Special Educational Needs and Disabilities (SEND) and Alternative Provision Strategy Refresh

Improving SEND provision for Early Years children across Staffordshire providing more specialist places or at the very least access to specialist advice without the need for continued bureaucracy (Paperwork!). SEND team need to meet the children to really understand and appreciate their needs.

Allowing Early years settings to access funding beyond the term after the child turns 5 where that setting is meeting the needs of the child and their families.

Look at cross county border partnerships every child should have the same offer regardless of their home/setting address- there is a real lack of joined up thinking particularly Staffordshire/Stoke which impact on children accessing the support/funding they deserve.

Zoe is absolutely spot on below.

The support for young people 18+ is really poor. I have spent the last 4 months trying to source provision for my daughter following the completion of her supported internship in June 2025 that would best meet her needs and provide her with the best possible opportunity of gaining employment. I have pretty much had to do this without support and when I finally come across a service the panel deciding EHCP funding decide they don’t think it best meets the needs or demonstrate progression. Parents and or providers should be able to discuss their child at panel and be an advocate for them as knowing the child the best. The support and provision available to help young people
Access employment simply doesn’t seem to be available. The supported internship programme is a fantastic opportunity but there are frankly not enough varied placements across Staffordshire and the offer is coordinated. Young people should be offered all of the different opportunities when they are ready and not just ones delivered through the provision they’re currently at. Partnership stability is a big issue and I think the council need a preparation to adulthood strategy including SI strategy.
Nobody seems to monitor EHCP’s. I have been to every review and raised the same issue every year about my daughter requiring to access community focused activities given her college placement has only been 3 days a week; I don’t understand how our most vulnerable children only get 3 days a week in college. Considering the code of practice states children should be offered packages of care across 5 days a week, Not one person has ever tried to help source or fund this even though it states that if nothing is available then it has to be commissioned. When we as parents do find something suitable, we find it’s a postcode lottery and the provider are only funded to offer support in Stafford which is no good for people in the North of the County.

I feel that SEN schools across the county should offer after school clubs, not only does this support working parents to hold down a job it also enables the children to do extra activities in a safe environment which they might not access otherwise.

Parents should be involved in transition decisions. Be able to attend panels to talk about THEIR child who they know best. NOT be excluded from all forums and decision making. Legislation states parental views are considered and paramount. This simply isn’t the case. Parents are excluded and this is extremely oppressive practice.
I myself have raised this through the SEN key worker at the LA and also via the director of children’s services but all views are completely dismissed. Decisions are made on a financial basis and NOT always in the best interest of the child.

I am writing to raise several serious concerns regarding the current processes and provision for children with Special Educational Needs and Disabilities (SEND) in Staffordshire, based on both my personal experience and wider observations within the system.
Firstly, the EHCP process is far too lengthy. In my own case, a review took place 12 months past the due date. These delays are not just administrative—they directly impact the support and educational trajectory of vulnerable children who cannot afford to wait.
Communication with key workers is also severely lacking. There is minimal opportunity for meaningful conversation, with communication often limited to email. This method does not allow for a true understanding of the child’s needs. Key workers rarely speak directly with parents or professionals involved with the child, which leads to decisions being made with only partial information.
Children are often placed in SEND schools simply because a place is available and it is state-funded, regardless of whether that setting is actually suitable. This practice is deeply concerning. For example, a generic SEND school may not be appropriate for a child with Social, Emotional and Mental Health (SEMH) needs, yet that may still be the only option offered. Placement decisions should be based on the child’s specific needs, not availability or funding.
Additionally, EHCPs often fail to reflect the full picture. Not all professional reports are included, and the plan typically focuses only on the primary need. This one-dimensional approach means children with multiple or complex needs are not receiving comprehensive support.
A more effective approach would be to conduct a face-to-face or video consultation with parents and carers. This would allow case workers to gain a fuller understanding of the child and ensure their needs are properly identified and supported. At present, decisions are being made based on documentation that may be incomplete or does not fully or accurately describe the child.
The transition review process is another area of concern. Children and families are left uncertain about what is happening and where the child will be placed. These are life-changing decisions, yet the communication and planning around them are often minimal. Parents are frequently left out of the decision-making process, with placements seemingly determined by cost rather than what is in the best interests of the child.
The lack of communication and clarity causes considerable anxiety for both children and their families. There are simply not enough suitable school places for children with SEN, and the pressure to place children in mainstream settings—where staff often lack the training and experience to manage SEN effectively—results in environments that are not only unsuitable, but potentially damaging to the child’s confidence and progress.
In some cases, current school settings feel more like child-minding services. While behaviour may be managed, children are not making meaningful academic or personal progress.
I urge you to address these concerns with the seriousness they deserve. Timely reviews, genuine parent engagement, a broader consideration of all needs—not just the primary concern—and better communication would go a long way in improving outcomes for SEN children in Staffordshire.
Thank you for your time and attention to this matter.

