Strategy · East Riding of Yorkshire Council

SEND and Inclusion Strategy 2026-2031 (East Riding of Yorkshire Local Area Partnership)

East Riding of Yorkshire Local Area Partnership SEND And Inclusion Strategy 2026 - 2031

Humber and North Yorkshire Integrated Care Board (Icb)

East Riding of Yorkshire

Contents

Contents to be completed once finished.

Foreword

Why this matters now

Stronger Together: A shared commitment to inclusion and ambition for every child and young person.

We’re launching this strategy at a time when the landscape is shifting, both locally and nationally.

We are proud to introduce the East Riding SEND and Inclusion Strategy 2026 - 2031 – a bold and united statement of our shared ambition to ensure that every child and young person with Special Educational Needs and Disabilities (SEND) can thrive, learn, and grow within an inclusive and supportive community.

East Riding is the lowest funded local authority in England for SEND. This makes it harder to give every child the support they need. Local MPs and councillors have spoken up in Parliament to highlight how unfair the current funding system is and how it affects families here.

At the centre of this strategy is co-production – not as a one-off exercise, but as a way of working that honours the lived experiences of children and young people, their families, educators, health professionals, the voluntary sector, and all our community partners. It is through this deep collaboration that we build a system where inclusion is not just a value, but a reality.

The NHS is also going through big changes, which has created uncertainty about how health services will support children with SEND. In some areas, families have lost access to independent feedback services like Healthwatch.

Social Care is changing too. The government has announced new reforms to improve adult social care, including better support for disabled people to live independently, more funding for home adaptations, and improved career pathways for care workers. These changes aim to reduce pressure on the NHS and make care more joined-up – but they also mean local areas like East Riding must stay flexible and ready to adapt.

We recognise that children and young people are the experts in their own lives. Their voices have shaped this strategy, challenging and inspiring us to raise our collective ambition. Their insights compel us to act with urgency, humility, and hope – ensuring that services are designed around what matters most to them.

A new SEND White Paper is expected from the government in late 2025. It will likely bring major changes to funding, EHCPs (Education, Health and Care Plans), and how services are held to account. While these changes may bring improvements, they also mean we must be ready to respond quickly and work together.

Our vision is clear: for every child and young person with SEND to receive high-quality, inclusive education and support, close to home, with timely and effective help at every stage – from early years through to post-16 and into adulthood. We want every child to grow up in a community where they feel seen, heard, valued, and empowered to achieve their aspirations.

Although there are a number of national challenges, it is essential that we outline our SEND Strategy now and begin moving forward. This strategy is rooted in what we can achieve together – by building a strong, joined-up local system that places children, young people, and families at its heart. If national strategies or policies require us to adjust our ambitions along the way, we are committed to being agile and responsive. Whatever lies ahead, our focus remains firmly on improving lives and raising aspirations for every child and young person in East Riding.

We do not underestimate the work ahead – but we are stronger when we stand together. Across East Riding, our commitment is rooted in a deep belief in equity, partnership, and the power of community. By working side by side – parents and carers, young people, education settings, health and care professionals, the voluntary sector, and the local authority – we can break down barriers, open up opportunity, and shape a future where every child and young person has the chance to thrive.

Together, we move forward as one inclusive system with a shared purpose.

This strategy is more than a document – it is a call to action. A shared pledge to lead with purpose, to listen with empathy, and to deliver with integrity.

East Riding of Yorkshire Local Area Partnership This image can be removed/altered once I receive the youth contribution from Anya

Co-production work

How this strategy came to be

The SEND and Inclusion Strategy in East Riding was developed through a wide-reaching and inclusive co-production process. We worked collaboratively with professionals across education, health, social care, and the voluntary sector, alongside children, young people, and families.

A key part of this process was the Big Listen consultation, which gathered over 600 responses and included pop-up events across the region. The feedback directly informed the strategy’s priorities, highlighting the importance of early identification of needs, strong transitions, and ensuring the right number of settings in the right places.

We also engaged through face-to-face meetings, virtual events, school visits, youth groups, and connected with families in Elective Home Education (Ehe) and Education Other Than At School (EOTAS), ensuring a broad range of voices were heard. This strategy reflects real experiences and shared ideas from across our communities. It is grounded in the belief that SEND is everyone’s responsibility, and shaped by transparency, partnership, and a commitment to ongoing improvement.

