SEND Support

Extensive experience in supporting children and young people with a range of SEND

Young Giants has extensive experience in supporting children and young people with a range of SEND, including MLD, SLD and PMLD, neurodiversity and learning differences (such as dyslexia, ASD and ADHD).

Working with QTS SEND teachers, SEND tutors and TA’s, we collaborate with commissioners, parents/carers and the wider team around the child, to develop an education package that will most suit the needs of the child and support their EHCP outcomes.

Our bespoke support can take place in a learner’s home, school or a venue within the community, and our extensive ‘Social Welfare’ insurance cover means we are able to support students who may display some challenging behaviour. We conduct thorough risk assessments prior to any engagement or extra curricular activity and ensure our professionals are appropriately trained to cope with a range of situations.

  • We can offer 2:1 support for learners who are not able to be tutored in their own home and cannot have an adult with them during tuition.

As part of our dedication to inclusion and achievement, Young Giants is a registered ASDAN centre, offering ASDAN qualifications and courses suitable for a range of learners including those with PMLD. ASDANs enable a student to achieve and work through pathways even when they are temporarily out of a formal education setting. 

ASDANs we can offer include:

  • Supporting Aspirations
  • Personal and Social Development
  • Employability 
  • As well as the full range of ASDAN short courses.

Please see our Pathways page for further details. 

CASE STUDY – Young Person in KS3

Child C has a diagnosis of ASD and global delay. They were excluded from their previous SEN school after an incident during which a member of staff was hurt. Since expulsion eighteen months ago, Child C has not been receiving any formal education and Young Giants was commissioned to provide home tuition. After a home visit and discussion with parents and social worker, we felt that home tuition was not appropriate for Child C given the small size of their home and the limitations in their capacity to understand why educators were coming into their personal space. Instead, we arranged for tuition to take place in a local authority owned and managed family centre and began 2:1 education support with a qualified special needs teacher and a TA. Due to the risks involved, both tutors were PMVA trained.

Child C’s tuition outcomes focused on helping them to develop positive behaviour for learning for a return to school. Initially Child C was not accustomed to sitting at a table and was displaying signs of PDA. By developing a trusting and consistent, routine-based relationship with teachers, Child C was able to demonstrate a growing emergence in their ability to take part in activities and use language more fluently to express their thoughts. Tuition outcome continues towards school transition and once placed in a school we will work with teachers to settle Child C into their new environment.