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Surrey Local Offer - What to do if you think your child has additional needs or disabilities

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Surrey Local Offer - What to do if you think your child has additional needs or disabilities

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A person with special educational needs and disabilities (SEND),  have a learning difficulty or disability that means they need special educational support.

A disability is when a person has a physical or mental difficulty which has a significant and long-term effect on their ability to carry out activities. This can include a long-term illness.

Special educational needs and disability is often shortened to SEND, though sometimes people refer to it as additional needs.

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A person with special educational needs and disabilities (SEND), have a learning difficulty or disability that means they need special educational support.

A disability is when a person has a physical or mental difficulty which has a significant and long-term effect on their ability to carry out activities. This can include a long-term illness.

Special educational needs and disability is often shortened to SEND, though sometimes people refer to it as additional needs.

It can include things like:

not making progress in their learning

a learning difficulty

a disability or health problem

struggling to communicate or understand what people are saying

social communication difficulties

emotional or mental health problems

sensory and physical needs

processing difficulties

Where to find out more?

How are special educational needs identified?

Some Special Educational Needs and Disabilities (SEND) may be identified very early in a child's life, but others may not be identified until they are older. How needs are identified and how to access support will depend on the type of difficulty a child or young person has.

Schools and early years settings (such as nurseries), have a responsibility to identify children and young people with special educational needs, sometimes with the help of outside specialists. Health or care professionals can also identify special educational needs.

In Surrey, the Local Authority are informed by a health professional of any child under compulsory school age who they think may have Special Educational Needs or Disabilities (SEND). They do so by completing a SEND Support Notification (PDF).

Where to find out more?

Who can I contact if I think my child may have additional needs or a disability?

if you are worried about your child's progress, development, or behaviour, you may like to speak to one of the following:

Pre-school children (0 to 5 years)

nursery or pre-school keyworker or special educational needs coordinator (SENCO).

health visitor or GP

When your child is between 2 and 3, a review will be carried out to track your child's progress. Any strengths or any areas of development will be recorded and your childcare provider will discuss this with you and put support in place if this is needed.

Between 27 and 30 months of age, you will be invited to a health and development review by your health visiting team. At this review you can discuss your child's progress and ask any questions you might have. The Health and development reviews at age 2 page has further information about this.

All early years practitioners (such as SENCOs, Managers) follow the Graduated Response for Early Years, The Graduated Response outlines the support, adaptations and strategies that early years providers can put in place for any with child emerging or identified Special Educational Needs and Disabilities (SEND).

School aged children

Your child's school specifically the Special Educational Needs Co-ordinator (SENCO)

Your child's GP

Our Special Educational Needs (SEN) Support in Mainstream School page provides details of the support schools are able to provide. You can also refer to the Ordinarily Available Provision page to find out more about the support schools in Surrey should offer children with additional needs.

Ordinarily Available Provision is the support, adaptations, and classroom techniques that schools can put in place for any child with additional needs or disabilities without having to arrange additional funding, whether or not a child has a formal diagnosis of a SEND condition or an Education, Health and Care (EHC) plan.

A health professional

Medical Needs and concerns should be raised with your GP or health visitor. If needed, they can make any referrals to other services. This includes mental health difficulties, difficulties with eating, weight, sleep and continence or other concerns about your child's health and wellbeing. If your child is at school, you may also ask the school to be referred to the school nurse who can give you advice and support.

What can I say?

The below may be a helpful basis for a conversation:

Say why you think your child has SEN

Ask if your child learns or is developing at the same rate as others their age?

Ask what they can do to help?

Ask what you can do to help?

What happens next?

They will discuss any concerns you have, tell you what they think, and explain to you what kind of support your child may need. If they think it is appropriate, they can refer your child or young person to other services, with your permission.

Where can you find support and advice?

Caring for and looking after a child or young person with additional needs and disabilities can be rewarding and challenging. You may find it helpful to seek advice and support from relevant services or find out about the experience of people who have been in a similar situation.

Some examples of these services include:

SEND Advice Surrey provides free, impartial and confidential advice to parents, carers, children and young people SEND aged 0 to 25 years. They can offer information on many aspects of the SEND support process, including what you can do if you are not happy with a decision made about your child's needs or disability.

The Learners' Single Point of Contact (L-SPA) can offer advice on how to access the most appropriate support for your child. The L-SPA will give you access to information and support from a team of specialists

Family Voice Surrey is the parent carer forum for Surrey. They champion the needs and rights of SEND families in Surrey: families with children or young adults up to the age of 25 who have special educational needs, chronic illnesses, including mental health conditions, or disabilities. Family Voice Surrey offer regular events for parents of children and young people with SEND.

Contact (formerly Contact a Family) is a national charity for families with disabled children. They operate a helpline, as well as running events and workings for families.

The Early Support Service can provide support to families with a child aged 0 to 5 with disabilities or complex medical needs. You can request a referral to the from a professional working with your family, your GP or health visitor.

Occupational Therapy (OT) Helpline. Anyone can call the OT Helpline Monday - Thursday, 1 to 4pm to talk through and problem solve with the OT team, how your child/young person is carrying out their everyday tasks including self-care, play and leisure activities

You may also like to refer to our additional needs and/or disabilities parent and carer guide or search our Family Information Service Directory for services offering support and advice.

In this section

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i think my child has special educational needs

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What to do if you think your child has additional needs or disabilities - Surrey County Council

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Defining ‘what is SEND?’. Find out about special educational needs and disabilities and services for children and young people with additional needs.

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Family Action - Special educational needs & disabilities

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Family Action - Special educational needs & disabilities

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Getting the right help and support to help meet the needs of your children is not always easy. For those with special educational needs or disabilities (SEND), it can be even harder, which is why we have specialist SEND services providing support, advice and signposting to guide you through.

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Parents supported by one of our SEND services

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Special educational needs & disabilities

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We’re one of the UK’s largest providers of SEND services, providing much needed support to children, young people and their parents/carers.

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Contact - For families with disabled children

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Contact - For families with disabled children

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We run a freephone helpline, also available via email and web form, for parent carers wanting expert one-to-one advice. Our Listening Ear service is for families seeking emotional support.

Our website has online advice and information about concerns you might have about raising a child with additional needs. And we produce a range of email newsletter s and parent guides available to download or order.

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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.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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We are the leading charity in the field of SEND law in England, and we provide free and independent legal advice and support to families of children and young people with SEND. We also provide training on the SEND legal framework, and we influence policy at both a local and national level.

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(IPSEA) Independent Provider of Special Education Advice

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(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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SEND Advice Surrey - Access Arrangements - support in exams

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SEND Advice Surrey - Access Arrangements - support in exams

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This guide explains the support that can be given to children and young people who need help during exams.

Access arrangements are changes made before an exam to help a student who would otherwise be at a disadvantage. They do not make the exam easier, but they help the student show what they can do.

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Information on what school-based and applied-for adjustments can be put in place to support a child when taking exams at school

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SEND Advice Surrey - Exclusions from school

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SEND Advice Surrey - Exclusions from school

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This content relates only to children at maintained schools, academies or pupil referral units (in line with the Department for Education’s Suspension and permanent exclusion guidance)

Only the head teacher of a school (or the teacher in charge of a pupil referral unit or the principal of an academy) can exclude a pupil.

There are only two types of exclusion from a school which are lawful: permanent exclusion and suspension (also called a fixed period exclusion).

A pupil can be suspended for a specific number of school days or permanently excluded. Any exclusion of a pupil, even for a short period of time, must be formally and accurately recorded.

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This content relates only to children at maintained schools, academies or pupil referral units (in line with the Department for Education's Suspension and permanent exclusion guidance)

Only the head teacher of a school (or the teacher in charge of a pupil referral unit or the principal of an academy) can exclude a pupil.

There are only two types of exclusion from a school which are lawful: permanent exclusion and suspension (also called a fixed period exclusion).

A pupil can be suspended for a specific number of school days or permanently excluded. Any exclusion of a pupil, even for a short period of time, must be formally and accurately recorded.

Pupils can only be excluded for disciplinary reasons. A child can not be excluded because their placement cannot meet their needs or for something which their parents did or did not do. Suspensions and permanent exclusions should only be used as a last resort, when all other strategies to manage behaviour have been exhausted. 'Informal' or 'unofficial' exclusions, such as sending a pupil home to cool off, are all unlawful. Unlawful exclusion of a child with a disability may amount to disability discrimination under the Equality Act 2010.

No child should be excluded for an unstated period, for a non-disciplinary reason, or without formal notice from the headteacher.

My child is at risk of exclusion. What steps does the school have to take?

Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs.

Mainstream schools must use their 'best endeavours' to ensure the appropriate special educational provision is made for pupils with SEN, including any support in relation to behaviour management that they need because of their SEN. (Section 66 of the Children and Families Act 2014)

The Equality Act 2010 requires schools to make reasonable adjustments for disabled pupils. This duty can, in principle, apply both to the suspensions and permanent exclusions process and to the disciplinary sanctions imposed.

Where a school has concerns about the behaviour, or risk of suspension and permanent exclusion, of a pupil with SEN, a disability or an Education, Health and Care Plan (EHCP) it should, in partnership with others (including where relevant, the local authority), consider what additional support or alternative placement may be required. This should involve assessing the suitability of provision for a pupil's SEN or disability.

Where a pupil has an EHCP, schools should contact the local authority about any behavioural concerns at an early stage and consider requesting an early annual review prior to making the decision to suspend or permanently exclude.

For those with SEN but without an EHCP, the school should review, with external specialists as appropriate, whether the current support arrangements are appropriate and what changes may be required. This may provide a point for schools to request an EHC assessment or a review of the pupil's current package of support.

Preventative measures to school exclusion

When possible, in school interventions or targeted support from alternative provision schools, such as Surrey Autism Outreach Service, or from Specialist Teaching Teams should be used to meet a pupil's individual needs and circumstances, whether behavioural or special educational, before a pupil is excluded.

Head teachers should also consider either a temporary off-site direction, or a permanent managed move as preventative measures to exclusion.

Off-site direction

Off-site direction is when a school requires a pupil to attend another education setting to improve their behaviour. Where interventions or targeted support have not been successful in improving a pupil's behaviour, off-site direction should be used to arrange time limited placements at an alternative provision or another mainstream school.

Depending on the individual needs and circumstances of the pupil, off-site direction into alternative provision can be full-time or a combination of part-time support in alternative provision and continued mainstream education. A proposed maximum period of time should be discussed and agreed upon as part of the planning phase for an off-site direction. The length of time a pupil spends in another mainstream school or alternative provision will depend on what best supports the pupil's needs and potential improvement in behaviour.

As part of planning, alternative options should be considered for when the time limit has been reached, including a managed move on a permanent basis (if a pupil is placed in a mainstream school)

The Department for Education's Suspension and permanent exclusion guidance covers objectives and timeframes with appropriate monitoring of progress for maintained schools, and academies where their funding agreement or Articles of Association allow.

