# data[].attributes.body
We all have bad days at school, when focus is gone, emotions run high, and confidence feels shaky. A bad day doesn’t erase your progress. It just means you’re human.

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“Mummy, what is exclusion and suspension?

We never had them at my old school… I’m worried it will happen to me. Is it the autistic children?”

This question stopped me in my tracks.

A primary-aged child should be worrying about friendships, reading books, break time and what’s for lunch, not whether they might be sent away from school.

Yet this fear didn’t come from nowhere.

In England, exclusions in primary schools are rising, particularly since the pandemic. Fixed-period suspensions have increased year on year, and permanent exclusions, once rare in primary are becoming more common. What’s even more troubling is who they affect.

Children with Special Educational Needs and Disabilities (SEND) are significantly over-represented. While pupils on the SEN register make up a minority of the school population, around half of all exclusions involve children with identified SEN, many without an Education, Health and Care Plan. These are often children with communication needs, ADHD, autism, trauma, or unmet emotional needs.

So when a child asks, “Is it the autistic children?, that tells us something important.

It tells us children are noticing patterns.

It tells us they are absorbing fear.

It tells us that the systems adults have built are felt deeply by those living inside them.

Exclusion is not just a policy.

Suspension is not just a sanction.

To a child, it can feel like rejection, shame, or a warning that school is not a safe place for you.

And if children in classrooms are already identifying this as a risk, imagine the additional stress, hypervigilance, and anxiety this places on them every single day.

This isn’t about “naughty children”.

It isn’t about autism.

It’s about unmet needs, overwhelmed schools, and behaviour being treated as the problem instead of the signal.

If a primary-aged child is asking these questions, the real question for us is:

Why are we asking children to cope with systems that adults know are failing them?

Children are watching.

Children are worrying.

And children are telling us, quietly, honestly, that something isn’t right.

We need to listen.

#exclusion #suspension #SEND #autism #SENRegister

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Many children spend the entire school day masking. They work hard to appear calm, capable and in control while managing noise, bright lights, social expectations and constant demands.

Masking uses a great deal of energy. Children hold in their emotions, hide their worries, push through sensory discomfort and follow rules carefully because they know school expects it.

When they get home, where it feels safe, they may experience what is known as after-school restraint collapse.

This is when all the emotions, stress and effort they have been holding inside are released. It can appear as meltdowns, irritability, crying, anger, shutting down, needing space or seeking comfort.

It is not bad behaviour. It is a natural response to a day spent holding everything together.

#ASD #Masking #afterschoolrestraintcollapse #meltdown #neurodivergent

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In early childhood education, caring is at the heart of what we do, but it also comes with invisible emotional demands. My latest article explores recent research by Angela Hodgkins and Joe Groom (2025), “The Cost of Caring: Empathic Relationships and Emotional Labour in Early Childhood Leadership,” which highlights the often-overlooked emotional toll carried by managers and educators. It’s a call to recognise, support, and sustain those who care, so they can continue to nurture others.

Read the full post and join the conversation: How do we better care for the carers in early years leadership?

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The Invisible Burden Empathy, Emotional Labour & Early Childhood Leadership

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Understanding and Supporting Children’s Emotional Development

I’ve written a new article exploring how schools can better assess and respond to children’s social, emotional, and mental health needs and why tools like the Boxall Profile are so valuable in doing this.

We already track academic progress closely; it’s time we gave children’s emotional growth the same attention.

Normalising emotional assessment helps schools respond more effectively, strengthen wellbeing support, and access the right funding.

#Education #SEMH #Wellbeing #Inclusion #ChildDevelopment #BoxallProfile

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Every now and then, it’s necessary to pause and take a slow, full breath, to reset, recentre, and reconnect. 💛

Maybe you’ve had a rough moment, received hard news, or everything just feels too much.

That’s where Five-Finger Breathing comes in, a simple, sensory-friendly way to help your body and mind find calm again.

This technique pairs movement with breath: trace your fingers as you breathe in and out, letting rhythm and repetition soothe your nervous system.

* Easy to learn

* Grounding for all ages

* Neuroaffirming and sensory-safe

* Practise it regularly so it’s ready for the moments you really need it.

