North Tyneside Special Educational Needs and Disability (SEND) Inclusion Strategy 2025-2029

North Tyneside

Special Educational Needs

and Disability (SEND)

Inclusion Strategy

2025-2029

Contents

Foreword 3

Purpose of this strategy 4

Who have we engaged with? 5

Improving outcomes Measuring Progress and Impact

Where are we now? 6-7

What are we doing well?

What should we work on?

About Us 8

Our priorities 9-13

Priority 1: Developing a Person Centred, Needs Led System Priority 2: Inclusive Education Priority 3: Preparation for Adulthood Priority 4: Local Provision Meeting Need

Links to relevant information 14

Acronyms 15

Foreword

We are pleased to present North Tyneside’s SEND Inclusion Strategy, 2025-29. The strategy is about setting a clear direction for what we want to achieve for all children and young people in North Tyneside. Our ambition is to make North Tyneside an even greater place for children and young people to thrive; where all, including those who are vulnerable, disadvantaged or disabled, are ready for school, ready for work and life, cared for and supported.

We want children and young people with special Sometimes targeted and bespoke educational needs and disabilities (‘SEND’) aged 0 interventions and provisions put in place –25, to grow up to be confident, independent actually segregate children with SEND adults who can live fulfilling lives. This means rather than include them as they spend making sure families are supported, schools and most of their day being taken out alone services are inclusive, and professionals across or in small groups for teaching. Alternative education, health and care work together in a and bespoke pedagogies and strategies person centred, needs led system.

for learning should be encouraged at a more universal level so children with We would like to express a huge thank you to SEND can learn alongside their peers in everyone that has helped to shape this strategy, their class and social environments.

by telling us what we are doing well and what All children will benefit from this input.

needs to be improved. To all our children, young people, parents and carers and partner - Partner/Stakeholder organisations, we look forward to working with you to deliver these shared priorities.

Mark Mirfin, Director of Children Services (Interim) Cllr Earley, Cabinet Member responsible for Supporting and Protecting Children Cllr Phillips, Cabinet Member responsible for Education, Inclusion, Employment and Skills Janet Arris, Deputy Director of Delivery, Icb Sarah Douglas and Jo Gilliland, Directors of North Tyneside’s Parent Carer Forum.

4 Purpose of this strategy

This strategy is for children and young people aged 0–25 with special educational needs and/or disabilities (SEND), and their families, across North Tyneside. It is designed to make clear what partners across education, health and care are doing to deliver more inclusive, responsive and joined-up support.

I just want my child to be happy. Whatever support needs to be put in place to ensure It is also for everyone working with or responsible this is the case, should be put in place!

for services for children and young people aged 0–25 in North Tyneside. This includes all - Parent Carer education settings, health services, social care teams, voluntary and community organisations and wider partners. The strategy sets out our shared commitment and collective responsibility to work together differently, so that children and young people with SEND can thrive and achieve their aspirations.

We want a system that works with us, not around us, that recognises and responds The strategy reflects all statutory duties set out in to needs early, and that is committed to national legislation and guidance and sets out helping every child thrive, regardless of our shared priorities to drive a continuous cycle how they communicate, learn, or interact of improvement for children and young people with the world.

aged 0–25 with SEND, and their parents and carers, over the next three years.

- Parent Carer

• Children and young people with SEND

refers to those receiving SEN Support, those undergoing an assessment for an Education, Health and Care Plan (EHCP), and those who already have an EHCP in place.

• Parent Carer Forum representation and youth

A well-supported family voice are recognised as integral partners is better able to support across the SEND system and are embedded at a strategic level in decision-making and their child.

co-production.

- Parent Carer

5 Who have we engaged with?

Improving outcomes

To shape this strategy, we created multiple opportunities for meaningful engagement.

We held face-to-face events and online We want to make a difference. The outcomes we sessions and ran an open online survey to want for all children and young people are to be: ensure that all stakeholders; including children and young people, parent carers,

• Safe – protected, supported and cared for.

practitioners and wider partners across education, health and care, could

• Happy – included, respected and able to

contribute their views. We also built on enjoy life.

ongoing conversations and feedback gathered through regular forums,

• Healthy – with access to the right services

networks and groups, ensuring that this and opportunities to thrive.

strategy is informed by a wide range of voices and real lived experience.

• Achieving - able to learn, develop skills and

work towards their aspirations for the future.

