My questions go quite deep as relate to the struggles I have with my child. How can we get teaching enhanced to cater for both SEN needs and neurotypical children. Can more schools in Dorset have a bridge system? Why isn’t PDA recognised in Dorset as an autism profile. Demand Avoidance is real and contributes to high masking in mainstream schools and burn out.

Dorset Council works closely with the Autism Education Trust (AET) to deliver training for schools. This training helps staff understand autism and make practical adjustments in the classroom. It also includes follow-up coaching so schools can embed these changes effectively. So far, around 40% of Dorset schools have completed this training, and more sessions are planned this year.

In addition, we provide training on other areas such as ADHD, relational practice, literacy, and language. Schools also receive ongoing support from link specialist teachers, educational psychologists, and our special schools. Every school has access to a link speech and language therapist who offers consultation and training.

We have worked with families and professionals to co-produce a PDA Position Statement, alongside NHS Dorset’s guidance on neurodiversity.

PDA is understood as a profile within the broader autism spectrum. It describes a range of anxiety-driven behaviours where a child or young person often seeks to avoid everyday requests because these trigger anxiety. While some areas of the country may give a separate PDA diagnosis, nationally and internationally recognised diagnostic manuals (such as DSM-V and ICD-11) do not list PDA as a standalone condition.

For this reason, NHS professionals in Dorset do not provide a separate PDA diagnosis. However, if a child is assessed as autistic and shows a demand-avoidant profile, this will be recognised and described in their assessment report.

Will the lack of spaces for Early years children in specialist provision continue to be a problem, or are measures being taken to open more spaces?

We are currently developing sufficiency plan; we are reviewing what provision is needed, both now and for the future, to make sure children who require a special school place and whose families want this option can access one. We also recognise that some children currently in special schools might thrive better in their local mainstream setting, while others in mainstream may need specialist support.

To meet these varied needs, we are exploring additional options such as inclusion hubs and specialist classrooms within mainstream schools, so that children can receive the right support closer to home. 
 

Will you be refusing to assess more children now for EHCP?

No, we are not changing our approach. Every request for an Education, Health and Care needs assessment is considered individually, based on the child or young person’s needs.
If new legislation is introduced in the future, we will follow any statutory changes required, but for now our current arrangements remain the same.
 

Can we get an Ed Psych to come in and assess the children before we apply for an assessment, like we used to? This would save a considerable amount of time and paperwork, not only for the preschool but for the SEN team as well

At the moment, educational psychologists are working closely with our Best Start in Life Advisors to decide when it is most appropriate for them to become involved with a child in a preschool setting.

Previously, we were able to offer early involvement more widely, but this changed because of the very high number of requests for EHC needs assessments and the demand on educational psychologists. If the number of requests stays at its current level, this will continue to limit what we can offer to preschools.

Preschools will still need to provide information and evidence about a child’s special educational needs as part of the process.
 

The appeals process is long and complicated, is there any way the SEN team can devise an appeal form/process, before it has to go onto SENDIASS, mediation and appeal court, so that settings and parents can make an appeal against a decision not to assess or not to grant and EHCP, that is much less stressful for all concerned?

We completely understand how stressful and time-consuming the formal appeals process can be for families and settings. Wherever possible, we aim to work with families to reach agreement and encourage mediation before moving to tribunal. However, we must follow the statutory guidance set out in the SEND Code of Practice and the Council’s decision-making framework. These processes are in place to ensure decisions are fair, consistent, and protect the needs of children and young people.

While we cannot create an alternative appeals process outside of the legal framework, because this could lead to inconsistent decision-making, there is support available. Dorset SENDIASS can guide families through each stage, from preparing for mediation to tribunal hearings. They can explain your rights under SEND law and help gather information for your case.

For decisions such as Refusal to Assess or Refusal to Issue, SENDIASS can advise on what evidence to provide for mediation and, if needed, how to submit another request. 

I know this last year has been exceptionally busy, but I have had multiple complaints from parents about lack of response from emails sent to case workers. Is there something that can be done about this. A week is acceptable, but some parents have not heard back for weeks and have to make contact several times before a reply is made.

We understand how frustrating it can be when emails go unanswered for longer than expected, and we’re very sorry for the impact this has had on families and settings. 

Demand for our services has grown significantly, and many of our SEND Provision Leads now support around 250 families each, receiving hundreds of emails every day. Some staff also work part-time, which can add to delays.

We’ve faced additional challenges this year, including staff sickness and turnover, which means time is needed to recruit and train new team members. Despite these pressures, our staff work hard to respond as quickly as possible, but we know there have been delays and we are committed to improving this.

We have trialled an appointment booking system in East and Purbeck, allowing settings and families to book time with a SEND team member. We plan to roll this out across all localities during this academic year.

We introduced a new Case Management System in summer 2025. While it has taken time to learn, it will make us more efficient, and the process/ decisions will be transparent to all parties. 
 