The parents (or pupils aged 18 or over) (and the local authority if the pupil has an EHCP) must be notified in writing and provided with information about the placement as soon as possible.

Parents (or pupils aged 18 or over) (and, where the pupil has an EHCP, the local authority) can request (in writing) that the governing body hold a review meeting. Governing bodies must comply with the request as soon as they can, unless there has already been a review meeting in the previous 10 weeks.

The length of time a pupil spends in another mainstream school or alternative provision and the reintegration plan must be kept under review by the governing body, and regular review meetings should be held, to which parents should be invited to attend or to submit their views in writing.

The governing body must keep the placement under review for as long as the requirement remains in effect and must decide following each review meeting as to whether the requirement should continue and, if so, for what period of time.

Review meetings should be held between the school, parents, the pupil, and other agencies e.g. a pupil's social worker, Child and Adolescent Mental Health Services (CAMHS), Multi-Agency Safeguarding Hubs (MASH) and Youth Justice Teams, and the local authority (if a pupil has an EHCP) to agree monitoring points to discuss the pupil's ongoing behaviour. These reviews should be recorded in writing and be held often enough to provide assurance that the off-site direction is achieving its objectives.

To support a pupil with reintegration back into their own school, they should continue to receive a broad and balanced curriculum during the off-site direction whilst any inappropriate behaviours which require intervention are being addressed.

If a pupil with a disability or SEN has been moved offsite, the duties under the Equality Act 2010 and the Children and Families Act 2014 continue to apply for example, to make reasonable adjustments or to put support in place to meet SEN.

Managed moves

A managed move is where a pupil moves to another school permanently either following or as an alternative to an off-site direction. Managed moves should only happen when it is in the pupil's best interests and all parties, including the new school, the parent, and where the pupil has an EHCP, the Local Authority agree.

Managed moves should be voluntary. If the pupil or parent feel they are being pressured into agreeing to a managed move, they should raise this with the school's governing body (through the school's complaints process) and where appropriate with the Local Authority.

Where a pupil has an EHCP, the relevant statutory duties on the new school and local authority will apply. If the current school is contemplating a managed move, it should contact the authority prior to the managed move. If the local authority, both schools and parents are in agreement that there should be a managed move, the local authority will need to follow the statutory procedures for amending a plan.

Managed moves should be offered as part of a planned intervention. The original school should be able to evidence that appropriate initial intervention has been carried out, including, where relevant, multi-agency support, or any statutory assessments were done or explored prior to a managed move.

Prior to the managed move, the original school should share information with the new school, including data on prior and current attainment, academic potential, a risk assessment and advice on effective risk management strategies. It is also important for the new school to put in place effective integration arrangements for the pupil.

What are the advantages to a managed move?

A managed move may be a viable alternative to a permanent exclusion, because the focus is on a fresh start and providing support and services in their new educational placement or programme.

Both schools, the parents and pupil are fully involved in the process and must agree before the managed move goes ahead.

A managed move can ensure a transition with minimal disruption to the pupil's education and without the need to go down the appeals route against a permanent exclusion.

Where a managed move is used as an alternative to permanent exclusion is that a permanent exclusion will not be recorded on your child's school record.

You can read about off-site directions and managed moves in the document A guide for parents on school behaviour and exclusion

What should you do if your child is excluded?

Children with special educational needs may be excluded for reasons which arise from their needs not being properly met. If your child has been excluded, you should consider what actions you can take to try to get their needs more effectively met and avoid further exclusions in the future. This would change depending on whether your child has an EHCP or not.

If your child has an EHCP

An EHCP is a legal document, and the Local Authority (LA) has a duty under Law to ensure that the special educational provision set out in the EHCP is provided. If you believe that your child has been excluded as a result of their special educational needs not being met, you may need to consider one or more of the following:

1. Has the provision set out in Section F of the EHCP been arranged?

If not, you should make a complaint to the LA about this failure.

2. Is the provision in the EHCP the right kind of provision, and is there an adequate amount of support?

If not, write to the School and LA asking for an early Review Meeting. This is something called an Interim or Emergency Review. At the Review meeting you should discuss the contents of the Plan and request that changes are made to add more support, or make the description more quantified and specific.

If your child has been permanently excluded and you need to choose a new school to name in the EHCP this route is important to follow.

3. If you feel that the EHCP does not accurately reflect your child's needs or the provision they require, and that new information is required in order to work this out, you may wish to ask for a re-assessment.

4. Read the relevant sections of the statutory Suspension and permanent exclusion guidance from maintained schools, academies and pupil referral units in England, including pupil movement.

5. If your child has been permanently excluded, consider whether you want to use your right to have a SEN expert present at the independent review panel.

6. If your child has been excluded for more than 5 days, they are entitled to Alternative education or Alternative Provision. You should then ensure this education is provided.

If your child does not have an EHCP

1. Ask the school to provide SEN Support for your child if they aren't already.

2. If your child already gets SEN Support, ask for an urgent review of this support. Check they have been getting the agreed support.

3. Check the SEN information report on the school's website. This is about SEN provision the school can provide. Is there anything else the school does that could help your child?

4. If your child needs more support to meet their SEN than the school can provide, you may wish to request an EHC needs assessment.

5. You may want to consider whether a change of school is necessary.

6. Read the relevant sections of the statutory Suspension and permanent exclusion guidance Did the school get input from external professionals before deciding to exclude your child?

7. If your child has been permanently excluded, don't forget your right to have a SEN expert present at the independent review panel.

8. If your child has been excluded for more than 5 days, they are entitled to suitable, alternative education. Make sure this education is provided.

Adapted from Independent Provider of Special Education Advice (IPSEA).

Alternative education choices

For information on alternative education choices please visit the page.

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This section includes information on exclusions and the actions schools should take before excluding a pupil with or without an EHCP

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Surrey - Permanent exclusion and suspension from school

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Surrey - Permanent exclusion and suspension from school

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As a disciplinary measure, your child may be permanently excluded or suspended from school if found responsible for actions such as:

violence or threats of violence to staff or pupils

serious damage to school property

dealing in or supplying drugs

serious and persistent disruption to pupils' learning.

A suspension may be for a fixed number of days, after which your child must return to school. Or it can be a permanent exclusion, in which case your child cannot return to school without recommendation to reinstate being approved by the school's governor's discipline committee.

Each school has its own disciplinary policy, against which your child's actions will be considered.

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Permanent exclusion and suspension from school - Surrey County Council

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What sort of actions can get your child excluded from school?

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A guide for parents on school behaviour and exclusion

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A guide for parents on school behaviour and exclusion

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This guide is intended to support parents whose children attend a maintained school, pupil referral unit, academy school or alternative provision academy in England. It applies from 1 September 2023.

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This guide is intended to support parents whose children attend a maintained school, pupil referral unit, academy school or alternative provision academy in England. It applies from 1 September 2023.

It should not be taken as a complete or definitive statement of the law nor as a substitute for the relevant legislation. Legal advice should be sought as appropriate.

Creating a positive educational environment

Your child's school should be a calm, safe and supportive environment which your child wants to attend, free from disruption and fear of bullying.

To help create this environment, the behaviour policy of your child's school will set out how all pupils should behave, including the prevention of, and response to, bullying.

The behaviour policy should be publicised, in writing, to all school staff, parents and pupils. You should also be able to find the behaviour policy on your child's school website.

If there are any aspects of the behaviour policy that you want to discuss, you should do this directly with your child's school.

The role of parents

Parents have an important role in helping schools develop and maintain good behaviour. As a parent, you should get to know the school's behaviour policy so that you can support your child to follow the school rules.

Your child's school should work with you to provide your child with the right support at the right time and keep you updated about your child's behaviour. This might include letting you know if your child has broken the school rules, as well as celebrating what your child has done well.

Recognising and rewarding good behaviour helps everyone understand what is expected of them.

School rewards might include:

verbal praise

teachers writing to, or calling, parents to give praise

certificates, prize ceremonies or special assemblies

positions of responsibility, such as being a prefect or leading on a project

whole class or year group rewards, such as a popular activity

The school behaviour policy should also set out what could happen if your child does not follow the policy. These are often called sanctions, and might include:

a verbal warning or reminder of what behaviour is expected

a written task, for example asking your child to write about their behaviour

loss of privileges, for example, taking away a prized responsibility

detention

school based jobs, such as tidying a classroom

In the most serious of cases, the school has the power to suspend or permanently exclude your child.

Early support and help for your child

If your child is finding it difficult to follow the school behaviour policy, your child's school should work with you to find out why this is.

If you have any concerns about the support your child might need, you should discuss these with the school, and this includes:

meeting any special educational needs

meeting needs which arise due to your child's disability

any health needs (mental or physical)

Where possible, any support for behaviour should be put in place as soon as possible.

If needed, your child's school should use different ways to support your child to behave well. This support can take place outside of the classroom either in small groups or in one-to-one activities.

You can ask your child's school about the support that they consider appropriate for your child. If you have any concerns about the support being provided to your child, you should discuss this with the school, in the first instance.

Pupils with special educational needs or a disability (SEND)

Every school has a governing board responsible for making sure the school is run well and has policies in place that promote good behaviour.

A governing board may also be called a governing body, a management committee or academy trust, depending on the type of school your child attends.

These boards have a legal duty to ensure the right support for pupils who have SEND.

The law does not prevent your child from receiving a sanction for misbehaviour, but schools do have a legal duty, under the Equality Act 2010, not to discriminate against your child because of their disability.

Reasonable adjustments

A school should not assume that because your child has SEND, it must have affected their behaviour on a particular occasion. Schools should consider whether your child's SEND has contributed to their behaviour, and whether it is therefore fair and lawful to sanction them because of this.

Schools should think about any triggers of misbehaviour so they can support all pupils with SEND to behave well.

Sometimes, pupils with a disability will need reasonable adjustments made to a rule or type of sanction.

Education, health and care (EHC) plans

If your child has an EHC plan, the school should speak to you about any concerns they have about your child's behaviour at an early stage. They should also contact the local authority and consider requesting an early annual review. This is when your local authority reviews your child's EHC plan to make sure it is kept up to date.

How suspensions and permanent exclusions are used

For the vast majority of pupils, suspension and permanent exclusion may not be necessary, as early support can help manage a pupil's behaviour. However, a suspension or permanent exclusion will sometimes be necessary as a last resort.

The Department for Education ( DfE) does not provide a list of specific behaviours which mean a child can or cannot be suspended or permanently excluded.

A head teacher can issue a suspension or permanent exclusion in response to your child's unacceptable behaviour that breaks the rules, in or outside of school.

The head teacher cannot suspend or permanently exclude your child for failing to pass exams or simply because they have additional needs or a disability the school feels it is unable to meet.