Measuring Progress and Impact

We already have a North Tyneside SEND Quality That our child and others like them will be of Practice Framework in place. This helps us to supported throughout their education understand progress and measure impact journey in a way that builds toward an through a range of figures, findings and adulthood where they can live with dignity, feedback. We will use this framework to ensure independence, choice, and belonging that we are delivering on our priorities and in our community, regardless of their that we can continue to learn and improve as communication or learning differences.

a partnership.

- Parent Carer A system that listens, reflects, and evolves based on lived experience is key.

- Parent Carer

6 Where are we now?

What are we doing well?

Strong Leadership & Governance

Health & Wellbeing

• Organisations across education, health, and
• Children and young people have access to

care are working together to improve a wide range of specialist health services, outcomes for children and young people most rated Good or Outstanding by CQC.

with SEND.

• A wide range of health services designed to
• Leaders are increasingly committed to

meet the needs of children with SEND.

strengthening the partnership.

Social Care & Preparing for Adulthood

Engagement & Co-Production

• Children’s Social Care rated Outstanding
• We have focused on what is important to

by Ofsted in 2024.

children, young people and families. Changes

• Social workers ensure the voices of children

have been completed with families, children, with disabilities are heard and acted on.

and young people (for example the

• North Tyneside has the fourth highest

Graduated Approach, expanded Additionally numbers of adults with learning disabilities Resourced Provisions, the Neurodiversity living independently in the North East.

Transformation ‘Think Differently’ Programme and the Early Years Partnership.

• Active listening and meaningful

co-production shapes services, based on real needs.

Education

• Most schools in North Tyneside are rated

Good or Outstanding.

• Over 250 new special school places created

since 2018 to meet growing demand.

Early Help & Inclusion

• Additional investment in the Early Years

Partnership.

• Further investment in making schools more

inclusive through building improvements, SEND audits, and an updated Graduated Approach.

What should we work on?

Health & Wellbeing

Strong Leadership & Governance

• Families are facing long waits for some
• We continue to commit to working together

essential services.

with clear and consistent leadership across

• Health services can feel disconnected from

education, health and care, so that education and care planning, leading to a improvements for children and young fragmented experiences for some families.

people with SEND are long lasting and make a real difference.

Social Care & Preparing for Adulthood

Engagement & Co-Production

• The transition from children’s to adult

services remains a significant gap, with

• Families don’t always feel listened to or

many families unsure what to expect or included in decision-making about their where to turn.

child’s support.

• Pathways into adulthood are not always
• Co-production is not yet consistent across

clearly communicated or coordinated, all services, some families feel plans are leaving young people and families without done to them, not with them.

the support they need at a critical time.

Education

• Some mainstream schools still struggle to

provide fully inclusive environments for pupils with SEND.

• There is variation in how schools implement

SEND support, meaning not all children receive the same quality of provision.

Early Help & Inclusion

My needs in terms of care, feeding and

• Delays in identifying needs early enough

sensory are important, not just in terms of can result in children and young people how people can meet my educational missing out on timely interventions.

needs.

• Despite investment, not all settings and

schools have the capacity or confidence - Young Person to meet more complex needs.

8 About Us

The latest official estimate (from 2024) of North It is also important to highlight that, both Tyneside’s total 0-25 population is 58,354. This nationally and within North Tyneside, there have includes all children and young people.

been significant changes in the primary needs of children with SEND. In particular the greatest Requests for statutory SEND assessment remain number and increase has been for children with high and there is a continued increase in the Speech, Language and Communication Needs whole SEND population, both those with EHCPs (Slcn) Autism, and Social, Emotional and Mental and those with SEN Support. The chart below Health (Semh) needs. The increase in complexity shows how SEND numbers have increased over of children’s needs is also a key factor.

time (as reported in the SEN 2 annual return).

Total EHCP pupils and SEN Support pupils by year

4332 4204

3735 3769 3909

1606 1851 2047 2112 2167 2298

2019 2020 2021 2022 2023 2024

EHCP Pupils SEN Pupils

Our Priorities

In North Tyneside we aim to be an

inclusive borough that meets our

children and young people's needs

as early as possible, in a way that is

meaningful to them and their families.

Our current priorities to achieve this are:

1: Developing a Person Centred, Needs

Led System: Support based on need not labels. Access to therapeutic and sensory support to be earlier, simpler, clearer and more responsive.

