Chris Targett

Supporting young people with additional education needs to access education & training

Image copyright: Chris Targett

I began writing this guide to share some of my knowledge and experience of supporting young people with Additional Educational Needs in England, with other parents, carers, young people and professionals working in the education sector.

It has grown from a short article of “top tips” into a much larger article. You will find below sections which attempt to address some of the common concerns which arise, including:

You are welcome to read through the whole article or skip to the section(s) which relates to your situation. I have attempted to include the most useful websites and sources of support, signposting to further information and organisations. I hope the information and details are useful for where you find yourselves; I wish you and yours the very best.

Overview

Additional Educational needs can take a wide variety of forms, from those which cause barriers requiring reasonable adjustments for young people in accessing education and training, to those which result in more profound challenges.

I am resistant to using the terms ”mild” or “severe” Additional Needs, as the barriers faced can vary on the individual condition, context, situation and even day or age; as well as between individuals with seemingly the same “diagnosis”.

For example, I work as a Careers Adviser with a variety of young people with autism, whose needs manifest in different ways on different days, including for some, anxiety with regards education and social settings. However, I have also seen many of them grow and develop, finding a path for the future via volunteering, work, further and higher education pathways. Each of them unique and having individual strengths which, they bring to their situations.

Dr Stephen Shore’s famous quote of “If you’ve met one individual with autism, you’ve met one individual with autism” sums this up neatly. In terms of support, it also means that each person requires a tailor-made approach, as blanket solutions don’t work.

Such approaches of course, take time, money, and resources, as well as training for staff working in education, care, and local authority settings. Knowing what support is available and how to access this, can sometimes be a struggle for parents and carers, looking to help their young people succeed.

This article sets out some of the starting points for young people and their families, looking to access support in England. Note: this is not a “catch all” guide, as there are geographical variations, and a single guide would struggle to capture the complexity of the issues.

Support for Specific Conditions

Useful for many, are the charitable organisations who do much to represent the needs of those with specific conditions; they often include advice and support for people who do not have a formal diagnosis yet, as well as information about the diagnostic process. As a parent or carer, finding out as much as possible with regards the given condition and needs is helpful. You and your child will not be the first to navigate similar paths; building a point of reference is incredibly useful, as such research can also help you identify solutions which have worked for others in the past.

Some organisations have details of specialist schemes, education and training they can access such as: https://www.ncw.co.uk for those who are blind or vision impaired. Such bodies can also often provide independent advice on how to access support and funding if required, to access specialist provision.

For example, I worked with a family whose son has Downs Syndrome and they were struggling to access support. I shared with them The Down’s Syndrome Association website and this linked them to a network where they could access support: https://www.downs-syndrome.org.uk/about-downs-syndrome/lifes-journey/employment. Since then, with ongoing support from the school, they are feeling much more informed and supported, through knowing what is possible.

Another useful starting point is social media and specialist groups for parents and carers of young people with Additional Educational Needs where strategies for success can be shared, as well as local opportunities (for those groups which are geographically based).

A word of warning, be careful of misinformation and rumour within some of these groups, as well as checking whether the groups and organisations are UK based, if looking to access UK based support.

Support without Diagnosis

Many young people and their families are currently experiencing significant waits to gain diagnosis and support for some conditions, for a wide variety of reasons: https://www.theguardian.com/society/2022/apr/02/children-with-autism-wait-up-to-five-years-for-an-nhs-appointment

Such a wait can incur a toll on mental health (see links at the bottom of this article for support with this). However, there are a few strategies which may help whilst waiting for diagnosis.

Firstly, speak to the SENCO (Special Educational Needs Coordinator) at your child’s school or college (which can be found in both mainstream education and specialist institutions) and request that they “support as if diagnosis has been confirmed”. Schools are bound by legislation to support needs; if the school or college has referred for diagnosis or provided supporting documents, they should support as if the presenting needs are confirmed.