Mainstream schools are failing. The LA is woefully slow at completing ehcp, leading to young people, and their families being completely failed by the system. It is unlawful, unethical and just plain wrong. Alternative provision has been amazing.

Over the past several years, I have observed a significant deterioration in the provisions and educational settings for our complex, non-verbal, incontinent children with learning disabilities. More and more special schools are expressing their inability to meet the needs of these children and are indicating that they no longer have the facilities to accommodate them. This is because they are having to create more classroom spaces for other children who can potentially sit at a desk, thereby limiting the space available for children who require sensory diets, specialised equipment, and more room. Additionally, the space available for children with profound and multiple learning disabilities (PMLD) is increasingly limited, which exacerbates the challenges faced by these children in accessing appropriate education and support.

As a result, we are witnessing an increase in challenging behaviours due to overcrowded classrooms or reduced space. This not only impacts various services but primarily affects the children who are clearly communicating their discomfort and unmet needs to us. Consequently, the local authority is often compelled to look for independent schools that selectively admit children. While these schools would have accepted such children several years ago, many are now either full or choosing not to accept them. This has led to a worrying number of children being out of school, necessitating social care to provide high packages of support.

There is an expectation, which I appreciate is in line with legislation and policy, to provide a level of education. Often, this translates to assigning a tutor for an hour to teach the child. However, this approach is deeply flawed as it fails to understand the child's needs. Parents are required to stay with the child during these sessions, resulting in families going through multiple tutors who cannot cater to the specific educational requirements of the child. Ultimately, this means that the basic needs and rights of these children to an education are not being met.

I am deeply concerned that the voices of children who cannot speak for themselves, and whose parents are overwhelmed with the high level of care they need to provide, are being overlooked. It is imperative that we remember these children and ensure that their educational needs and rights are adequately addressed.

Everything is a battle. Nothing is easy and always complicated. There's not a enough support, wait times for assessments are unacceptable and no support whilst you are waiting. Takes lots of time and commitment to get the best for your child which can be difficult when juggling work and other children.
Early support is imperative, it took 3 years for the school to notice that my child had additional needs and then another 12 months for an assessment for ADHD and now on a 30 month waitlist for an autism assessment. Why are we not supporting these children in early years and putting the work in before they get to adulthood. Building their confidence, self esteem and having someone to talk to should be available to every child as well as access to specialists for sensory assessments, psychology, behavioural support, support with managing sleep and bedtime and any other support. This should be available under ''one roof'' and not have separate services. One service for neurodivergence with all this support available. More training for schools and an ''inbetween'' school for those that don't meet the criteria for special school but also ''normal'' school is not right for them.
As a parent it is heartbreaking when you have recomendations from different professionals and assesments and knowing what would help your child at school for it not to be available or they don't have the capacity/funding to give your child what they need.
We have also sourced our own sensory assessment and awaiting a caudwell autism assessment but not everyone has the funds but also feel we shouldn't have to. EHCP's nightmare too many tick boxes for school to even apply for one and process is too long. Shouldbe able to have support from recommendatiosn regardless of having an EHCP and should be guarenteed. ADHD service is not fit for purpose other than offering assessment, diagnosis and medication but no other support.
Main message is One service for neurodivergence where specialist support can be accessed, Wait times are not acceptable and GET THE SUPPORT IN EARLY AND BUILD CONFIDENT SUPPORTED CHILDREN FROM A YOUNG AGE. dont make everything a battle!

I think that assessments for sen children, such as ehcps, should be done in and a face to face setting. I believe that professionals cannot make life changing decisions for a child that they have never laid eyes on. We are in a position where decisions for my child have prevented her from accessing a SEN school setting, despite having an offer for a placement there. Also I belive that the LA are being pushed to make ehcp processes quick, and that is causing things to be rushed, and people are not being listened to. What's the point in asking for parents Input on ehcp drafts, if issues raised are not going to be addressed. Changes need to be made.

It's a shame there is no survey for parent carers of children that are non verbal and unable to give their views. More special provison places are needed. The reason most ehcps are declined or delayed or factually incorrect when you finally get one is due to having very limited provision. If there was more provision, children can be placed correctly and more efficiently. Surely the cost of putting in more provision in the short term, outweighs the cost long term. Same with everything send related in our county and country. We cut to many corners which not only has a detrimental impact on the budgets, but most importantly the children and their families. Proper robust pathways for diagnosis need implementing. Access to OT and therapy supports, access to respite provisions for burnt out parents the list is endless of the changes that are needed. By helping support children sooner will save so much money in the long run and enrich children's lives for the better. There are two specialist nursery placements in the whole county. If early intervention is key why aren't we starting earlier? So by the time they are due to start school the right support is in place. The endless chasing that is having to come from parents who are fighting every day to survive is beyond awful. There is no support, no options. Parents are having to give up work to care for their children. Again more cost to the country. There are no school holiday provisions for young children with complex needs. So any parent carer needs 13 weeks holiday a year, just to be able to keep there children safe. Lack of education provision is just the tip of the iceberg here. It's time to change this.