2: Inclusive Education: A more inclusive

We need support based on need not diagnosis.

mainstream and specialist offer, with the - Partner/Stakeholder right training and development offer for staff to meet children's changing needs.

3: Preparation for Adulthood: More local

All information of what is available should be easily accessible.

post 16 options for young people with SEND that are varied, inclusive and - Partner/Stakeholder support preparation into adulthood.

4: Local Provision Meeting Need: The

commissioning of education, health and social care services, to be more joined-up, including more accessible services with a personalised needs Families need support long before led approach.

a diagnosis is confirmed.

- Parent Carer

Priority 1: Developing a Person Centred, Needs Led System

We are committed to ensuring that support Together, we will work to provide a more is based on need rather than labels. As a holistic and joined-up approach across partnership, we recognise the frustration education, health, and care, so that children families experience when delays arise from and young people receive the right support waiting for a formal assessment or early, before reaching crisis. We will make diagnosis before services can access to therapeutic and sensory support be accessed.

simpler, clearer, and more responsive.

When we get this right, it looks like:

Key actions:

• Children and families experience timely and

• Strengthen the SEND system so that it is

appropriate support, without delays linked to consistently needs-led and delivers improved assessment or diagnosis.

experiences for children, young people, and

• Families and professionals report improved

their families.

access to services and earlier intervention.

• Embed a multi-agency single point of access

• Fewer families reach crisis point, with needs

through a multi-agency single point of access, addressed before they escalate.

providing the first step for early SEND support for children aged 5 and above.

• Develop a multi-agency Mental Health and

Emotional Wellbeing Collaborative to ensure

children and young people can access the most appropriate support at the right time.

• Identify and remove barriers to access,

including unnecessary requirements linked to diagnosis.

It’s vital to prioritise person-centred pathways that recognise the individual strengths, needs, and aspirations of each young person.

We need clear, compassionate communication - Parent Carer from professionals, a single point of contact where possible, and the chance to be heard as experts in our children’s lives - Parent Carer

Priority 2: Inclusive Education

We are committed to developing a more As partners, we will work together inclusive mainstream and specialist offer, to increase choice in education settings, supported by the right training and including access to smaller, nurturing development to meet children’s environments for children and young people changing needs.

who may find large or busy settings difficult.

Key actions:

• Continue to embed the Graduated Approach

across schools, ensuring consistent and I go to school and love seeing my friends.

inclusive practice.

They are the only friends I have.

• Review and strengthen the SEND and inclusion

training offer to better equip schools in - Young Person meeting a diverse range of needs.

• Implement a single point of access model to

I have a teacher in the home who helps coordinate support for children aged 5yrs plus, me learn in my own way families, and schools.

• Expand Mental Health Support Teams in

- Young Person schools, achieving full coverage by January 2026.

• Deliver the multi-agency Neurodiversity

Transformation Programme, improving

pathways and support for neurodiverse children and young people.

When we get this right, it looks like:

• Further develop Additional Resourced

Provisions (ARPs) and SEN Units in mainstream

• Children, young people, parents, schools

schools to expand inclusive options.

and education providers report feeling

• Embed our approach to meeting complex

well-informed and supported.

medical needs both in schools and within the

• Families have a clear understanding of what

local community.

is on offer and how to access it.

• Embed the Early Years (0–5) Partnership

• A greater range of diverse and personalised

model, supporting earlier identification and options is available, giving families and intervention.

young people real choice.

• Explore specialist nursery provision for children

with complex care needs.

Priority 3: Preparation for Adulthood

We recognise the clear need for more local As a partnership, we will work to expand the post-16 options for young people with SEND range of provision available, with smaller, that are varied, inclusive, and support nurturing environments for those learners preparation for adulthood, including who need them.

opportunities for real-life experiences.

Key actions:

• Review the current post-16 offer for young

Children’s needs don’t stop at the end of a people with SEND to identify gaps and school year or because of a funding cycle.

opportunities for improvement.

Commissioned services must be reliable,

• Expand and diversify available pathways,

with continuity of care wherever possible.

creating a broader range of inclusive options.

• Develop pathways that prepare young

- Parent Carer people for adulthood, including independent living, work-related learning, training and employability, as well as academic opportunities.

• Strengthen and bring forward transition

When we get this right, it looks like:

planning, ensuring it starts earlier and is more effective.