75+ children and young

600+ Big Listen survey responses

7 evening virtual

10+ schools / colleges and groups visited

people spoken sessions to directly 8 face-to-face sessions 15 pop-up events with over 150+ people spoken to Over 100 participants from a range of backgrounds and engaged with directly Listening, learning, and using data to make a difference (data and intelligence led) To make the right decisions and provide the best support, we need to understand what children, young people, and families really need. We use information and data from lots of different places, like health services, schools, the council, community and voluntary groups, and national research. All of this helps us see what’s working well and where we can do better.

But the most important information comes from you, the real experiences of children, young people, and families. Your voices help us shape our plans and make sure support is right for everyone. By bringing all this together, we can build a system that truly includes everyone and makes a real difference to people’s lives.

Emotional wellbeing and safety

“School feels like the safest place in the world to me. When I’m here, I know I’m looked after and nothing bad will happen.” – Archie, age 7

Children and young people’s voices

Many children feel safe at school and know who to go to when worried We engaged directly with children and young people across a range of educational settings. This included mainstream schools (with SEN support or EHCPs), enhanced resource provisions, and special schools.

Some children feel excluded during group activities or games Emotional support staff and peer friendships play a key role in wellbeing.

To ensure their voices were central to shaping future support and services, we collaborated with The Young Leaders of the East Riding (Tyler) group to co-design the questions. These focused on learning experiences, access to resources, teaching quality, emotional wellbeing, and aspirations for the future.

Enjoyment and engagement

“I don’t like loud noises – they make me feel upset. I know where my ear defenders are, but sometimes I forget to use them. I wish it was quieter so I could feel better.” – Jason, age 7

Their ideas have had a significant impact on the key aims and priorities in our new draft Local Area SEND Strategy. Here is what they said:

Break times, lunch, Pe, and creative subjects like art and drama are most enjoyed “Teams finish activities before I get started and feel like other children don’t let me speak. I just want to be heard too.” – Jason, age 7 Some children find lessons boring or tiring, especially when not adapted to their needs

Feeling heard and valued

Clubs and extracurricular activities are appreciated and contribute to confidence.

Future aspirations

Some children feel they don’t get a turn to speak or share ideas in class Nervousness and lack of confidence can prevent children from voicing opinions “I don’t always get a turn in class and that makes me feel like my voice doesn’t matter.” – Adam, age 7 “Having a laptop really helps me when I need to write longer pieces. It makes writing easier and helps me share my ideas more clearly.” – George, age 9 Positive experiences were noted where staff actively listen and respond.

Older pupils expressed excitement and readiness for transitions to college or secondary school Aspirations include careers in animal care, construction, history, and computer science

Learning environment and support

Support during transitions (e.g., visits to future schools) helps reduce anxiety.

Recommendations from children and young people

Adaptations and tailored support at specialist provisions (e.g. Arc, St Anne’s) were praised Children highlighted the importance of understanding EHCPs and neurodiversity Increase understanding of neurodiversity and Semh needs among mainstream staff Sensory tools (e.g. ear defenders, wobble cushions, fidget cubes) help concentration Ensure all children have opportunities to share their ideas and participate Smaller, quieter spaces and emotional support areas (e.g. Sway) are valued.

Provide more sensory and emotional support tools in classrooms Expand access to disability-friendly social groups and activities “When things get tough, I go to Elsa, Emotional Literacy Support Assistant, which really helps me work through how I am feeling and it makes a big difference.” – Rosie, age 17 “I hope to return here as a future career prospect to help support other children and young people with SEND.” – Rosie, age 17 Support transitions with visits and tailored guidance.

“I want to study history and computer science because I’m curious about the past and excited about technology. It’s part of my plan for the future.” – Kristian, age 13

“I like home time because I get to relax, watch Tv, and play. It’s something I look forward to after school.” – Seth, age 8

“Using a fidget cube or blue tack gives me something to focus on with my hands, which helps me concentrate better in class. It keeps me calm and ready to learn.” – Adam, age 7

SEN and contextual overview

1,000 square miles

Bridlington

18 secondary schools

largest town 3 special schools 2 Fe colleges 40,102 total pupils (March 2025) 75km coastline

Beverley, Goole

3,743 EHCP pupils

other major towns

£3,564 per pupil

£8,397 Dsg funding (East Riding)

50 - 79% rural population

SEND funding (Camden) 4 maintained nurseries 5, 426 SEN support pupils £13,255 Dsg funding (Camden)

Up to 10 years

333 settlements

124 primary schools

life expectancy gap £908 per pupil SEND funding (East Riding) 97% white ethnicity 1% service pupils Please double check all figures on this page. The text on the Pdf for some of them was very small/blurry so I had to try and figure out what they said.

