Our SEND Support
Sutton and District Training offer a unique learning experience for young people aged 16–25 with an Education, Health and Care Plan (EHCP), as well as those with diagnosed or undiagnosed needs. Our nurturing, small environment, combined with highly trained and empathetic staff, ensures every learner can achieve their academic and vocational aspirations.
We pride ourselves on delivering personalised support through one-to-one sessions, breaking down EHCP goals and working on them beyond the classroom. Our SENCO collaborates closely with Speech and Language Therapists, Occupational Therapists, Learning Support Assistants (LSAs), and Tutors to provide comprehensive, tailored support.
Recognising that learners’ needs evolve, we conduct regular reviews alongside annual EHCP reviews, enabling us to adapt and embed additional strategies as required. LSAs are carefully matched to learners based on personality and skillset, and we actively promote ongoing CPD to ensure staff expertise aligns with individual needs. We use transitional days and thorough initial assessments to make sure every learner gets the right support to confidently engage in their chosen vocational pathway.
Learners benefit from a wide range of provisions, including an onsite Counsellor, a dedicated Preparation for Adulthood (PfA) curriculum, universal speech and language strategies within the classroom, one-to-one EHCP outcome sessions, and flexible, adaptive teaching approaches. A highlight of our PfA curriculum is the fully equipped mock flat, where students develop essential independent living skills such as bed-making and laundry management.
We’d love for parents, carers, and families to come and see what we offer and chat with our team about how we can support their child.
Learning Support Assistant Testimonial
In class every day, I give E regular reminders, such as taking her coat off in the morning, getting out her water bottle, and using the bathroom at break times. During morning check-in, I write questions on the desk whiteboard for her to answer by writing down her responses and I encourage her to share with the class, helping her raise her voice and increase her handwriting during check ins. In line with E’s SALT, I also check in with her about how she is feeling and ask her to describe sensations in her body, such as whether her heart or breathing is fast or slow and if her muscles feel tight or loose.
During breaks, I encourage E to engage in conversations about her day or her interests to support her verbal communication. I also encourage her to interact with classmates by playing games like noughts and crosses or joining outdoor activities such as basketball. I also try and encourage group work during preparation for adult days for example when working on research activites I encourage E to work with a peer or during cooking i encourage E to work with and communicate instructions to her peers in the kitchen. 
 To support her dexterity, I use movement breaks, encourage bathroom breaks, and have supported her involvement in the Thursday walk club, which she has said she enjoys.
When completing activities, I write the task on a whiteboard so she can refer back to it and remind her to stay focused if she becomes distracted. If she is unsure of what is being asked, I use scenario or role-play discussions to explain. If E struggles to make decisions with multiple options, I narrow them down or go through each one and ask for a yes or no. I also encourage her to increase her handwriting size and draw lines on her page if she doesn’t have lined paper.
In 1:1 sessions, I focus on E’s EHCP provision map outcomes, and we have covered many different topics and skills. For example, E has completed a 1:1 where she planned a breakfast meal and then in another session made the breakfast mostly independently. She has also looked at decision-making through games like “this or that,” which help her practise making choices. E is currently moving on to emotional regulation, where we discuss different emotions and identify how they make her and her body feel. I plan to encourage E to choose a different emotion each session for us to explore and talk about together, and these sessions also give opportunities for E to discover coping mechanisms and ways to communicate her emotions.