The difference between suspension and permanent exclusion

If your child is suspended, this means there will be a fixed number of school days when they cannot attend school. A suspension can also be for half a school day or for a certain period of the school day, for example lunchtime. Suspensions are also referred to as fixed-term or fixed-period exclusions.

For serious breaking of the school rules, or persistent disruptive behaviour, your child may be permanently excluded which means they must leave their school on a permanent basis and receive their full-time education somewhere else. Some people also call this an expulsion.

The decision to suspend or permanently exclude a child is very difficult for a head teacher to make. The rest of this guidance will help you understand the school suspension and permanent exclusion process that all head teachers must follow and where you can receive support.

The suspension and permanent exclusion guidance explains the legal responsibilities of professionals involved in suspending and permanently excluding children from school, including:

head teachers

governing boards

local authorities

Organisations involved with suspensions and permanent exclusions

When a head teacher decides to suspend or permanently exclude a child, different organisations are involved in the process.

Governing board

Every school has a governing board responsible for making sure the school is run well and has policies in place that promote good behaviour.

Part of the role of a governing board also includes deciding whether a suspended or permanently excluded pupil should be allowed to come back to school. The governing board is led by a chair and their work is supported by a clerk. The board may also include a parent representative and should have a governor with a specific role for special educational needs ( SEN).

A governing board may also be called a governing body, a management committee or academy trust, depending on the type of school your child attends.

Your child's school will be able to provide information about their governing board.

The DfE governance handbook sets out the roles and responsibilities of maintained school governing boards and academy trust boards.

Independent review panel

An independent review panel is an organisation that is independent of the school and can review whether the governing board made the correct decision. Panels are chaired by someone without professional experience of working in a school, but also include a current or former school governor and a current or former head teacher who are not from the school the pupil was excluded from.

Local authority

The local authority is responsible for arranging education for a child of compulsory school age (between the ages of 5 and 16) if they have been permanently excluded from school and not yet admitted to another school or receiving suitable education in some other way. They may also arrange independent review panels.

What happens if your child is suspended or permanently excluded

Suspension

Your child's school will let you know about the suspension as soon as possible. This will be followed up with something in writing, telling you how long your child is suspended for and why. If your child has a social worker or virtual school head, they will also be told about your child's suspension.

A suspension can start immediately (on the same school day as the misbehaviour occurred) or on another school day.

If you disagree with your child's suspension, you have the right to challenge the decision and how you do this must be set out in the letter your child's school sends to you about the suspension.

Where suspensions are becoming a regular occurrence for a pupil, head teachers and schools should consider whether suspension alone is an effective sanction and whether additional support needs to be put in place to address their behaviour.

Permanent exclusion

Your child's school will let you know about a permanent exclusion as soon as possible. They will follow up with something in writing, telling you the reason for your child's permanent exclusion. If your child has a social worker or Virtual School Head, they will also be told about your child's permanent exclusion.

A permanent exclusion can start immediately (on the same school day as the misbehaviour occurred) or on another school day.

If you disagree with your child's permanent exclusion, you have the right to challenge the decision and how you do this must be set out in the letter your child's school sends to you about the permanent exclusion.

Risk of prosecution if your child is found in a public place

For the first 5 school days of a suspension or permanent exclusion, it is your responsibility to make sure your child, (if they are of compulsory school age, between the ages of 5 and 16) is not in a public place during normal school hours unless there is a good reason, such as needing to attend a medical appointment.

Educating your child while they are suspended or permanently excluded

If your child has been suspended for 5 school days or less, your child's school should set and mark work for the school days they are suspended. This can include using online programmes such as Google Classroom or Oak National Academy.

If a suspension is longer than 5 school days, your child's school must arrange suitable full-time education to begin from the sixth school day of the suspension, if they are of compulsory school age (between the ages of 5 and 16).

For permanent exclusions, the local authority must arrange suitable education to begin from the sixth school day of the permanent exclusion, if they are of compulsory school age (between the ages of 5 and 16). This type of education is called alternative provision and includes education provided at pupil referral units, as well as some other types of education settings.

Suitable education is defined as efficient education suitable to the child's age, ability and aptitude and to any special educational needs the child may have.

Pupils with special educational needs or a disability (SEND)

The law does not prevent a pupil with SEND from being suspended or permanently excluded. However, schools do have a legal duty under the Equality Act 2010 not to discriminate against a pupil by suspending or permanently excluding them from school because of their disability and reasonable adjustments may need to be made.

Schools should consider whether your child's SEND has contributed to the breaking of the school rules, and if so, whether it is right and lawful to issue a suspension or as a last resort, permanent exclusion. Schools must also ensure that they do not discriminate against disabled pupils by increasing their risk of suspension or permanent exclusion more than other pupils without a good reason.

Concerns about behaviour

If your child has SEND and you have concerns about their behaviour in school and risk of being suspended or permanently excluded, you should discuss this with the school in the first instance. The school should work with you to ensure the right support is in place for your child.

There are also a number of organisations that can provide free advice on behaviour, suspension and permanent exclusion of pupils with SEND.

If your child has an EHC plan, the school should speak to you about any behavioural concerns at an early stage. They should also contact the local authority and consider requesting an early annual review prior to making the decision to suspend or permanently exclude.

Challenging a decision

If your child has been suspended or permanently excluded and you believe it occurred due to discrimination, you can make a claim to the First-tier Tribunal (in relation to disability) or a County Court (for other forms of discrimination). You must do this within 6 months of the suspension or permanent exclusion.

You can also challenge a suspension or permanent exclusion through the governing board and independent review panel, if relevant.

When a school cannot meet your child's needs

Suspension or permanent exclusion should only happen in relation to a child's behaviour. Your child's school should not suspend or permanently exclude your child because they are unable to meet their needs, for example if they have SEN or a disability, and schools should not place pressure on you to home educate your child.

If your child has an EHC plan and your child's school says they are unable to meet their needs, you should talk to your local authority who may arrange an early review of the plan.

Requesting an EHC needs assessment

If your child does not have an EHC plan but you think your child needs more specialist help that cannot be met from the school's SEN support, you can ask your local authority for an EHC needs assessment for your child.

It is often helpful to discuss such a request first with the school to see if they can provide relevant evidence or are willing to make the request themselves. A needs assessment could lead to your child getting an EHC plan.

If your child has already been suspended or permanently excluded, you should raise this at both the governing board meeting and the independent review panel (if you request one).

There are very limited circumstances in which your child's school should place your child on a part-time timetable. This should only happen if a part-time timetable is required because of your child's physical or mental health needs.

Your child's school should not be using a part-time timetable to manage your child's behaviour. If you believe your child's school has placed them on a part-time timetable because of their behaviour you should approach the school to discuss your concerns in the first instance.

Moving to another school

Sometimes it may be necessary for your child to be educated somewhere else.

Off-site directions

To support your child with their behaviour, your child's school can decide that your child will be educated somewhere else for a limited period.

Your child could be educated at another school or alternative provision setting. This could also include your child splitting time between 2 different locations. This should only be used when it is the best way to support your child's behaviour. This arrangement is commonly known as off-site direction.

If your child has an EHC plan, the local authority should be told about an off-site direction placement.

Managed moves

In some cases, your child's school may decide it is best for your child to move to another school permanently following an off-site direction placement. This is known as a managed move.

Managed moves should be voluntary and have your agreement before they take place. Your child's school should not pressure you into agreeing to one. If you feel pressured into agreeing to a managed move, it is very important that you raise this with the school's governing board.

A managed move should only occur when it is in your child's best interests and all parties, including the new school and you, agree it would be best for your child to move to another school permanently.

Schools should not use a 'trial period' or 'trial admission' for managed moves, as a managed move is a permanent move to another school.

If your child has an EHC plan, their school should contact the local authority prior to the move and if the local authority, both schools and you are in agreement that there should be a managed move, the local authority will need to follow the process for changing an EHC plan.

Attending exams or tests

Where a suspension or permanent exclusion would mean that your child misses a public exam (such as a GCSE) or national curriculum test, the governing board must, if possible, decide before the date of the exam whether they should be allowed back to school.

Maintained schools

If this is not possible, the Chair of Governors, if your child's school is a maintained school, can decide on their own whether to allow your child back.

Academies

If your child's school is an academy, their return may be considered by a smaller trust board, if the trust's articles of association allow them to do so.

There is no automatic right for a suspended or permanently excluded child to take a public exam or national curriculum test on the school's premises; this is entirely at the governing board's discretion.

You should contact your child's school and challenge the decision if you are concerned that your child will miss a public exam or national curriculum test.

Multiple suspensions

There is no limit on the number of times your child can be suspended, but schools must not suspend your child for more than a total of 45 school days in one school year.

In circumstances where your child has reached the 45 school day limit in the current school year, the school cannot issue any further suspensions. They can only issue a permanent exclusion. School days when your child was permanently excluded also count towards the limit if they were later allowed to come back to the school.

Extending a suspension or converting to a permanent exclusion

In general, schools are not allowed to extend a suspension or convert a suspension into a permanent exclusion. However, in exceptional cases, usually where further evidence has come to light, a suspension may be 'extended' by:

issuing a further suspension to begin immediately after the first period ends

issuing a permanent exclusion to begin immediately after the end of the suspension

Cancelling a suspension or permanent exclusion

A head teacher can cancel any suspension or permanent exclusion that has not yet started or has already started but only if the governing board has not yet held a meeting to consider whether the pupil should be reinstated.

When an exclusion is cancelled:

the head teacher must notify you without delay, providing the reasons why the exclusion has been cancelled

the headteacher must also notify the:

governing board

local authority

social worker and Virtual School Head, if your child has one

your child must be allowed back into the school from which they were suspended or permanently excluded without delay

the governing board is no longer required to consider whether your child should be reinstated (because they should be reinstated anyway)

you should be offered the opportunity to meet the head teacher to discuss the circumstances that led to the suspension or permanent exclusion being cancelled

any school days spent out of school as a result of any suspension or permanent exclusion before it is cancelled will count towards the maximum of 45 school days permitted in any school year

If you accept the offer of a meeting to discuss a cancellation, it should be arranged without delay.

A permanent exclusion cannot be cancelled if your child has been suspended or permanently excluded for more than 45 school days during the current school year.

Returning to school

When your child returns to school after a suspension, the school should explain how your child will be supported to manage their behaviour.

It is good practice for your child's school to hold a meeting with you and your child before they return to school. This can happen before school starts on the first school day your child returns to school after the suspension period.

If you cannot attend the meeting this should not prevent your child returning to school. It is unlawful to make such meetings a requirement for a child to return to school following a suspension.

Unofficial or informal suspensions

Your child's school is not allowed to just send your child home 'to cool off' because of their behaviour. This is an 'informal' or 'unofficial' suspension. A child can only be suspended through the formal suspension process, which is described in this guidance, which includes notifying parents in writing.

If your child has been removed from the school without the formal suspension process being followed, you should discuss this with the head teacher in the first instance. You should follow the school's complaints procedure to complain to the governing board if you are not satisfied.