Please let me know if any need changing.

How is the progress of the strategy and Improvement Plan monitored?

Strategic Subgroup

SEND and Transition Inclusion Performance SEND and Subgroup Inclusion Subgroup Board Integrated Development Voice Subgroup Subgroup To ensure effective oversight, the SEND and Inclusion Board is supported by a number of subgroups, each with specific areas of focus and associated workstreams. These subgroups are:

Strategy timeline 2026 - 2031

Voice Group Strategic Group Leads on co-production and engagement activities, gathers feedback from the Local Offer, and helps develop new resources and information. This group ensures the voices of children, young people, families, and the wider community are heard and fed back to the SEND and Inclusion Board.

Responsible for reviewing progress and overseeing the development and implementation of strategies and improvement plans.

SEND and Inclusion Improvement Plan

2027 - 2029

Performance Group Focuses on analysing SEND-related data, including the number of plans, waiting lists, and the quality of services. The group also monitors actions being taken to drive improvement.

Transition Group Focuses on key transitional stages in a young person’s life, such as Early Years to Primary, Primary to Secondary, Preparing for Adulthood, Post-16 options,short breaks, and Education Other Than at School / Alternative Provision.

SEND and Inclusion SEND and Inclusion Improvement Plan Improvement Plan Integrated Development Group

2024 - 2026

2030 - 2031

Concentrates on training and development opportunities for the workforce across Health, Education, and Early Years. It also supports training and resources for parents and young people.

Things that will make the strategy work

(these support all priorities and apply across all areas)

Co-production at the heart

Data and intelligence led

Actively involve children, young people, families and professionals at every stage Use data and evidence to understand needs and identify gaps Value lived experiences and use them to shape services and decisions Combine lived experience with data to guide decision making Make co-production a way of working – not a one-off exercise Monitor progress and outcomes regularly Share power, responsibility, and outcomes together.

Adapt plans based on what the data and people’s experiences tell us.

Clear and honest communication

Inclusive practice and equal access

Use simple, consistent, and accessible language Support everyone, wherever they live or learn Share information in ways that everyone can understand Recognise and respond to different needs and experiences Be transparent about timelines, challenges, and plans.

Embed inclusion in everyday practice, not just policies.

Feedback and continuous improvement

Learning and workforce development

Listen carefully to feedback and act on it Provide ongoing, high-quality training for all staff Tell people what has changed as a result Make it easy for families and young people to give feedback at any time Make it easy for families and young people to give feedback at any time.

Use real stories and experiences to bring training to life.

“We need clear and transparent decision making processes so we can trust that our children’s needs are being prioritised.”

1. Governance

1.1 Shared strategic plan (‘road map’) 1.2 Plans made together

How things are checked

Make a shared plan that sets out goals for Create improvement plans with children, “Knowing who is responsible for what helps us understand how things work and who to turn to for support.”

children and young people with SEND All partners should follow this plan to

families, and professionals Base these plans on real-life experiences

move in the same direction Use the plan to guide decisions and actions Review and update the plan regularly to

and shared values Make sure everyone understands the goals Show how people can play their part in

Definition

meet changing needs.

the plan.

In the East Riding, governance means that different organisations work together to oversee and take responsibility for making things better for children and young people with SEND. Good governance helps everyone stay focused on improvement and getting better results, with clear leadership that always puts children and young people first.

“Sometimes the other children don’t let me join in. I want to be included in everything, not left out” – Krzysztof, age 10

1.3 Clear roles and responsibilities 1.4 Open procedures Clearly explain who is responsible Make processes easy to understand for what Avoid overlaps and missed tasks Make sure accountability is part of all and follow Explain why things are done a certain way to build trust Keep reviewing and simplifying processes

Why governance matters

improvement work.

to make them more user-friendly Make things open and clear to

Clear and open decisions: Everyone agrees that decisions should be made in a clear and open way, so they can be questioned and improved encourage teamwork.

