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<p>The Special Educational Needs and Disabilities (SEND) Code of Practice (2015) sets
out high expectations of schools, alternative provision and colleges about how they
identify and meet the needs of pupils with special educational needs (SEN), including
those with speech, language and communication needs. The code emphasises that schools,
including alternative provision, should work closely with their local authority and
other providers to commission specialist services directly, such as speech and language
therapists. This guidance is attached.</p><p> </p><p>The code is clear that schools
should take appropriate steps to identify and address any learning difficulties presented
by a child. The support that will be provided for children and young people with SEN
entering alternative provision, with or without an education, health and care plan,
should be agreed as part of the commissioning process. To allow for continuity of
support, mainstream and alternative providers should promptly share appropriate information
on a child or young person’s SEN.</p><p>Commissioners of alternative provision should
ensure that there is a clear plan for pupils’ progression and keep the arrangements
under regular review so that they can be adapted in response to the needs of the child
or young person. Where an alternative provider has concerns that a child or young
person may have a speech and language difficulty that is not being appropriately supported,
they should raise their concerns with the commissioner and agree how these potential
needs will be assessed and supported.</p>
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