Communication needs improving often the emails are ignored for months. EHCP is a battle emotional draining for parents same with getting an autism diagnosis. EHCP's are always delayed or not completed in the legal time frame. complaints to council regarding staff are often investigated by the person who you have made the complaint to, often nothing then happens or even get a reply. lengthy process of trying to get any extra support even when a family is in crisis. Also Aiming high needs to be completely changed! 2 hours waiting on hold to get activities just isn't doable, 9/10 by time you have got hold of someone there are no activties left. No support for families if they can't complete parents course even when explaning you work full time so getting 10 sessions off work is impossible. Social workers often don't follow correct rules and are extremely difficult to get hold of and reply back to an email. Services need to work together and discuss cases, chases multiple different teams is very time consuming. I waited way over a year for speech and language for my non verbal daughter to be seen. I feel the whole SEND process is in crisis and all needs to be looked at.

Just getting onto a wait list for an assessment is lengthy, stressful and hard work. More often than not parents are also neurodiverse so require the process to be more straightforward and their opinions be valued. Diagnosing earlier can reduce bigger problems further down the line, in the long run it is better for the child, parents and budgets if their wasn't such a fight to be seen.

As a social worker for children with disabilities I am deeply concerned by the insufficient provision of school places for special needs children. SEND keyworkers are overwhelmed and not functioning as they should, I have a young person who still does not have an allocated year 7 place for September, another who has been out of school for a year due to his previous school not meeting need anymore and no suitable places

The provision provided by my child’s school is exceptional and they work very hard to support my child. Unfortunately I feel there job could be far better supported by the LA.
What I’ve found disappointing so far in are journey (3 years in) are the following:

-The waiting list for ASC diagnosis is too long. We are still waiting 3 years on!
-The process of gaining an EHCP is too complex, it delays In putting in support. We are still waiting to get an EHCP. As a SEN teacher from the other side we wait too long for updates to be done to EHCPs. I worry for secondary provision and that the EHCP will likely not be in place and the impact this will have on my child. My child is currently in year 1.
-Children in mainstream with more hidden SEND needs eg they are quieter, mask, struggle academically but are not too below their peers are greatly at a disadvantage to get provision as quickly. The gap sadly just widens between peers due to the delays.
-There needs to be a greater multi agency approach. I spend so much time trying to fight for my child to get appointments sorted, organise who is meant to be completing appointments (for example recently I went through 5 different points of contact to get regular bloods booked in). Services don’t talk to each other. There needs to be better communication. Waiting times are ridiculously long.
-Physiotherapy services need improvement. We have physio concerns since birth and have now been in and out of service 4 times. It always ends in discharge with little support in place. This has resulted in regression in skill for my child that I wonder whether had we had the correct support from service would this have occurred?
-Needed OT services are not readily accessible for parents or schools. We are contemplating funding privately. I was told I had to wait till I got to the ASC team before I could request this on the NHS.
-I felt like initially I wasn’t believed and I was an anxious mother by health services until they had school reports supporting me and I actually had to video my child’s sensory deregulation to be believed (which I find really sad), because there are still outdated views such as children making eye contact with health professionals impacting ASC diagnosis.
- There isn’t enough support systems in place for parents such as how to access support groups. How to access services.
-Our current provider is different to our early years provision (post school) more support needs to be put in place for early years providers and the early years forum discharged us before we got to school provision which was less than helpful! Also they never added my views as a parent claiming they weren’t sent even though they were both posted and emailed through.
I think more support is needed for parents who have children with potential ASC when there are sensory needs around food and that children’s weights should be closer monitored. There should be more routine healthcare support without the parents having to do the chasing.

Positive points:

-We have an exceptional mainstream school placement who do amazing for my child.
- We have a fantastic CAMHS worker (who I referred myself into) who has always listened to me and been the only professional health care wise I actually feel has listened. She is brilliant and I cannot praise her enough for the support she has given my child.

I am a foster carer and I have found both our young person's schools to be brilliant in their support. Our young person moved from a spe ial school to mainstream setting. The most frustrating thing about all this was that his EHCP no longer reflected his current needs and the amount of time it took to get it changed despite the local authority SEND department having all the information needed and the new EHCP pretty much having been written for them. Our young person should have started mainstream in Sept 2024, but was delayed until Feb 2025. They were very let down.

