Supporting learners with high needs
Anyone reading recent inspection reports will realise there is significantly more focus on learners with high needs, whether they are SEND, have significant barriers to learning, or are on an EHC plan. This focus extends across the spectrum, and the report extract below highlights concerns within apprenticeships:
“However, they (leaders) have not made sure that all teaching staff know how best to support apprentices with special educational needs and/or disabilities or who have an EHC plan. Leaders’ work to rectify this is in its infancy. As a result, currently staff do not provide enough support to enable apprentices to achieve the learning outcomes in their EHC plan. Leaders do not regularly monitor these goals to recognise progress and implement appropriate support to ensure that learners achieve their goals.”
In many reports, we see a recurring theme. “However, staff have not received enough training to support learners with identified needs or who have English as a additional language”.
What does this mean for providers? In many cases, barriers are identified, but too many staff feel ill-equipped to manage inclusive practice. Many teaching staff joined the sector to impart their skills and knowledge, but don’t possess the academic skills to deliver to those with high needs. Managers will need to invest in specialist ongoing training and support at OTLA.
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