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Education Health and Care Needs Assessment Process. 

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Education Health and Care Needs Assessment Process. 

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Shared at the SEND and Inclusion Network on 7th July 2026.

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Education, Health and Care Needs Assessment Process

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email eya@bury.gov.uk to book a place

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Bury SEND and Inclusion Network 20.01.26-PP slides and information.

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Bury SEND and Inclusion Network 20.01.26-PP slides and information.

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GETTING MORE HELP: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

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GETTING MORE HELP: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

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This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive. The themes and content included here have been developed collaboratively with Bury stakeholders including parents/carers and children and young people in Bury (see the full list of contributors to the Graduated Approach Toolkit).

The SEND Code of Practice promotes a Graduated Approach to meeting the needs of children and young people with SEND using the 'Assess-Plan-Do-Review' Cycle to support this process. This works by revisiting, refining and revising our understanding of a pupil's needs and what works to support them. This means that our understanding of children's and young people's needs should become clearer over time. See Information about APDR Cycles.
SENCOs in Bury are committed to ensuring that parents/carers, children and young people and school staff receive the right support, at the right time.
The SENCO role is diverse and rewarding, though it can also be demanding. SENCOs have a key role in ensuring that teaching and learning for children with special educational needs and disabilities (SEND) is effective and they are fully included in their setting. SENCOs work closely with children and families to ensure that they are fully included in planning and decision-making at all stages of the graduated approach.
The SENCO role lies at the very heart of inclusive practice in schools and settings.
It is hoped that the SENCO Best Practice section will be a helpful reference for Early Years SENCOs, exploring different aspects of the role from whole setting approaches to individual needs; and will support the wider team in schools and settings to champion the needs of children and young people with SEND.

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This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive.

# data[].attributes.headline
Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.subject
Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.attachment_link.readable_text
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive. The themes and content included here have been developed collaboratively with Bury stakeholders including parents/carers and children and young people in Bury (see the full list of contributors to the Graduated Approach Toolkit).

The SEND Code of Practice promotes a Graduated Approach to meeting the needs of children and young people with SEND using the 'Assess-Plan-Do-Review' Cycle to support this process. This works by revisiting, refining and revising our understanding of a pupil's needs and what works to support them. This means that our understanding of children's and young people's needs should become clearer over time. See Information about APDR Cycles.
SENCOs in Bury are committed to ensuring that parents/carers, children and young people and school staff receive the right support, at the right time.
The SENCO role is diverse and rewarding, though it can also be demanding. SENCOs have a key role in ensuring that teaching and learning for children with special educational needs and disabilities (SEND) is effective and they are fully included in their setting. SENCOs work closely with children and families to ensure that they are fully included in planning and decision-making at all stages of the graduated approach.
The SENCO role lies at the very heart of inclusive practice in schools and settings.
It is hoped that the SENCO Best Practice section will be a helpful reference for Early Years SENCOs, exploring different aspects of the role from whole setting approaches to individual needs; and will support the wider team in schools and settings to champion the needs of children and young people with SEND.

# data[].attributes.attachment_link.description
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive.

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Graduated Approach - Targeted Interventions 2

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Guidance for completing EY short-term Inclusion Funding

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Guidance for completing EY short-term Inclusion Funding

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Guidance completing EY Inclusion Funding request

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WELCOME TO THE SEND AND Inclusion Information Padlet

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WELCOME TO THE SEND AND Inclusion Information Padlet

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NEW- Bury Early Years SEND and Inclusion Pathway Guidance for professionals.

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NEW- Bury Early Years SEND and Inclusion Pathway Guidance for professionals.

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Bury SEND and Inclusion Network 07.10.25- PP slides and information

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Bury SEND and Inclusion Network 07.10.25- PP slides and information

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Current EY SEND & Inclusion Pathway for Parents - Final - Copy

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Poster EY SEND & Inclusion Pathway for Parents -

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INFORMATION AND ADVICE: BURY SEND -Local Offer

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INFORMATION AND ADVICE: BURY SEND -Local Offer

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INFORMATION: Early Years Foundation Stage Statutory Guidance

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INFORMATION: Early Years Foundation Stage Statutory Guidance

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Early years foundation stage (EYFS) statutory framework

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The standards that school and childcare providers must meet for the learning, development and care of children from birth to 5.

