Graduated Response - Post 16

The toolkit helps post‑16 providers support young people with SEND using practical guidance aligned with the SEND Code of Practice.

Contents

Introduction and key information

Introduction and Key Information for FE Colleges, Sixth Forms, 16–19 Academies and Training Providers

Purpose and scope

This Toolkit supports post‑16 providers to identify need, plan provision, and evidence impact using the graduated approach, and also aids local authority decision‑making for Education, Health and Care Needs Assessments (EHCNAs).

It should be used alongside the schools and early years toolkits and draws on national guidance and good practice sources referenced throughout. 

Definitions and legal framework

  • Special Educational Needs (SEN): A learning difficulty or disability requiring provision that is additional to or different from that normally available to peers of the same age.
  • Disability: A physical or mental impairment with substantial and long‑term adverse effect on day‑to‑day activities (Equality Act 2010).
  • Statutory duties (Post‑16): FE and sixth‑form institutions must:
    • have regard to the 0–25 SEND Code of Practice;
    • co‑operate with the local authority on SEND arrangements and the Local Offer;
    • admit a young person where the institution is named in the EHCP;
    • use their best endeavours to secure the special educational provision a student needs (with or without an EHCP). 

This Toolkit is aligned to the Children and Families Act 2014 and associated regulations, and to the Equality Act 2010, including the duty to make reasonable adjustments in further education. 

Underpinning principles

Professionals should: listen to and involve young people and families, collaborate across education, health and care, identify needs early, and make high‑quality, inclusive provision that removes barriers to learning and prepares for adulthood.

Across Staffordshire, our ambition is that all young people with SEND receive the right support at the right time, with choice and control, enabling them to lead fulfilling lives at their provider, at home, and in the community. We will co‑produce, ensure diverse and sustainable provision, and monitor impact to raise the profile of SEND and inclusion.

The graduated response (Assess–Plan–Do–Review)

Post‑16 provision should follow an Assess, Plan, Do, Review cycle for each learner, co‑produced with the young person and, where appropriate, their parents/carers. 

  • Assess: Build a current picture of the learner’s needs (including communication, cognition, SEMH, and sensory/physical), drawing on evidence from school, specialists, and the learner’s own views.
  • Plan: Agree outcomes, strategies and reasonable adjustments; record these on an individual support plan.
  • Do: Deliver targeted interventions and quality‑first teaching/adaptive teaching that enables curriculum access and skill development.
  • Review: Evaluate outcomes regularly and refine plans; escalate to specialist agencies or EHCNA where appropriate. 

Role of the SEN named person (SENCO/SEND Lead)

Post‑16 providers should designate a named person with oversight of SEND—similar to a SENCO in schools—with responsibility for policy, co‑ordination, guidance to colleagues, liaison with families and agencies, transitions, equality duties, and maintaining accurate records. Providers must allocate sufficient time and resources for this strategic role.

Working with young people, parents and carers (decision‑making at 16+)

From the end of the academic year in which a young person turns 16, rights under the Children and Families Act apply directly to them rather than to their parents. Parents and family members should remain involved where the young person wishes, and providers should continue to engage them on welfare and study matters in line with safeguarding policies. 

Record‑keeping and evidence

Providers should maintain clear, accessible records of SEN support and progress over time—detailing needs, outcomes, strategies, and specialist involvement—shared routinely with the learner (and parents/carers where appropriate). Use provision maps, individual support plans, and one‑page profiles/pupil passports to evidence your graduated response.

Funding overview (Post‑16)

Colleges and sixth forms are resourced to support students with additional needs. Leaders should form a strategic picture of available resources and plan high‑quality SEND support within the total budget

For national funding rules and current rates (including programme funding, disadvantage funding, English/maths conditions, and the 16–19 Bursary), refer to DfE’s 16 to 19 guidance for 2025–26. 

Note: The DfE confirms ESFA functions have moved to DfE; providers should continue to follow the published 16–19 funding guidance pages and annual updates. 

Reasonable adjustments and inclusion

Under the Equality Act 2010, FE providers must make reasonable adjustments to remove barriers and ensure equal access—for example, accessible materials, assistive technology, adapted assessment arrangements, interpreters, or changes to teaching and environments—balanced against practicality, effectiveness, cost, and safety. 

Local colleges and pathways

There are many post‑16 providers in Staffordshire. Up‑to‑date information about options and local provision is available via the SEND Local Offer (Staffordshire Connects); national charities also provide useful post‑16 SEND advice for families. 

How to use the Toolkit (materials overview)

The Post‑16 Toolkit is organised to help providers at whole‑setting, teaching, and individual support levels, with clear links to transition and outside agency pathways. It complements the school‑age toolkit and NASEN’s whole‑setting resources.

  • Post‑16 provider responsibilities: senior leadership actions to strengthen inclusive practice across each area of need.
  • Key person/teacher responsibilities: classroom strategies for assessment, curriculum content and delivery, and environment adaptations.
  • SEND support in colleges: targeted intervention guidance and APDR exemplars.
  • Using specialist support services: referral routes and when to seek external advice/intervention.

Preparing for adulthood and transition

Guidance within the Toolkit supports transition from school to college, careers advice, and outcomes relating to employment, independent living, community inclusion and health. Providers should plan transitions early and in partnership with the learner and their family/carers.

Governance, quality assurance and review

Leaders should:

  • Audit inclusive practice and staff competencies; plan CPD accordingly.
  • Monitor outcomes of SEND support and evaluate impact at provider level.
  • Align internal processes to the graduated approach and to EHCNA decision‑making criteria.

Useful references

  • Staffordshire County Council – Post‑16 Toolkit (Introduction and sections).
  • DfE – 16–19 funding (how it works, rates, rules, bursary).
  • Equality and Human Rights Commission – FE responsibilities under Equality Act 2010