My son is in a transition year from year 11 to post 16 education. What can I expect from an annual review this time round? Are there deadlines that need to be adhered to? Will an EHCP and support automatically transfer to KS5?

Your son’s annual review should take place before the Christmas holidays. This gives time for him, supported if needed, to think about where he wants to go and what he would like to study in post-16 education.

This is a phase transfer review, so while it follows the usual annual review process, there are some key differences:

  • we will look closely at the outcomes in Section E and the provision in Section F (and health and care sections if relevant) to make sure they are still right for your son.
  • there will be discussion about what support is available in post-16 settings.
  • your son will have the opportunity to share his preferences for next year, and these will be recorded in the review paperwork.

After the review, your son’s SEND Provision Lead will amend the EHCP and consult with post-16 settings. The local authority must issue the final EHCP naming the next setting by 31 March 2026. If your son changes his mind after this date, we will work with him to support that change.

At this stage, your son’s wishes carry more weight than before. While we always value parents’ views, the law gives young people more rights from Year 11 onwards. We will still listen to you and take your views into account alongside those of your son, teachers, and support staff.

We recommend visiting local colleges and post-16 providers during their autumn open days. Seeing the settings and speaking to tutors can help you and your son decide what feels right.

You’ll also have the chance to share any thoughts or questions you’d like discussed at the review.
 

I'd like to get my child some work experience or even better, part time work in the area. Are there companies that are more open to approach to help with this and will be a bit more accommodating & understanding of additional needs. Even volunteering options would be helpful. He's 20 and at Kingston Maurward He's never had work experience at any school

Thank you for your question, helping young people gain work experience or volunteering opportunities is a great way to build confidence and skills.

There are proactive organisations in Dorset that offer Supported Internships and apprenticeships for older young people. Our website has more information on training for work.

We recommend speaking with the career's leader at Kingston Maurward, as they can offer tailored advice and have links with local employers who are open to supporting young people with additional needs.

From 2026, it will become a statutory requirement for all young people in Years 7–11 to complete two weeks of work experience. While this isn’t law yet, schools are preparing for this change with support from the Careers Hub, which will increase opportunities for all young people.

If you’d like to discuss your child’s individual situation, please email us at [email protected] and we’ll be happy to help.

Additional resources
•    Education, employment, training and re-engagement – Dorset Council
•    Volunteer Centre Dorset
•    Young people at work: The law – HSE
•    Pay and hours for young workers – Acas
 

Hi, I'm interested in joining, listening and gaining information to one of these SEN meetings, however I am at work. Is any of these in an evening. My son is currently struggling with the school system and we are trying to gain extra support and possibly changing schools to support him further. Any advice would be appreciated.

We’re really pleased you want to join these sessions, and we’re sorry you couldn’t make the recent one. You can catch up by watching the recording or reading the published answers to questions on our Local Offer pages. We aim to share responses within two weeks of each session.
During Let’s Talk Week (week beginning Monday 13 October 2025), there will be having an evening session on Thursday 16 October, which may work better for you. You can register for the next session now. 

We’re sorry to hear your son is struggling. The first step is always to speak with his current setting to explore what support they can offer. If your child has additional needs, the school should be following the Graduated Approach (assess, plan, do, review) and making reasonable adjustments.

If you feel your son needs help with emotional wellbeing, we recommend speaking to his GP. You can also find helpful resources on school attendance and emotional-based school avoidance (EBSA) 

If you’d like to discuss your son’s situation in more detail, please email us at [email protected], and we’ll arrange a conversation with you.

I understand that a lot more mental health support for children is going into schools. However, what if a child needs a home-based learning provision or alternative provision for their ideal learning? Where will they access mental health support if needed?

For children and young people who are learning at home for example, through Elective Home Education (EHE) or alternative provision, The first step for mental health support is usually to speak with your GP. They can advise on the most appropriate services and make referrals if needed.

You can also find a wide range of resources and information on our SEND Local Offer and through CAMHS Dorset, which outlines the support currently available.

At a previous Let’s Talk session, we shared updates on our Children and Young People’s Mental Health Transformation Programme, which is designed to:
•    embed a “no wrong door” approach, so support is easier to access.
•    develop the Early Help offer.
•    move to a needs-led model, ensuring support is based on what each child needs rather than where they learn.
 

Are schools and services adopting a more trauma-informed approach with a move away from behavioural policies?

Dorset schools and services have been working for several years to adopt more trauma-informed and relational approaches.

Since 2018, Dorset Council’s Virtual School has delivered whole-school training on trauma-informed practice through the Attachment Aware Schools programme. This work led to the creation of the Dorset Relational Practice Schools Network, supported by Educational Psychologists and Specialist Teachers. So far, 53 schools have received this training as part of our core offer.

In addition, since 2021, schools have been encouraged to take part in Therapeutic Thinking training, which focuses on a relational approach to supporting behaviour. Senior leaders from 92 schools have completed this training and are now embedding the approach within their schools, supported by Education Challenge Leads, Educational Psychologists, and Specialist Teachers. A dedicated network also helps schools develop a whole-school culture that reflects these principles.