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EY's Request for EY's Short Term Inclusion Funding-annotated version

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EY's Request for EY's Short Term Inclusion Funding-annotated version

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Guidance for completing EY's Group Inclusion Funding

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Guidance for completing EY's Group Inclusion Funding

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INFORMATION SEND Code of Practice-0-25 Years

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INFORMATION SEND Code of Practice-0-25 Years

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Bury 0-5 Speech, Language and Communication Padlet for Practitioners

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Bury 0-5 Speech, Language and Communication Padlet for Practitioners

# data[].attributes.headline
Request for EY's Group Inclusion Support Funding

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Request for EY's Group Inclusion Support Funding

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Guidance for requesting continuation of EY Inclusion Support Funding

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Guidance for requesting continuation of EY Inclusion Support Funding

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Guidance for continuation of inclusion funding

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Early Years guide to the 0 to 25 SEND code of practice

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Early Years guide to the 0 to 25 SEND code of practice

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Inclusion Support Funding SEND Descriptors

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Inclusion Support Funding SEND Descriptors

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GETTING EXTRA SUPPORT: Professional Request for an Education, Health and Care Needs Assessment.

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GETTING EXTRA SUPPORT: Professional Request for an Education, Health and Care Needs Assessment.

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Bury Council Universal Offer for children 0-5 years and their Families

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Bury Council Universal Offer for children 0-5 years and their Families

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INFORMATION: Children and Families Act 2014

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INFORMATION: Children and Families Act 2014

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Professional Request Form EHC Needs Assessment

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Professional Request Form EHC Needs Assessment

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Help for early years providers-The 4 broad areas of need

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Help for early years providers-The 4 broad areas of need

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Help for early years providers : The four broad areas of need

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Bury Vision and Hearing Impairment/Deaf Education Service Padlet

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Bury Vision and Hearing Impairment/Deaf Education Service Padlet

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Open access free-to-use eLearning modules designed to improve confidence in a range of competencies.

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Bury SEND and Inclusion Network June 25-PP slides and information.

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Bury SEND and Inclusion Network June 25-PP slides and information.

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Guidance for Settings when planning a 6 month review of EHCP

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Guidance for Settings when planning a 6 month review of EHCP

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INFORMATION AND GUIDANCE: Birth To 5 Matters: Non Statutory Guidance

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INFORMATION AND GUIDANCE: Birth To 5 Matters: Non Statutory Guidance

# data[].attributes.headline
 Progress check at 2-Non Statutory Guidance

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 Progress check at 2-Non Statutory Guidance

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Disabled Children and the Equality Act 2010 What Early Years providers need to know and do

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INFORMATION AND GUIDANCE: Birth to 5 Matters Tracking Overview Document

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INFORMATION AND GUIDANCE: Birth to 5 Matters Tracking Overview Document

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INFORMATION: Bury Portage and SEND Developmental Profile template

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INFORMATION: Bury Portage and SEND Developmental Profile template

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Early Support EY Development journal 2025

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GETTING HELP: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.subject
GETTING HELP: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.attachment_link.readable_text
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive. The themes and content included here have been developed collaboratively with Bury stakeholders including parents/carers and children and young people in Bury (see the full list of contributors to the Graduated Approach Toolkit).

The SEND Code of Practice promotes a Graduated Approach to meeting the needs of children and young people with SEND using the 'Assess-Plan-Do-Review' Cycle to support this process. This works by revisiting, refining and revising our understanding of a pupil's needs and what works to support them. This means that our understanding of children's and young people's needs should become clearer over time. See Information about APDR Cycles.
SENCOs in Bury are committed to ensuring that parents/carers, children and young people and school staff receive the right support, at the right time.
The SENCO role is diverse and rewarding, though it can also be demanding. SENCOs have a key role in ensuring that teaching and learning for children with special educational needs and disabilities (SEND) is effective and they are fully included in their setting. SENCOs work closely with children and families to ensure that they are fully included in planning and decision-making at all stages of the graduated approach.
The SENCO role lies at the very heart of inclusive practice in schools and settings.
It is hoped that the SENCO Best Practice section will be a helpful reference for Early Years SENCOs, exploring different aspects of the role from whole setting approaches to individual needs; and will support the wider team in schools and settings to champion the needs of children and young people with SEND.

