We would like to reassure you that we are closely monitoring the situation and working with the government and NHS.
For guidance on coronavirus and the latest information for Devon, visit Devon County Council’s coronavirus (COVID-19) advice pages.
During the coming weeks, we know that some schools and colleges are closing or partially closing, which will affect EHC assessments, EHCP reviews and provision in school during this time. Please view our advice for schools and parents for more information.
The below Toolkit aim to support schools/colleges in the planning for SEND learners as they transition back into school/college following the COVID 19 pandemic
Devon Information Advice and Support (DiAS) also have information about coronavirus, school, education and SEND on their website
Every teacher is a teacher of SEND and every leader is a leader of SEND. All practitioners and professionals are responsible for supporting these children.
The percentage of pupils with SEN is increasing, and has been increasing since 2015. The number of Education, Health and Care Plans (EHCPs) has been increasing since 2015. The most common types of primary need have remained the same – for SEN support it is moderate learning difficulties (around 25%), for EHCPs it is Autistic Spectrum Disorder (around 33%). Information about supporting specific needs is included as part of the SEND Local Offer information.
We have a range of information and support tools that you can find on this page – click on the headings to show or hide the information.
Listen, Hear, Understand – Devon’s Champions for Change film and resources
Any problems with this page? Can’t find what you need? Send feedback now >
- Policies and Strategies
This applies to local authority maintained schools, nurseries, children’s centres and early years settings.
The Accessibility Strategy sets out the local authority plan to increase access to education for pupils with disabilities in all schools. Schools should take account of the local authority strategy when drawing up their own school accessibility plans. The strategy is also relevant to academies and free schools as well as settings not maintained by the local authority. All schools have a statutory duty to draw up and publish a school accessibility plan.
This strategy aims to set out Devon’s priorities in order to improve outcomes for children and young people with SEN & disabilities and their families; this directly aligns with My Life My Journey: Devon Children, Young People and Families Plan 2015– 20201 and the five key shifts which will enable us to deliver services in a responsive and flexible way:
- Strengthening our Early Help system
- A locality based model with integrated services rooted in the community.
- An integration of services – we want our whole system to be joined-up and services and functions to be delivered by co-located, or virtually co-located, locality-based teams
- Bespoke and personalised services that are responsive, flexible and agile.
- Asset or strengths-based practice – focus on what people can do, not what they can’t
- SEND Implementation Plan – coming soon.
- Guidance for writing an SEN Information Report – coming soon
- The emotional health and wellbeing pathway
- Devon SEND HNB Policy 2020-21
- Model SEN Policy for schools (2014)
- Devon Educational Psychologist (EP) Policy (2017)
- A Devon Approach to Understanding Children and Young People with Mathematical Difficulties (2017)
- Protocol for supporting children and young people in care at school – May 2018
- Reduced timetable guidance
- Devon Education Transport policy 2018-19
- Devon Education Transport Policy 2018-19 – post-16
- Supporting Pupils with Medical Needs Policy
- DfE Guidance on Supporting pupils with medical conditions
- SEN Support: Early Help and the Graduated Response
The graduated approach is a way of meeting need through effective implementation of support before moving a child or young person onto higher levels of support by following the Assess, Plan, Do, Review cycles.
The Devon Graduated Response to SEN support is an electronic tool to support teachers and SENCO’s to identify, assess and record the needs of children and young people requiring special educational provision. It supports the planning and recording of appropriate provision and provides guidance for reviewing progress.
It has been designed to help educational settings meet their duties as outlined in the SEND Code of Practice: 0-25 years.
There are graduated response tools available for EYFS – Key stage 4, and a universal provision checklist. The checklist has been designed to be used as an audit tool for school practice, so that staff can check that they are providing appropriate and purposeful support for pupils at universal level for their area of need.
- Devon’s Graduated Response to EYFS
- Devon’s Graduated Response Identification of Need KS1
- Devon’s Graduated Response Plan and Review KS1
- Universal Provision Checklist – Key Stage 2
- Devon’s Graduated Response Identification of Need KS2
- Devon’s Graduated Response Plan and Review KS2
- Devon’s Graduated Response Identification of Need KS3 & 4
- Devon’s Graduated Response Plan and Review KS3 & 4
When a child/young person/family needs something extra, Early Help is the initial response offered by all services in contact with children, young people and families. Early Help is not a designated team – it is the way that EVERYONE works together to support the needs of families.
