Accessibility Options

The outcomes that we want for all children and young people are:

  • Being happy, confident and healthy
  • Having friends and a peer group
  • Being ready for and doing well at school
  • Having a job and able to pursue interests
  • Being as independent as possible, and supported to have choices
  • Being safe

Our commissioning approach is focused around three important features. These are:

  • personalisation (the child and the family being equal partners in all that we plan and do)
  • integration (the local authority services, health, social care, educational settings and the voluntary and community sector working effectively together)
  • localism (ensuring that high quality provision is designed and delivered locally)

Our SEND strategy, action plan describe the ways in which we, together with our partners across health and education, are working to raise aspirations and improve outcomes for children and young people aged 0 - 25 with SEND. We are currently reviewing the strategy for 2018-2023.


Our Action Plan sets out what we are doing to support children and young people to achieve these outcomes.

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The outcomes that we want for all children and young people are set out in the Special Educational Needs and Disability (SEND) Commissioning Strategy

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Strategies and plans for supporting children and young people with SEND

Area special schools specification

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Cambridgeshire Dyslexia Guidance

Last updated February 2019

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Accessibility Strategy update

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SEND Workforce Competencies

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SEN Support Action Plan

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SEN Support Expectations

Introductory guidance for Governors, Head Teachers, SENCos, Class Teachers, Teaching Assistants, Parents and Carers.

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Special educational needs capital funding

We must ensure there are enough good school places for all pupils whose parents want them educated in the state-funded sector, including those with special educational needs and disabilities (SEND). The Government has allocated us £2,498,290 from the special provision capital fund to spend over the next three years, to help us create new places at existing good or outstanding providers, improve existing facilities or develop new facilities that will benefit children and young people with education, health and care plans (EHCPs). We expect to receive the first portion of funding in the Summer 2018.

Our special provision capital plan

Our special provision capital plan sets out how we intend to invest this funding. As the plan develops, we'll amend and re-publish it, subject to consultation.

SEND Capital Plans

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Guidance for schools and settings

Cambridgeshire's SEND guidance for schools and settings outlines the expectations from the SEND Code of Practice (2014) and highlights requirements and best practice in meeting the needs of children and young people with SEND.

Parent and Pupil Engagement

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Special Educational Provision in Schools and Settings

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Speech, Language and Communication Descriptors

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As part of the guidance, the following document contains information on interventions for children and young people who have additional literacy, maths, behaviour and speech and communication needs. 


Size: 637.20 KB File format: pdf

Assessments for schools

Our SEND Specialist Services have brought together information on a number of assessments which may be useful for schools who need to further investigate a child’s strengths and difficulties to identify potential special educational needs. The assessment tools listed cover different areas of learning and behaviour. They have been chosen so that schools can analyse particular needs and put appropriate support in place. These tools are not diagnostic, neither are they meant to replace the current, effective ways schools have of assessing progress. The tools selected can be used by teachers and do not require additional training.

Schools and settings 

All schools and early years settings are able to support children with special educational needs (SEN).

They must have an SEN policy which outlines how they support children with additional needs. All schools should have a Special Educational Needs Co-ordinator (SENCo), a teacher responsible for making sure that the needs of children with SEN are identified, assessed and reviewed. Early Years settings will also have a person responsible for making sure that children with SEN are supported.

Each year, all maintained schools and nurseries must produce an Information Report, which has to be on their website, describing the way they support pupils with SEND.  Please visit individual school's websites for details.

School’s SEND Information Report

Size: 187.22 KB File format: pdf

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