Special Educational Needs and Disabilities (SEND) JSNA

A child or young person has a special educational need or disability if they have significantly greater difficulty learning than the majority of other children of the same age, or if a physical or mental health condition prevents them from making use of the facilities generally provided for others of the same age.

Wirral Council and Partners have responsibilities by law to support children and young people with a special educational need or a disability, up to the age of 25.

This includes helping young people with SEND to prepare for adulthood and independence, and transition to further support after this age if it’s needed.

To find out more - visit SENDLO Wirral - Wirral SEND Improvement

1. Educational Challenges

• Some children with SEN may struggle with:
• Learning at the same pace as peers
• Understanding instructions or curriculum content
• Maintaining attention and engagement
• This could lead to:
• Lower academic attainment
• Potential gaps in core skills like literacy and numeracy
• A likely need for tailored teaching strategies and support

2. Emotional and Mental Health

• Some children may experience:
• Frustration or anxiety due to difficulties in learning
• Low self-esteem or confidence
• Feelings of being “different” or excluded
• Some may develop additional mental health needs such as anxiety disorders or behavioural challenges.

3. Social Relationships

• SEN can impact:
• Communication skills (especially in autism or speech/language needs)
• Ability to form and maintain friendships
• This may lead to:
• Social isolation
• Risk of bullying or exclusion
• Difficulty understanding social cues

4. Independence and Development

• Some children may:
• Take longer to develop independence skills (e.g., self-care, decision-making)
• Require ongoing support into adolescence/adulthood
• This can affect transitions (e.g., moving schools, entering employment).

1. Emotional Impact

• Some parents/carers could experience:
• Stress, anxiety, or worry about their child’s future
• Possible feelings of guilt or uncertainty
• Emotional strain from navigating services and support systems
• Some siblings may feel:
• Less attention from parents
• Confusion, frustration, or protective instincts

2. Financial Pressure

• Some families may face additional costs, such as:
• Specialist equipment or therapies
• Travel to appointments
• Reduced income if a parent reduces work hours or stops working
• Long-term financial planning can become more complex.

3. Time and Practical Demands

• Caring for a child with SEN often requires:
• Frequent appointments (health, education, therapy)
• Increased involvement in school planning (e.g., EHCPs in England)
• Advocacy to ensure support is provided
• This can limit time for work, leisure, and other family members.

4. Impact on Family Relationships

• Pressure can affect:
• Parent relationships (stress, fatigue)
• Parent-child dynamics (focus on care vs. typical parenting)
• Sibling relationships
• However, some families report strengthened bonds and resilience.

5. Interaction with Services

• Some families often need to engage with:
• Education, health, and social care systems
• Complex assessments and eligibility criteria
• This at times may be:
• Confusing, time-consuming, and sometimes adversarial
• A potential source of frustration if support is delayed or insufficient

Positive Impacts (can be overlooked)

While challenges are significant, there can also be positive outcomes:

• Increased resilience and adaptability within families
• Greater empathy and understanding among siblings
• Strong advocacy skills developed by parents
• Celebrating achievements that might otherwise be taken for granted

Children with Special Educational Needs (SEN) are often described in terms of challenges, but many also develop distinct strengths, talents, and enhanced skills. These can vary widely depending on the individual, but there are several commonly recognised areas of strength.

1. Children from Low-Income / Deprived Backgrounds

Children from disadvantaged backgrounds can be disproportionately more likely to have SEN and experience poorer outcomes. They maybe over‑represented among those receiving SEN support and Education, Health and Care Plans (EHCPs) and potentially lower attainment compared with more affluent peers (Sutton Trust, 2025). [adhdcentre.co.uk]

This can create a “double disadvantage” of poverty and potential additional needs.

2. Looked After Children (LAC) and Children in Need

Children who are looked after by local authorities or classed as “children in need” can show a higher prevalence of SEN and potential for poorer educational outcomes, including attainment, attendance, and exclusion rates (Department for Education, 2025a). [assets.pub...ice.gov.uk]

These children can have complex, overlapping needs, including trauma and disrupted education.

3. Ethnic Minority Groups

There are possible inequalities in SEN identification and support across ethnic groups:

• Irish Traveller and Gypsy/Roma children are believed to have the highest rates of SEN support and EHCPs
• Black Caribbean pupils can be also over‑represented
• Chinese and Indian pupils have lower rates, which may reflect under‑identification (Health Foundation, 2025) [pmc.ncbi.nlm.nih.gov]

These patterns may reflect:

• Structural inequalities
• Socioeconomic factors
• Potential issues in the identification processes (Strand and Lindorff, 2018) [educatione...ion.org.uk]

4. Boys (and Under‑Identification in Girls)

Data suggests that Boys are significantly more likely to be identified with SEN than girls, particularly in categories such as autism, ADHD, and social, emotional and mental health (SEMH) needs (Department for Education, 2025b). [link.springer.com]

However, girls may be underdiagnosed, especially where needs are less visible or masked.