Challenging a suspension or permanent exclusion

If you disagree with the head teacher's decision to suspend or permanently exclude your child, you have the right to challenge the decision and request a meeting to do so. You can also request that the meeting is held remotely.

The head teacher should allow your child to explain why they behaved in such a manner before making their decision whether to suspend or permanently exclude them and support them to take part in the full suspension or permanent exclusion review process.

For a suspension

You will get a letter from your child's school telling you what to do if you disagree with the suspension.

You can ask the school's governing board to consider allowing your child to come back to school immediately if either:

your child has been suspended for more than 5 school days

the suspension means they will miss a public exam, such as a GCSE

If the suspension is for less than 5 school days, you can still ask the governing board to hear your views, but they cannot bring your child back to school early and are not required to meet you.

Timeline for arranging a governing board meeting

The timeline for when the governing board will meet depends on how many school days in total your child has been suspended for, including any previous suspensions or cancelled permanent exclusions.

If this suspension means your child has been, or will be, out of school this term for a total of more than 5 school days but no more than 15 school days due to suspensions or cancelled permanent exclusions, and you have contacted the governing board about the suspension, the governing board must meet within 50 school days of being told about this suspension.

For suspensions that on their own, or in addition to previous suspensions or cancelled permanent exclusions, will mean your child's total number of days out of school is above 15 for the term, the governing board must meet within 15 school days of being told about the suspension.

If your child will miss a public exam because of this suspension, the governing board must try to meet before the date of the exam and must meet within 15 school days of being told about the suspension.

You must be invited to the governing board meeting about your child's suspension and allowed to comment on the suspension of your child or share information.

For a permanent exclusion

You will be invited to a meeting with the school governing board if your child has been permanently excluded. This will happen within 15 school days of the school governing board being told about the permanent exclusion and you must be allowed to comment on the permanent exclusion or share information.

If the governing board does not decide that your child should be allowed to come back to school, you can ask for an independent review panel to review their decision. This is organised by your local authority (or academy trust if the school is an academy). The governing board must tell you how to do this.

What happens when a governing board considers reinstating a suspended or permanently excluded pupil

Before the meeting

If a governing board meeting has been scheduled to consider allowing your child to return to school, you will receive something in writing from your child's school inviting you to attend the meeting.

You can send written information for the governing board to consider before the meeting. The school should explain how to do this.

The governing board meeting

The meeting will probably take place at the school or may take place remotely if you have requested this.

You can also request that a friend or representative (for example, from a charity or advocacy organisation) attend with you. You should inform the governing board if you will be bringing someone with you.

The governing board must also invite the following people to the meeting:

the head teacher

a representative of the local authority (in the case of a maintained school or pupil referral unit)

your child's social worker, if they have one

the virtual school head, if your child is looked after by the local authority (in care)

Each of these people should be given an opportunity to speak and ask questions.

As a parent, you will have the chance to explain why you think your child should not have been suspended or permanently excluded and why they should be reinstated. You may also be asked questions.

After the meeting

You will be sent something in writing shortly after the governing board meeting explaining what decision the governing board has made and the reasons for their decision.

The decision will either be:

not to reinstate your child

to reinstate your child

If your child is not reinstated, your child will not be able to return to school until the end of their suspension, or at all if they are permanently excluded.

If they are permanently excluded your local authority must arrange educational provision from the sixth school day of the permanent exclusion.

If your child is reinstated, you should be told when your child can return to school, if they have not returned already.

Independent review panels

If your child has been permanently excluded and the governing board decides not to reinstate them, you have the right to request an independent review panel. The governing board must explain to you how to do this. You must apply within 15 school days of receiving the governing board's decision.

An independent review panel may take place:

at your child's school

in another school building

at the local authority's offices

remotely if you have requested it

The panel members will include:

a current or past head teacher

a current or past governor

These will be from another school, not the one your child attended.

The independent review panel members should be independent and impartial.

SEN experts

You can ask for a SEN expert to attend an independent review panel, regardless of whether the school recognises that your child has SEN. You should include this in your application for an independent review panel.

Requesting a meeting is held remotely

You can ask for a governing board meeting or independent review panel ( IRP) meeting to be held via the use of remote access technology, such as video conferencing software.

However, remote meetings should not be the automatic choice and face-to-face meetings should always be encouraged.

For governing board meetings, the head teacher must tell you in writing that you can ask for the meeting to be held remotely. For IRP meetings, the governing board must tell you in writing that you can ask for the meeting to be held remotely.

Considerations

When deciding whether to request a remote meeting, you should consider:

your internet connectivity, whether it is good enough and not intermittent or slow

if you have a suitable space free from distraction to enable you to fully take part

whether a face-to-face meeting may be better

The governing board, or organisation that arranges IRP meetings, must be satisfied that:

those taking part will be able to comment on, or share information about the issues remotely

the meeting can be held fairly and openly this way

Each person attending the meeting should be able to hear and be heard and (where using a live video link) see and be seen throughout the meeting.

If a governing board, or the organisation that arranges IRP meetings, does not think that a meeting can be held fairly and openly via remote access, they should talk to you about how a face-to-face meeting can be arranged that will be convenient for you.

Arranging the meeting

The governing board, or organisation that arranges IRP meetings, should tell you about the technology that will be used for the meeting.

Where you have not expressed a preference, a face-to-face meeting must be arranged.

Governing boards and organisations that arrange IRP meetings should not pressure you to have a remote meeting if you have not requested one.

Extraordinary events or unforeseen circumstances

If there is a reason related to extraordinary events or unforeseen circumstances, such as a pandemic, it may not be possible for a governing board meeting or independent review panel to be held in person. In this situation the meeting can be held using remote access and does not require you to specifically request a remote meeting.

Issues with technology

Issues with the technology or internet network during the remote meeting can cause problems if they prevent:

those taking part from being able to:

discuss the issues fully

be seen and heard

the meeting from being held fairly and openly

If it is not possible to resolve the issues, a face-to-face meeting must be arranged by the governing board, or organisation that arranges IRP meetings, despite your request.

Other requirements

The use of remote access does not alter other exclusion process requirements that apply to governing boards, organisations that arrange IRP meetings or independent review panels.

For example, if you request the appointment of a SEN expert to advise a review panel, the organisation that arranges IRP meetings must appoint one and cover the cost as normal. You may be joined by a friend as normal.

Running the meeting

The governing board, or organisation that arranges IRP meetings, should take reasonable steps to help you access the technology required. For example, governing boards and organisations could run a 'test meeting' to check if your technological device is suitable.

If another person joining the meeting requires support to access or use remote access technology, the governing board or organisation should help to ensure the meeting can be held promptly.

Taking part

Information should be shared with you to explain how you can effectively take part in the meeting. This includes:

providing clear instructions about how you can join the meeting virtually, and how relevant documents will be distributed in a timely manner ahead of the meeting

providing a named person who you can contact with any questions you may have beforehand

holding a pre meeting with you and other people participating to check that the available technology is suitable, and everyone understands how to access the meeting

the chair explaining the agenda at the start and providing clear guidance on how the meeting will be run, for example:

how you and other people attending should indicate they wish to speak

how any 'chat' functions should be used

whether there will be any breaks in meeting

how you and other people attending can access advocacy services during the meeting

Making a complaint

If you are unhappy about how the exclusion process (including the reviews) has been dealt with for your child, you can complain to DfE.

Before you can submit a complaint about a school, you need to have first gone through the school's complaints procedures. It is a legal requirement for all maintained schools to publish their complaints policy on their website, and all academies are encouraged to do so as well.

If you have complained to the school and you are not happy with their handling of your complaint, you can complain to DfE.

When you submit a complaint you should provide copies of:

all correspondence sent to and received from the school, including any decision letters, in connection with the suspension or permanent exclusion and complaint

any notes or minutes of any meetings held in connection with the suspension or permanent exclusion and complaint

Complaints about independent review panels

If you are unhappy about the way the independent review was carried out following your child's permanent exclusion you can:

Where to get support

A number of organisations provide free advice on suspension or permanent exclusion matters, including:

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A guide for parents on school behaviour and exclusion

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This guide is intended to support parents whose children attend a maintained school, pupil referral unit, academy school or alternative provision academy in England. It applies from 1 September 2023. It should not be taken as a complete or definitive statement of the law nor as a substitute for the relevant legislation.

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As a result of the reorganisation of Surrey County Council, the Education Welfare Service is now called the Inclusion Service.

The Inclusion Service provides support to schools, parents and young people in providing services on behalf of the Local Education Authority and deals with non-attendance (Truancy), Child Protection and making enquiries about children missing education.

The aim of Inclusion is for every child to have an equal opportunity to access educational provision and to ensure that parents meet their parental responsibilities under various Education Acts on our legal proceedings webpage.

Inclusion Officers

The Inclusion Officer's aim is to help children attend school full-time and support pupils and parents in resolving issues which may be affecting a child's wish to attend school. To bring this about, a plan is agreed in consultation with all the parties involved and the Inclusion Officer will stay involved until it has been achieved. If the aim is not achieved the Inclusion Service may have to consider legal proceedings.

All Surrey schools have an allocated Inclusion Officer to support schools and parents to ensure every child goes to school regularly. Inclusion Officers can accept referrals or enquiries from schools or other agencies, parents and members of the public if a child is not attending school.

Inclusion Officers can provide advice on:

resolving attendance problems

social and family problems

other services and useful resources available.

What we do - our service offering

We fulfil both statutory and non-statutory functions in relation to compulsory school-aged children and young people. The Surrey Inclusion Team offers all schools, including academies and free school, a statutory service as follows:

Investigation of causes for absence for cases meeting the criteria for legal intervention

Case work management for statutory cases

Regular consultation with key personnel to report and plan actions for open cases, including matters relating to safeguarding concerns, carrying out half-termly register checks and monitoring students whose attendance is below 90%

All aspects of legal intervention for school attendance offences

Advice and guidance on all matters relating to legislation and processes underpinning school attendance and pupil registration, including registration coding and off roll procedures

In addition, Surrey maintained schools will also be eligible to receive the following services which may be bought back by academies and free schools:

Regular consultation meetings with key personnel to advise on attendance concerns for pupils who do not yet meet the criteria for legal intervention

Support and casework for pupils with poor attendance who do not yet meet the criteria for legal intervention

Parenting courses and intervention

Strategic guidance and support to improve whole school attendance and reduce persistent absence

Data analysis

Ofsted preparation

Bespoke initiatives to improve attendance including attendance panels and late gates

Bespoke training for attendance managers, officers and NQTs including INSET days

Whole school audit of attendance processes and procedures

Addressing groups of students re attendance for example in assemblies, targeted groups and workshops

Help and contacts

If you need help in ensuring your child attends school regularly please contact the office in whose area your child's school is situated.