Knowing who does what: It’s important to know who is in charge of which tasks, whether it’s one person, a team, or an organisation 1.5 Using resources wisely 1.6 Clear roles and responsibilities Being accountable: People feel that there should be stronger ways to make sure responsibilities are carried out properly Use resources where they’re Get the wider community involved in Real changes: People want to see real improvements, and strong governance will needed most Match spending to goals and needs Check if resources are being used well Involve all partners in planning how SEND work Help people understand SEND and help make sure those changes happen.

how to support it Encourage local support groups

“Sometimes I want to and don’t speak up as I feel nervous. I need help to share my ideas” – Imogen, age 9

and initiatives Build strong connections between

Our vision

resources are used.

families, services, and the community.

In the East Riding, we want to build a clear and open system where everyone knows their role and takes responsibility. By working well together, we aim to support all children and young people with SEND to thrive and reach their full potential in inclusive settings.

How we’ll know we’re making a difference

Clear decision making: We will carry out regular checks to make sure decisions are made clearly and share updates with the community The above quotes highlight the importance of inclusive decision making and ensuring every child feels heard and involved.

Clear roles: We will check if everyone understands their roles, both inside services and in the wider partnership Reaching our goals: We will use measurable targets to check if we’re meeting our aims and regularly review progress.

Our vision

2. Culture

In the East Riding, we want a culture where everyone is included and communication is open and clear. By listening to each other and working together, we create simple, clear routes across education, health, and social care that help children and families feel supported and connected.

How things are done

Definition

“Art class, break time and lunch time are the best bits about being at school, where I feel most myself and included.” – Destiny, age 9

“Sometimes I feel like all the lessons we do are boring and I want them to be more interesting and suited to how I learn.” – Jason, age 7

In the East Riding, culture means the shared values and ways of working that everyone – services, communities, and organisations – agree on. It shapes how people treat each other, work together, and make decisions. This shared culture grows over time through teamwork and clear, consistent messages. It helps everyone feel connected and work together to support children and young people with SEND and their families.

Why culture matters

Shared understanding: When everyone shares the same values and goals, they feel safe to be honest, ask questions, and work together better Valuing voices: The views of children, young people, families, and professionals help shape how we improve things Easy access: Families often say it’s hard to know who to contact or where to find information quickly Inclusive practices: Partners want to grow the voice of children and young people with SEND and their families to better represent all voices, especially those who are less often heard Positive attitude: Partners believe in a “can do” approach that focuses on what children and families need, not on the barriers.

“It’s crucial that information is shared effectively and without dilution, so we all feel connected and informed.” “An inclusive approach that values everyone’s contributions makes us feel respected and heard.”

The above quotes suggest a need for more engaging, inclusive, and adaptive learning environments.

2. Culture (continued)

How things are done

How we’ll know we’re making a difference

2.1 Sharing key messages 2.2 Inclusive way of working Access and inclusion: We’ll use Feeling informed: We’ll ask for Make sure key messages are shared the Remove barriers so everyone can surveys to check if people can find help easily and see if different groups feel included and involved feedback on how useful and clear the information is, and how confident people feel as a result same way across all services Avoid confusion by keeping messages take part Make sure all voices are listened clear and accurate Use different ways (emails, posters, to equally Give everyone a chance to help plan Building relationships: We’ll measure Real experience used in practice: videos, etc.) to share information Repeat important messages so and make decisions Build trust by making actions fair how many people take part in community activities and events We’ll use real-life stories in training and events like the SEND Conference, and track how often these are used to shape services.

everyone stays informed.

and open.

Managing timeframes: We’ll check if tasks are completed on time and if families feel the timing is realistic and helpful 2.3 Using what we do well 2.4 Fairness and consistency Find and share examples of Make sure access to services is fair, what’s working well Celebrate local successes to no matter where you live Apply the same good standards encourage others Use strengths to improve how everywhere Fix any unfair differences across areas Check regularly that all families services work Learn from each other to keep improving.

are being supported fairly.

2.5 Working together across services Join up work between education, health, and care Cut down on repeated work and improve efficiency Focus on getting good value while keeping support high quality Build stronger teamwork across different agencies.

3. Communication

3.1 Clear and honest timeframes

How things are shared

Share realistic timeframes so families can plan with confidence Keep families informed at key stages and provide reassurance when there

are delays or pauses in progress Set expectations that reflect what services can realistically deliver Coordinate across services to ensure families receive consistent messages.

Definition

In the East Riding, communication is understood as a two-way process of openly sharing dialogue and information, clearly and honestly, through accessible formats, at the appropriate time, with the right people. This leads to a positive experience and the best holistic outcomes for everyone involved.