5. Children with Social, Emotional and Mental Health (SEMH) Needs

SEMH has seen a significant increase in prevalence and is one of the most common categories of SEN (National Education Union, 2025). [researchgate.net]

SEMH needs can be strongly associated with:

• Poverty
• Adverse Childhood Experiences (ACEs)
• Increased risk of exclusion and poor life outcomes

6. Children with Poor Early Development (“Not School Ready”)

Children who do not achieve expected developmental milestones at school entry are much more likely to later be identified with SEN.

For example, children not reaching a “good level of development” have significantly higher odds of SEN identification (Wood et al., 2024). [files.eric.ed.gov]

Early disadvantage and not accessing support in early years can contribute to this risk.

7. Children with English as an Additional Language (EAL)

Pupils with EAL may be vulnerable in two ways:

• Over-identification (language barriers mistaken for SEN)
• Under-identification (needs masked by language issues)

Late entrants to the education system also experience lower attainment outcomes across ethnic groups (Education Policy Institute, 2023). [mdpi.com]

8. Children with Multiple Disadvantages (Intersectionality)

The highest levels of vulnerability can occur where children experience multiple overlapping risk factors, such as:

• SEN + poverty
• SEN + care experience
• SEN + ethnicity + EAL

These children can face compounded inequalities, including wider attainment gaps and reduced access to support (Education Policy Institute, 2023). [assets.pub...ice.gov.uk]

References

• Department for Education (2025a) Outcomes for children in need, including children looked after by local authorities in England.
• Department for Education (2025b) Special educational needs in England.
• Education Policy Institute (2023) Annual report: SEND.
• Education Policy Institute (2023) Ethnicity and additional needs in the pandemic.
• Health Foundation (2025) Inequalities in support for special educational needs by ethnicity.
• National Education Union (2025) SEND in crisis.
• Sutton Trust (2025) Massive inequalities in accessing SEND system revealed.
• Strand, S. and Lindorff, A. (2018) Ethnic disproportionality in the identification of Special Educational Needs in England.
• Wood, M.L. et al. (2024) School readiness and later identification of SEN, Archives of Disease in Childhood.

This is an important perspective. SEND discussions can focus on needs, deficits, barriers and service demand, but a strengths-based approach recognises that many children and young people with SEND possess distinctive capabilities, talents and ways of thinking that can be valuable assets to themselves, their communities and future employers.

It is important to note that strengths vary between individuals and should never be assumed for every child. 

1. Dyslexia and Creativity / Cognitive Strengths

Summary:

• Some studies show children with dyslexia demonstrate higher creativity scores, particularly in visual or non-verbal tasks.
• Other research suggests dyslexia may involve enhanced exploratory thinking, problem-solving, and innovation.
• However, evidence is mixed, with some meta-analyses finding no consistent overall creativity advantage.

Key insight:
Dyslexia is increasingly understood as a different cognitive style, sometimes associated with creativity and “big picture” thinking, but not universally.

References:

• Kapoula, Z. et al. (2016) Education influences creativity in dyslexic and non-dyslexic children and teenagers. PLOS ONE. [pmc.ncbi.nlm.nih.gov]
• Taylor, H. et al. (2022) Dyslexia and enhanced abilities in discovery and creativity. Frontiers in Psychology (reported via World Economic Forum). [weforum.org]
• Erbeli, F., Peng, P. and Rice, M. (2021) No evidence of creative benefit accompanying dyslexia: A meta-analysis. Journal of Learning Disabilities. [gwern.net]

2. Autism: Attention to Detail, Focus, and Systemising

Summary:

• Autism is associated with:
• Attention to detail
• Pattern recognition
• Systemising (understanding rules and systems)
• Deep focus on interests
• Strengths-based research highlights these as core cognitive characteristics rather than deficits.

Key insight:
This is one of the strongest and most consistent areas of evidence supporting SEN strengths.

References:

• Baron‑Cohen, S. et al. (2009) Talent in autism: hyper-systemizing and attention to detail. Philosophical Transactions of the Royal Society B. [jstor.org]
• Woods, S.E.O. and Estes, A. (2023) Survey of autistic strengths, skills, and interests. Frontiers in Psychiatry. [frontiersin.org]
• Guy-Evans, O. (2025) Autistic strengths: attention to detail and hyperfocus. Simply Psychology. [simplypsychology.org]

3. ADHD: Creativity, Spontaneity, and Hyperfocus

Summary:

• People with ADHD often report strengths such as:
• Creativity
• Humour
• Spontaneity
• Hyperfocus on areas of interest
• Using these strengths is associated with better wellbeing and quality of life.