This may be limited by the resources available to them however, there is leeway for SENCOs and schools to use their own discretion if they wish to put strategies into place which don’t compromise the rules and governance schools and colleges operate under. Reasonable adjustments do not require diagnosis. Interventions, support strategies and Access Arrangements for exam support do NOT require an EHC plan nor diagnosis.

Such things could include exit passes to avoid busy hallways at class change over times, quiet zones for play and lunchtimes for those with ASC. To have fiddle aids or break out cards, to allow time to move around, for those with ADHD.

For example, I had a student I was working with in one of my schools. She did not have a diagnosis (as was on the waiting list to be seen) but many professionals believed she had ADHD; she struggled to maintain focus in lessons and was disruptive. We spoke to the school and discussed strategies which might aid her in the meantime. It was agreed she could have a doodle pad and pen in lessons; this resulted in an improvement in her ability to listen and focus as her energy was channelled into her doodle pad. We also ensured all her teachers understood that when she was doodling, she was still listening (not ignoring them). This straightforward strategy resulted in an improvement in her grades as well as attendance.

EHC (Education Health Care) Plans

EHC plans are accessible through local authorities for those with a diagnosis and for those whose needs aren’t being met through the standard resources available to schools and colleges. Crucially, young people don’t need to have a diagnosis to request an EHC plan (www.senexpertsolicitors.co.uk/site/news/can-i-request-an-ehc-needs-assessment-without-a-diagnosis).

The government website sets out some key criteria:

“An education, health and care (EHC) plan is for children and young people aged up to 25 who need more support than is available through special educational needs support.

EHC plans identify educational, health and social needs and set out the additional support to meet those needs.

You can ask your local authority to carry out an assessment if you think your child needs an EHC plan.

A young person can request an assessment themselves if they’re aged 16 to 25.

A request can also be made by anyone else who thinks an assessment may be necessary, including doctors, health visitors, teachers, parents and family friends.”

https://www.gov.uk/children-with-special-educational-needs/extra-SEN-help

IPSEA – https://www.ipsea.org.uk – is the main go-to for all elements, including advice on the initial application. SENCOs in schools and colleges, as well as parents are advised to go and seek advice from IPSEA, who are the nationally recognised port of call.

It is worth noting that Local Authority (LA) judgements can be appealed if an EHC plan is declined. Some LAs also offer mediation with parents/carers if a LA refuses to grant an EHC plan (as a stage before appeal). Processes for applying and appealing LA decisions, should be in place at each LA and published on their individual websites.

The EHC Plan is designed to ensure a YPs needs are understood and provide the resources for schools and colleges to provide the support young people need, as well as additional funding for education (not including most Higher Education courses) until aged 25. As a legal document, once agreed this support should be put in place and the document reviewed once a year with the young person, parents/carers, school/college, and LA. There are specific timelines LAs must adhere to in this process, which are set by parliament.

EHC plans also allow for other provision to be made available such as therapeutic support and/or EOTAS (Education Other Than At School) where mainstream education isn’t appropriate. This is different to becoming electively home educated. Details of EOTAS can be found in this handy guide: https://www.sendandyou.org.uk/wp-content/uploads/2022/02/EOTAS-Resource-Final.pdf

However, some CYP (children & young people) don’t get the support they need via the EHC plan and parents/carers may find they need to appeal to access support. This guide from IPSEA is a useful starting point, as are the other sites listed below:

Support without an EHC Plan

Some young people don’t receive an EHC plan as the judgement from the LA is that additional recourse or support isn’t required for them to achieve. This can be frustrating, depending on the situation. It is possible to appeal and reapply in 6 months (IPSEA can assist with information regards this). Schools can also apply for Higher Needs Funding to better support a child who has a disability but no EHC plan.

However, maintaining a positive relationship with the school or college is advisable. The approach discussed above for those without diagnosis applies in this situation. As there are many things’ schools and colleges can to support and enable young people to thrive.

Speaking to the SENCO, class teacher and/or principal/headteacher at the school or college can be a way to achieve this.