3.2 Accessible, co-produced communication Share clear, timely information in plain language to support decision making Co-produce practical, inclusive resources with families, young people, and professionals Use a mix of digital tools; texts, emails, online Q&As and virtual drop-ins to stay connected Keep platforms like the Local Offer accessible, mobile-friendly, and regularly updated Involve families and young people in testing and improving communication tools Offer practical advice that empowers families to take action and feel supported.

Why communication matters

Understanding needs: Good communication helps everyone – families, professionals, and young people understand each other’s needs Better outcomes: Communication helps everyone work together to give the best support throughout a child’s journey 3.3 Reaching every family Solving problems: With so many challenges in SEND, strong communication helps Proactively reach families who move frequently, home educated, or speak different languages Provide translated materials and easy-read formats to meet diverse needs Work with trusted community partners; schools, support groups, tackle issues Valuing expertise: Children and young people with SEND should be seen and heard.

Parents and carers are experts in their experiences and should help shape services and local services to share information Use a mix of communication methods: online, in person, Need for improvement: Communication between services doesn’t always work well.

and through local networks to ensure broad reach.

Everyone agrees we must keep improving so that needs are properly met.

3.4 Supporting young people’s voice Offer flexible ways to participate, workshops, peer support, informal chats Use communication tools that suit individual needs, including visual aids, symbols,

Our vision

and assistive technology Embed young people’s voices in decision making processes at every level.

In the East Riding, we commit to clear, jargon-free communication that builds trust, sets realistic expectations, and empowers everyone involved. By sharing experiences, listening carefully, and continuously improving our practice, we foster an informed, engaged, and supportive community.

3.5 Listen, learn and adapt At the heart of everything we do is the child, young person, and their family. We recognise that those with additional needs may face extra barriers, and it is our Create regular opportunities for feedback from families, young people, and professionals Use feedback to improve how and what we communicate Share back what’s changed as a result, so everyone feels heard and valued. 22 23 responsibility to work alongside them to overcome these challenges without adding to their stress. Our focus remains firmly on improving lived experiences and outcomes for children and young people with SEND.

3. Communication (continued)

“I have a wobble cushion that has circles that stick into my clothes and ear defenders to help me concentrate.” – Sophie, age 8

How things are shared

How we’ll know we’re making a difference

Better relationships: Fewer complaints about communication.

More positive comments from families, carers and partners. Stronger trust and collaboration across services

Realistic timelines: Projects and responses are delivered on time.

Improved tracking through internal systems and performance data. Fewer delays reported by families and professionals

Helpful information: More communication materials are reviewed and simplified.

Increased attendance at information sessions. Higher satisfaction with the clarity and usefulness of guidance

More involvement: Greater diversity of families, carers, and community groups involved in shaping services. More young people with SEND participating in decision making. Wider use of co-produced materials and feedback informed improvements Ongoing feedback and learning: Feedback gathered regularly through surveys, focus groups, and informal conversations. Communication tools and messages reviewed and adapted based on what people tell us. Clear reporting on what’s changed as a result of feedback closing the loop with families and partners.

“It helps me when I can go to Sway, a supported area to help me calm down, control emotions and feel safe.” – Kristian, age 13

“Effective communication builds trust and helps us feel engaged and informed about our children’s progress.”

“Clear, jargon-free information makes it easier for us to understand and navigate the support available.”

The above quotes show how communication and sensory tools help children manage their environment and feel understood.

4. Partnerships

4.1 Create a clear list of all partners 4.2 Choose a lead professional for each child

How we work together

Make a simple up-to-date directory of services and role across education, health and care Make sure it is easy to access for families Set up a clear system to choose a lead professional based on the child’s main need Give families a single point of contact

Definition

and professionals Use this to support joint working and

throughout their journey Make sure this person helps coordinate

better outcomes for children.

In the East Riding, partnerships mean that everyone who supports children and young people with SEND – like families, schools, health services, and care professionals – works together to get the best outcomes. These strong partnerships are built on trust, shared goals, and respect.

support and stays involved Check regularly to make sure the system

is fair and working well.

Why partnership matters

4.3 Use data and feedback to improve Collect information through surveys Share the results so everyone sees Avoid repeating stories: Families often have to explain their situation to many services.

and reviews Use what we learn to make

how feedback is used Keep the loop going – collect, act,

Better partnerships can reduce this by improving how services talk to each other Focus on the child: Partnerships only work if children and young people are at the services better and share again.

centre. Building trusting relationships with families makes sure their voices are heard Good practice and law: Working together isn’t just helpful – it’s required by law.