North East Inclusion Team

Epsom and Ewell, Elmbridge, Spelthorne Telephone: 01372 833588

South East Inclusion Team

Tandridge, Reigate and Banstead, Mole Valley Telephone: 01737 737777

South West Inclusion Team

Waverley and Guildford Telephone: 01483 517179

North West Inclusion Team

Woking, Surrey Heath and Runnymede Telephone: 01483 518130

If you are concerned that a statutory school age child (who lives in Surrey) is missing from education because they may not have a school place and are not receiving suitable alternative education provision, then please let us know by completing a children missing education form.

You can also send us your comments and compliments or complain about our services.

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Improving school attendance - the role of the Inclusion Service

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As a result of the reorganisation of Surrey County Council, the Education Welfare Service is now called the Inclusion Service. The Inclusion Service provides support to schools, parents and young people in providing services on behalf of the Local Education Authority and deals with non-attendance (Truancy), Child Protection and making enquiries about children missing education.

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EBSNA Padlet from the EP service for parents and carers

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EBSNA Padlet from the EP service for parents and carers

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A bank of resources that can be shared to support parents and carers who have a child with EBSNA.

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Statutory guidance on the role of the DT for both LAC and PLAC children.

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Statutory guidance

Statutory guidance for local-authority-maintained schools carrying out duties for looked-after and previously looked-after children.

This statutory guidance is for:

governors

headteachers

teachers

local authorities

It applies to maintained schools.

It relates to the duty of governing bodies of all maintained schools to appoint a designated teacher for looked-after and previously looked-after children on the school roll.

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Designated teacher for looked-after and previously looked-after children

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Statutory guidance Statutory guidance for local-authority-maintained schools carrying out duties for looked-after and previously looked-after children. This statutory guidance is for: governors headteachers teachers local authorities It applies to maintained schools. It relates to the duty of governing bodies of all maintained schools to appoint a designated teacher for looked-after and previously looked-after children on the school roll.

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Promoting the Education of Looked- After and Previously Looked After Children

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Promoting the Education of Looked- After and Previously Looked After Children

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Education Journey during the adoption process

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Education Journey during the adoption process

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Outlines the procedures necessary to transition into an education setting during the adoption process.

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Produced alongside our adoption team and agreed with Adopt South East.Although written with the main audience of adoption professionals and parents, it is a useful reference document for DT's as it clearly outlines expectations around key school practices such as pupil premium and admissions. 

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Surrey Education Policy for Adopted Children 

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Surrey Education Policy for Adopted Children 

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Regional Adoption Agency made up Brighton and Hove Council, East Sussex County Council, Surrey County Council and West Sussex County Council.

If you would like to get in touch with the Adoption Support Hub please click on the link and complete the Post adoption support enquiry form or Contact ASE via the central helpline on 0300 330 9470.

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What adoption support needs do you want to talk to us about?

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It is compulsory for children to start full-time education on whichever of the following dates comes first after their fifth birthday; 31 December, 31 March or 31 August. If your child's fifth birthday falls on one of those dates that is their compulsory start date. Summer born children can start school the September following their fifth birthday.

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Page Contents

Is my child ready to join full time school?

It is compulsory for children to start full-time education on whichever of the following dates comes first after their fifth birthday; 31 December, 31 March or 31 August. If your child's fifth birthday falls on one of those dates that is their compulsory start date. Summer born children can start school the September following their fifth birthday. If they do this you can request that your child starts their schooling in a reception class rather than year 1. It is the admissions authority who will consider granting your request. Prior to this date your child does not have to attend an educational setting, or can attend part time, in consultation with the educational establishment concerned.

When your child is placed with you a time limited absence from school can be applied for by your child's social worker. This is to enable the child to settle into your home.

Questions to consider when deciding whether to enrol your child full time might be:

How long has your child been in your family?

How well has your child settled?

How will your child respond to separating from you?

The developmental milestones and red flags slideshow is a tool which you can use to consider where your child is in relation to their different developmental needs and whether a full time reception placement will be helpful to their development.

Do you have the time to be at home with your child?

Will spending more time with your child help to deepen your attachment bonds?

Would your child benefit from spending time with their peers?

School admissions: school starting age also has a guide to school admissions.

Choosing a primary or secondary school

There are many things to think about when choosing a school for your child, as well as many sources of information to consider, such as OFSTED reports and school websites. Visiting schools can give you a more personal insight into the working of the school. Adoption UK's blog on choosing your child's school suggests a range of issues to consider.

PAC-UK has also put together some key questions to ask primary schools to help you make a choice about the school that will best fit your child's needs.

For information on choosing a secondary school see our page under the support section titled secondary school.

Priority school admissions

State funded schools give adopted children priority admission. The Government Services webpage school admissions: choosing schools gives more details about priority admission. Adoption UK has written a thorough guide to priority school admissions at priority school admissions FAQs.

Preparation for changing school

Transitioning into school, or from school to school, can be challenging for all children, but is often a particular trigger for adopted children. The emotional impact of these transitions can be lessened by preparation for the move.

PAC-UK has put together some exercises that can be completed with children to help them prepare for goodbyes and transitions. It provides an example transition plan and strategies.

The Anna Freud Centre for children and families has collated a toolkit of resources for professionals and parents to help children who are changing, starting or leaving schools or college.

Communicating with school

Pupil Premium Plus

Schools are able to claim Pupil Premium Plus for previously looked after children. This money can be used to improve the child's educational outcomes. You will need to inform your child's school of their adoptive status, and provide a copy of the adoption order, to allow the school to claim pupil premium plus.

Pupil premium plus is not limited for your child and can be pooled to support all previously looked after children in the school. Some non-eligible children can also benefit from the provision, as long as the support primarily supports those with a pupil premium plus entitlement.

Names

If you have not yet had your adoption order, you will be required to register the child under their birth name. You can request the school not to use their surname in social settings such as taking the class register or in assemblies. If they are already adopted you are under no obligation to share their birth details.

History

Your child's history is personal to them and once it is in the public arena it cannot be withdrawn. The decision of how much you share is a decision only you can make. As a basis for this decision making, you could ask yourself what you think the school needs to know in order to support your child's learning - for example issues that may come up in the curriculum. You will also need to think about what the child may want to share. For example, are they likely to talk about other brothers and sisters who do not live with you? If so, you may want to talk to the teachers about it so that they can respond in an appropriate manor. It is important that you and your child have a conversation about who they might share information with, and which information they may wish to share.

About your child

It is vital that the school has a good understanding of your child, that can be quickly shared with the members of staff that need to know. This understanding will enable them to support your child effectively. Many virtual schools support the use of an Adoption Passport to help schools understand your child. Please contact your local virtual school to obtain the passport format. PAC-UK produced an alternative format to help you communicate the important information the school needs to know about your child, called Me and My World (PDF).

Adoption and the curriculum

There are many points in the national curriculum that can be triggering for adopted children. It is important for school to think about the need to make adaptations on how they approach these topics, taking your child's background into account. It is useful to communicate with school about when these topics are going to arise, so that you can be aware of how the curriculum might be affecting your child.

Below are some possible trigger points taken from the national curriculum that you might wish to consider with your child's school.

Literacy

Schools will choose which texts they use within English lessons. The national curriculum states that the children must be:

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Many texts, including fairy tales, have themes that can be quite problematic for our children, including children being snatched by witch's and evil step parents. It may be worth talking with your child's teacher about the texts that they will be using throughout the year. You may also wish to suggest that they include children's books from a list on our reading about adoption page that represent diverse family structures, so that adoption is represented within the school's curriculum.

Science

The national curriculum states:

In year 2 pupils are taught to:

notice that animals, including humans, have offspring which grow into adults

find out about and describe the basic needs of animals, including humans, for survival (water, food and air)

describe the importance for humans of exercise, eating the right amounts of different types of food, and hygiene.

In year 5 pupils are taught to:

describe the life process of reproduction in some plants and animals.

describe the changes as humans develop to old age

Notes and guidance (non-statutory:) Pupils should draw a timeline to indicate stages in the growth and development of humans. They should learn about the changes experienced in puberty. Pupils could work scientifically by researching the gestation periods of other animals and comparing them with humans; by finding out and recording the length and mass of a baby as it grows.

In year 6 pupils are taught to:

recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function
Notes and non-statutory guidance: Pupils should learn how to keep their bodies healthy and how their bodies might be damaged - including how some drugs and other substances can be harmful to the human body.

recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.

Notes and non-statutory guidance: They should be introduced to the idea that characteristics are passed from parents to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, Labradors are crossed with poodles.

History

The national curriculum states:

In Key Stage 1 pupils are taught about:

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

This is often incorporated into a wider topic called something like ourselves. Children are often encouraged to think about changes that have happened to them over their lives. Schools frequently ask children to bring in photos or baby memorabilia and to share stories about their own lives.

Modern foreign languages

Modern foreign languages have to be taught in Key Stage 2, but some schools will start this subject earlier. The children are likely to talk about the structure of their family while learning a language. The topic of family structure is more complex in our adoptive families and the children may be considering whether to include parts of their birth families in their discussions.

Personal, Social, Health and Economic Education (PSHE)

There is not a set curriculum for PSHE. However, schools must follow statutory guidance when delivering the subjects within it. The full statutory guidance is set out in the Relationships Education, Relationships and Sex Education and Health Education guidance published by the Department for Education. There are several parts of the statutory guidance that may prove to be triggers for adopted children Some of which have been highlighted from the statutory PSHE guidance below. The guidance indicates what children will know by the time they reach the end of primary school.

Relationship education

Families and people who care for me:

that families are important for children growing up because they can give love, security and stability.

the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives.

that others' families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care.

that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children's security as they grow up.

how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.

Being Safe:

about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.

that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.

how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.

how to recognise and report feelings of being unsafe or feeling bad about any adult.

how to ask for advice or help for themselves or others, and to keep trying until they are heard.

how to report concerns or abuse, and the vocabulary and confidence needed to do so.

where to get advice for example, family, school and/or other sources

Sex education

This is not a statutory requirement in Primary school. However, many schools will cover some form of sex education.

Health education

Mental wellbeing:

that mental wellbeing is a normal part of daily life, in the same way as physical health.

that there is a normal range of emotions (For example, happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings.

how to judge whether what they are feeling and how they are behaving is appropriate and proportionate

Drugs, alcohol and tobacco:

the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking.

Moving year groups

The end and start of a school year can be very scary for adopted children because they entail many loses, as well as changes in routine. The children can find these times challenging because they can bring back feelings of rejection or danger. Beacon House has collated class transition tips for parents and teachers in their document titled Supporting transitions; how to weather the storm.

Changes in school routine and assemblies

Christmas

The run up to Christmas in primary school usually means coming off timetable, nativity rehearsals, Santa visits, Christmas jumper days, Christmas parties and many other festive activities. The lack of routine, possible memories of Christmas past and general over excitement of this time of year can make it a very challenging time for adopted children to cope with in the school environment. The story of Christmas itself may also bring up some interesting topics of discussion, as can the idea of a stranger (Santa) coming into your home. Navigating Christmas in School contains tips from Adoption UK to share with school on how to support children who can struggle with this time of year.