Local Offers & Local Authorities

All LAs must now publish a Local Offer (LO) which detail for children and young people with special educational needs or disabilities and their parents or carers, information about what support services are available in their area; they must also include a LO for care leavers.

Local offers should provide information about all the services and support that is available from the local authority, including information about both their statutory entitlements and any discretionary support on offer.

Ultimately “The Local Offer puts all the information about education, health and care services, leisure activities and support groups in one place. It has two main purposes: To provide clear, comprehensive and accessible information about the support and opportunities that are available. To make provision more responsive to local needs and aspirations.” – https://cpdonline.co.uk/knowledge-base/safeguarding/what-is-the-local-offer

For parents and carers as well as young people, it is a useful first stop to identify local services and support; not just including the LA but also partners and organisations supporting in the local area.

At Post 16, many local offers also list SPIs which are Special Post 16 Institutions, where specialist support for young people with AEN is available: https://natspec.org.uk/wp-content/uploads/2018/10/New-providers-Natspec-research.pdf

Supported Apprenticeships/Employment

Pathways into employment and potential careers for young people with Additional Educational Needs also include work-based routes at Post 16. Varying from unsupported options, including standard apprenticeships, traineeships, volunteering, and work-based training, through to Supported Employment and traineeships where additional support and/or adjustments are put in place to help young people.

Apprenticeships are where a young person will learn through work, on the job for approximately four days a week. Approximately one day a week (at least 20% of their normal working hours), they will study at college, a training centre or at their place of work and/or via a distance learning arrangement. Apprentices also receive a training wage whilst undertaking their apprenticeship.

Traineeships are skills development programmes that include a work placement and can be anything from six weeks to up to a year. They are a useful steppingstone to an apprenticeship, work-based training or building the confidence to pursue further education.

NOTE: From 1 August 2023, traineeships will no longer be funded as a national programme, however they may still be offered by local providers.

Supported Employment Programmes can include mentoring and training to support employers and young people at work; BASE is the national body for these programmes. Further information and details of providers can be found here: https://www.base-uk.org/about-british-association-supported-employment

Not all Support Employment programmes require young people to have a formal diagnosis or an EHC plan. Contacting each provider is the best way to find out their entry criteria.

It is worth noting that the Maths and English entry criteria for young people with Additional Needs wishing to undertake an apprenticeship, can be lowered (as long, as it doesn’t affect the integrity of the role being trained for): https://www.base-uk.org/supported-apprenticeships

Lastly, EHC plans can remain open if they are needed for young people to achieve on the study portion of their apprenticeship or traineeship or supported internship. This is in line with the SEND code of conduct where it states:

“(8.32) One of the most effective ways to prepare young people with SEN for employment is to arrange work-based learning that enables them to have first-hand experience of work, …

Young people with EHC plans can retain their plan when on an apprenticeship.

Traineeships: … are currently open to young people aged 16 to 24, including those with EHC plans. Young people with EHC plans can retain their plan when undertaking a traineeship.

Supported internships: These are structured study programmes for young people with an EHC plan, … Young people with EHC plans will retain their plan when undertaking a supported internship.”

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Additional Educational Needs and Higher Education

Some parents and careers worry about young people with Additional Educational Needs entering Higher Education (HE) which includes University but also distance learning providers, such as the Open University (OU). One main reason for concern, is that the EHC plan doesn’t continue for most courses within HE.

Although it is true that EHC plans cease, universities do provide substantial support in most cases; in many cases the support on offer is labelled differently and accessed via “disability” teams. This guide by The Special Educational Needs and Disability Progression Partnership (SEND PP) team at Kent and Medway Progression Federation (KMPF) is useful in understanding the differences in terminology: https://kmpf.org/wp-content/uploads/2022/03/Terminology-guide-download_2.pdf

Funding for those with Additional Needs or “disabilities” goes through different channels within Higher Education, with the main source of support being the Disability Support Allowance (DSA) which can be applied for alongside student finance (including for distance learning providers like the OU and post-graduate study). DSA provides not just financial support but also intervention support and strategies. The subcontracted organisations who oversee the DSA assessments for the Government, also help to identify what additional support anyone applying to university requires to succeed.

