Key SEND Documents | Key SEND Documents and Templates | Sutton Council
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Key SEND Documents and Templates

Key SEND Documents

Key SEND Documents and Templates

Below is a list of some of the key documents and templates that are used in the Local Area when planning provision for children and young people with Special Educational Needs and Disabilities (SEND). We are in the process of adding more information to this page, so if you cannot find what you are looking for please contact: localoffer@sutton.gov.uk

Key SEND Documents and Policies

Local Area SEND Written Statement of Action - this is a document that sets out the actions we have taken and are taking in the Local Area to respond to the weaknesses identified by Ofsted following the Local Area SEND inspection that took place in January 2018. 

SEN Capital Fund / Capital spend to date - As part of their responsibilities, Local Authorities must ensure there are sufficient good school places for all pupils, including those with SEN and disabilities. Since March 2017, the Government has committed £365million of capital funding from 2018 to 2021 to help Local Authorities create new school places and improve existing facilities for children and young people with SEN and disabilities in consultation with parents/carers and providers. Individual allocations by Local Authority are published here. A proforma setting out what capital has been allocated in Sutton to date is set out in a template that can be downloaded here. There remains £1.7million of uncommitted funding which the Local Area will be considering how best to deploy as part of the High Needs Block review which was consulted upon throughout April-September 2019. Whilst the LA does not intend committing further funding over and above that identified in the template until the outcomes of the review are known, we would be very keen to hear from parents/carers, young people, or professionals as to how this funding could be used to support young people with additional needs in the Borough in the future. Please contact kieran.holliday@sutton.gov.uk 

Graduated Response to Exclusions - The Graduated Response outlines a multitude of interventions and services that can be accessed to support the social, emotional and mental health needs of children and young people in and beyond school to prevent exclusions. It has been developed collaboratively through successful multi-agency working and should be used by everyone in Sutton working with children and young people. It will be reviewed and updated at regular intervals. 

Joint Working Protocol - this is the document aimed at professionals in the Local Area which explains how we will work together to identify, assess and meet the needs of children and young people with Special Educational Needs and/or Disabilities in Sutton in line with the Code of Practice.

Information for Schools and Professionals - this document is extracted from the Joint Working Protocol (see above), and focuses on the SEND Code of Practice and Additional Support Contracts. It has previously been shared through the Education Bulletin. 

Sutton Education Partnership Terms of Reference - this document is to provide the framework for effective partnership between local education providers and commissioners in order to identify and respond to key educational priorities in Sutton. Its first task is the work arising from the High Needs Block Review.

SEND Code of Practice - this is the statutory guidance for organisations in the Local Area which work with and support children and young people who have Special Educational Needs and/or Disabilities. Organisations must have regard to this guidance in their decision making. 

SEND Panel Terms of Reference - the Terms of Reference support the Local Authority in making consistent and appropriate decisions within the statutory framework (specifically the Children and Families Act 2014 and the SEND Code of Practice) for SEND from ages 0-25, including, but not restricted to, the following: whether or not to carry out and Education, Health and Care (EHC) Needs Assessment; whether or not to issue an EHC Plan; the provision to be specified in an EHC Plan; and, the level of funding for the special educational provision in the Plan.