Key insight:
A strengths-based approach to ADHD is increasingly supported in research and linked to positive mental health outcomes.

References:

• Hargitai, L. et al. (2025) Playing to your strengths improves wellbeing in ADHD. Psychological Medicine (University of Bath study). [bath.ac.uk]
• Climie, E.A. and Mastoras, S.M. (2015) ADHD in schools: adopting a strengths-based perspective. [researchgate.net]

4. Resilience in Children with SEN

Summary:

• Children with special educational needs can develop resilience through:
• Personal coping skills
• Supportive relationships
• Positive environments
• Resilience is not inherent, but can be strengthened with appropriate support.

Key insight:
Adversity linked to SEN can contribute to long-term coping capacity and persistence when support systems are in place.

Reference:

• Mawila, D. (2023) Growing resilience capacity for learners with specific learning disabilities. African Journal of Disability. [pmc.ncbi.nlm.nih.gov]

5. Social and Emotional Strengths (Empathy, Inclusion)

Summary:

• Inclusive education environments:
• Promote empathy, acceptance, and social understanding
• Benefit both children with and without SEN
• Social-emotional learning research shows improvements in:
• Wellbeing
• Relationships
• Behaviour

Key insight:
Strengths such as empathy often emerge through inclusive interactions, rather than being inherent to a diagnosis.

References:

• Lin, H.M. et al. (2025) Promoting peer interaction and acceptance among students with special needs. Children. [mdpi.com]
• Greenberg, M.T. (2023) Evidence for social and emotional learning in schools. Learning Policy Institute. [files.eric.ed.gov]

6. UK Policy: Strengths-Based Approach to SEN

Summary:

• The SEND Code of Practice (England) requires:
• Consideration of both strengths and needs
• Focus on outcomes, participation, and aspirations
• Encourages a holistic, person-centred approach

Key insight:
A strengths-based model is embedded in statutory guidance.

Reference:

• Department for Education & Department of Health (2015, updated 2024) SEND Code of Practice: 0–25 years. [gov.uk]

Transitions can be identified as moments when support can inadvertently reduce, regardless of collective efforts, and that can sometime lead to needs escalating, and inequalities could also widen as a consequence.

The evidence suggests that difficulties at transition could have possible long‑lasting impacts on education, health, wellbeing, and life chances.

1. Continuity and support

Key issues

• Support could be felt to drop away or changes in a short timeframe at transition points.
• Information sharing between settings and services is sometimes sited a a key element that can create issues .
• Some families have reported having to re‑explain needs when looking to continue their provision.
• Thresholds for support may increase at each stage.

Impacts

For children

• Potential increased anxiety and insecurity
• At times learning or behaviour can go backwards
• Loss of progress made with previous support

For families

• For some there could be possible frustration, stress, and loss of trust in services
• On occasions an increase in time spent advocating
• Emotional and practical strain

2. Emotional and Mental Health

Key issues

• Transitions can involve change in environment, routines, expectations, and relationships.
• Children may see changes to their trusted adults and familiar support structures.
• Preparation needs to be timely and sufficient to meet needs.

Impacts

For children

• Possible increased anxiety and emotional distress
• Possible impacts on self‑esteem and sense of belonging
• Potential increased risk of school refusal or disengagement

For families

• Maybe rising parental anxiety
• Possible increased contact with mental health services
• Late need help being pout in place rather than planned support

3. Inclusion and Increased Risk of Exclusion

Key issues

• Inclusion becomes harder to sustain at each transition, especially:
• Primary → secondary
• Entry to post‑16 provision
• Secondary and post‑16 settings are often less flexible.
• Informal practices (reduced timetables, managed moves) increase.

Impacts

For children

• Greater likelihood of:
• Exclusion or off‑rolling
• Placement in alternative provision
• Social isolation

For families

• Pressure to accept unsuitable arrangements
• Disrupted education pathways
• Long‑term impact on attainment and aspirations

4. Transitions Expose System Fragmentation

Key issues

• Education, health, and social care transitions can be at times  lacking alignment.
• Children’s and adult services at times operate with different:
• Thresholds
• Eligibility criteria
• Cultures and expectations

Impacts

For young people

• Perceived “Cliff edge” loss of services at 18
• Potential confusion about entitlements and pathways
• Can sometimes lead to reduced access to health and care support

For families

• Possible fear about future support and independence
• Potentially an increase in caring responsibilities
• On some occasions a greater financial and emotional pressure

5. Weak Preparation for Adulthood

Key issues

• Transition planning often focuses on service transfer, and maybe at times not life outcomes.
• There can be maybe less attention to:
• Employment
• Independent living
• Community participation
• Young people have on occasions reported limited voice in some decision‑making.

