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By Andrea .
~3 September 2026
What do we do, how do we do it and how can it benefit you? 5 min Read with hyperlinks.
What do we do, how do we do it and how can it benefit you? 5 min Read with hyperlinks.
A saveable guide to support your request for Section 19 - by SEN Parent Support Group™
The Department for Education has released new inclusion guidance, and understandably it has created a lot of discussion. Whenever something new appears, families worry about what it means for their children, and professionals want to understand how it fits with the duties they already work under. The most important point to hold onto is this: guidance...
It is one of the strongest tools parents have when challenging discrimination by schools, LAs, health bodies, transport, leisure providers, clubs, and any organisation delivering a “service” or “public function”.
Schools are being told they’ll be “backed” to enforce strict bans, Ofsted will check compliance, and from June onwards many families are receiving letters announcing zero‑tolerance policies. For most families, this is an inconvenience. For SEND families, it’s a panic. Because for many autistic, ADHD, PDA, or sensory‑sensitive children, a phone isn’t a social device it’s...
When you're advocating for your SEND child, every email, every form, every reply they’re not just admin. They’re evidence. They’re protection. They’re power. This is YOUR power! In a system where delays, omissions, and miscommunications can derail support for months (or years), keeping a clear communication trail is not optional. It’s essential.
In the quiet corners of our schools behind closed doors, in “reset rooms,” “calm spaces,” or “consequence booths” a troubling practice is unfolding. It’s called internal exclusion.
If you’ve ever wondered how schools are supposed to use your child’s IEP within the graduated approach, this blog is your roadmap. No fluff. Just clarity, compliance, and practical power.
Children who haven’t been formally identified with Dyslexia often display a constellation of small but consistent behaviours...
When a pupil’s behaviour stems from an unmet need such as sensory processing differences, anxiety or trauma, labelling an incident as mere “defiance” without exploring the underlying cause runs counter to the purpose of a policy that exists to deliver fair, safe and inclusive discipline . So, how is that changed for SEND CYP?
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