Available now as a digital download for educators, therapists, parents, and anyone who values gentle mindfulness

#mindfulness #neuroaffirming #selfregulation #groundingtechnique #fivefingerbreathing #mindfulbreathing #classroomcalm #sensoryfriendly #anxietyrelief #emotionalregulation #mentalwellbeing #therapistresources #occupationaltherapy #mindfulnessforkids

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Understanding regulation is essential to unlocking meaningful learning, whether in the classroom or at home.

When learners are regulated (Green Zone), they’re able to focus, engage, and grow. When they’re dysregulated (Blue, Yellow, or Red Zones), learning becomes a struggle.

By recognising these states and creating calm, supportive environments, we can help every child access learning and thrive, no matter where they learn.

#SocialEmotionalLearning #HomeschoolEducation #InclusiveLearning #StudentWellbeing #traumainformed

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Masking is like this beautiful toadstool in the forest:

Above the soil, everything looks fine, calm, bright, and thriving. That’s often what schools see: “She’s fine here.”

But beneath the surface lies a hidden network, tangled, strained, and working tirelessly to keep things together. That’s what families see at home: the meltdowns, the exhaustion, the overwhelm after a day spent holding it all in.

Masking doesn’t mean a child is okay. It means they’re using enormous energy to appear okay, often at the expense of their wellbeing.

Let’s look beneath the surface and listen to families who see the full picture.

#Neurodiversity #Masking #Autism #SEND #ASD

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With school budgets increasingly stretched, many schools are searching for ways to support learners with Special Educational Needs (SEN) without adding extra costs. Fortunately, a growing range of free online SEN training opportunities now makes it possible for teachers, teaching assistants, and support staff to build vital skills, anytime, anywhere.

From inclusive classroom strategies to understanding specific learning differences, these free resources can make a real difference in confidence, competence, and outcomes for all pupils. This article highlights some of the best free SEN training options available, explains how to choose the right ones for your setting, and shares tips for integrating online learning into your school’s CPD plan.
#SEN #SpecialEducation #TeacherTraining #InclusiveEducation #OnlineLearning

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This new study by Petersson-Bloom, Ewe, Klefbeck, and Leifler (2025) explores strategies to prevent challenging situations in educational settings for students with autism. The authors identify eight evidence-based approaches; from functional behaviour assessment to communication training, environmental supports, and professional development; that help educators move from reactive responses to proactive, inclusive practices.

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Bridging the Gap Preventing Challenging Situations for Students with Autism

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When a child’s mental health makes school impossible, what should inclusion look like then?

I’m sharing a case study that continues to resonate deeply:
“When Mental Health Becomes a Barrier to Education and Why Policy Must Match Practice.”

It tells the story of a 10-year-old pupil living with severe, clinically recognised mental-ill health, including suicidal ideation and restrictive eating, who has been placed on the Dynamic Support Register. Despite this clear safeguarding priority, multi-agency coordination has faltered, and educational support has been withdrawn instead of adapted.

The case exposes a stark truth: inclusion often breaks down when attendance becomes complex, but that’s exactly when it matters most.

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When Mental Health Becomes a Barrier to Education and Why Policy Must Match Practice

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I’ve just published a new piece on Mae Martin’s Wayward and why pathologising young people does real harm. I’ve been a fan for years (even saw Mae at Leeds Varieties Hall) and this series is one of the best things I’ve seen all year, raw and Mae's character 'Alex', is so compassionate.

My takeaway: be curious before you diagnose, support before you “fix,” listen before you label.

Read the article and tell me what you think. How do you create psychological safety for young people?

#MentalHealth #MaeMartin #Wayward #Empathy #PsychologicalSafety #Leadership #YouthDevelopment

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Mae Martin’s Wayward and the Harm of Pathologising Young People

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Sometimes the best ideas for education aren’t found inside it. When we dare to look beyond our own walls, we start to see the patterns that connect learning, growth, and aging.

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Beyond the Classroom How Other Fields Might Already Hold the Answers We Need

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Today's article is about how we use audits in early years, not just to evidence compliance, but to drive meaningful reflection and improvement. Through my own experience, I found existing inclusion audits often felt time-consuming and disconnected from the true purpose of what we aim to achieve: creating environments where every child feels valued, supported, and able to thrive.

This has led me to design the Inclusive Environment Audit Tool, a practical, reflective framework that makes the process more purposeful and collaborative. It encourages teams to look beyond checklists and engage in genuine conversations about inclusion, accessibility, and the lived experience of children and families.