Impacts

For young people

• Poor post‑16 and post‑18 outcomes
• Low employment and training participation
• Reduced independence and wellbeing

For families

• Possible ongoing reliance on family care
• Can lead to anxiety about long‑term futures
• For some a reduction in parental employment and income

6. Inequalities Are Amplified at Transition Points

Key issues

• Families with fewer resources can struggle most to navigate transitions.
• SEN intersects with:
• Deprivation
• Ethnicity
• Care experience
• Disability

Impacts

For children

• Wider attainment and wellbeing gaps
• Higher likelihood of negative long‑term outcomes

For families

• Compounded disadvantage
• Reduced ability to challenge decisions
• Unequal access to information and advocacy

7. Children’s Voice Is Often Marginalised

Key issues

• Children and young people have reported some limited involvement in:
• School moves
• Support planning
• Post‑16 decisions
• Planning can be often adult‑led and risk‑focused.

Impacts

For children

• Reduced engagement and motivation
• Poorer alignment with strengths and aspirations
• Lower confidence and agency

• Of all pupils identified as having SEND; as attending an education setting on Wirral and residing in Wirral (via the School Census), 44.3% (6,498 Children and Young People) have an EHCP, 55.7% (8,185 Children and Young People) have SEN Support (Section 2.2: Population).

• Of those pupils with an EHCP in an education setting on Wirral, the largest proportion are aged 12 years old, this equates to 10.1% of the total EHCP population and compares to the England rate, where 9.1% of the EHCP population is aged 12 years old (Section 2.3: Age). 

• For Pupils with SEN Support in an education setting on Wirral, the largest proportion are aged 10 years old, equating to 10.4% of all pupils with SEN Support. Rates of SEN Support is lower for pupils aged 7 years and younger on Wirral compared to England and higher for those aged 8 years and older (Section 2.3: Age).

• The proportion of Children and Young People (CYP) with SEND sees boys as higher at younger ages and for girls’ percentages are higher in older ages (Section 2.4: Gender). 

• The most common Primary Need amongst pupils (Wirral School Census and internal data) with SEND attending an education setting on Wirral is Speech, Language and Communication needs, accounting for 25.2% of all Primary Needs, followed by Social, Emotional and Mental Health, accounting for 24.8% and then Autistic Spectrum Disorder for 11.0% of all Primary Needs (excluding unknown reporting of 13.2%). (Section 2.8: Primary Need). 

• The most common Primary Need for pupils with an EHCP in an education setting on Wirral is Speech, Language and Communication needs, accounting for 27.7% of all Primary Needs. This is followed by Social, Emotional and Mental Health (22.4%) and Autistic Spectrum Disorder (21.1%) (Section 2.8: Primary Need). 

• The most common primary need type for pupils with SEN Support in an education setting on Wirral is Social, Emotional and Mental Health needs, accounting for 26.0% of Primary needs, which compares to the rate in England at 24.8% (Section 2.8: Primary Need).

• The largest proportion of pupils with SEND in an education setting on Wirral reside in Bidston St. James. This ward accounts for 9.2% (1,336 Children and Young People) of all those with SEND (Section 2.6: Residence Location).

• For all pupils with SEND settings, the majority attend mainstream Primary, with this making up 49.0% of where all SEND pupils are educated. 34.9% in mainstream Secondary, 14.9% in a Special school, 2.36% attending all-through schools and 0.4% of unknown/other recorded. Of the 14.9% in a special school, 58.5% attend secondary special school, 26.4% primary special school then 9.8% at All-through school and 5.3% with an unknown education setting (Section 3.2: Education Setting).

• For Wirral pupils with an EHCP and in an education setting on Wirral, 50.9% are eligible for Free School Meals. This is higher than the England rate for 2024/25, which was 43.8%. For pupils with SEN Support the rate is 40.4%, compared to the England 2024/25 rate of 39.3% (Section 3.3: Free School Meals).

• For Academic Year 24/25 Attendance for pupils with SEND was 89.5%. For pupils with an EHCP, attendance for Academic Year 24/25 was 85.7%. Of this Primary was 89.2%, Secondary was 78.1% and Special was 87.2%. For pupils with SEN Support, Academic Year 24/25 attendance was 89.5%. Of this, Primary was 92.5%, Secondary was 85.2% and Special was 69.2% (Section 3.4: Attendance and Absence). 

