1.3.2 SEND

Overview

All young people have an equal right to participate in educational visits and outdoor learning. When planning visits, leaders must consider the needs of students with Special Educational Needs and Disabilities (SEND) and make reasonable adjustments so that everyone has the opportunity to take part.

Inclusion should be a core principle of visit planning, ensuring that activities are accessible, safe and meaningful for all participants.

Inclusive Practice

Inclusive visits are built on three key principles:

EntitlementAll students should have the opportunity to participate in educational visits and outdoor learning.

AccessibilityActivities, environments and resources may need to be adapted to meet individual needs. This may include the use of specialist equipment or auxiliary aids.

IntegrationWherever possible, students should take part alongside their peers, with appropriate support in place.

Care should also be taken to avoid indirect discrimination, for example by selecting venues that are inaccessible.

Planning and Preparation

Planning should begin early so that potential needs can be properly considered.

You should:

• Assume that students with a range of SEND needs may wish to participate
• Involve the SENCO at an early stage where appropriate
• Inform parents early and invite them to share relevant information about their child
• Use existing documentation such as Education, Health and Care (EHC) Plans, care plans and risk assessments to guide planning
• Consider mental health and emotional wellbeing as part of the overall risk management process

Venues and Accessibility

When choosing venues, accessibility should be considered alongside educational value.

You should:

• Check/make enquires about access arrangements such as ramps, lifts and accessible facilities
• Consider transport arrangements, including securing wheelchairs where required
• Undertake a preliminary visit where possible to confirm arrangements and identify potential challenges
• Check evacuation plans

Staffing and Supervision

Students with SEND may require additional support during visits.

Staffing arrangements should take account of:

• Medical needs or medication
• Behavioural or emotional support requirements
• Risk of wandering or absconding
• Manual handling needs
• The need for staff trained in de-escalation or positive handling

All staff should be fully briefed on students’ needs and their specific responsibilities.

Staff providing one-to-one support should not normally be counted within the overall supervision ratio.

When Inclusion Is Difficult

In rare circumstances, it may not be possible to include a student without significantly affecting the safety or outcomes for others.

Where this occurs, decisions should be made carefully and in consultation with relevant staff, professionals, parents/carers and the young person as appropriate. Alternative activities that offer equivalent learning opportunities should be considered.

Costs

Any additional costs arising from reasonable adjustments should not be passed on to the individual student or their family. These costs may be shared across the group or supported through other arrangements.

Inclusive planning helps ensure that educational visits remain accessible, safe and enriching for all learners.

Links to further reading:

OEAP National Guidance available at https://oeapng.info

4.4i Special Educational Needs and Disabilities

4.4n Mental Health

4.4r Participants with Autism

3.2e Inclusion