SEND & SEMH
Education designed around the individual.
Provision is adapted to how the learner accesses education, and reviewed as their circumstances change.
How provision adapts
Adapted around access, not around averages.
Pace and duration
Session length, frequency and the rate at which new demand is introduced are set around the learner.
Environment
A calm, suitable setting — at home, in school, in the community or online where appropriate.
Teaching style
Explicit, structured teaching or a more exploratory approach, depending on how the learner learns best.
Communication needs
Clear language, processing time, written back-up and predictable session structure.
Sensory considerations
Attention to noise, light, movement breaks and the physical learning space.
Academic starting point
Baseline review so teaching begins where the learner actually is, not where a year group expects them to be.
Relationship building
Time to build trust with a consistent practitioner is planned into provision, not assumed.
Attendance and engagement
Provision responds to attendance patterns and engagement rather than treating them as fixed.
Transition needs
Preparation for any change of setting, practitioner or timetable is planned in advance.
Needs may include
Understanding the barriers to accessing education.
We work from the information shared at referral and from what we learn with the learner, focusing on educational access rather than labels.
- Autism
- ADHD
- Speech, language and communication needs
- Dyslexia
- Specific learning difficulties
- Anxiety-related barriers to accessing education
- SEMH needs
- EBSA
- Disrupted education
Important to be clear
MFactor Education is an education provider. We do not diagnose, and we are not a clinical or therapeutic service.
Where a learner needs clinical, therapeutic or specialist assessment input, that sits with the appropriate services. Our role is to deliver structured education alongside that support and to share relevant information with the commissioner.
Suitability for provision is confirmed following individual assessment of educational need, safeguarding and risk.
Start from where the learner is.
Share the referral information and we will review educational need, safeguarding considerations, risk, timetable, setting and practitioner requirements.