How we’ll know we’re making a difference

It can happen through official groups or through everyday teamwork.

Clear directory: The “Who’s Who” section on the Local Offer is kept up-to-date. We track how well people understand roles – especially families and young people

Our vision

Lead professionals: In the East Riding, we want everyone – families, schools, health and care professionals, and the community – to work together with shared values and trust. Our goal is to build a strong, supportive team around each child, so they feel understood, listened to, and well supported.

We track how many children have a lead professional and how long it takes from referral to assignment

Using feedback: We monitor how many families give feedback and what actions we take in response (using the “You Said, We Did” model.) By working as one team, we can give every child and young person with SEND the best chance to succeed, feel included, and reach their goals.

“Support staff help me to learn. Family, friends and teachers also help me most in my life.” – Josh, age 8

“Strong partnerships mean we don’t have to keep retelling our story to different services. It makes the process so much smoother.”

“When professionals understand each other’s roles, it leads to faster responses and better support for our children.” These quotes reflect the importance of joined up support across education, family, and specialist services.

“Speech and language support makes a big difference when it’s part of my learning.” – Zack, age 8

5. Transitions

5.1 Better joined-up systems 5.2 Clear transition steps

How we support change

Use shared systems with common values Set up clear pathways between across education, health, and care Improve how services share information Support joined-up working different levels of support (like SEN Support to EHCP) Support smooth moves from one stage

Definition

to the next (e.g. school to college) Start planning early with families

across agencies Regularly check that systems are

and young people Track how well transitions go and

working well.

In the East Riding, “transition” means any big change in a child or young person’s life between ages 0 - 25. This could be moving from nursery to school, from children’s to adult services, or into work or college. These changes need careful planning and support so that young people feel prepared and confident.

use feedback to improve.

5.3 Show all options clearly 5.4 Spot SEND early

Why transition matters

Provide information about all education Use consistent ways to identify and care options Include early planning for adulthood (PfA) Provide tailored support for special groups SEND at all education stages Train staff to recognise SEND early Child at the centre: It’s important that children and young people are involved in decisions during these changes and accurately Compare local data to national figures Use this data to plan better support.

(e.g. children from military families) Help families make choices with clear

Better planning: Sometimes services don’t share information well, and planning is inconsistent and easy-to-understand info.

Extra challenges: Children with SEND may face more challenges during transitions and need more support Being prepared: Families need clear information and help to be ready for each stage 5.5 Keep EHCP data up-to-date 5.6 Year 9 reviews Right support: With the right support and high hopes, most children can Regularly review support plans to Hold annual person-centred reviews succeed in adulthood.

make sure they reflect current needs Include the young person’s views

for Year 9 pupils with EHCPs Focus on future plans and life skills Involve the young person and family fully Bring together input from all

and future goals Share updated data with all involved services Use it to guide planning and funding.

relevant services.

5.7 Work with the voluntary sector Build strong links with charities and local organisations Make sure families and professionals know what support is available Include third-sector partners in meetings and planning Track how many families use this support and what difference it makes.

“Effective transition planning is essential. We need to feel prepared and supported as our children move through different stages.”

5. Transitions (continued)

“We all learn in our own ways and have strengths in different areas.” – Reuben, age 13

How we support change

Our vision

“Having a range of options and pathways helps us feel confident that our children will have the support they need at every step.”

In the East Riding, we want children and young people with SEND to feel ready and supported during every life change. Their voice will guide planning, and families will feel involved. All services will work together, using clear plans and strong relationships to make each transition smooth, positive, and meaningful.

“I’m excited to attend Bishop Burton College and work with horses or a brick laying course.” – Rosie, age 17

How we’ll know we’re making a difference

These quotes show readiness for change and the importance of tailored transition planning.

Clear transition steps: More children have plans ready two terms before a move.

More successful transitions Up-to-date plans: EHCPs updated on time, including children’s own voice Third-sector support: More families using support from charities. More partnerships in place.

6. Timely support

6.1 Make inclusion part of the culture 6.2 Strengthen family help

How we will help at the right time

Treat inclusion as a core value Make sure Family Help is clear and in every service Expect every professional to available in all services Promote it so families and staff know support inclusion Build it into daily practice how to access it Offer help as soon as signs of need appear Focus on preventing problems,

Definition

and decision making.

not reacting late.