Both approaches aim to promote inclusion, belonging, and emotional wellbeing, while removing barriers to learning. Many schools now have a Relational Policy in place, and we continue to support school leaders to embed this work across Dorset.
 

Are the Dorset Council putting pressure on the government to stop threats of fines and punishments for families when children can’t (not won’t) attend school due to unmet need and/or emotional struggles and/or an alternative learning environment is needed?

We understand your concern and want to reassure you that Dorset Council regularly share information about children’s attendance with our Elected Members and MPs and ask them to present these issues both locally and nationally.

Dorset has fewer number of families fined and prosecuted than our neighbouring Local Authorities, as we take a relational approach that understands the reasons a child is not attending. However, it is our legal responsibility to follow statutory guidance.

We look carefully at what environment will best meet the child’s needs on an individual basis. Taking legal action is always a last resort and only considered after all other options, such as a learning centre or alternative provision, have been explored.

We continue to work with elected members and MPs to ensure that Dorset’s experiences and feedback are shared with central government.
 

You informed us last time that funds are minimal for mental health and SEND support for children. The government are looking at limiting/ reforming EHCPs. However until funds increase and schools and the education system are transformed to better support all children, EHCPs are essential to keep our children safe and to ensure relevant learning opportunities. Is Dorset Council putting pressure on the government to stop these reforms?

Thank you for raising this important question. Dorset Council has had regular opportunities over the past two years to feed back to the Department for Education on the proposed SEND reforms, and we continue to emphasise that children and young people will always need the right support to meet their individual needs.
What that support looks like will vary for each child, and not every child will require an Education, Health and Care Plan (EHCP). However, we recognise that EHCPs remain essential for many children to ensure they are safe and have access to appropriate learning opportunities.    

Our Elected Members and local MPs have been actively lobbying for better funding for local authorities so that we can meet children’s needs effectively. Any changes to legislation would need to go through a formal process, so even if reforms are agreed, we do not expect changes to happen quickly.
 

For the annual review if there is reference to a child attaining qualifications related to their career aspirations, however the child has not yet identified career aspirations. How should this be reflected in the annual review? As currently school deem a level 1 achievement as appropriate. What additional support can be included? Child is year 10.

If a young person hasn’t yet identified specific career aspirations, that’s completely normal at this stage. The annual review should reflect this by focusing on their interests, strengths, and preferred ways of learning and preparation for adulthood. This helps keep the plan flexible and relevant as their ideas develop. 

Until the young person has identified what post 16 courses they are interested in, it is difficult to know if a level 1 achievement is sufficient. All of this can be discussed at the year 10 review. 

It’s a good idea to start exploring options now. Visiting college and sixth form open days can give both you and your child a better sense of what’s available and what entry requirements look like. These visits often help young people picture what life after Year 11 could be like and can spark ideas about future pathways.

When thinking about additional support, the review can include:
•    opportunities for career guidance or taster sessions.
•    support to build confidence and independence skills.
•    access to work experience or volunteering, if appropriate.
•    continued focus on subjects or activities your child enjoys, as these often link to future aspirations.

The key is to keep the plan person-centred and aspirational, even if the destination isn’t clear yet.
 

you mentioned training that 40% of mainstream schools have received. Is this training for all teaching and SLT staff? What is the plan for 100% coverage for all mainstream schools to receive the training? How will performance be monitored following the training?

The Autism Education Trust (AET) Whole School Training is designed for all staff in a school, including teachers, support staff, and the senior leadership team. We also provide additional training specifically for senior leaders to help them drive change across their schools.

Our aim is to continue rolling out this training, which includes follow-up coaching to support schools in implementing their plans and making reasonable adjustments. We hope to achieve 100% coverage across mainstream schools within the next three years.

To monitor impact, we review practice through planning meetings with specialist teachers and by analysing data such as attendance, suspensions, and other indicators of inclusive practice. We are also developing a system to track what training and support each school has received and how this is improving outcomes for children and young people.

I have had a private Diagnostic Assessment for Dyslexia and Dyscalculia done for my daughter which has come back as she has both. Can I have a EHCP assessment done for my daughter?

Thank you for your question. We recommend starting by speaking with your child’s school or setting, as they can help decide whether requesting an Education, Health and Care (EHC) needs assessment is appropriate. Decisions as to whether a child requires an EHC needs assessment is based on the educational needs rather than on the diagnosis. 

Many children with a diagnosis of dyslexia or dyscalculia are supported successfully in their school without an EHCP, but every child is different. If additional support is needed, we can explore what that might look like for your daughter.

You also have the right to request an EHC needs assessment yourself. You can find more information on how to do this on our Local Offer.

If you’d like to talk through your circumstances in more detail, please email us at [email protected], and we’ll be happy to help.