As somebody who works with children aged 14-18 I would like to make some very general observations;
It shouldn't be that diagnosis of Dyslexia, ASC,ADHD and application for EHCP should be happening in yr11 but it regularly does. These conditions don't come on overnight in yr 9.
Many children seem to get help when it is too late, 3 or 4 years after become disengaged with school.
Policy seems to be throw a tutor at them eventually.
No! mental health issues, self esteem and self worth need addressing first. To that end CAHMS are either overstretched or incapable of doing the job and as a gateway service either of these options is unacceptable! A child with a bad experience of school is naturally going to have barriers.
Some members of the support services should come and sit talking to a door with a child the otherside who is not engaging as I have to.
Some members should come into the households I do and be met with a parent saying "I'm glad your here! what does this letter say? what do I do?" It's not only the children who have a problem.
It is fair to say that sometimes I am the only professional going through the door.
I understand that finance is a driving factor but we don't seem very good at getting children assessed and then doing something with it! Too many drop through the cracks, too many leave primary into secondary and the information disappears!
I am going to defend teachers, unrealistic pressures to work miracles every hour of everyday means they cannot meet the needs of all. I work at the other end of that trying to put the pieces back together and it's tough, can be rewarding, but tough.
I'd love to be involved with the community conversations but I will be working with children on those days and times which happen to be during school time! and that says a lot!

It saddens me to read the comments below, but on the whole not surprising.

As a family, our youngest child, aged 12 was diagnosed with Dyslexia in the summer of 2024 prior to them starting High School in September 2024.

In short, our start to High School has been nothing short of stressful. The transition between primary school and high school was a total mess with our child not actually receiving any assistance with intervention lesson until the Summer Term started some 7 months after the start of school year.

We find that our child gets very stressed at the thought of going to school, as with a certain amount of teachers it is obvious that they have no clue about how to offer support and guidance to a Dyslexic Child. The default positions appears to be to hand out " behaviour points" on an App which in general leads to our child being handed out a number of detentions and also being placed on report a number of times. To be honest with you, i have given up with the app or any of the comments some teachers write. My view is that SEND students are seen as a burden to schools, and the support simply isn't good enough.

I have no doubt that the experience we have had will be replicated across the county and at differing schools.I do fear for our child's education will be tainted by the fact they are labelled as a "SEND" student.

The County Council and relevant teams need to wise up to this and place more importance of ensuring teachers understand their obligations to children with provisions. If not i fear we will see generations of our children left behind in education settings or seen as a burden to teachers, some of which will have no interest in teaching or supporting children who desperately need help and guidance in schools.

none of you are listening the constant battles and upset and harm is unreal.
no one is listen as nothing changes 3 years with no proper education and emails of help ignored and an invisible panel making decisions that are ridiculous and do not support the child's needs. when will they learn the more they refuse or the longer he child's needs aren't met the more money it will cost them in the long run.
you are destroying these children's lives and there childhoods and there ability to make something of themselves by constantly denying them there support education isn't a choose so we parents are told so why do you think it is and you can play god.
NONE OF YOU ARE LISTENS.
maybe answer your email and get things sorted about time there was a shake up of staff and halit would be the first to go he talks the talk but doesn't walk the walk.
the strain the la is placing on families is massive and traumatic.
the amount you are costing the nhs and other services and other departments at the La due to the lack of funding for EHCP or enforcing them is costing the government and the la and icb way more than if you did.
get it sorted were had enough of you not doing your jobs your not above the law.

I would echo a lot of the comments below. Unfortunately my experience of the Staffs CC SEND team has been awful, and has significantly impacted my own and my children's mental and physical health.

I have already raised with County Councillors that the SEND team do not listen to parents, and simply cost cut, bully and lie in an attempt to avoid the legal duty to provide a reasonable education to children with SEND.

I experienced persistent bullying through a nearly 2 years SEND appeal process and then the Staffs CC representative lied in front of the tribunal judge twice (and was called out as doing so). The Staffs CC compliant policy specifically excludes the conduct of Staffs CC employees during tribunals, so effectively staff can say and do what they want as there will be no accountability.

Having been successful at tribunal, the provision within the EHCP has never been delivered because Staffs CC did not provide sufficient funding and then worked with school to force us into a position where my child has now been out of school for months and we need to look at an EOTAS package, which the SEND team are trying to do on the cheap, meaning that my child still won't receive the education she is legally entitled to.

SEND staff need to be held clearly accountability for their actions.

Instead of rejecting everything and forcing parents to complain to the Ombudsman (who then order Staffs CC to pay compensation), or force parents to Tribunal (to then win anyway), surely it would be better to spend that money funding the assessments and the provision in the first place!!!

Unrealistic expectations set through EHCPs above the level that mainstream schools can provide.

EHCP consultations sent to schools even when a child has no intention of attending the particular school-this hours spent responding to unnecessary consultations for SENCo’s.