learning. This also supports SEND advocacy across the college. Setting up SEND clinics and planning for inclusion training for teachers can also deliver a significant impact on inclusive pedagogy. This ensures that the organisational training being delivered is relevant to the setting, and areas for development are addressed ahead of the implementation of national SEND training.

EPNE is a nationally leading college group for its SEND provision and an Education Training Foundation Centre for Excellence.

The introduction of the SEND reforms means we are fully reviewing our approach to inclusion. Key aspects of the journey of students with SEND are being re-mapped. This includes the initial assessment, transition, meeting needs decisions and allocation of courses from a ‘seamless’ start perspective. The full review of scaffolded curriculum ladders, including the new level 1 maths and English offer, is also being embedded within our annual planning cycle.

While the introduction of new policies may feel challenging and will result in a need to review SEND practices, they also provide a huge opportunity to truly pause, reflect and improve the SEND offer, and deliver improved, equitable outcomes for all.