# data[].attributes.attachment_link.description
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive.

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Help for early years providers-Carrying out an assessment what you need to know

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Help for early years providers-Carrying out an assessment what you need to know

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Help for early years providers : Carrying out an assessment: what you need to know

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GETTING HELP: NEW Audiology Referral Form (Jan 2025)- When making a referral please include the following: NHS number,  shunt, safeguarding and designation.  If possible include next of kin, please could you include both parents? If the referral is for a child with a suspected/ confirmed social communication delay please document this on the form.  

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GETTING HELP: NEW Audiology Referral Form (Jan 2025)- When making a referral please include the following: NHS number,  shunt, safeguarding and designation.  If possible include next of kin, please could you include both parents? If the referral is for a child with a suspected/ confirmed social communication delay please document this on the form.  

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Please

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Paediatric Physiotherapy :: Northern Care Alliance

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We are a team of paediatric physiotherapists and supporting staff based at the Bury Living Well Centre but also across a wide range of community settings.

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The paediatric Occupational Therapy team provides assessment, treatment and support to children and young people who have neurological or developmental conditions.

We provide assessments and treatment at Bury Living Well Centre and several local schools, nurseries and homes.

We accept referrals for children up to the age of 18 years, who are registered with a GP in Bury. This support is available up to 19 yours old for children attending Elms Bank Special School.

Our Occupational Therapists have additional specialist knowledge and clinical skills to enable safe and effective assessment and treatment of babies, children and young people.

We treat a wide range of conditions including developmental delay, developmental coordination disorder/dyspraxia, neurological and neuromuscular in differing environments. We use a variety of assessment techniques and provide treatment advice to homes and schools.

We assess for and prescribe specialist equipment for use at home and/or in an educational setting. This includes seating, beds, sleep systems, hand splints, bathing and toileting equipment for under 5 years of age

We liase with our colleagues in Disability Services who assess for minor and major home adaptations, they also provide bathing and toileting equipment for over 5 years of age.

We work with the child, parent's, carers and a wide range of other professionals to maximise a child's functional skills and independence. We work towards maximising independence in daily living skills such as feeding and dressing and self-care.

For children and young people with special educational needs and disability we are involved in education, health and care assessments, which are based around the child and young person's needs and aspirations.

If you have any general queries, please contact us on 0161 2060668.

Please send all referrals to the Bury community-based adult and paediatric Occupational Therapy services to the Bury Single Point of Access: spoa.fax@nhs.net.

We accept self-referrals, consultant, GP, AHPs, schools, health visitors, school nursing, Educational Psychology.

If you have any questions about a referral you have sent, please phone 0300 323 3316 (option 2, then option 5).

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Paediatric Occupational Therapy Service :: Northern Care Alliance

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The paediatric Occupational Therapy team provides assessment, treatment and support to children and young people who have neurological or developmental conditions. We provide assessments and treatment at Bury Living Well Centre and several local schools, nurseries and homes. We accept referrals for children up to the age of 18 years, who are registered with a GP in Bury.

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INFORMATION: Bury Portage Team Information Page

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INFORMATION: Bury Portage Team Information Page

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This is a Local Authority service which is offered borough wide

Home teaching team aimed at children aged 0-5 years with a delay in their development. We provide advice, support and educational activities to support the child's learning.

We are a service that works with children and families aged 0-5 years with additional needs. We provide holistic support to enable the child to develop and progress by direct teaching, key working and supporting the family with other issues relating to the child's needs e.g. Benefits, behaviour, housing, emotional support, signposting, completing SSF and leading meetings.