Parents evening

Many children will become hypervigilant around the time of parents evening. The children have often experienced adults talking about them before and it has led to huge life events.

You may wish to think about including your child in parents evening so that they can hear what is said. You can also ask to meet with the class teacher at another time, or arrange a phone call with them, if there are things you wish to ask without your child being present.

Sports day

Sports day can be challenging for adopted children. Many children find it difficult to be off timetable. Sports day also has the element of competition and a lot of waiting in turn. It may be useful to discuss, with the class teacher, how they will support your child through sports day. This could include things like preparing them in advance, awarding them small jobs throughout the day which mean they have less waiting to do, or allocating an extra adult to support them on the day.

Class or media photos

Class photos, or individual school photos mean going off timetable and, often, a lot of waiting your turn. Media photos, such as reception class photos for the local press, can present a real issue for our children's privacy and safety. The school must seek permission for your children to be included in these photos.

If you decide that it is not appropriate, or safe, for your child's image, or name, to appear in the press, or the schools webpages, it may be worthwhile discussing with school how they will manage the situation so that your child does not feel left out. They may be able to take the child out of class for a short, special, activity, therefore missing the photo opportunity, without making it too obvious to other classmates.

Photos that other parents take at school events, such as plays, can present issues if they share them on social media. It is worth discussing the school's policy, and the message they give to parents, about taking and using photos and videos, at these events.

Summer term

The summer term often goes off timetable as the long holidays approach, and the excitement of 6 weeks off school grows. During this term there are often transition days to start preparing the children for their new class or new school. It is a good idea to start thinking about how your child's transition programme might be enhanced and made to feel safe.

Beacon House has collated class transition tips for parents and teachers in their document called Supporting transitions: How to weather the transition storm.

Moving to secondary school can mean many different transition arrangements and is often a very frightening time for adopted young people. If your child is making the transition from year 6 to year 7 have a look at preparation to transitioning to secondary school.

Assemblies

Schools often have outside agencies come in to deliver assemblies. It is useful for the school to let you know if any of these are likely to bring up issues for your child. Examples might be assemblies delivered by the National Society for the Prevention of Cruelty to Children (NSPCC) or pantomimes.

Additional support in school

Pupil Premium Plus

Schools are able to claim Pupil Premium Plus for previously looked after children. This money can be used to improve the child's educational outcomes. You will need to inform your child's school of their adoptive status, and provide a copy of the adoption order, to allow them to claim pupil premium plus.

Pupil premium plus is not ringfenced for your child and can be pooled to support all previously looked after children. Some non-eligible children can also benefit from the provision as long as it primarily supports those with a pupil premium plus entitlement.

Designated teacher

It is a statutory requirement that all maintained schools will have a designated teacher to promote the education of looked after, and previously looked after, children.

Special Educational Needs and Disabilities

For information on SEND visit our dedicated SEND page within the support section.

The Virtual School

Have a look at our Virtual Schools page to find out how they can help your child.

Resources to share with school

You may wish to share some of the following resources with school to help them understand and support your child.

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Resources for adopters around choosing and preparing for primary school including communication, the curriculum, transition between schools and Pupil Premium.

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Adoption UK - Welcoming an adopted child to your Primary School

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Adoption UK - Welcoming an adopted child to your Primary School

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Starting a new school can be a daunting time for any child. For children who have been adopted, there can be many additional layers of complexity. This short guide gives an overview of some issues facing adopted children and their families, and practical suggestions as to how schools and families can work together to enable an adopted child to settle into their new school and to thrive there.

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Get ready for your child to start school guide for parents

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Get ready for your child to start school guide for parents

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No matter how young your child is, it's never too early to think about what will happen when they start primary or infant school. This guide can help answer your questions, explain the application process and give you information and tips on how you can help your child prepare for school.

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Get ready for your child to start school guide for parents - Surrey County Council

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A booklet explaining the school application process and providing information on helping children prepare for school and what to expect when they get there.

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Primary School Admissions:

Starting school in September 2026

You can apply for a primary, infant or junior school place from 3 November 2025 if your child:

was born between 1 September 2021 and 31 August 2022, or

is leaving Year 2 of an infant school in July 2026

The closing date for applications was 15 January 2026.

Secondary School Admissions:

Starting secondary school in September 2026

If your child will reach the age of 11 between 1 September 2025 and 31 August 2026, they will be due to start secondary school in September 2026.

You can apply for a secondary school place from 1 September 2025.

The closing date for on-time applications for secondary schools was 31 October 2025.

In-year School Admissions:

You can make an in-year application if your child needs to join a school outside the normal admissions round. For example, if your child's address has changed and they can no longer attend their current school.

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27 days

02 March 2026

Secondary application outcomes sent out from 5pm onwards

41 days

16 March 2026

Secondary school respond to offer deadline

72 days

16 April 2026

Primary application outcomes sent out from 5pm onwards

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Information and services relating to admissions to Surrey schools including applications, appeals and transport.

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Helping your 0 to 5 year olds speech and language

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Helping your 0 to 5 year olds speech and language

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The first few years are the most important in your child's learning and development. As a parent or carer, you have the biggest influence during this time, and there are a number of easy and simple ways in which you can help with their early development.

Children who are able to express themselves for when they start school are more likely to reach their developmental and educational milestones. You have all the skills and experience to help your child grow and develop, so that they can have a bright future.

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Helping your 0 to 5 year olds speech and language - Surrey County Council

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Help your pre-school child develop their speech and language skills with advice from Surrey speech and language therapists.

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A guide to the Early Years Foundation Stage (EYFS)

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A guide to the Early Years Foundation Stage (EYFS)

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The Early Years Foundation Stage (EYFS) sets out the legal rules that all early education and childcare providers must follow. It explains how they support your child’s learning and development from birth to age 5.

All Ofsted-registered providers who provide care and education for children aged 0 to 5 years must follow the EYFS.

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The Early Years Foundation Stage (EYFS) sets out the legal rules that all early education and childcare providers must follow. It explains how they support your child's learning and development from birth to age 5.

All Ofsted-registered providers who provide care and education for children aged 0 to 5 years must follow the EYFS.

What the EYFS does

The EYFS explains what early education providers must do to:

keep your child safe

support their well-being

help them learn and grow

It helps your child build the skills they need for school and later life.

Your child's key person

When your child starts with a early education provider, the provider gives them a key person. This person:

gets to know your child

plans activities to help them learn

makes sure their care meets their needs

You can tell the key person what your child enjoys doing at home. They can also suggest things you can try at home.

How the provider checks your child's progress

Your child's learning gets checked regularly. There are 2 main reviews:

Progress check at age 2

This happens when your child is between 2 and 3 years old. The provider where your child spends most of their time will do the check.

You will get a short written summary of how your child is doing in 3 key areas of learning.

See Early Years Foundation progress check at age 2

EYFS profile at age 5

This check happens at the end of the EYFS. It's usually the summer term of the school year when your child turns 5.

The provider checks how your child is doing in 17 areas of learning.

You will get the results. Your child's Year 1 teacher will also get a copy to help plan their learning.

Language support

Your early education provider must help your child learn English. If your child speaks another language at home, the provider will also help them use and develop that language through play and learning.

If you're worried

Talk to your early education provider about your child's progress. You can work together to support your child.

Find out more

You can read more about the EYFS on Early years foundation stage - GOV.UK

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A guide to the Early Years Foundation Stage (EYFS)

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The Early Years Foundation Stage sets out what all early years childcare providers must do to make sure that children learn and develop.

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Find registered childcare, family activities, holiday clubs and support groups near you.

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We offer a free impartial information and signposting service on all aspects of family life for parents.

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These are informal, unregistered groups that enable local parents and carers to meet regularly with their children. They are usually based in church halls or community centres and cater for children from 0 to 5 years old.

Most groups will generally charge a small fee or ask for a voluntary contribution, which helps pay for toys, insurance, craft activities and refreshments.

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Information about toddler groups and how to find one in your local area. Including lists of groups by area, split into each Surrey borough.

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90% of your child's brain growth happens before the age of 5. Right from the start, all those little moments you spend together are building their brain.

Every smile, cuddle, chat and game makes a huge difference, helping them learn to communicate, develop confidence and make friends.

Find lots of ideas, easy tips and activities you can do together with your child.

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Early learning and development - Best Start in Life - NHS

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Every smile, chat and cuddle is a great opportunity to help your baby’s communication and language skills. Find fun activities and games for your everyday routine.

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Library storytimes are generally aimed at two to five year olds and provide a fun and enjoyable introduction to books and libraries for young children.

Sharing books and stories with young children can help to build good language and listening skills and give them a head start when they begin school. Library storytimes can foster a life long love of reading and show children that it is a fun place to be.

Sessions are free and generally last 30 minutes.

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Library storytimes are generally aimed at two to five year olds and provide a fun and enjoyable introduction to books and libraries for young children.

Sharing books and stories with young children can help to build good language and listening skills and give them a head start when they begin school. Library storytimes can foster a life long love of reading and show children that it is a fun place to be.

Sessions are free and generally last 30 minutes.

Libraries currently offering Storytime sessions are listed below. Please select one from the list below to check individual library events pages for details such as dates, day, time and whether you need to book.

Libraries currently holding Storytime sessions

If you have any queries regarding our Storytime sessions, please email libraries@surreycc.gov.uk

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Library storytimes are generally aimed at two to five-year-olds and provide a fun and enjoyable introduction to books and libraries for young children.

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Pebble the penguin rhymetime sessions are aimed at babies and toddlers, aged under five, along with their mums, dads and carers. The events are based entirely on sharing nursery rhymes, action songs and percussion music. It is fun, interactive and noisy!

Nursery rhymes are great for language development, they have a lot of rhythm which catch baby's attention, and repetition, which is good for speech development. It is also a nice way of introducing babies and toddlers to their local library!

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Information about Rhymetime sessions in Surrey libraries - songs, rhymes and books for babies and toddlers at the library.

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It's never too early to start looking at books with your baby. Regularly sharing books, stories and rhymes help to build a baby's early language skills and encourage a lifelong love of reading.

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Libraries for the under 5s - Surrey County Council

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Surrey library services for the under 5s and pre-schoolers: Pebbles Reading adventure and how to join. Including useful Early Learning resources.

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Early Years Pupil Premium (EYPP) is additional funding for early years pre-school settings to improve the education they provide for disadvantaged 3- and 4 year-olds including, but not restricted to, those adopted from care.

The funding goes directly to registered early years providers (including pre-schools, nurseries and childminders).

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Early Years Pupil Premium - Surrey County Council

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This information is for parents and carers who want to find out more about the Early Years Pupil Premium funding provided for three and four year olds (EYPP).