In my latest article, I share why audits matter, how they can shape an inclusive culture, and the thinking behind this tool. If you’re passionate about reflective practice and want to make inclusion part of your setting’s everyday thinking.

#Inclusion #EarlyYears #ReflectivePractice #SEND #EYFS2024 #Leadership #QualityImprovement #OfstedReady #Education

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Creating the Inclusive Environment Audit Tool — Making Reflection Meaningful in Early Years

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A stick, a wand, a sword, a microphone...We’ve all seen it. But do we join in?

A short reflection on imagination, optimism, and why grown-ups shouldn’t just watch from the side lines.

#Imagination #Creativity #Play #EarlyYears #KenRobinson

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We See a Stick, They See a Wand...What If We Saw It Too - Article

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Understanding the SEND Code of Practice (2015) - A Summary

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Understanding the SEND Code of Practice (2015) - A Summary

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Understanding the SEND Code of Practice (2015)

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EHCP Assessment - Educational Psychologist Phone Call Preparation

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EHCP Assessment - Educational Psychologist Phone Call Preparation

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Supporting Parents Through the EHCP Process

If your child is being assessed for an EHCP, you’ll almost certainly have a phone call with an Educational Psychologist (EP) as part of the process.

All EHCPs require input from an EP — their job is to understand how your child learns, what barriers they face, and what support will help them thrive. But for parents, that call can feel daunting, especially if you’re unsure what to say or how to prepare.

That’s why I’ve created a free printable guide: “EHCP Assessment – Educational Psychologist Phone Call Preparation.”

It walks you through:

✅ What to expect from the call

✅ The types of questions you might be asked

✅ How to share your child’s strengths, challenges, and needs clearly

✅ Practical tips to help you feel calm, confident, and prepared

Remember, this isn’t a test. It’s your chance to share your child’s story so the EP can capture an accurate picture of who they are and what they need.

#EHCP #SENDSupport #EducationalPsychologist #ParentSupport #Neurodiversity #HeartAndHomeEducation #EHCPAssessment

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EHCP Assessment   Educational Psychologist Phone Call Preparation

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Child to parent abuse | Parental Education Growth Support (PEGS)

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PEGS has been set up to support both parents and professionals deal with the issues associated with child-to-parent abuse. Supporting parents and professionals with child to parent abuse. Learn More

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Demand Avoidance Vs Pathological Demand Avoidance (PDA) 

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Demand Avoidance Vs Pathological Demand Avoidance (PDA) 

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PDA Society - Pathological Demand Avoidance

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1. What really helps – and why we need to rethink current approaches

# data[].attributes.headline
Identifying & Assessing a PDAprofile- Practice Guidance

# data[].attributes.subject
Identifying & Assessing a PDAprofile- Practice Guidance

# data[].attributes.headline
Quality First Teaching - Inclusive Classroom Strategies

# data[].attributes.subject
Quality First Teaching - Inclusive Classroom Strategies

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Every child deserves access to high-quality, inclusive teaching every day. This free digital resource introduces Quality First Teaching (QFT)—the foundation of effective classroom practice that ensures lessons are engaging, structured, and accessible to all learners.

Aligned with the SEND Code of Practice (2015), this guide provides practical strategies for teachers, parents, and support staff to help remove barriers to learning and promote independence, confidence, and collaboration.

Inside, you’ll find clear, easy-to-apply approaches for EYFS through Key Stage 5, including:

Practical ways to support memory, understanding, and expression.

Differentiated methods to make learning inclusive for every pupil.

Examples of how to structure lessons for engagement and success.

Strategies to encourage collaboration, confidence, and resilience.

Whether you’re an educator looking to strengthen inclusive practice or a parent seeking to understand what effective teaching looks like, this resource offers straightforward strategies to help every child thrive.

✨ Free to download and share—because every child deserves to learn, just not always in the same way.

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QFT - Inclusive Classroom Strategies (2)

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Beyond the Classroom: Support for Emotionally Based School Avoidance

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Beyond the Classroom: Support for Emotionally Based School Avoidance

# data[].attributes.body
Provides powered wheelchairs, mobility equipment, and life skills training for children with physical disabilities.

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Focuses on improving diagnosis, education, and mental health for children and young people with epilepsy.

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Join the #UnderstandMyEpilepsy campaign and help ensure young people with epilepsy get the support they need to be safe and included at school.