We will visit the parent/ in their home with their child to assess, plan, support and advise on the best way to meet their child's needs.

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Bury Portage and Early Support Team | The Bury Directory

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Parents/Carers Guidance on supporting SLC needs for children aged 0-5

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Parents/Carers Guidance on supporting SLC needs for children aged 0-5

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INFORMATION AND ADVICE: BBC Tiny Happy People

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INFORMATION AND ADVICE: BBC Tiny Happy People

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Tiny Happy People is here to help you develop your child's language skills. Explore our simple activities and play ideas and find out about babies and toddlers' amazing early development.

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Children’s language development and parenting advice - BBC Tiny Happy People

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A chatty child is a happy child, so Tiny Happy People is here to help you develop your child’s communication skills through simple interaction and play.

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Supporting your Neurodiverse child in Bury

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Supporting your Neurodiverse child in Bury

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Sensory Processing Differences Support Padlet

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Sensory Processing Differences Support Padlet

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GETTING MORE HELP: NEW May 2023-Speech and Language referral form for early years children.( Please note- email address is : spoa.fax@nca.nhs.uk)

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GETTING MORE HELP: NEW May 2023-Speech and Language referral form for early years children.( Please note- email address is : spoa.fax@nca.nhs.uk)

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GETTING MORE HELP: Story so far ASSESSMENT Guidance

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GETTING MORE HELP: Story so far ASSESSMENT Guidance

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GETTING HELP: Sensory Processing Needs Toolkit

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GETTING HELP: Sensory Processing Needs Toolkit

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GETTING MORE HELP: Story so far Document

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GETTING MORE HELP: Story so far Document

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The Portage Service also have a useful padlet which contains useful information and resources. This can be found in the -Other useful Padlets Section 6 of this padlet.

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INFORMATION AND GUIDANCE: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.subject
INFORMATION AND GUIDANCE: Bury SEND Graduated Approach Toolkit. This covers all areas of the SEND Pathway.

# data[].attributes.attachment_link.readable_text
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive. The themes and content included here have been developed collaboratively with Bury stakeholders including parents/carers and children and young people in Bury (see the full list of contributors to the Graduated Approach Toolkit).

The SEND Code of Practice promotes a Graduated Approach to meeting the needs of children and young people with SEND using the 'Assess-Plan-Do-Review' Cycle to support this process. This works by revisiting, refining and revising our understanding of a pupil's needs and what works to support them. This means that our understanding of children's and young people's needs should become clearer over time. See Information about APDR Cycles.
SENCOs in Bury are committed to ensuring that parents/carers, children and young people and school staff receive the right support, at the right time.
The SENCO role is diverse and rewarding, though it can also be demanding. SENCOs have a key role in ensuring that teaching and learning for children with special educational needs and disabilities (SEND) is effective and they are fully included in their setting. SENCOs work closely with children and families to ensure that they are fully included in planning and decision-making at all stages of the graduated approach.
The SENCO role lies at the very heart of inclusive practice in schools and settings.
It is hoped that the SENCO Best Practice section will be a helpful reference for Early Years SENCOs, exploring different aspects of the role from whole setting approaches to individual needs; and will support the wider team in schools and settings to champion the needs of children and young people with SEND.

# data[].attributes.attachment_link.description
This section of the Graduated Approach Toolkit has been developed for Early Years Special Educational Needs Co-ordinators (SENCOs), to support SENCOs across Bury in their work in early years settings, however experienced or new to the role. It details good practice and outlines key processes and procedures to ensure that all children with SEND in Bury thrive.

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Our range of One Page Profiles are based on work done by Helen Sanderson Associates. Each profile captures all of the important information about a person on a single sheet of paper. They assist us in building better relationships and allow us to recognise our strengths and how we can be supported by those around us.