Much of this information comes from the support which is already in place within the school or college setting (such as via the EHC plans and/or medical information/diagnosis). This handy guide by one of the assessment centres is a useful reference point for how DSA works: https://a2bassessments.com/disabled-students-allowance-dsa-process

On the government website it lists some of the thing’s DSA can support with which, replicates much of what the EHC plans cover for secondary, further education, traineeships, and apprenticeships:

“Specialist equipment, for example a computer if you need one because of your disability

Non-medical helpers, for example a British Sign Language (BSL) interpreter or specialist note taker

Extra travel to attend your course or placement because of your disability

Other disability-related study support, for example having to print additional copies of documents for proof-reading”

https://www.gov.uk/disabled-students-allowance-dsa  

In addition to the support provided via DSA, many universities have their own inclusion and disability support teams who can offer and discuss additional support, including everything from access to

quiet spaces for those with ASC to recharge, through to arranging special rooming requirements.

For example, one university I spoke to was able to arrange for a student with colitis a room in halls of residence on the ground floor with an ensuite bathroom but, charged at the standard rate of a non-ensuite room.

If considering university speak to both the DSA assessment team and disability team (or equivalent) at the university, you intend to study at. This additional guide from KMPF SEND PP is useful as a starting point: https://kmpf.org/schools-and-colleges/sen-progression-partnership/send-pp-faq/

UCAS also provide a wealth of useful information here: https://www.ucas.com/undergraduate/applying-university/individual-needs/disabled-students and https://www.ucas.com/undergraduate/applying-university/individual-needs/disabled-students/support-disabled-students-frequently-asked-questions

University information can be found here: https://www.accessable.co.uk/organisations/heading-to-uni

Specialist Careers Guidance

Whilst looking at the various options available, many organisations that specialise in supporting specific disabilities or Additional Needs will be able to provide advice, information and guidance based on the needs of the young person who is looking at the future and their individual condition(s).

Alongside this, turning to a suitably qualified and specialist Careers Guidance Adviser who specialises in Careers Guidance (sometimes called Personal Guidance) for those with Additional Needs can be worthwhile.

In many specialist schools and colleges, Registered Career Development Professionals (RCDPs) are employed or contracted, to provide support, as well as in mainstream education settings. This support can be accessed via the school or college SENCO or the Careers Leader in most instances.

Where a school or college is unable to provide this specialist support you can contact the local authority to see if they are able to support or arrange this. However, the support on offer, varies considerably by region. In some places leading independent Careers Guidance organisations coordinate the specialist support and Careers Guidance for young people with Additional Education Needs, in collaboration with schools and colleges; in other regions of the country support is very limited.

If you are unable to access support, an alternative is to arrange for a private careers interview with a RCDP, if circumstances allow. Details of where you can find an RCDP are found on the CDI register of career development professionals: https://www.thecdi.net/Professional-Register-

Support for Mental Health

Navigating the future can be stressful for both our children, young people, and ourselves as parents and carers. If you are feeling stressed or overwhelmed, it is important to reach out for help and support. The links below can help:

Wherever this guide finds you and your young person, I wish you all the best. I hope the information herein is a useful starting point for you both.

NOTE: All information is correct at the time of writing however, it is advisable to check and do your own research in addition to the information herein, as arrangements and support available are always subject to change.

I would like to extend a special thank you to the other RCDPs and SENCOs who supported me in writing this article, sharing their experience, suggestions and knowledge with me.

By Chris Targett, RCDP

Views expressed are those of the author alone and don’t necessarily reflect those of his employer.

Chris Targett is a practicing Careers Adviser, RCDP (Registered Career Development Professional), member of the CDI and the UK Careers Adviser of the Year 2021. He is also the Chair of the Careers Writers Association, an Illustrator and practicing Fine Artist. He has ADHD and is the father of two children with Additional Educational Needs.

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