• More young people access work experience,

training, paid employment, and voluntary opportunities.

• Participation increases, with a reduction in the

number of young people Not in Education, As a young person preparing for adulthood Employment or Training (‘Neet’).

it felt like you either go to uni or you don't

• Young people and families report that their

(I am at uni), and once I left school there needs can be met locally.

was no help, they didn't care.

• There is greater choice and relevance in

the range of options available.

- Young Person

Priority 4: Local Provision Meeting Need

We are committed to strengthening the requirements. As a partnership, we will focus join-up across education, health and care on key priorities, including improving access services, making them more accessible and to sensory and therapeutic support, ensuring a personalised, needs led approach.

expanding education provision, and Together, we will work to minimise barriers and increasing short breaks and reduce unnecessary assessment or diagnosis community-based activities.

When we get this right, it looks like:

Key actions:

• Introduce a robust and accessible sensory

• Education, health and care systems work

processing offer, ensuring timely and

together more cohesively to meet needs for

equitable support.

example, through the single point of access

• Expand places within Additional Resourced

model.

Provisions (ARPs) and SEN Units in

• Families and professionals report feeling

mainstream schools, particularly for language

well-informed and supported through more

and communication needs, and social, accessible services.

emotional and mental health needs.

• Robust evidence from performance

• Strengthen the education offer for children in

monitoring and evaluation demonstrates

Alternative Provision (AP) so it is inclusive,

improved outcomes and impact.

high quality, and meets a wider range of needs.

• Improve access to short breaks, including

both overnight provision and community-based opportunities.

• Improve access to wraparound childcare

and holiday clubs so that children and young people with SEND and their families have There should be more scope for greater flexibility and support.

• Continue to develop the Holiday Activities

professionals involved with or

and Food (Haf) Programme alongside the

commissioned by schools to refer to local authority’s in-house disability community agencies to provide offers playscheme.

of more holistic packages of support

• Explore and promote the wider Community

for the child and their families.

and Voluntary Sector offer, increasing

- Partner/Stakeholder awareness and take-up of available support.

Relevant information

Ambition for Education Strategy 2024-2028

Autism Strategy

Children and Young People’s Emotional Health and Wellbeing Strategy

Children and Young People Plan

Graduated Approach

Joint Commissioning Strategy

Learning Disability Strategy

Quality of Practice Framework

Sef

Acronyms

AP Alternative Provision refers to education Haf Holiday and Activities Fund provides arranged for students who cannot attend mainstream school. Arp Additionally Resourced Provision is a funding for clubs with meals and activities for children eligible for free school meals and includes those with SEND. Mld Moderate learning difficulties describe specialist provision, resourced to provide additional support, within a mainstream school Asd Autism Spectrum Disorder (‘Autism’) a person who learns at a slower pace than their peers and has challenges with understanding, remembering, and applying new skills. Neet Not in Education, Employment or Training Pcf Parent Carer Forum is a strategic group is a lifelong neurodevelopmental condition. CAMHS Child and Adolescent Mental Health Service are trained professionals who assess children and young people with a range of mental health needs. This includes anxiety, depression, eating disorders, self-harm, attention deficit hyperactivity disorder (‘Adhd’) and autism. Cldt Community Learning Disability Team of parent carers who work with local authorities and services to improve support for children and young people with SEND. Sef Self Evaluation Framework reviews and evaluates how effectively an area supports pupils with special educational needs and disabilities SEN Unit A SEN Unit is a specialist provision within support children and adults with a learning disability and complex health needs in Northumberland and North Tyneside. This includes help with complex health conditions, communication, medication, problems eating and swallowing, making healthy lifestyle choices, everyday life skills and being more independent. They can also support you to see your doctor or dentist. CQC Care Quality Commission is the a mainstream school that provides targeted support and teaching for pupils with specific Special Educational Needs while still allowing them to access parts of the mainstream curriculum and school community. SEND Special Educational Needs and/or Disabilities is if a child or young person (0 – 25 years) has a learning difficulty which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they have a significantly greater difficulty in learning than the majority of others of the same age Senk A child or young person on the SEN Register independent regulator that inspects and monitors health and social care services in England. Cyp Children and Young People EHCP Education Health and Care Plan is a and accessing SEN Support within a school Slcn Speech, Language and Communication legally binding plan which details the education, health and social care support that is to be provided to a child or young person who has special educational needs and/or disabilities.

Needs