• For those with an EHCP, latest figures for 2025/26 shows that, those achieving the expected level of development in reading in KS2 was 24.4%, for writing it was 14.2%, maths it was 19.7% and for those reading, writing and maths (RWM) combined was 11.2%. For those with an SEN support, latest figures for 2025/26 shows that, those achieving the expected level of development in reading in KS2 was 51.1%, for writing it was 41.9%, maths it was 45.7% and for those reading, writing and maths (RWM) combined was 30.0%. (Section 3.5 Attainment).

• For children and young people with an EHCP in 2024; Wirral has a rate of 31.1% which are also Child Looked After. This rate is similar to the England rate for 2024, which was 31.9% (latest data). Wirral has a rate of 23.7% which are also a Child in Need. This rate is lower than the 2024 rate in England, which was 30.0% (latest data) (Section 4.3: EHCP).

• For Children and Young People with SEN Support in 2024; Wirral has a rate of 28.6% which are also a Child Looked After. This rate is higher than the 27.6% seen in England in 2024 (latest data). Wirral has a rate of 22.5% which are also a Child in Need. This rate is higher than the 22.0% seen in England in 2024 (Section 4.3: EHCP) (latest data)  

• For Pupils under 5 and identified as having SEND, the most common primary need is Speech, Language and Communication needs, with this accounting for 60.1% of all primary needs (Wirral School Census) (Section 5.1: SEND)

• Those under 5 with an Education Health and Care Plan (EHCP), 67.9% are boys and 32.1% girls. For those with SEN support, the rate is 66.6% boys and 33.4% girls (Wirral School Census). (Section 5.2: SEND)

• The largest proportion of the SEND cohort who are aged under 5 reside in Birkenhead and Tranmere Ward (13.6%), followed by Bidston and St. James (12.5%), Seacombe (11.0%) and Rock Ferry (8.3%) (Section 5.3: SEND)

• For Early Years Special Educational Needs and Disability (SEND) pupils, 55.0% (Wirral School Census and Internal data) reside within the most deprived decile in Wirral (Section 5.4: SEND)

• Early Years Special Educational Needs Inclusion Fund (SENIF) applications were 278 in financial year 2025/26. There were 111 children aged 3 and 4 year old in receipt of Early Years Disability Access Fund in 2025/26. (Sections 5.6 & 5.7: Early Years - SENIF and Disability Access Fund)

• The Early Years SEND Early Intervention Team received 171 referrals in the 12 months to December 2025. Over the same period, triage waiting times reduced from an average of 25 weeks to 6 weeks. (Section 5.8: Early Years - Early Intervention) 

• Amount of EHCP’s final plans issued per year, excluding exceptions in the full year 2025 was 166 (Section 6.1: Plans Issued).

• New EHCP’s issued within 20 weeks on Wirral is 12.3% for 2024/25. The average fell in 2025/26 to just under 9%. The England average for EHCP’s issued in 20 weeks is currently 46.4% (2025). (Section 6.1: Plans Issued). 

• The nine months (from April 2025) in 2025/26 showed a 25.0% decrease in the number of referrals to CYP Mental Health Services (excluding MHST) compared to May to January 2024/25. Also there has been a decreasing trend to the total Number on waiting list (for 1st appointment) (CHOICE) from October 2023/24 and December 2025/26. In October 2023/24, this number was 324, whilst in December 2025/26, the number was 82 – a 75.0% decrease (Section 7.1: Wirral CYP Mental Health Services (formerly CAMHS)). 

• The number of referrals into the paediatrics speech and language therapy service has seen reductions over the reporting period (Q1 2022/23 – Q3 2025/26), with a high of 764 in Q4 2022/23 and a low of 266 in Q2 2025/26 (Section 7.2: SALT).

• Data shows a gradual decrease to the number of Children’s referrals to Paediatric Occupational Therapy between April 2023/24 and December 2025/26. The highest number of referrals in a month was in May 2024/25 (n=80), whilst the lowest number of referrals per month was in both December 2024/25 and August 2025/26 (n=26) (Section 7.8: Paediatric Occupational Therapy). 

SEND JSNA 2026 

Following an initial Commissioning Workshop in May 2026 we will continue to consider existing and other data and information from a variety of sources, such as non-commissioned and voluntary sector organisations, to further understand the level of need across our borough and to determine best actions to improve outcomes for our SEND children, young people and families. 

Future workshops will consider how best to progress this approach.