In the East Riding, timely support means giving children and young people the help they need, when they need it – without having to wait for a diagnosis or face delays. It includes quick and joined-up support from education, health, and care services.

6.3 Needs-based support 6.4 Support while waiting for assessment

Why timely support matters

Give support based on need – not diagnosis Provide help quickly when it’s needed most Be flexible and ready to adapt when Don’t delay support just because a child is waiting for assessment Give help based on needs right away Use short-term strategies so no one Better outcomes: Early Help improves learning and life chances Stops problems growing: Early support prevents bigger issues later, needs change.

like mental health challenges or exclusion goes without support.

Supports families: Delays create stress. Quick support builds trust “It’s hard to meet Semh needs when there are so many people packed into a small room. The environment is too busy and overwhelming and it makes it hard for teachers to keep up.” – Daisy, age 14 Legal duty: The law says needs must be met quickly 6.5 Fair access everywhere “Early interventions prevent challenges from becoming significant barriers and help our children thrive.”

More efficient: Early Help saves time and money later Make sure support is the same quality Fairness: Fast support gives everyone a fair chance to succeed.

no matter where families live Share resources fairly Reduce gaps in access and make

Our vision

support equal for all.

Children and young people with SEND should get the support they need without waiting for a formal diagnosis. Services will work together and be easy to access. Families won’t have to repeat their story, and help will be based on need, not labels. With the right support at the right time, every child can thrive.

How we’ll know we’re making a difference

Inclusion: More settings using inclusive practice; “School makes me feel tired. But even when I’m struggling I know I can talk to any member of staff, and they will help.” – Austin, age 7 “Receiving the right support at the right time can make a huge difference in our children’s development and wellbeing.”

fewer complaints about lack of inclusion Early Help: Increase in Early Help referrals and fewer cases needing more serious intervention Quick support: More children get help before diagnosis; more timely responses to referrals The above quotes highlight the need for responsive, flexible support that meets individual needs.

Fair access: Yearly review shows reduced gaps across different areas.

7. Learning, development and impact

7.1 Build a strong training base 7.2 Make learning real and useful

How learning leads to growth and real results

Start SEND training early – Connect training to real-life experiences Begin every session with a story from in teacher training and beyond Give clear, direct training, someone with lived experience Encourage active participation – not just messages passed along Make training consistent and

Definition

not just passive listening Offer both online and in-person options.

open to everyone Create a central place for all training

In the East Riding, learning, development, and impact means offering training, support, and guidance for everyone involved – children, families, staff, and partners – so they can grow, gain new skills, and improve services. This helps create lasting positive changes and better results for all.

materials and guides.

7.3 Create a positive learning culture 7.4 Be clear about responsibility and funding

Why learning, development and impact matters

Promote inclusive, values-based attitudes in the workforce Hire people who are kind, understanding, Identify who’s in charge of training in each agency Secure shared funding for staff Keeps us current: Training helps everyone keep up with changing needs and want to support children Make learning part of the job – development Check whether training is making a real Builds skills: All staff should have the chance to learn and grow not just a box to tick.

Shows commitment: A strong learning culture shows we care about doing better difference, not just if people attended.

Helps Cyp thrive: Well-trained staff give better support to children and families Raises confidence: Training makes people feel more confident and motivated 7.5 Promote inclusion in the community and careers 7.6 Spot needs early and keep improving Supports quality: Shared learning creates more consistent, high-quality services Encourages innovation: A learning culture supports creative thinking and problem-solving Make sure everyone can access training Train staff to notice SEND needs early Use feedback to keep training useful Drives improvement: Ongoing learning helps everyone aim higher and do better.

– including children and young people, families and employers Teach about neurodiversity in schools

and up to date Regularly update training based

and workplaces Encourage inclusive internships and jobs

on what works best.

for young people with SEND.

“It helps when teachers understand how we all learn differently.” – Michael, age 13

“I like to move around the classroom to help me learn.” – Harrison, age 8

“I feel proud of myself when I have finished my learning.” – Melia, age 6

7. Learning, development and impact (continued)

How learning leads to growth and real results

These quotes reflect the value of creative and meaningful learning experiences.

“Continuous learning and development for professionals ensure that our children receive the best possible support.”

“Training that includes real life experiences of children and families makes the learning relevant and impactful.”