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UK charity supporting siblings of disabled children, with resources, tips, and peer networks for young carers and adult siblings.

# data[].attributes.body
Specialist guidance and family support for children with spina bifida or hydrocephalus, including continence and learning support.

# data[].attributes.body
Provides tailored education, residential support, and communication assistance for children with dual sensory loss and complex disabilities.

# data[].attributes.headline
Newlife – The Charity for Disabled Children

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Newlife – The Charity for Disabled Children

# data[].attributes.body
Provides emergency equipment grants and long-term support for disabled children with complex needs across the UK.

# data[].attributes.body
Supports families affected by rare or undiagnosed genetic conditions through advocacy, awareness, and the SWAN UK parent network.

# data[].attributes.attachment_link.description
How can I get a diagnosis for my child? Finding support for your child and family How can I fundraise for SWAN UK? The latest news from SWAN UK... Britain's ...

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Wide-ranging support and resources for people with epilepsy, including children. Offers training, helplines, and local support groups.

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Epilepsy Action support for people with epilepsy. Epilepsy Action is a charity that improves the lives of everyone affected by epilepsy.

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Offers helpline support, educational resources, and family services for children with Down syndrome.

# data[].attributes.body
Supports families with any kind of SEND diagnosis or disability. Offers parent workshops, advice helplines, and condition-specific guidance.

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Contact - for families with disabled children | Contact

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We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

# data[].attributes.body
Practical and emotional support for families of children with acquired brain injury, including resources for schools and parents.

# data[].attributes.body
Supports children with neurological conditions (e.g. hypotonia, developmental delay), offering sleep services, grants, legal advice, and research-based guidance.

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Cerebra – Working with you and your amazing child

# data[].attributes.attachment_link.description
Cerebra is the national charity helping children with brain conditions and their families discover a better life together.

# data[].attributes.headline
Brainkind (formerly The Disabilities Trust)

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Brainkind (formerly The Disabilities Trust)

# data[].attributes.body
Specialist rehabilitation and care services for children and adults with acquired brain injury and complex needs.

# data[].attributes.body
Helps families of children with autism, cerebral palsy, Down’s syndrome, developmental delay or learning difficulties through therapy and parent support.

# data[].attributes.body
National charity offering education, advocacy, specialist schools, and parent networks for autistic children and young people.

# data[].attributes.attachment_link.description
Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

# data[].attributes.body
Provide information, support groups, training and resources for families of children with ADHD and attention‑related needs.

# data[].attributes.attachment_link.description
We’re here to help people with ADHD Thrive. Positively changing what it means to have ADHD in the UK if not the world.

# data[].attributes.body
What to do if you need to appeal a decision about EHCPs or placement.

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First-tier Tribunal (Special Educational Needs and Disability)

# data[].attributes.attachment_link.description
We’re responsible for handling appeals against local authority decisions regarding special educational needs, including a refusal to: assess a child or young person’s educational, health and care (EHC) needs reassess their EHC needs issue an EHC plan change what’s in a child or young person’s EHC pl…

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Help for families navigating the move from childhood to adult services.

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Funded by Department for Education (DfE), we provide expertise and support to local authorities and their partners to embed preparing for adulthood from the earliest years. We work to ensure that young people with SEND achieve paid employment, independent living, housing options, good health, friendships, relationships and community inclusion.

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Preparing for Adulthood is an NDTi programme

Part of: Delivering Better Outcomes Together

Working in partnership

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Preparing for Adulthood | PfA | Home Page

# data[].attributes.attachment_link.description
Giving Everyone Equal Life chances as they move into Adulthood Funded by Department for Education (DfE), we provide expertise and support to local authorities and their partners to embed preparing for adulthood from the earliest years. We work to ensure that young people with SEND achieve paid employment, independent living, housing options, good health, friendships, relationships and community inclusion.

# data[].attributes.headline
Council for Disabled Children - EHCP Process

# data[].attributes.subject
Council for Disabled Children - EHCP Process

# data[].attributes.body
Information for families on EHCP stages, timelines and tips.

# data[].attributes.attachment_link.description
© National Children’s Bureau 2025. Registered charity No. 258825. Registered in England and Wales No. 952717.