Wirral SEND Reports via LG Inform as

• Wirral comparison to all Metropolitan Boroughs (April 2026)

• Wirral comparison to all Metropolitan Boroughs (August 2024)

• Wirral comparison to all Metropolitan Boroughs (June 2023)

• Wirral comparison to all Metropolitan Boroughs (July 2021)

Location of Wirral special schools

• Using Local Insight (go to 'Services tab' on map and then tick special schools)

• Also see list of local Special Schools

Wirral  SEND JSNA 2024 (July 2024)
SEND JSNA 2024 

Wirral  SEND JSNA 2022 (July 2022)
SEND JSNA 2022.

Wirral JSNA SEND Section (September 2016)
JSNA SEND 2016 

We are aware that elements of the PDF may not be fully accessible to everyone. If you require further support or an alternative format, please email phintelligence@wirral.gov.uk

Special educational needs in England: 
Information from the school census on pupils with special educational needs (SEN) and SEN provision in schools.

• Special educational needs in England: January 2021
• Special educational needs in England: January 2020
• Special educational needs in England: January 2019
• Special educational needs in England: January 2018
• Special educational needs in England: January 2017
• Special educational needs in England: January 2016

Wirral SEND Reports via LG Inform as

• Wirral comparison to all Metropolitan Boroughs (July 2021)
• Wirral comparison to all Metropolitan Boroughs (August 2020)
• Wirral comparison to all Metropolitan Boroughs (February 2020)
• Wirral comparison to all Metropolitan Boroughs (August 2019)
• Wirral comparison to all Metropolitan Boroughs (August 2018)
• Wirral comparison to all Metropolitan Boroughs (November 2017)
• Wirral comparison to all Metropolitan Boroughs (August 2017)
• Wirral comparison to all Metropolitan Boroughs (February 2017)
• Wirral comparison to all Metropolitan Boroughs (August 2016)

Plus

• Wirral comparison to all Children's Services as near statistical neighbours (December 2021)
• Wirral comparison to all Children's Services as near statistical neighbours (August 2018)
• Wirral comparison to all Children's Services as near statistical neighbours (November 2017)
• Wirral comparison to all Children's Services as near statistical neighbours (August 2017)
• Wirral comparison to all Children's Services as near statistical neighbours (February 2017)
• Wirral comparison to all Children's Services as near statistical neighbours (August 2016)

Annual Wirral SEND survey 2026
Parents, carers, children and young people have recently been invited to share their experiences of SEND services through the Annual SEND Survey 2026 (closed 20th July 2026).

Feedback will help shape future improvements across education, health and care services in Wirral.

Updates and/or links will be added here when results are finalised.

This content is a summarised account of a range of work ... add more spiel

Children’s Lived Experiences

SEND Futures: Lives at Age 12–13 (Crowley et al., 2023)

• One-on-one interviews with children aged 12–13 exploring wellbeing, peer relationships, bullying, independence, future planning, and school support.
• Rich qualitative insights into children’s own sense of happiness, safety, and belonging within mainstream settings with SEN.
  View report (PDF) [assets.pub...ice.gov.uk]

Exploring Experiences of Children and Young People Receiving SEN Support (Saxton et al., 2025)

• Semi-structured interviews and timeline exercises with 15 young people aged 13–25 with a range of SEN across England.
• Themes identified: suitability and timing of provision; relationships, communication, and decision-making; mental health and attainment.
  https://www.frontiersin.org/articles/10.3389/feduc.2025.1564583/full [eric.ed.gov], [frontiersin.org] [frontiersin.org]

Perspectives of Children and Youth With Disabilities in Inclusive Education (Paul et al., 2022)

• Meta-aggregative review of 27 qualitative studies on children’s perspectives about inclusive education.
• Highlights include children’s insights on support provision, learning environments, peer relationships, transitions, and self-identity.
  https://www.frontiersin.org/articles/10.3389/feduc.2022.864752/full [frontiersin.org], [frontiersin.org] [frontiersin.org]

Parental Experiences

Barriers, Enablers and Outcomes Reported by Parents Engaged with the SEN System in England (Saxton et al., 2025)

• Interviews with 22 parents, using timeline mapping to chart their experiences accessing SEN provisions over time.
• Key enablers: legal protections, parental and professional advocacy. Barriers: poor communication, lack of professional understanding, systemic failures.
• Reported outcomes included improvements in health, education, social inclusion—but also mental health concerns and lost opportunities.
  Open access article [assets.pub...ice.gov.uk], [journals.plos.org] [assets.pub...ice.gov.uk]

Parental Experiences of the UK SEND Review Consultation (“Right to Review”) (Pluquailec, O’Connor & Sadler, 2025)

