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Leading Futures
Special Educational Needs and Disabilities
At Leading Futures, our team possesses extensive knowledge and experience in supporting learners with a diverse range of Special Educational Needs. We are committed to gaining a thorough understanding of the unique needs of each learner, making the required adjustments to ensure a safe, inclusive environment and an accessible curriculum for all.
We recognise that many of our learners may have faced challenges in their educational journey, which may have impacted their success. We are dedicated to fostering both academic achievement and personal growth by building confidence and self-esteem. The well-being of our learners is our top priority, and we take pride in implementing a learner-centred approach in all aspects of our provision.
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The 2015 Special Educational Needs Code of Practice defines SEND as:
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
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has a significantly greater difficulty in learning than the majority of others of the same age, or
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has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.’
Four Areas of SEND
At Learning Futures, we have the knowledge and experience to provide for a wide range of Special Educational Needs and Disabilities.
The SEND Code of Practice (2015) groups Special Educational Needs into four broad areas:
Cognition and Learning
Learners who learn at a slower pace than their peers, despite support. Learning difficulties cover a wide range of needs, from moderate to profound. They also include Specific Learning Difficulties (SpLD), such as dyslexia, dyscalculia and dyspraxia
Social, Emotional and Mental Health
Learners who have become withdrawn or isolated, and those who display challenging, disruptive or disturbing behaviour. The code states these behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming or physical symptoms that are medically unexplained.Other learners may have disorders such as attention deficit (hyperactive) disorder (ADD/ ADHD), or attachment disorder.
Communication and Interaction
Learners with speech, language and communication needs (SLCN) who have difficulty understanding, communicating and interacting with others. This could include conditions such as Autism Spectrum Condition (ASC).
Physical and Sensory
Learners with a disability that prevents or hinders their ability to learn, such as visual or hearing impairment or physical disabilities. There are four main types of sensory disability that we should all be familiar with. They are Autism Spectrum Disorder, Blindness and Low Vision, Deafness and Loss of Hearing, and Sensory Processing Disorder.
By clicking the link below, you can access our SEND Policy and SEND Information Report on 'Policies' page.
To learn more about our approach to SEND, visit our 'Tailoring Our Provision' page by clicking the link below.
By clicking the link below, you view our 'Leading Futures SEND Offer' page and learn more about what support we offer at our Alternative Provision.