Placement Retention & EHCP Compliance

A 17-year-old autistic learner joined a specialist Further Education setting with a complex history of trauma, bereavement and attachment needs. Initially placed within a standard small-group educational pathway, the environment quickly proved overwhelming.

The learner presented with high levels of vulnerability, self-exposure and physical aggression towards staff. She was entirely unable to tolerate shared spaces with her peers. Because the existing support framework could not safely meet her needs, her educational placement was at imminent risk of breakdown.

To secure the placement, the We are includED therapy team stepped in to transition the student to a highly bespoke, temporary pathway. We implemented a rapid, intensive Multidisciplinary Team (MDT) intervention to audit her needs, stabilise her environment and rewrite her support framework.

1. Positive Behaviour Support (PBS) & Staff Empowerment

For three months, our behaviour specialists provided intensive, hands-on input. Rather than focusing on restrictive management, the priority was establishing a foundation of absolute trust and safety. We conducted thorough functional behaviour assessments to understand the root causes of her distress. Crucially, we trained the frontline staff to understand her triggers and respond proactively, shifting the culture around her care.

2. Communication as Behavioural Support (SaLT)

Distressed behaviour is often a substitute for unmet communication needs. Our Speech and Language Therapists worked directly with the learner to teach her specific, functional phrases to safely exit situations she found uncomfortable. We introduced a 'total communication' approach, implementing tailored visual supports to give her autonomy and clarity over her day.

3. Sensory Regulation (OT)

Following a comprehensive sensory assessment, occupational therapy strategies were woven directly into her daily timetable. This included the introduction of a weighted blanket and scheduled sensory-based activities to help her proactively self-regulate before crisis points were reached.

The result of this holistic assessment was a robust, fully integrated PBS plan that clearly evidenced how to meet the complex demands of her EHCP.

With her environment now predictable and her communication tools in place, the intensive specialist support was carefully faded out. Using a slow, graduated exposure programme over two years, the learner was safely introduced to new people, environments and learning opportunities.

By her third year, the transformation was profound. The learner successfully transitioned back into a group learning pathway. She safely and confidently accessed all classroom and community-based opportunities alongside her peers.