• Qualitative interviews and focus groups with 21 parents about their experiences of the 2022 SEND Review consultation.
• Themes: system complexity, inaccessible processes, parental voicelessness. Offers insight into power dynamics in policy engagement.
  https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1467-8578.70052 [nasenjourn....wiley.com], [shura.shu.ac.uk] [nasenjourn....wiley.com]

SEND Futures: Parental Perceptions of School Support (Age 13–14) (Crowley et al., 2024)

• National-level qualitative survey-style data from parents about school support for their children with SEND.
• Covers experiences across school types, SEN categories, age of identification, and involvement in school planning.
  View GOV.UK report (PDF) [assets.pub...ice.gov.uk]

Parental Perspectives on Online Learning and School Readjustment for Children with SEN During COVID-19 (Foster & Petronzi, 2024)

• Semi-structured interviews with 10 Irish parents about remote learning and return-to-school post-lockdown.
• Themes: balancing academic provision and wellbeing; supporting transition challenges.
  Access via Taylor & Francis [tandfonline.com]

Strategic Summary: Lived Experience of Children and Families with SEN

Qualitative research consistently shows that outcomes for children with SEN are shaped as much by system response as by need. Children and parents describe distress, exclusion, and crisis as avoidable consequences of delayed, fragmented and adversarial systems, rather than SEN itself.

This has direct implications for population health, inequality, and demand on acute services.

What children and families are telling us (core themes)

1. Support comes too late and only after crisis

Families report long delays, repeated assessments, and high thresholds. Support is often secured only after:

• Mental health deterioration
• School breakdown or exclusion
• Parental burnout

Strategic insight: EHCP numbers underestimate hidden and unmet need.

2. Emotional wellbeing is central, not secondary

Children describe anxiety, low self‑esteem, and feeling blamed or “different”.
Parents report chronic stress, reduced employment, and poor mental health.

Strategic insight: SEN is a mental health and wellbeing issue for whole families, not just an education issue.

3. Relationships matter more than processes

Positive experiences are driven by:

• Trusted professionals
• Feeling listened to and believed
• Consistent relationships

Negative experiences arise from poor communication, deficit‑based language, and parents feeling ignored.

Strategic insight: Workforce culture and relational practice are key determinants of outcomes.

4. Inclusion is inconsistent and fragile

Children report being physically present but socially excluded.
Parents describe informal exclusions, reduced timetables, and pressure towards alternative provision or home education.

Strategic insight: Inclusion is uneven and strongly linked to local practice, not need.

5. Transitions are predictable failure points

Transitions (early years → primary, primary → secondary, post‑16) are repeatedly described as times when support collapses and anxiety spikes.

Strategic insight: These are known risk points where earlier planning could prevent escalation.

6. Inequality compounds SEN

Families with fewer resources face greater barriers navigating the system. SEN amplifies existing disadvantage related to poverty, housing, and caring responsibilities.

Strategic insight: SEN is socially patterned and a driver of widening inequality.

7. Children want voice, agency and a future focus

Children want:

• To be listened to
• Support focused on strengths
• Preparation for adulthood, not just “coping at school”

Strategic insight: Participation and aspiration are protective factors, not optional extras.

Implications for Boards and Partnerships

SEN should be treated as:

• A whole‑system issue (education, health, social care, VCSE)
• A public health and inequality priority
• A preventative investment, not just statutory compliance

This four-year strategy sets out the Local Area SEND Partnership's (LASP) plans to:

• improve SEND services
• create better SEND provision
• provide better outcomes for children and young people with SEND in Wirral.

Read more on the strategy 

Special educational needs and disability code of practice: 0 to 25 years

Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (Jan 2015).

The Code of Practice provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations and applies to England. It relates to children and young people with special educational needs (SEN) and disabled children and young people. A ‘young person’ in this context is a person over compulsory school age and under 25. Compulsory school age ends on the last Friday of June in the academic year in which they become 16. For ease of reference, young people are referred to in this Code of Practice as ‘over 16’

The Special Educational Needs and Disability (Amendment) Regulations 2024

Replaced the NASENCo qualification with the mandatory National Professional Qualification (NPQ) for SENCOs, effective 1 September 2024.
legislation.gov.uk – S.I. 2024 No. 535 [legislation.gov.uk]

SEND Review Green Paper – Right support, right place, right time (March 2022; updated March 2023)

Outlined proposals for a reformed SEND and Alternative Provision system, including national standards, simplified EHCPs, clearer roles, and early intervention.
GOV.UK – Green Paper PDF [assets.pub...ice.gov.uk]

SEND & Alternative Provision Improvement Plan (2 March 2023)