# data[].attributes.body
Detailed guides on how to apply for and challenge EHCPs.

# data[].attributes.attachment_link.provider_name
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.description
An Education, Health and Care plan (“EHC plan”) is a legal document which describes a child or young person’s special educational needs, the support they need, and the outcomes they would like to achieve. The special educational provision described in an EHC plan must be provided by the child or young person’s local authority (“LA”).

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Every council must publish a 'Local Offer' of SEND services—find yours here.

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Find your local authority in England, Wales, Scotland and Northern Ireland

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Independent advice and advocacy available in your local area.

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© National Children’s Bureau 2025. Registered charity No. 258825. Registered in England and Wales No. 952717.

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Free, confidential chat with parenting coaches and mental health support.

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Support for Parents from Action For Children

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Parent Talk - down-to-earth parenting advice you can trust

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We're on hand to support parents, when they need us. Find answers to your questions in our advice articles, or speak to one of our parenting coaches.

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Free 24/7 helpline for emotional support during crisis or stress.

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Samaritans works to make sure there's always someone there for anyone who needs someone. Read more.

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Practical strategies and peer support for unpaid carers.

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Registered charity number 246329 (England & Wales) and SC039307(Scotland) Company limited by guarantee registered in England and Wales number 864097

# data[].attributes.body
Mental health resources and a parent helpline.

# data[].attributes.attachment_link.readable_text
It's okay to reach out for help. Your situation is unique and no parent has all the answers. We all need a little extra support sometimes, and we hear from parents and carers just like you all the time.

So, if you're worried about the mental health and wellbeing of a child or young person up to the age of 25, you can chat to us by phone, email or webchat.

Our Parents Helpline is also accessible for those who are hard of hearing or speak English as an additional language. If English is not your first or preferred language, we can arrange for a language translator to support you on a call with one of our helpline advisers. Or if you would like to use our webchat or email service, we offer a digital translation service.

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Parents Mental Health Support | Advice for Your Child

# data[].attributes.attachment_link.description
Practical tips, advice and where you can get help if your child or teenager is struggling with their mood, feelings, or their behaviour seems different.

# data[].attributes.body
Mental health support and practical tips for carers.

# data[].attributes.attachment_link.description
The page you're looking for can't be found. Try returning to the homepage or using the site search to find what you need

# data[].attributes.body
Search your area for local SEND or disability-specific support groups.

# data[].attributes.body
A parent-led blog and information hub with up-to-date SEND news.

# data[].attributes.attachment_link.description
Special Needs Jungle provides parent-centred information, news, resources and informed opinion about SEN, disability, children’s health and SEN politics

# data[].attributes.body
An online space for parents to share advice, challenges, and support.

# data[].attributes.attachment_link.title
Special Educational Needs Forum | Mumsnet | Mumsnet

# data[].attributes.attachment_link.description
Join our SEN forum and meet other parents with children who have special educational needs, including ADHD & Dyslexia. Get advice and support here.

# data[].attributes.body
Search for your local parent carer forum to connect with others.

# data[].attributes.body
Essex-based charity supporting families with children with additional needs (helpful resources for all UK families).

# data[].attributes.attachment_link.title
SNAP - Special Needs And Parents. Registered charity (No.1077787)

# data[].attributes.attachment_link.description
If you have a child between 0-25 years who has any special need or disability and you live under Essex County Council, Thurrock or Southend then we are here for you and your family.

# data[].attributes.body
The leading UK charity for autistic people and their families.

# data[].attributes.attachment_link.description
We are the UKs leading charity for autistic people and their families. Since 1962, we have been providing support, guidance and advice, as well as campaigning for improved rights, services and opportunities to help create a society that works for autistic people.

# data[].attributes.body
Support and advocacy for people with a learning disability and their families.

# data[].attributes.attachment_link.title
Learning Disability - Autism - Down's Syndrome

# data[].attributes.attachment_link.description
Mencap is a UK charity for people with a learning disability. We support their families and carers, too. We want the UK to be the best place in the world for people with a learning disability to live happy and healthy lives.

# data[].attributes.body
UK disability equality charity with helplines and services for SEND families.

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We're Scope, the disability equality charity in England and Wales

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National charity offering information, advice and support to families with disabled children.

# data[].attributes.attachment_link.title
Contact - for families with disabled children | Contact

# data[].attributes.attachment_link.description
We are Contact, the charity for families with disabled children. We support families, bring families together and help families take action for others.

