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Findings published following review of ASDAN SEND provision

ASDAN is delighted to publish an executive summary following an independent review of its provision for learners with special educational needs and disabilities (SEND).

Earlier this year, ASDAN commissioned SEND expert Richard Aird OBE to undertake the review with the aim of ensuring our provision is fit for purpose and future-proofed.

Richard has 30 years’ experience as headteacher of four special schools and has provided advice to the Department for Education (DfE), most notably as a member of the Rochford Review (2016) and the Review of Teachers’ Standards (2011).

A total of 114 centres in England contributed to the ASDAN SEND review, which includes information on:

  • the changing SEND landscape
    • policy and legislation
    • professional practice
    • statutory assessment
    • the incidence and complexity of SEND
    • SEND in further education
  • Recommendations for ASDAN

Addressing student priorities in the four broad areas of need

One of the recommendations from the review was to produce a guide highlighting which of ASDAN’s courses and modules provide the best curriculum pathways for addressing learners’ priorities in the SEND code of practice (2015) four broad areas of need. These are:

  1. communication and interaction
  2. cognition and learning
  3. social, emotional and mental health
  4. sensory and physical need

In response, we have created the document Addressing SEND areas of need, which shows how ASDAN’s Preparing for Adulthood programmes (New Horizons, Transition Challenge, Workright, Towards Independence) and Entry 1 qualifications in Personal Progress address individual learner priorities in the areas of need.

Simon Lawrence, Head of Business Development and Communications, said: “Although ASDAN is experienced in providing courses for young people with SEND and barriers to learning ­– almost two thirds of special schools in England use our courses – we are committed to continuously improving our offer. Our mission is to be at the leading edge of SEND provision and we are currently collaborating with educators and stakeholders to implement the report’s recommendations.

“With the growing number of young people with social, emotional and mental health difficulties (see page three of the executive summary), it is more important than ever that education is fit for purpose and that young people are given every chance to fully engage with their learning and experience success. Over the coming months, we will keep our centres informed of the updates we make to our provision.”

If you would like any further information on our SEND review, please contact Simon Lawrence on