- One-minute guides
- Early Help consent form
- Right for children – Devon’s Early Help IT system
- Request for Additional Services
- Devon’s Outcomes Framework
- Sharing of Information
- Contact and support information
- Education, health and care (EHC) Needs Assessments and Plans
The majority of children and young people with SEN or disabilities will have their needs met within local mainstream early years settings, schools or colleges (as set out in the information on identification and support in Chapters 5, 6 and 7). Some children and young people may require an EHC needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an EHC plan. (SEND Code of Practice 2015:9.1)
Requesting an EHC Needs Assessment
The ‘EHC Hub’ is now available for new requests at https://ehchub-devon.openobjects.com
Key Features of the Hub
Parents, Young people or professionals can request an Education, Health and Care assessment where the request will be received and managed by a Devon County Council SEN 0-25 Team case worker.
Parents/Carers will receive notification emails when stages have been completed including:
- Assessment Decision,
- Professional Advice received,
- Whether a plan will be issued,
- When the draft plan has been released (with an opportunity to comment)
- The final plan.
How to contribute to an EHC plan
- Professionals will receive notification emails when needed to provide contributions to the assessment process and to have full visibility of the process.
- All information provided in the assessment will be in the system for you to view at any time.
- Account Registration Step by step guide
- SENDCO: Request for Assessment
- Professional Contributor/SENDCO How to provide Advice
- Professional guidance for social care submitting advice as part of an EHC assessment
What happens while I’m waiting for an EHC Needs Assessment or Plan?
- The child or young person remains on roll at school/college.
- Any alternative provision should be organised by the school
- Schools should continue to:
- put in targeted support
- work with professionals, e.g. SEN Advisers and Educational Psychologists
- implement advice from professionals
- follow the Graduated Response and ensure a robust assess, plan, do review cycle is implemented
- If a part time timetable is agreed, parents must agree and Annexe R must be completed.
- Parents are still responsible for their child or young person’s attendance.
- Email : firstname.lastname@example.org
- Telephone : 01392 380434 (Option 2)
- Phone lines will be open 10-12 and 2-4 weekdays
Professional Contributors; please use this form to add a contributor to your team (Team manager role only)
- SEN Provision Descriptors
- Core Competencies and Workforce Development
Workers need to be committed to regular training and professional development around SEND. “The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.” (SEND Code of Practice 2015:6.4).
SEND Core Competency Framework – Meeting the Needs of Children and Young People with SEND in Devon
- Who can I contact for help?
There is a Devon helpline for teaching staff, school leaders, school governors and SENCos to give you support.
What does it provide?
Advice and guidance on implementing the SEND Code of Practice (2015) including:
- Assess, Plan, Do Review cycle (including using the Devon Graduated Response Tool).
- Recording and reporting progress to parents.
- Promoting high-quality inclusive teaching in classrooms.
- Monitoring and evaluating impact.
- General advice on statutory processes such as requesting a statutory assessment of need, holding an annual review*.
- Working with multi-agency partners.
- Working with families.
- Early Help and working with multi-agency partners.
When can I call?
Tuesdays 12-4pm term-time (01392 287248)
Or email on LDP-SencoHelpline@Babcockinternational.com (please note emails will be responded to as quickly as possible but are accessed on Tuesdays 12-4pm only. If your enquiry is urgent please call the Babcock central number for support).
* Please note that any enquiries related to named individuals undergoing EHC Needs Assessments or annual reviews process should be directed to the appropriate 0-25 SEN Team. Contact details for the team are on this page or email email@example.com
* Online Portal: For technical support using the EHC Hub please call
- Email : firstname.lastname@example.org
- Telephone : 01392 380434 (Option 2)
- SEN 0-25 Team Devon’s SEN 0-25 team carries out Education, Health and Care (EHC) needs assessments and maintains and reviews EHC plans for children and young people with Special Educational Needs and Disabilities (SEND). They use the information from Education, Health and Care professionals to co-ordinate the writing of EHC Plans.
E:mail : email@example.com
Phone : 01392 380434 (option1)
Phone lines will be open 10-12 and 2-4 weekdays
- Data and Statistics
The percentage of pupils with SEN is increasing, and has been increasing since 2015. The number of Education, Health and Care Plans (EHCPs) has been increasing since 2015. The most common types of primary need have remained the same – for SEN support it is moderate learning difficulties (around 25%), for EHCPs it is Autistic Spectrum Disorder (around 33%).
