by schools in the county to 'ensure that tests are accessible to children with special educational needs and disabilities, having regard to the reasonable adjustments for disabled pupils required under equalities legislation' as set out in the Admissions Code and report those who are not compliant to the Schools Adjudicator.

We’ve been incredibly lucky, as I know this isn’t the case for everyone, but our caseworker has been excellent throughout — always responding to emails and keeping us informed at every stage. It’s made a huge difference having someone who genuinely communicates and cares.

My stepdaughter Sofia was on roll but unable to attend because her needs couldn’t be met in the current school environment. Despite this, no alternative provision was arranged. The LA was aware of her situation yet failed to ensure she received any meaningful education.

Section 19 makes it clear that when a child of compulsory school age cannot attend school “by reason of illness, exclusion or otherwise,” the LA must arrange suitable full-time education. “Otherwise” includes cases where attendance is not possible due to unmet SEND needs.

This ongoing failure is leaving many disabled children isolated and regressing while the LA avoids its legal duty. Northamptonshire urgently needs an accessible, transparent Section 19 process so that children like Sofia are not forgotten simply because they cannot physically attend school.

Parents shouldn’t have to fight, make endless complaints, or go to the Ombudsman just to get what their children are legally entitled to. There needs to be proper accountability, faster action, and genuine communication with families.

It’s time for the Local Authority to stop making excuses and start delivering lawful, timely support for every child with SEND in Northamptonshire.

We have ehcp final for 1st Sept but have heard nothing from no one since. We are ment to have salts assessment and OT assessment but nothing. No idea at all how long it will be or if it has actually been requested

I can go on and on!

A recent direct payments contract sent to a parent had seemingly not even been passed through chatgpt to see if it was lawful, let alone shown to parents to see if it was fit for purpose. A coupl eof use have subsequently written a mini guide for parents with direct paymnets and also drafted a more appropriate financial agreement. We are not the enemy to be fended off at the gates, we are the experts, the advocates, the pickers up of the pieces, the full time carers and NNCs most wasted resource.

I am sadly messaging again as today we have finally had an outcome from the panel and sadly they are not naming our parental preference

The panel have named his current mainstream setting - who are in special measures following  ofstead inspection and have stated in response to the La consultation they cannot meet Arlo’s needs - they also voiced openly with me that they would not be able to meet any of his SALT needs. Which makes up a vast amount of his plan. 

We had already filed for tribunal as sadly had little faith in the process and that the panel would not name our preference , we are just saddened at the waste of time / additional cost and that it has had to end with tribunal which could have been avoided. 

I have had face to face consultation with Rosie Wrighting our MP who has : 

Rosie has written to the Department of Education sharing your experiences and the concerns you have raised about the policy in North Northamptonshire.

We feel very saddened at this outcome. 

Why are parents not sent minutes of the discussions had and only an email with a brief outcome …

We shouldn’t have to go to tribunal to secure specialist setting

Had three referrals to SSS and no contavt in years!

La would only agree to fund ot which has been fantastic.. so not realty the La .. But thrive that provides it are fantastic.

Salt school referred back to NHS.. 🤦🏼‍♀️

I’ve had no feedback 😬

Lack of communication.

Lack of support!

When I was looking a lot, we’re not even allowing you to view.

How are you supposed to make an informed choice when there is no support for the adult advocating for the child?

I felt forced into naming a mainstream school, gaslit into believing he was not likely to get specialist provision. Yet now he is struggling in mainstream..

What the talk of removing EHCP’s from mainstream is terrifying!

Little one needs all the support his ehcp provides, and more.

I la would not it?

When it was clear, he has the need!

Forcing us to go to tribunal, and no education for a year already. The constant fight and endless emails is exhausting when you are caring for the child ft as well.

Many of the special schools, are booked up so far in advance with children that have congenital that they wont even let you view. Which makes it harder if your childs autism is recongised later .

But there is not a lot of local things to do.

Give us direction when diagnosed

Funding for PA's

Unfortunately SEN parents have to work too

In mainstream, sibling link is normally top or near top of placement.

For SEN provisions its not.

The genetic link for autism is so common, why are parents of siblings being told to put them into different SEN provisions, when the needs are similar.

Children should not be placed willy-nilly.

In a mainstream/sen unit school, I would also like to see that if there is enough space to squeeze another child in if a tribunal happened. That a child from the mainstream or sibling is considered first. Its not fair that those who shout the loudest get further than those who are reserved.

Main support we have received has been outside of SEN team. Our main support has been ASD diagnosis via a charity, ongoing support from En-fold charity, head teacher (primary) head of year (secondary) and parents accessing webinars etc again run by charities.