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Adoption UK - The Role of the  Designated Teacher 

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Adoption UK - The Role of the  Designated Teacher 

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Every state school in England should have a Designated Teacher for looked after and previously looked after children (including adopted children). Their role is to promoted the educational achievement of eligible children, recognising that many care-experienced children have been impacted by adverse early life experiences and disruptions to their education.

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Adoption UK - An introduction to Pupil Premium Plus 

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Adoption UK - An introduction to Pupil Premium Plus 

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Pupil Premium for previously looked after children (often referred to as Pupil Premium Plus, or PP+) was introduced in England in 2014 in recognition that children who ceased to be looked after as a result of adoption, a Special Guardianship Order (SGO) or a Child Arrangements Order (CAO) often require extra support and help in school in view of their early life experiences.

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Priority School Admissions for Adopted Children

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Priority School Admissions for Adopted Children

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The Schools Admissions Code in England gives the highest priority for school places to looked after and previously looked after (including adopted) children. This short guide explains what that means in practice if you are looking for your child’s first primary or secondary school, or wishing to change schools.

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Surrey Children’s Single Point of Access (C-SPA) - Concerned about a child or making a request for support

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Surrey Children’s Single Point of Access (C-SPA) - Concerned about a child or making a request for support

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The Surrey Children’s Single Point of Access (C-SPA) is the umbrella term for the front door to support, information and advice for residents, families and those who work with Surrey Children. It provides direct information, advice and guidance to residents and people who work with children in Surrey about where and how to find the appropriate support for families.

Phone: 0300 470 9100 (Monday – Friday 9am – 5pm)
Out of hours phone: 01483 517898 to speak to our emergency duty team.
Email: cspa@surreycc.gov.uk

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Adoptive parents, special guardians, kinship carers and foster carers

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As an adoptive parent, special guardian, kinship carer or foster carer, you play a vital role in supporting a child or young person who has had a unique start in life.

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Themes include talking to your child, parenting in the digital world and parenting a child with issues.

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Welcome to MindEd for Families, Children and Young People. We hope you like our new design. If you are a regular user you might find that some of the topics have moved, or the titles have been changed slightly. But we still have all the same great content, and we hope it will be easy to find what yo…

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Surrey Family Voice Surrey - Local Support

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Surrey Family Voice Surrey - Local Support

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Finding the organisations and people that can support you and your family can take some effort. Together with parent carers in Surrey, we have created this guide to help you find your way around some of the best-trodden paths.

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Where to go for Help Finding the organisations and people that can support you and your family can take some effort. Together with parent carers in Surrey, we have created this guide to help you find your way around some of the best-trodden paths. Advice,

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Our New Leaf service supports and provides assessment and intervention for children and young people who are in care, care leavers, adopted and/or under Special Guardianship Orders who are affected by developmental trauma and attachment difficulties. We also offer support to unaccompanied asylum seeking children (UASC) in the above-mentioned categories, and support and monitor funding agreements for children and young people in care who are placed outside of Surrey so they can access local services.

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Our New Leaf service supports and provides assessment and intervention for children and young people who are in care, care leavers, adopted and/or under Special Guardianship Orders who are affected by developmental trauma and attachment difficulties. We also offer support to unaccompanied asylum see…

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Adoption UK  - Adoption and Special Guardianship support fund

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Adoption UK  - Adoption and Special Guardianship support fund

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The Adoption and Special Guardianship Support Fund (ASGSF) was set up to provide funding for therapeutic support, initially just for adopted children and now also for children with Special Guardianship or Child Arrangement Orders.

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Adoption and Special Guardianship Support Fund (ASGSF)

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  Changes to the Fund from the 14th April 2025 In April 2025 the government announced some significant changes to the Fund for April 2025-April 2026. Please scroll down this page for details, and answers to some of the questions you might have.   Get involved in AUK’s ASGSF campaign   What is the ASGSF?  The Adoption and Special Guardianship Support Fund (ASGSF) was set up to provide funding for therapeutic support, initially just for adopted children and now also for children with Special Guardianship or Child Arrangement Orders.   Around 80% of adopted children have suffered abuse, neglect, or violence before adoption. They also spend an average of 15 months in care, often moving through several foster families, losing everything that is familiar to them along the way. After such a traumatic early start in life, the need for lifelong support is common.     Who is the ASGSF for?  The Fund is available for children living in England up to and including the age of 21 (or 25 with a Statement of Special Educational Needs or Education Health & Care Plan) who:  are adopted and were previously in local authority care in England, Wales, Scotland and Northern Ireland.  are adopted from overseas.  are under a Child Arrangement Order (CAO) to enable the assessment of a potential special guardian, while the CAO is in force.  are subject to a Special Guardianship Order and were previously in care.    How does it work?   Your local authority adoption support team can apply for ASGSF funding for therapeutic support for your child. First, they will give you an assessment of your family’s adoption support needs. You can ask for this at any time after your child comes to live with you. The local authority that places the child with you is responsible for assessing your needs for three years after the Adoption Order. After three years it becomes the responsibility of the local authority where you live (if different). If the assessment shows that your child needs therapeutic support, the local authority will apply to the Fund on your behalf, specifying the type and length of therapy needed. The local authority social worker will talk to you about what sort of therapy your child needs, and who in your local area can provide it. Then the funds are sent to the local authority for them to pay for the therapy needed. Until the end of March 2026, the ASGSF will have a single fair access limit of £3,000 per child per year for therapy. Specialist assessments up to the level of £2,500 per child will be considered, but only within the overall £3,000 fair access limit.   What kind of therapy does it fund?  Improved relationships with friends, family members, teachers and school staff, Improved engagement with learning, Improved emotional regulation and behaviour management, Improved confidence and ability to enjoy a positive family life and social relationships. The ASGSF will continue to offer support until 31 March 2026. Applications can also be made and processed for therapeutic interventions starting before 31 March 2026 and continuing into the 2026 to 2027 financial year. This is as part of a wider continuation of the fund into the next financial year, we are still awaiting details of this to be confirmed by Government, which was promised this autumn, as well as plans for the Fund from 2027.   Changes to the Fund from April 2025  The therapies funded are those identified to help with: The ‘Fair Access Limit’ has been reduced from £5,000 to £3,000 per child per year. The £2,500 per child per year set aside for specialist assessments is no longer available. These assessments will now have to be funded through the £3,000 allocation per child per year. The ASGSF will no longer match fund support for children with an exceptional level of need.   Q: When can my social worker submit an application for my child/young adult?   A: The Fund is open for applications now.    Q: My social worker already submitted an application, which is sitting waiting in the system. What happens now?   A: All applications submitted before 14th April have been returned to the social worker for them to reassess according to the new criteria, and then re-submit.     Q: What will happen with applications continuing from 2024-25 which were already approved?   A: Any applications already approved will be honoured as agreed, using the pre-April Fair Access Limit of £5,000.     Q: My child/young adult needs a specialist assessment. Will the Fund no longer pay for that?  A: Specialist assessments will still be funded, but they will come out of the £3,000 limit per child.     Q: How quickly can I expect my application to be approved?   A: The expectation is still that applications will be turned around within 25 days. However there is now a significant backlog of applications so you should probably expect a delay.     Q: My application is urgent. Will it be fast tracked?   A: Normally the Fund does not fast track any applications. Many applications will be deemed urgent. However, if your social worker feels that there is a risk that the child will cause significant harm to themselves or others, there is a new temporary fast track arrangement. The application should be submitted as usual but alongside this, the service manager at your agency (or more senior lead) should send an email to asf@mottmac.com with the words ‘FAST TRACK’ and the application number in the title of the email. This arrangement will be reviewed by the Fund in the middle of May.     Q: Can my social worker make a retrospective application for my family?   A: Government says you should make a funding application before therapy starts. They will only consider retrospective applications in exceptional circumstances. This includes: the need for an urgent intervention due to the family situation, an unexpected absence of approving local authority staff when the funding is commissioned. They will not consider administrative and clerical errors, or delays caused by organisational restructuring, as exceptional.   Q: Will there be an ASGSF from 2027? A: To date, we do not know what the overall funding pot will be for the ASGSF for the financial year April 2026 - 2027, nor if there will be any changes to the rules for the ASGSF during this period. We are expecting an announcement in Autumn 2025. Neither do we yet know what Government plans are for the ASGSF from April 2027 onwards, although the DfE announced in early September 2025 that there will be a period of ‘public engagement’ in 2026 ahead of any future reforms.

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Adoption UK - Our services and support for adopters

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Adoption UK - Our services and support for adopters

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We offer a wide range of services and support for adopters in the UK including therapeutic support from our experienced PATH team, education resources, training courses, community support via our memberships, forums and community groups.

If you need immediate help, contact our Information and Support Line:

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We offer a wide range of services and support for adopters in the UK including therapeutic support from our experienced PATH team, education resources, training courses, community support via our memberships, forums and community groups.  If you need immediate help, contact our Information and Support Line: Information and support line

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Mindworks Surrey is the children and young people’s Emotional Wellbeing, Mental Health and Learning Disability services in Surrey.

It is delivered by a group made up of NHS, national and local voluntary sector organisations all working together.

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Emotional wellbeing and mental health services for children and young people, including the CAMHS service, now known as Intensive Interventions.

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Claim a BookTrust Story Explorers subscription

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Claim a BookTrust Story Explorers subscription

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We have a limited number of spaces to claim a free Story Explorers 6 month subscription. It is for children aged 2-4. Please see the flyer for further details.

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Our Local Offer web pages provide information on education, training and support, for children and young people with special educational, and disability needs, and their families and practitioners.

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Surrey Local Offer - Surrey County Council

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Welcome to the home page of the Surrey Local Offer website, information about services and support for children and young people with additional needs and disabilities.

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SEND Advice Surrey provides information, advice and support for Surrey children and young people aged 0 to 25, their parents/carers and professionals.

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We are currently replying to contacts within 10 working days. Sorry for any convenience.
SEND Advice Surrey staff update can be found on the hot topics page below.
Our hot topics page has information on the most talked about topics for SEND Advice Surrey at the moment

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SEND Advice Surrey is Surrey's Special Educational Needs and/or Disabilities information, advice and support (SENDIAS) service.

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Contacting Surrey Virtual School Previously Looked After Team 

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Contacting Surrey Virtual School Previously Looked After Team 

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To contact the team, please email: virtualschool.plac@surreycc.gov.uk

Or complete our PLAC and Kinship Enquiry Form with as much detail as possible. Once submitted, we will respond directly to the supplied email address as soon as possible.