Our vision

We want East Riding to be a place where learning is for everyone, at every stage of life. Whether you’re a young person, parent, teacher, or professional, there should be support to help you grow and succeed. By encouraging curiosity, skill-building, and inclusion, we create a future where everyone can reach their full potential.

How we’ll know we’re making a difference

Fair access: Less variation across areas.

Clear responsibility: Named leads More equal funding and outcomes for training. Shared budgets. Impact reports published yearly Strong training foundation: More staff and parents accessing and benefiting from training Inclusive careers: More employers involved in inclusive training. More supported internships Relevant learning: More lived experiences used in sessions. High staff satisfaction with training Continuous improvement: Regular updates to training. More feedback-led changes. More staff trained in early identification.

Positive culture: Higher empathy and retention rates. More staff choosing to continue learning

How will we know we have made a difference

Communication

Better relationships: Fewer complaints about communication. More positive comments from families, carers and partners. Stronger trust and collaboration across services Realistic timelines: Projects and responses are delivered on time. Improved tracking

Governance

through internal systems and performance data. Fewer delays reported by families and professionals

Clear decision making: We will carry out regular checks to make sure decisions Helpful information: More communication materials are reviewed and simplified.

are made clearly and share updates with the community Increased attendance at information sessions. Higher satisfaction with the clarity and usefulness of guidance Clear roles: We will check if everyone understands their roles, both inside services and in the wider partnership More involvement: Greater diversity of families, carers, and community groups Reaching our goals: We will use measurable targets to check if we’re meeting involved in shaping services. More young people with SEND participating in decision making. Wider use of co-produced materials and feedback informed improvements our aims and regularly review progress.

Ongoing feedback and learning: Feedback gathered regularly through surveys, focus groups, and informal conversations. Communication tools and messages reviewed and adapted based on what people tell us. Clear reporting on what’s changed as a result of feedback closing the loop with families and partners.

Culture

Access and inclusion: We’ll use surveys to check if people can find help easily and see if different groups feel included and involved

Partnerships

Building relationships: We’ll measure how many people take part in community activities and events Clear directory: The “Who’s Who” section on the Local Offer is kept up-to-date.

Managing timeframes: We’ll check if tasks are completed on time and if families We track how well people understand roles – especially families and young people feel the timing is realistic and helpful Lead professionals: We track how many children have a lead professional and how Feeling informed: We’ll ask for feedback on how useful and clear the information is, long it takes from referral to assignment and how confident people feel as a result Using feedback: We monitor how many families give feedback and what actions we Real experience used in practice: We’ll use real-life stories in training and events take in response (using the “You Said, We Did” model).

like the SEND Conference, and track how often these are used to shape services.

Transitions

Clear transition steps: More children have plans ready two terms before a move.

More successful transitions Up-to-date plans: EHCPs updated on time, including children’s own voice Third-sector support: More families using support from charities.

More partnerships in place. 38

How will we know we have made a difference (continued)

Working together for change

This strategy has been co-produced with a wide range of partners, including parents, carers, children and young people, education settings, health professionals, the local authority, and community organisations.

Timely support

Your voices, experiences and ideas have helped shape our shared vision for SEND and inclusion across the East Riding – and we’re incredibly grateful for every contribution.

Inclusion: More settings using inclusive practice; We know this is just the beginning. Creating a truly inclusive area is a journey we’re on together, and we want to keep listening, learning, and improving as we go.

fewer complaints about lack of inclusion Early Help: Increase in Early Help referrals and fewer cases needing more serious intervention If you’d like to: Quick support: More children get help before diagnosis; Find out more about this strategy, more timely responses to referrals talk to someone about what it means for you or your family, Fair access: Yearly review shows reduced gaps across different areas.

or get involved in future conversations and developments, please get in touch with: Steve Owen steve.owen@eastriding.gov.uk You can also find more information, resources and support on the East Riding Local Offer website:

Learning, development and impact

eastriding.gov.uk/local-offer Fair access: Less variation across areas. More equal funding and outcomes Strong training foundation: More staff and parents accessing and benefiting from training

Together, we’re building an East Riding where everyone can thrive. Thank you for being part of the journey.

Relevant learning: More lived experiences used in sessions.

High staff satisfaction with training Positive culture: Higher empathy and retention rates.

More staff choosing to continue learning Clear responsibility: Named leads for training. Shared budgets.

Impact reports published yearly Inclusive careers: More employers involved in inclusive training.

More supported internships Continuous improvement: Regular updates to training. More feedback-led changes. More staff trained in early identification.

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