# data[].attributes.body
Independent advice and training provided by local services.

# data[].attributes.attachment_link.description
© National Children’s Bureau 2025. Registered charity No. 258825. Registered in England and Wales No. 952717.

# data[].attributes.body
Affordable, legal-focused courses to understand SEND law and processes.

# data[].attributes.attachment_link.provider_name
(IPSEA) Independent Provider of Special Education Advice

# data[].attributes.attachment_link.description
We deliver legal training to parents and carers, school staff, parent carer forums, local authorities and other organisations working in the field of special educational needs and disabilities (SEND) in order to increase their knowledge and understanding of the SEN legal framework. By law, children and young people with SEND are entitled to educational support that meets their individual needs. Our training empowers families to secure the education their child is legally entitled to, and gives SEN professionals the opportunity to explore key issues in SEND law in the context of their role and organisation. 

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Council for Disabled Children – Training

# data[].attributes.subject
Council for Disabled Children – Training

# data[].attributes.body
Resources and webinars for parents and professionals.

# data[].attributes.body
Offers free online workshops via Zoom covering EHCPs, managing behaviour, sleep, sensory processing, benefits & money matters, sibling support, communication, anxiety and wellbeing for parent carers. Workshops are tailored to age groups and are regularly updated and added.

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Our workshops and information sessions cover a range of topics around caring for your child.

In this article

About our workshops

We're currently running our workshops as virtual sessions, which take place via Zoom. We do look forward to being able to offer in-person workshops again in the future, once it is appropriate to do so.

Many of our workshops are tailored to different child age groups, particularly younger children. We also run a series of general workshops appropriate for parents of children of all ages.

We add new workshop dates all the time, so if you can't find what you're looking for, please come back soon.

Browse workshops by subject

Speech, language and communication

Virtual workshops for parents of children with communication difficulties associated with hearing impairment, language impairment and autism.

We run three versions of this workshop: for early years, primary school and secondary school-age children.

Browse on eventbrite
Browse workshops by age group

We run workshops for parents of children at different age groups. Browse our workshops for families of:

Regional workshops

Due to funding, some of our workshops are available to parent carers in particular areas. Browse our workshops for:

Rare conditions workshops

We run a range of workshops tailored to families with children who have rare conditions.
Browse on Eventbrite
All workshops
Browse all our workshops in one place

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Our workshops and information sessions cover a range of topics around caring for your child.

# data[].attributes.body
Educational and practical support for families and individuals affected by ADHD.

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The ADHD Foundation Neurodiversity Charity - an integrated health and education service.

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Information and advice on developmental coordination disorder (dyspraxia).

# data[].attributes.attachment_link.description
Supporting individuals and families affected by dyspraxia/DCD

# data[].attributes.body
Support, services, and advocacy for autistic children and their families.

# data[].attributes.attachment_link.description
Ambitious about Autism is the national charity for autistic children and young people. We stand with autistic children, young people and their families to champion rights, campaign for change and create opportunities.

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A central place to access resources, CPD, and research related to SEND.

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nasen House
4/5 Amber Business Village
Amber Close
Amington
Tamworth
Staffordshire
B77 4RP

Tel: 01827 311500
Email: welcome@nasen.org.uk

Opening Hours:
Monday to Thursday 09:00 - 17:00
Friday 09:00 - 16:00

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nasen House 4/5 Amber Business Village Amber Close Amington Tamworth Staffordshire B77 4RP Tel: 01827 311500 Email: welcome@nasen.org.uk Opening Hours: Monday to Thursday 09:00 - 17:00 Friday 09:00 - 16:00

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Special educational needs and disability (SEND) – NHS England

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Special educational needs and disability (SEND) – NHS England

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Explains what counts as SEND (learning difficulty and/or disability needing extra support, potentially including an EHC plan) and how health and education services work together to help children and young people

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

The SEND Code of Practice 2014 and the Children and Families Act 2014 gives guidance to health and social care, education and local authorities to make sure that children and young people with SEND are properly supported.

If you or a child that you care for needs extra health and education support, an application can be made for an Education, Health and Care plan (EHC) to your local council.

Our work

We work with Clinical Commissioning Groups (CCGs) and organisations such as the Department for Education (DfE), the Department of Health and Social Care (DH) and voluntary organisations to make sure that there is support and services for children and young people with SEND.