Detailed the government's response to the Green Paper, including rollout of national standards, digital EHCPs, accountability measures, and workforce development.
GOV.UK – Improvement Plan PDF [gov.uk]

SEND & Alternative Provision Roadmap (2 March 2023)

A practical timeline leading up to 2025, featuring investment plans (£2.6 bn), standard implementation, partnerships, and digital reform.
GOV.UK – Roadmap details [gov.uk]

NPQ for SENCOs – National Professional Qualification (February 2024)

Introduced as the mandatory qualification for SENCOs from September 2024, replacing NASENCo.
Legislation.gov.uk – S.I. 2024 No. 535 Explanatory Memorandum
Legislation.gov.uk – Full Statutory Instrument PDF [legislation.gov.uk] [legislation.gov.uk]

Schools White Paper – Every Child Achieving and Thriving (23 February 2026)

A comprehensive reform agenda including SEN measures:

• Mandatory Individual Support Plans (ISPs)
• National inclusion standards
• Retained and refined EHCP for complex needs
• “Experts at Hand” multi-agency support in schools
  GOV.UK – White Paper (HTML & PDF) [gov.uk]

National Audit Office – Support for Children and Young People with SEN (24 October 2024)

A value-for-money investigation revealing:

• 140% surge in EHCPs since 2015 (to 576,000 in 2024)
• High-needs funding at £10.7 bn for 2024–25
• Significant financial strain on local authorities
  NAO report (PDF) [nao.org.uk]

Public Accounts Committee – Support for Children and Young People with SEN (15 January 2025)

Highlighted systemic crisis:

• 58% increase in high-needs funding vs. 140% rise in EHCPs
• Only 50% of EHCPs issued on time
• Severe local authority deficits risking financial collapse
  Committee report (PDF) [publicatio...liament.uk]

Education Committee – Solving the SEND Crisis (18 September 2025)

A critical inquiry report calling for:

• Inclusive mainstream education
• Culture shift, adequate funding, capacity-building
• Standardised provision expectations
  Parliament report (PDF) [publicatio...liament.uk]

Schools White Paper “Every Child Achieving and Thriving” (February 2026)

A roadmap for educational reform including SEN:

• Universal Individual Support Plans (ISPs) for those with additional needs
• Revised roles for EHCPs—reserved for complex SEN cases
• Mandated national inclusion standards and local inclusion strategies
• “Experts at Hand” multi-agency support service in mainstream schools. [gov.uk], [commonslib...liament.uk], [nga.org.uk]

Local area SEND inspection: framework
This web page and documents describe how Ofsted will inspect local areas to see how effectively they fulfil their responsibilities for children and young people with special educational needs and/or disabilities. This framework sets out the inspection principles of local area inspections and should be read alongside the guidance handbook for inspectors. The framework for the inspection of local areas’ effectiveness in identifying and meeting the needs of children and young people who have special educational needs and/or disabilities (Framework for inspecting local areas in England under section 20 of the Children Act 2004) can also be accessed.

Local area SEND inspections: information for families
This government web page provides information for families about inspections of local area services for children and young people with special educational needs and/or disabilities (SEND).

Previous Wirral Inspections

• Area SEND inspection of Wirral Local Area Partnership (January 2025)

• Local Area SEND Inspection and Wirral Council report: Local Area SEND Inspection Update.pdf (September 2021 Inspection)

SENDLO Wirral is our local initiative that provides information about services and support for families with children and young people aged 0 to 25 who have special educational needs and/or disabilities (SEND) (Please visit the website).

It aims to help families navigate the various services available in Wirral, including education, health, and social care.

The initiative is co-produced by local stakeholders and includes resources for parents, children, and professionals to improve support for SEND services in the area.

On the dedicated website there is a comprehensive range of information on a variety of aspects key to SEND children, young people and families.

Please view the range of services of SENDLO Wirral.  

Wirral InfoBank is a directory of local care and support services, community resources, activities, and information for residents in Wirral.

Its mission is to elevate the health and wellbeing of the Wirral community through community support and to connect residents with various services and activities available in their area.

The InfoBank serves as a hub for community engagement and provides access to resources that can help residents navigate their need

Please visit Wirral InfoBank to see a range of services related to Special Educational Needs and Disabilities (SEND).

We are working towards a better understanding and recognition of the services provided by Wirral's Voluntary, community and faith sectors to support children and young people with special educational needs and disabilities.

We will share the results of this work when in it is available (Summer 2026).

Following the presentation of our SEND JSNA to the SEND Partnership Board in June 2026, a series of actions and developments will be worked towards that includes enhancing our evidence base, developing a better use and understanding of our data and information and working towards improved targeted support and intervention.