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Sample of Early Years Setting SMART Targets 

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Sample of Early Years Setting SMART Targets 

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Early Years smart targets- good practice

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GETTING HELP: Making a referral to Home start

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GETTING HELP: Making a referral to Home start

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Making a family support referral | Home-Start HOST

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GETTING HELP: Home Start Host-Referral Form

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GETTING HELP: Home Start Host-Referral Form

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How to have difficult conversations with parents

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How to have difficult conversations with parents

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Like any role where caring and responsibility are central to what you do, difficult conversations are bound to come up now and again. No one enjoys having to have a hard conversation, but there are ways you can make these situations less intimidating for you and easier on the parents and carers you're meeting with.

To find out how, we've collected some top tips for addressing those tricky topics with parents and carers.

‍

‍

Create trusting and transparent relationships from the start

" Create trusting and transparent relationships from the start " might not be great advice if you're dreading a conversation you have to have tomorrow, but it's certainly worthwhile in the long term. What's more, there's plenty of advice for how to build those strong, collaborative partnerships with parents and carers from the start:

The idea is, that the better the foundations you lay for a positive and open relationship with parents and carers from the start, the easier it will be when it comes to having those harder conversations.

Decide how to approach the topic at hand

If you already have a positive relationship with the parents and carers you need to have a difficult conversation with, you'll probably know how best they like to communicate.

For some people, an in-person meeting might feel too confrontational compared to a less formal phone call. However, for others, having a pending phone call booked into their calendar can feel too anxiety-inducing and they'd rather just talk about whatever needs to be discussed right away.

If you're not sure, it doesn't hurt to ask - you could even include a section in your welcome induction packs about how parents prefer to talk about more serious or sensitive matters. For example,

" In an emergency or if your child has an accident, we will always try to contact you immediately, usually by phone. However, if we need to discuss a serious or sensitive issue, such as regarding your child's behaviour or development, how would you prefer this was done?"

However you decide to arrange the conversation, be sure to be mindful of the child at the centre. Do not talk about the child over their head or in front of their peers.

" When children are here, this is their space. I could think of nothing worse at the end of a lovely day at nursery, standing next to the legs of your parent and key person while they discuss how you went to the toilet. "
Michele Barrett, Executive Headteacher, Randolph Beresford Early Years Centre and Vanessa Nursery School
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Don't put off a conversation because you're nervous

You may have heard the expression, " If it's your job to eat a frog, it's best to do it first thing in the morning. And If it's your job to eat two frogs, it's best to eat the biggest one first. " You'll gain nothing by putting off a hard conversation until later - you'll still have to have it and you'll spend the whole day fretting about it.

Having time to prepare what you'd like to say isn't necessarily a bad thing - you just have to be honest with yourself about how you are actually using that time - preparing, or procrastinating?

What's most important is that you empathise with the individual parent or carer you need to talk to and decide on an appropriate, timely way to tackle the issue:

Putting off an issue until later doesn't make it go away. Most parents and carers would prefer to know as soon as possible if there is a concern about their child's development, behaviour, or welfare.

However, some parents and carers prefer fair warning before they need to have a hard conversation so they have time to feel relaxed and prepared. Just because you prefer to tackle an issue head-on doesn't mean blind-siding a parent at pick-up and bombarding them with information is the right way to go.

‍

‍

Focus on the facts

In a caring relationship, like those you have with the children and families, there's no point pretending you can be completely objective. You're not a robot and they're unique individuals. In fact, knowing the family's context and history, as well as their child, can help you deal with sensitive issues in a way that's tailored to that family and child's needs.

That being said, when addressing a potentially sensitive issue, it can help to lean on concrete facts so that the message you're trying to get across is clear. If you and a parent are in disagreement about certain events or issues, you may wish to offer evidence for what you're saying - just be mindful that you present it as neutral information and not as a way to say " I told you so."

Similarly, clouding what you're trying to address with flowery language can just be confusing. You don't need to be brutal in your delivery, but if you're concerned about a child needing extra learning support for example, you need to be direct in delivering the facts about it, so the parents and carers clearly understand.

Allowing the facts to guide the conversation, as gently and honestly as possible, allows you to explain what's going on in a judgement-free way, hopefully preventing parents and carers from becoming defensive or feeling attacked.