We do this so that we can:

make sure that children and young people are at the heart of everything we do

improve the care and support that people get

make sure that people's care and support is the same quality wherever they live

make sure that the right people know about SEND and EHC plans

We have various groups which help us to make sure that we are doing what we need to in supporting SEND. These are:

The children with complex needs and special educational and disabilities group looks at our work with other organisations as well as making sure we are doing everything we can do to support living an ordinary life for children and young people with SEND.

The SEND assurance sub-group leads our national work and supports us with policies and strategies.

The SEND data and evidence sub-group works with data relating to children and young people with SEND, identifying need and finding what works best to support them.

The SEND communications and engagement sub-group develops and improves communications across the NHS and other organisations, making sure that people have the most up to date information on relevant legislation, developments and best practice for children and young people with SEND.

Useful resources

Guidance for health services for children and young people with SEND - this document is under review.

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Special educational needs and disability (SEND)

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A child or young person has special educational needs and disabilities if they have a learning difficulty and/or a disability that means they need special health and education support, we shorten this to SEND.

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Expert legal information and guidance to help parents understand their rights.

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(IPSEA) Independent Provider of Special Education Advice

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When does a local authority have to issue an EHC plan?

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Pages | (IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Outlines the rights of individuals with disabilities, including in education.

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Overview

The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society.

It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations. It sets out the different ways in which it's unlawful to treat someone.

Find out more about who is protected from discrimination, the types of discrimination under the law and what action you can take if you feel you've been unfairly discriminated against.

Discrimination: making a complaint

Before the Act came into force there were several pieces of legislation to cover discrimination, including:

Sex Discrimination Act 1975

Race Relations Act 1976

Disability Discrimination Act 1995

If you wish to complain about possible unlawful treatment there are 2 separate processes, depending on when it happened.

Complaints: before October 2010

If you were subjected to unlawful treatment (eg discrimination, harassment or victimisation) before 1 October 2010, the Equality Act won't apply. Instead, you'll be covered by the legislation that was in force at the time.

For example, if you experienced race discrimination on 30 September 2010 and want to make a complaint or bring legal proceedings, the Race Relations Act 1976 will apply, not the Equality Act.

This is also true of any legal proceedings. They will go ahead according to the legislation under which they were brought, even if they may have continued after 1 October 2010.

Complaints: after October 2010

If you were subject to unlawful treatment on or after 1 October 2010, the Equality Act applies.

For example, if you experienced sex discrimination on 30 September 2010, which continued until 2 October 2010, the Equality Act will apply, not the Sex Discrimination Act.

Find out more about how to complain about unlawful treatment in the Discrimination: your rights guide.

To allow people and organisations enough time to prepare for the new laws, the provisions of the Act were brought in at different times (known as commencement dates).

October 2010

Equality Act provisions which came into force on 1 October 2010:

the basic framework of protection against direct and indirect discrimination, harassment and victimisation in services and public functions, premi, work, education, associations and transport

changing the definition of gender reassignment, by removing the requirement for medical supervision

providing protection for people discriminated against because they are perceived to have, or are associated with someone who has, a protected characteristic

clearer protection for breastfeeding mothers

applying a uniform definition of indirect discrimination to all protected characteristics

harmonising provisions allowing voluntary positive action

Provisions relating to disability

extending protection against indirect discrimination to disability

introducing the concept of "discrimination arising from disability" to replace protection under previous legislation lost as a result of a legal judgment

applying the detriment model to victimisation protection (aligning with the approach in employment law)

harmonising the thresholds for the duty to make reasonable adjustments for disabled people

extending protection against harassment of employees by third parties to all protected characteristics

making it more difficult for disabled people to be unfairly screened out when applying for jobs, by restricting the circumstances in which employers can ask job applicants questions about disability or health

Provisions relating to work

allowing claims for direct gender pay discrimination where there is no actual comparator

making pay secrecy clauses unenforceable

extending protection in private clubs to sex, religion or belief, pregnancy and maternity, and gender reassignment

introducing new powers for employment tribunals to make recommendations which benefit the wider workforce

April 2011

Equality Act provisions which came into force in April 2011:

positive action - recruitment and promotion

public sector Equality Duty (see section below)

Ministers are considering how to implement the remaining provisions in the best way for business and for others with rights and responsibilities under the act. Their decisions will be announced in due course.

