Special educational needs and or disabilities (SEND)

Key themes have emerged through a range of engagement and co production with families to guide how the local SEND system supports them:  

• we work together for a good life - children, young people and their families are at the heart of the way we work. We treat one another with dignity, empathy and curiosity to discover what a good life looks like, focusing on what matters not just what's the matter
• nothing about us without us - the views of children, young people and families inform decisions about their lives, the planning, delivery, and commissioning of services  

• inclusion children and young people are supported to live an ordinary life 

We will closely monitor the ethnic diversity and needs of our children with SEND, especially those learning English as an additional language. This is vital to ensure all children progress and achieve good outcomes.

Attendance in an education setting is a key protective factor in keeping children and young people safe. The role of the Virtual School in Stockton-on-Tees and the continued connective working between social care, SEND and education are crucial factors to narrow the attainment gap for our children and young people and keep them safe.

While most absence is due to illness, they can also indicate broader issues. There is a growing body of national evidence and feedback from the local system highlighting an increase in Emotional Based School Avoidance (EBSA) for children with SEND. A joint response between health, education and the council is required to ensure that there is a clear graduated response that meets different levels of need (from early intervention and prevention support through to medical advice and health input for significant need) and takes a family focused approach.

There are a number of changes taking place within the local education system which will be crucial in increasing the range of local provision to meet growing needs including: 

• the introduction of SEND Units and ARPs (Additionally Resourced Provision) for September 2025, these will create more school places offering additional support to pupils with SEND. 

• the development of inclusive mainstream education practice and standards

Local system transformation is required to address rates of exclusion and suspension. This will be steered through the development of a new model and strategy for Alternative Provision (AP) which will increase the pathways of support for pupils, provide early intervention and increase engagement with education.

Joint commissioning of pathways that enable early intervention and identification through the early years and beyond will be crucial to ensure that need is identified and met at the earliest point, and outcomes improve for children and young people.   

Over the coming years, the needs of young people who transition to adult services will change and become more complex.  Strategic planning of support, care and housing will need to reflect and respond to these changes in need.  

Developing post-16 opportunities and employment options is a priority to enhance outcomes for our young people.