All pupils should have the same opportunities for meaningful provider encounters and the overwhelming majority of pupils with SEND, including those with high levels of needs, can access fulfilling jobs and careers with the right preparation and support.
However, where learners future pathways are limited due to the nature of their specific learning needs and/or physical ability - for example where they are highly likely to proceed into adult social care - it is recognised that it may be necessary for additional flexibility in how these encounters are delivered.
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PAL in SEND Settings
Schools should involve parents/carers, the Special Educational Needs Coordinator (SENCO) and other relevant staff to identify any barriers and support needed, and tailor each provider encounter appropriately and adapt the content and focus of encounters for these groups of learners to ensure that it is a realistic and meaningful experience for them.
Schools must co-operate with local authorities, who have an important role to play through their responsibilities for SEND support services, education, health and care plans and the promotion of participation in education and training. Statutory guidance on the SEND duties is provided in the 0-25 Special Educational Needs and Disability Code of Practice.
You could also access the best practice example in this guide Examples of good practice.
Read this case study which looks at how Ambitious College has revised its approach in line with the new PAL requirements.
View Ambitious College’s employability and enterprise learner journey.
Ambitious about Autism’s Provider Access Policy is available here.