School placated me saying they would refer him as there are concerns around his language & understanding.

Had a report in from nhs salt.. which was not accurate to my child. Spoke to senco about it & made valid points.

Then out of the blue a call between salt & senco, Had to explain my self again!

Because little ones behaviour says he’s not understanding. Yet they don’t seem to understand the difference between visually reinforced language & and general language.

Little one if presented with visuals or pictures can name things.

Ask him what he had for dinner last night.. nothing.

He is good at masking, but he’s struggling to keep that mask up because he does not understand😡😡😡😡

Speech and language therapy goes way beyond just being able to say words!

Christine then wrote in her closing report that we had a social worker. I queried this and asked for their name but they refused to reply. I raised a complaint but they refused to remove the line saying he had a social worker while also refusing to tell us who they were or contact details.

We were left again with no help, a traumatised son, a police report, false accusation on social service records and a complaints system that protected the problem.

This is the length Christine Campany went to close a case without the criteria being met for it to be closed! The damage to my son is permanent and SEND got away with it.

They need to understand the Equality act, protective characteristics, discrimination & reasonable adjustments especially when getting students with SEND ready for higher education or work.

They also need to be open & transparent with parents when things go wrong, so we can help implement strategies to support the student.

They also need fully trained teachers that know what their subject is in depth & not employ part time teachers with little or no knowledge because they have staffing issues. Students are entitled to a good quality education.

Local Authorities should ensure all reports and professional advice are shared with parents at the time they are obtained.

Post-decision enforcement and monitoring should be proactive, with clear accountability when provision is delayed or not delivered.

Annual reviews should focus on outcomes and delivery evidence, not reopening settled provision through vague language or informal processes.

Consistency, transparency, and enforceable provision would reduce conflict, appeals, and distress for families and professionals alike.

Vague wording in EHCPs leads to inconsistent interpretation and weak accountability for delivery.

Parents are often not copied into professional reports or communications that later influence decisions, undermining transparency and trust.

Processes rely too heavily on families to chase, clarify, and evidence non-delivery rather than ensuring provision is implemented by default.

Individual staff who understand SEND, regulate calmly, and follow agreed strategies make a significant positive difference.

Written communication that accurately reflects support delivered (e.g. daily logs / monitoring records)helps parents and schools work collaboratively.

I’m very concerned that we may not get a suitable placement and I will end up having to stop working to care for my child

Families are scored across areas of functioning such as parenting, emotional wellbeing, relationships, housing, finances, education, behaviour.

Areas are scored on a “journey of change” scale, eg -   stuck, accepting help, believing, learning, self reliance

The information is stored inside the Liquid Logic data management system which the council use.

There are several important data protection implications.

Under the UK GDPR and Data Protection Act 2018, this system processes:

·       health information

·       safeguarding concerns

·       family relationships

·       behavioural assessments

These are special data categories that require extra protection.

Outcome Star also includes subjective scoring by professionals, judgements like

·       “parenting capacity”

·       “family functioning”

·       “motivation to change”

Creating records that could influence safeguarding decisions, access to services and affect future assessments.

Will families have rights to see and challenge the records?

This document repeatedly references multi agency working with schools, police, health services, voluntary organisations.  Will families have consent about who information is shared with?

If Family Help Conversations are voluntary, what information will be on Liquid Logic?  How will NNC make clear the distinction between what is given with consent and where the LA is relying on statutory powers?

Clear, specific provision, delivered consistently and monitored effectively, helps children make measurable progress. Collaborative working between families, schools, and professionals is most effective when information is shared openly and decisions are supported by evidence.

When support is clearly understood, consistently implemented, and regularly reviewed, children are better able to achieve their outcomes and feel included, supported, and successful in school.

There can also be a lack of consistency between different stages of the SEND process, meaning families are required to repeat information, seek updates repeatedly, or manage multiple overlapping processes at the same time. This can make meaningful participation more difficult and increase stress for families already supporting children with complex needs.

Clear communication, timely updates, transparency about decision-making, and defined responsibilities would help build trust and reduce unnecessary conflict.

EHCP needs and provision should be written in clear, specific and measurable terms so that everyone understands what support is required and whether it is being delivered. Families should receive timely updates, copies of relevant reports and advice, and clear explanations of decisions that affect their child.

Where concerns are identified, services should act early rather than waiting for problems to escalate. Regular monitoring of provision, meaningful annual reviews, and better coordination between education, health and social care professionals would help ensure that support remains responsive to a child’s changing needs.

Families should be able to participate as equal partners in decision-making, with clear information about processes, responsibilities and next steps. This would improve trust, reduce conflict and help keep the focus on achieving positive outcomes for children and young people.