Equality Act Provisions that the government has decided not to take forward:

public sector duty regarding socio-economic inequalities

combined discrimination - dual characteristics

Age discrimination

The Equality Act 2010 includes provisions that ban age discrimination against adults in the provision of services and public functions. The ban came into force on 1 October 2012 and it is now unlawful to discriminate on the basis of age unless:

the practice is covered by an exception from the ban

good reason can be shown for the differential treatment ('objective justification')

The ban on age discrimination is designed to ensure that the new law prohibits only harmful treatment that results in genuinely unfair discrimination because of age. It does not outlaw the many instances of different treatment that are justifiable or beneficial.

You can read the original consultation on the archived Government Equalities Office website.

There is an overview of how the ban works and tailored guides for small businesses, private clubs and the holiday sector in the Equality Act guidance.

Age discrimination: exceptions

The government response to the consultation includes the draft Exceptions Order. You can also read the impact assessment.

Exceptions under the Order are:

age-based concessions

age-related holidays

age verification

clubs and associations concessions

financial services

immigration

residential park homes

sport

These specific exceptions are in addition to:

general exceptions already allowed by the Act

positive action measures

'objective justification'

There are no specific exceptions to the ban on age discrimination for health or social care services. This means that any age-based practices by the NHS and social care organisations need to be objectively justified, if challenged.

Public sector Equality Duty

The public sector Equality Duty came into force across Great Britain on 5 April 2011. It means that public bodies have to consider all individuals when carrying out their day-to-day work - in shaping policy, in delivering services and in relation to their own employees.

It also requires that public bodies have due regard to the need to:

eliminate discrimination

advance equality of opportunity

foster good relations between different people when carrying out their activities

Who the Equality Duty applies to

The Equality Duty applies across Great Britain to the public bodies listed in Schedule 19 (as amended), and to any other organisation when it is carrying out a public function.

Specific duties

The Equality Act 2010 (Specific Duties) Regulations 2011 came into force on 10 September 2011.

The specific duties require public bodies to publish relevant, proportionate information showing compliance with the Equality Duty, and to set equality objectives.

Guidance for public bodies

The Government Equalities Office has published 2 quick-start guides to help public bodies understand the Equality Duty and the specific duties:

The Equality and Human Rights Commission is the statutory body established to help eliminate discrimination and reduce inequality. The Commission has published new non-statutory guidance on:

Devolution

Section 153 of the act enables the Welsh and Scottish ministers to impose specific duties on certain Welsh and Scottish public bodies through secondary legislation. For Welsh and cross-border Welsh public bodies, specific duties have been finalised by the Welsh Assembly government and came into force on 6 April 2011.
The Equality Act 2010 (Statutory Duties) (Wales) Regulations 2011
For Scottish public bodies, the Scottish government launched a consultation on revised draft Regulations for specific duties on 9 September 2011. The consultation closed on 25 November 2011.
More information from the Scottish Government
Guidance on the Equality Duty specific to Wales and Scotland is available from the Equality and Human Rights Commission.

Equalities Act 2010: legislation

Equality Act 2010 on the legislation.gov.uk website

Explanatory notes on the legislation.gov.uk website

Legislation repealed or revoked by the Equality Act

A list of all legislation that was repealed or revoked on 1 October 2010 is available in Schedule 27 to the act.

Equality Act Statutory Instruments

Statutory Instruments made under the act are available:

Guidance on the Equality Act

We have produced a series of guides outlining the key changes in the law made by the act .

To sign up to receive email updates of the work of the Government Equalities Office please contact GEOcomms@geo.gsi.gov.uk.

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Information and guidance on the Equality Act 2010, including age discrimination and public sector Equality Duty.

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The legal foundation for the SEND Code of Practice and EHCPs in England.

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Statutory guidance for those working with children and young people with SEND from 0–25 years.

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.

Applies to England

Documents

Details

This statutory code contains:

details of legal requirements that you must follow without exception

statutory guidance that you must follow by law unless there's a good reason not to

It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014.

The code, which applies to England, is for:

headteachers and principals

governing bodies

school and college staff

special educational needs (SEN) co-ordinators

early years providers

other education settings

local authorities

health and social services staff

Other SEND guides are also available.

Thank you for your feedback

Report a problem with this page

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Guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25, from 1 September 2014.