The Special Educational Needs and Disabilities (SEND) Local Area Partnership held parent panels at the Tameside Umbrella Parent Carer Forum launch event on 11 January, where various professionals were available to discuss concerns, comments, and suggestions for improvement. They would like to extend their thanks to everyone who contributed to these meaningful discussions. One of the highlights was having the Local Area SEND Partnership Chair participate in a panel, ensuring that parent and child voices are heard and represented at the highest level.
The ‘You Said, We Are Doing’ summary from the event details what work is already underway to address the points raised, and further updates will be provided later in the year on how they are working to involve parents, carers, children, and young people in shaping our services.
You Said | We Are Doing |
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You explained that the processes for Education Health Care Plans (EHCPs) were unclear and, as a parent/carer, it would be valuable to have more transparency. You suggested that including specific timescales in our correspondence, such as when we agree to assess or amend a plan after an annual review, would be very helpful. This addition would clarify and help you better understand the timeline of key decisions and actions. Your feedback highlights the importance of clear and timely communication, and this will be considered as we review and improve our processes. | To address the issue of unclear EHCP processes, we will include specific timescales in all relevant correspondence, such as letters confirming agreements to assess or amend a plan following an annual review. This change will give parents/carers greater clarity and a clear understanding of the timeline for key actions. By ensuring our communication is transparent and time-bound, we aim to improve parents/carers’ overall experience and confidence in navigating the EHCP process. |
Parents/carers expressed that the purpose of an annual review was not fully understood, either by themselves or by some schools/setting. There appeared to be a disconnect between the message shared by the Local Authority (LA) about the purpose of these reviews and their own understanding. This highlighted the need for greater clarity and consistency across the system to ensure all parties are aligned and informed about the role and significance of the annual review process. | To address the concerns about the lack of clarity regarding the purpose of annual reviews, a comprehensive plan will be implemented to ensure consistency and understanding across schools, parents, and the Local Authority.
Training programmes will be delivered to schools, equipping staff with the knowledge and tools needed to conduct meaningful annual reviews. Standardised templates and guidance will also be provided to streamline processes and maintain consistency in communication. Additionally, “Annual Review Champions” will be appointed within schools or clusters to offer expertise and ongoing support. For parents/carers, a multi-faceted approach will be adopted. A clear and accessible leaflet will be developed, explaining the purpose, process, and benefits of annual reviews. This will be complemented by interactive workshops and webinars, where parents/carers can ask questions and gain practical advice on how to engage effectively. An online resources hub will also be created, offering downloadable materials, video tutorials, and case studies to further enhance understanding. To support these efforts, a feedback mechanism will be introduced, allowing parents/carers and schools/settings to share their experiences and suggest improvements. This feedback will inform future training, materials, and strategies. Finally, a consistent messaging campaign will be launched across schools/settings, parent carer networks, and online platforms to reinforce the purpose of annual reviews and ensure alignment across the system. Our Educational Psychology Service are supporting us with the co-production of leaflets for parents and will include annual reviews within this. |
During the EHCP application process, some parents/carers have shared that important details about their communication preferences and accessibility needs are sometimes overlooked. For example, they’ve told us that they weren’t always contacted in the way they’d requested, or that specific needs, like receiving documents in an accessible format or having language support, weren’t taken into account. This has left some parents/carers feeling excluded or unsupported, adding unnecessary stress to what is already a challenging process. | To address these concerns, we will review the EHCP application process, including the forms and methods of submission. A dedicated section will be added to capture parents/carers’ communication preferences and accessibility requirements. For applications submitted by letter, a follow-up form will be provided to ensure all necessary details are captured. This will help ensure parents/carers’ voices are heard and their individual needs are fully considered, fostering better communication and a more inclusive process. |
Some of you shared your frustration with the EHCP process and expressed how you wished your child/young person’s needs had been identified and met earlier, without the need for an EHCP. At the same time, you highlighted the vital role of the work being done in SEND support, recognising its importance in addressing needs early and providing the right support to make a difference. | Work is already underway to strengthen support at SEND support. Tameside Specialist Outreach Support Service (TSOSS) is providing universal support and training for schools, and the Graduated Response and Ordinarily Available Provision are being refreshed to help schools/settings build their capacity to meet needs more effectively. Discussions and mechanisms for enhancing funding at SEND support are also being explored. Additionally, we are developing a leaflet to help parents better understand how SEND funding works, ensuring greater clarity and transparency. |
You reported concerns about the medical transition pathways for learners with SEND, highlighting the anxiety this process often causes. Many of you shared that it feels like there is a drop-off in support during this time, leaving families and children/young people feeling unprepared. You emphasised that transition planning needs to start much earlier to ensure children and young people with SEND are better supported as they move between services or stages in their care. | There is a health passport system in place to help children, young people and adults and their families ensure that people who had additional support requirements when attending health appointments have these needs met. There are also transition processes in place, but we agreed to review whether these processes are being followed robustly as part of our improvement plans and to communicate what these processes are so that families can understand them. |
You shared concerns about SEND transport being managed separately from the SEND team, which can make the system feel disconnected. Many of you highlighted that transport arrangements don’t always align with the needs outlined in learners’ EHCPs, leaving gaps in the support required for their journey to and from school. This disconnection has raised frustrations and highlighted the need for a more joined-up approach to ensure transport fully supports the needs of SEND learners. | Work is already underway to address concerns about SEND transport. Discussions are ongoing within the Education Leadership team around how this service can be improved to better align with the needs of learners outlined in their EHCPs. Additionally, this issue will be added to our co-production charter as a key area for collaboration, ensuring we work with families to develop a more joined-up and effective transport service for children and young people with SEND. We have rich data from the work of our Educational Psychology service, which will be used to strengthen the offer in this area. |