Post‑16 Toolkit – SEN Support in Colleges
Cognition and Learning
Support for cognition and learning at post‑16 continues to follow the Assess, Plan, Do, Review (APDR) cycle, as used in earlier phases. Providers must ensure that young people receive support that enables them to access the curriculum while also developing their underlying cognitive and learning skills.
An up‑to‑date assessment of a young person’s abilities is essential to determine the type and level of support required. Learners should have an individual support plan, co‑produced with the young person, which sets out the provision they receive and the outcomes they are working towards.
Examples of curriculum access support include:
- Assistive technology such as reading pens, speech‑to‑text apps, and larger screens
- Use of coloured paper and other visual supports
- Exam access arrangements
- Teaching assistant mediation and supportive learning tools
Examples of skills‑based interventions include:
- Specialist reading and spelling interventions
- Writing interventions tailored to individual need
- Reinforcement and over‑learning opportunities through structured programmes
Regular review ensures that support remains well matched to progress, and plans should be refined in line with the outcomes achieved.
Communication and Interaction
Support for communication and interaction difficulties also follows the APDR cycle and includes a focus on identifying whether it needs relate primarily to speech, language, or social communication. An up‑to‑date assessment of language and communication is required to guide provision.
All learners should have an individual plan, produced in consultation with the young person, outlining outcomes and required support. The plan must be reviewed regularly to ensure it reflects progress.
Examples of support for speech and language needs include:
- Careful consideration of language complexity
- Checking understanding through open‑ended questions
- Specific interventions to build vocabulary and communication skills
Examples of support for social communication needs include:
- Structuring adult language and avoiding negative tone
- Seating plans that reduce communication barriers
- Visual timetables, schedules and structured routines
- Targeted interventions on social rules, emotional recognition and interaction skills
Many young people with social communication needs may experience anxiety or avoid social interaction, and support should be linked to SEMH guidance where appropriate. Specialist referrals may also be needed following the referral pathways outlined in the wider toolkit.
Social, Emotional and Mental Health (SEMH)
Post‑16 students may present with social, emotional or mental health needs that significantly impact their learning, attendance, behaviour and ability to engage in study. SEMH difficulties must be understood within the graduated approach, supported through quality‑first teaching, targeted interventions, and specialist involvement where needed.
A structured cycle of assess, plan, do, review ensures that provision remains responsive and personalised. In some cases, SEMH needs may require additional support beyond what can be typically offered by mainstream providers, prompting consideration of an Education, Health and Care Needs Assessment (EHCNA).
Staffordshire’s wider mental health support system includes early‑intervention and wellbeing services for young people up to 18 (or up to 25 for those with SEND), offering group work, one‑to‑one support, peer groups, positive activity programmes, and professional advice. These services help ensure a preventative and holistic approach to SEMH needs.
Providers should make effective use of:
- Evidence‑based SEMH toolkits and resources
- Multi‑agency support pathways
- Regular reviews of outcomes linked to wellbeing, engagement and academic progress
Sensory, Physical and Medical Needs
Support for sensory, physical and medical needs must enable young people to access the college environment safely and take part fully in learning. As with all areas of need, the APDR cycle must be used to plan and monitor interventions.
A current assessment of the young person’s physical and sensory profile informs the individual plan or care plan. This plan should detail daily support, risk management, and desired outcomes, and must be created in consultation with the young person.
Examples of access support include:
- Lift passes and support navigating the building
- Access to first‑aiders and medical rooms
- Medication administration procedures
- Environmental adaptations and safe‑movement strategies, following specialist training where needed
Examples of individual interventions include:
- Personal care assistance
- Physiotherapy and occupational therapy programmes
- Exercise and mobility programmes
- Feeding plans and specialist health support
Specialist sensory‑processing guidance and toolkits developed across the Staffordshire and Stoke‑on‑Trent Integrated Care System may also be used to support practitioners in adopting a consistent, evidence‑based approach to sensory needs.
Regular review ensures that the level of support remains proportionate, appropriate and effective, with referrals made to specialist agencies where required.