November 2018 update
Calendar year data (source – SEN2) Jan – Dec 2015 Jan – Dec 2016 Jan – Dec 2017 Jan 2018 (up to 13/11/2018) Requests for EHC Needs assessments 334 513 1110 1215 Final EHCPs issued 168 255 384 973
current ongoing assessments: 789
- SEN Funding
Every school gets money to teach children and young people. Every school gets funding to support children and young people with SEN. This is calculated by a national funding formula.
Key Facts: Funding for Children and Young people with SEND describes SEN funding available to schools and education settings to support children and young people with SEND.
You can find out how much funding your school gets through the School Budget Share calculator (this is a secure link for schools).
- The SEN Funding Evaluation Tool (MS word document, editable)
- The SEN Funding Evaluation Report (PDF)
EHCP Funding Updates for Mainstream Schools
- Calculator for SEND Provision Descriptors – Example (2018)
- SEND Provision Descriptors ( November 2019)
- SEN Funding – Key Facts for SENCos (2018)
There is information for parents about EHCP funding in mainstream schools .
How does SEN funding work?
- EHCP Reviews using the EHC Hub
Following feedback from schools, professionals, parents and young people the system we use to manage EHC Plans is being improved.
Settings can now plan reviews using the EHC Hub
There are now over 7000 plans available on the Hub
Plans for children in year 6 are currently being amended to reflect the upcoming change of placement.
These are not currently available on the Hub for review
If a child or young person’s plan is not available on the Hub (unless a year 6) please contact firstname.lastname@example.org for assistance
This is also available as a downloadable document
For assistance on the EHC plan review process or Review form please contact the SEND 0-25 Team email@example.com.
- Quality Assurance
The Education Health and Care (EHC) Needs Assessment Quality Assurance Guidance and Toolkit describes how Devon measures and monitors the quality of the EHC needs assessment process and Education Health and Care Plans (EHCP) for children and young people with Special Educational Needs and disabilities (SEND), 0-25 years.
The EHC Needs Assessment Quality Assurance Guidance and Toolkit should be used to guide services and organisations to:
• Ensure all contributions to the EHC needs assessment and planning processes have been quality assured by contributing services/organisations;
• improve the experience of children, young people and parent carers
• improve sustainable outcomes for children and young people with special educational needs and disabilities (SEND);
Tools within this document have been developed to support the workforce in understanding the processes and requirements; this is targeted at practitioners, line managers/supervisors and senior managers across partner organisations.
- Additional Guidance
- Expectations of Inclusive Provision
- Babcock LDP SEND Strategic Support
- Devon Education Inclusion Service
- Flowchart for identifying a reading or spelling difficulty – from Babcock LDP
- Guidance about educating out of year group – from Babcock LDP
- How to write a SEND information Report – Babcock LDP (February 2019)
- Devon’s Maintained and Academy Special Schools ( Jan 2021)
- Quick guide – Guidance for health services for children and young people with SEND (July 2018)
- Quick guide – Commissioning for transition to adult services for children and young people with SEND (July 2018)
- Meeting Health Needs in Educational and other Community Settings: A guide for nurses caring for Children and Young People (2018)
- DfE Guidance – Supporting pupils at school with medical conditions
- Devon Guidance – Education for Pupils with Medical Needs
- Health Checks for Teenagers with a Learning Disability
- Mentally Healthy Schools – resources and practical ideas aimed at Primary schools
Preparing for Adulthood
- CSW Group guidance and information
- Preparing for Adulthood Choices and Options – for pupils in Y9/Y11 (updated September 2017)
- Complete the referral form to request services from the Preparing for Adulthood Team. This form includes a privacy notice, explaining the information we record and how we will use it.
Visiting Officers attend annual reviews to:
1. Check whether the statement/ EHCP accurately describes all of the current special educational needs of the child / young person and to report back to the SEN 0-25 Team whether the (SMART) outcomes recommended at the review for the coming year are appropriate to meet all of them;
2. Ensure that the school has organised the specified support for the child;
3. Check that progress is being made;
4. Check that there are no safeguarding concerns (as far as this is possible on the day of their visit).
- Visiting Officer Form (September 2018)