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.
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
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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.
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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.
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.