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SVS - Previously Looked After Children and Kinship Children Enquiry

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Previously Looked After Children and Kinship Children Enquiry

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SVS School Admissions presentation for Parents and Guardians

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SVS School Admissions presentation for Parents and Guardians

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Welcoming a Adopted children to your nursery

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Welcoming a Adopted children to your nursery

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SVS School Admissions - Questions to ask Secondary Schools

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SVS School Admissions - Questions to ask Secondary Schools

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SVS School Admissions - Questions to ask Primary Schools

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SVS School Admissions - Questions to ask Primary Schools

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Adoption South East - Post Adoption, CAMHS and Schools consultation service - Dates 2026

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Adoption South East - Post Adoption, CAMHS and Schools consultation service - Dates 2026

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PACS (Post Adoption, CAMHS and School) consultation service offers parents the opportunity to book a virtual consultation to speak with an Educational Psychologist, representative from CAMHS, the virtual school or a Post Adoption social worker. Parents can choose one or more of these professionals to attend the session. Where parents choose a session with an Educational Psychologist and/or the Virtual school, school will also need to attend. The sessions are meant to provide a space for professionals to come together to discuss concerns, gain advice and plan next steps.

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Discover University Summer School Programme - Years 9 - Year 11

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Discover University Summer School Programme - Years 9 - Year 11

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Discover University Summer School Programme

This amazing opportunity will enable young people to gain an insight into the life of a student within a supportive environment, finding out what it is like to study at university by talking to current university students with similar experiences whilst trying their hand at a range of exciting subjects and activities. During the evenings there will be a variety of social activities held on the University campus, or in the surrounding area.

The University of Surrey have reserved 40 places for participants who meet one of the following eligibility criteria:

· Are a young carer

· Have current or previous experience of living within care

· Are a Surrey Scholar

The summer school runs over four days and three nights and will give participants the opportunity to stay in university accommodation with catering provided. However, arrangements can be made should participants only be able to visit during the day due to caring responsibilities. If you have any further questions or queries about programme, please contact the WPO team directly at summerschools@surrey.ac.uk

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Discover University Summer School (29 July - 1 August 2024) - Surrey WPO

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About the Summer School This summer school is fully funded and is available for 60 students in Years 9 to 11 and …

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College/Sixth Form:

If you didn't receive the exam results you were expecting and were planning to pursue further education via college or sixth form, talk to the school, college or training provider you were planning to go to in the first instance. They may still be able to offer you a place on the same or a similar course or offer you an alternative.

Otherwise, talk to other colleges and training establishments about what they can offer you. Check their websites and social media for local colleges and sixth forms in schools, or give them a call. Some will be offering drop-in or online sessions to chat.

Apprenticeships and Traineeships

If you are looking to undertake an apprenticeship, there are varying levels of apprenticeships available depending on your experience. Apprenticeships can be a great entry point into a career, and a chance to learn valuable work-related skills. You can learn about the different levels of apprenticeship available on the Become an apprentice GOV.UK website. Think about what interests you and what you enjoy doing, and then check out apprenticeships and traineeships.

If you're not sure what to do, the National Careers Service can help you. You can phone their Exam Results Helpline on 0800 100900.

If the stress of exam results is affecting your wellbeing

We know that getting exam results can be stressful for some people, and it's not always easy when the future is uncertain. So, we'd like to remind you that emotional wellbeing and mental health support is available. Visit the Mindworks Surrey webpage to find out more.

Alternatively, the CYP Haven is a safe space for young people to talk about worries and mental health in a confidential, friendly and supportive environment. Learn more by visiting the CYP Haven webpage.

Advice for parents: guide to supporting your child through exam results day.

and of course, ourselves at the Virtual School are also on hand should you like you to get in touch for further advice or support. Please email : virtualschool.Plac@surreycc.gov.uk

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Skills for Life: it all starts with skills

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Whether you're growing your business, changing your career or just starting out, it all starts with skills.

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School Holiday sports and activity clubs Reception - Year 11

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School Holiday sports and activity clubs Reception - Year 11

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The Club4 scheme (Holiday Activity and Food programme), run by Active Surrey for Surrey County Council, and runs each holiday period. They offer DfE full funded holiday activity camps for children and young people from reception to year 11 (inclusive). Children previously looked-after are eligible under the 'vulnerable children' criteria. Referrals are made by the school on the parents behalf.

Further information for parents including FAQ's can be found here.

Further advice and support is available to parents regarding this scheme via support@evouchers.com.

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Find out more about Club4 (HAF) camps which run in Surrey in the longer school holidays for 7-16 year olds on benefit related Free School Meals

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We are currently in the process of updating the content on our website. Please bear with us whilst these changes are made. We aim for these changes to be in place by November 2023. If you cannot find what you are looking for, please email virtual.school@surreycc.gov.uk

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What the Surrey Virtual School is and what it does, including information for schools, parents and young people, plus our team details and latest news.

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SVS Parents and Guardians Service Offer 26 - 27

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SVS Parents and Guardians Service Offer 26 - 27

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Virtual Schools have a responsibility to promote the educational achievement of previously looked-after children (PLAC) educated within Surrey, through providing information and advice to their parents/guardians, Schools and Education professionals. Virtual Schools are not the corporate parent for this cohort and therefore cannot track their educational progress or take up specific casework

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SVS Previously Looked After Service Offer 2026 - 2027

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Surrey Virtual School - Frequently Asked Questions For Parents and Guardians - Pupil Premium

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Surrey Virtual School - Frequently Asked Questions For Parents and Guardians - Pupil Premium

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Adoption UK - Choosing Your Child's School

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Adoption UK - Choosing Your Child's School

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There are so many sources of information available when choosing a school for your child. School websites, inspection reports and the views of other parents you trust can all be great starting points, but there is really no substitute for visiting the school yourself, talking to members of staff, and experiencing the atmosphere.

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There are so many sources of information available when choosing a school for your child. School websites, inspection reports and the views of other parents you trust can all be great starting points, but there is really no substitute for visiting the school yourself, talking to members of staff, and experiencing the atmosphere.

A good, collaborative working relationship between professionals and parents will be vital and this begins even before your child starts at the school. As you arrange meetings and tours, look for signs that the school takes those relationships seriously. How easy was it to set up the meetings you needed? Were key members of staff able to make themselves available to talk to you? Schools are busy places and staff availability may sometimes be limited but look for evidence that the school is prepared to take an open, co-operative approach where your experience as your child's parent will be valued and welcomed.

If you are in England, you should be able to arrange a meeting with the schools designated teacher for previously looked-after children (DT). This is a statutory role in every state school and should be an important point of contact throughout your child's time at the school, involving you as parents in discussions around how Pupil Premium Plus will be used. Some schools in other nations will also have a member of staff in a similar role, so it's worth asking.

Depending on your circumstances, you may also choose to meet with staff members responsible for special or additional educational needs, those with pastoral responsibility, and the school's mental health lead.

While it is important that members of staff can answer your questions, it is perhaps even more important that they are able to hear what you have to say and take it on board. As you talk to members of staff, do you get the sense that they are really listening to what you have to say, and engaging with the questions you are asking? Are they interested in your child as an individual? Even if they can't answer all your questions straight away, if you get a strong sense that they are willing to learn, be flexible and work with you as parents, then this could still be the start of a great relationship.

Before you meet with any members of staff, it is worth looking at the school's website and reading the policies they have available there, including policies on inclusion, behaviour and wellbeing.

Bearing all of this in mind, here are a few questions as a starting point. Some of them might not be relevant to your child, but you can choose which ones are most likely to give you the information that will be important to you, as well as adding your own.
Has the school had relevant training? How recently?
While recent training on attachment, trauma, FASD and other relevant issues does not guarantee a trauma-informed school, it does demonstrate that someone at the school has recognised the relevance and importance of understanding the issues.
How much experience does the school have with care-experienced children?
Obviously, all care-experienced and adopted children are individuals with individual needs, but a school with past experience may be more aware of the local and national strategies that are in place to support care-experienced students. However, a school with little experience but strong track-record on inclusion, relationships and flexible support may still be a great option.
How does the school use funding available to support care-experienced students?
The Care-Experienced Children and Young People's Fund in Scotland, and the Pupil Development Grant in Wales can both be used to support the needs of previously looked after and adopted children. In England, Pupil Premium Plus is paid directly to schools for adopted children and amounts to £2,345 per child per year. The school's use of the funding should demonstrate awareness of the potential for adverse early life experiences to impact on the attainment of care-experienced children.
What, if any, programmes are in place to support your child's transition and induction?
Many schools operate an enhanced transition programme for newly-arriving children who are identified as needing additional support. You may also want to talk about transitions at the start and end of the school day.
How does the school use rewards and consequences?
It is rare to find a school that does not use these methods as part of strategies for behaviour. However, it is important to know how such policies interact with policies on inclusion and special or additional educational needs and whether reasonable adjustments are available for children with a history of trauma, with learning needs, with neuro-diverse conditions and with social, emotional and mental health needs. Ideally, a school will prioritise support over consequences, and relationships over rewards.
How does the school support good home-school communications?
You need to know how the school expects these communications to take place, through whom, and how often. Look for reassurance that communications will focus on positives as well as highlighting difficulties and challenges. Make sure you feel that you can build a good working relationship with your main point of contact.
What support is available during unstructured times?
Breaks and lunchtimes can often be flashpoints, so ideally a school will have support in place for children who may struggle. This might include nurture groups, extra-curricular activities, support with peer relationships, buddying schemes, and help with managing transitions from classroom to playground. If the school has received training on attachment and trauma, ask if non-teaching staff were included, as these will often be the members of staff supervising during these unstructured times.
How would the school deal with a specific situation?
Depending on your child's needs, you may wish to raise specific scenarios and ask what the school's response would be. What would happen if, for instance, your child ran out of the classroom, had a meltdown, became dissociated or refused to enter the school in the morning. Consider the school's response, but also notice the thinking and assumptions underlying the response, and the amount of willingness to welcome your input as a parent with extensive experience of your child.

There are many other questions you could ask, including about bullying, homework, special and additional learning needs, extra-curricular activities and opportunities, but, as with so much else in life, it is the quality of relationships - between your child and the adults in school, and between yourself and the school - that will be the crucial factor in determining whether this is the right school for your child.

Visit our website for a selection of free resources for parents and teachers, including our popular 'Welcoming an adopted child' leaflets for nursery, primary and secondary school, and the booklet 'Meeting the needs of adopted and permanently placed children' - a guide for parents and carers of adopted children in education in England.
https://www.adoptionuk.org/free-information-downloads

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There are so many sources of information available when choosing a school for your child. School websites, inspection reports and the views of other parents you trust can all be great starting points, but there is really no substitute for visiting the school yourself, talking to members of staff, and experiencing the atmosphere.

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Transition into Secondary School - TouchBase

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Transition into Secondary School - TouchBase

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Transition into Primary School - TouchBase

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Transition into Primary School - TouchBase

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Checklist For Returning To School After The School Holidays 

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Checklist For Returning To School After The School Holidays 

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This document is a guide for Parents, Guardians, Carers and Schools explaining Pupil Premium Plus funding for Previously Looked-After Children. It contains information on eligibility, allocation and uses of the funding and the roles of schools and Parents/Guardians to support their children's educational outcomes.