‍

Work collaboratively towards a solution

If we take a moment to step back from how challenging some conversations can be, we can focus on the point of bringing in parents and carers to the conversation at all - s o you can work together for the child.

You're not having a conversion only to report something going on, but to find a solution together. Parents are not on trial or coming in to 'answer for' what's going on with their child.

Ensure that you come from a place of curiosity, a genuine desire for collaboration, and humility. Respect parents' ideas and feedback too. And be curious - knowing what parents' and carers' wishes are for their child is extremely important in regards to working on an action plan together.

For example, if you're planning a meeting where you will address a possible educational or developmental support need with a parent, don't come with a fully typed-out list of interventions. This is not collaborative and certainly won't help the parents or carers to feel like an equal partner. Ensure that the plans or agreements you make on the back of the conversation are contributed to and agreed on, as far as possible, by everyone.

‍

‍

Pulling everything together

So what might all of this look like in practice? Let's look at the case study below.

Context: ‍

Florence is a four-year-old in your preschool. Her parents are currently going through a break-up and she is living with her mother in a new flat, as they had to downsize. She sees her dad every other weekend but her mother has shared that they are beginning a court case about long-term custody agreements. Dad has not been to drop-off or collect Florence since the break-up but there has been no change to his permission to do this.

What's happening now? ‍

There have been several incidents recently where Florence has pushed or hit other children and is finding it very hard to share resources with her peers. Florence is quicker to become sad, frustrated, or angry and most recently, threw a chair. Although each incident was explained to her mother individually, Florence's behaviour seems to be continuing and escalating, and Florence is clearly struggling emotionally.

Knowing the facts about Florence and her family can help you support them, and guide you through addressing the issue with Florence's parents in a sensitive and considerate way.

You might invite the parents to a meeting to "discuss supporting Florence" as opposed to "discuss Florence's behaviour." The vocabulary you choose to address what's going on can affect whether parents feel like you're being accusatory or helpful.

Given the situation, you may ask the parents if they'd prefer to meet separately.

You may wish to lead with curiosity, so the parents have a chance to speak first. Do they feel Florence is coping well or needs some support? What have they noticed at home? How have they been supporting her?

Although it is always good to come prepared with facts and evidence, arriving with a stack of signed incident reports can come off a bit too heavy-handed. You don't want either of the parents to shut down or feel ashamed. Instead, you may wish to have some notes to hand if Florence's parents ask for examples of what's been happening, but don't let it turn into "exhibit A".

While it can feel more comfortable for you, the old "compliment sandwich" technique can just muddy the water of how serious the incidents are. You can certainly remind them how much you care about Florence. After all, if you didn't, this conversation wouldn't be happening. You can also acknowledge that you know both of them love Florence and want the best for her - no one is here to be told off or to point fingers.

You might have a few ideas for things you can do in the nursery to support Florence, so lead with those. You could also share things she's really enjoyed or excelled at. This is a softer approach than telling the parents what they should be doing at home. They may be more likely to volunteer that they could try a similar approach at home or ask you for advice if you don't start by giving them homework.

Finish by making some notes or agreements about how you and they feel they can support Florence going forward. Use your knowledge of the family in question to decide how this agreement will be documented and discussed.
For example, some parents and carers might like the concrete nature of an 'action plan', while others might find that too formal or intimidating. Either way, ensure that each party feels they've played a part in the shared solutions you come to.

The meeting or conversation isn't the end. Make sure that the parents or carers know that the lines of communication are open and you're keen to keep in contact about whatever's been agreed, as well as how things are progressing.

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How to have difficult conversations with parents | Famly

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Not sure how to handle those difficult, but necessary, conversations with parents and carers? Here are our top tips to tackle those tricky topics.

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GETTING HELP: Supporting Transitions for Children with SEND

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Head of Setting Summary of the Annual Review Meeting

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Children Young People and Families Online Resource

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Our team run online workshops on sensory processing. aiming to help you to understand the sensory needs that a child or young person may be experiencing, and offering practical advice on how to help a child or young person to manage these on a daily basis. They are designed for parents and carers an…

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