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Sheffield Improvement plan for special educational needs and disabilities (SEND)

Working together to improve outcomes for children and young people with SEND – a new programme of work

We are making big changes to improve support for children and young people with special educational needs and disabilities (SEND) in Sheffield.

In March 2025, inspectors from Ofsted and the Care Quality Commission (CQC) told us that SEND services in Sheffield must get better. The Department for Education (DfE) gave us an improvement notice to make sure we act quickly and work with schools, health, and care services.

Making SEND services better is one of our top priorities. Families have told us they want real change, and we are determined to get this right. The DfE and NHS England will check our progress every six months.

We want every child and young person in Sheffield to feel they truly belong:

  • In a loving family and safe home.
  • In their local school, with the right support to learn and thrive.
  • In their community, where they are valued and respected.
  • As citizens of Sheffield, where their voices are heard.

Our improvement plan

We have created a plan called the Sheffield SEND Local Area Partnership Improvement Plan.  This sets out the steps we are taking to improve services and support for children, young people, and families.  Read the full plan.

You can read a summary about the areas we are working on below.

The problem

EHC plans have often been late, not updated when children’s needs change, and not checked carefully enough.

What we are doing

  • Making sure plans are issued on time.
  • Keeping plans up to date when children move schools or their needs change.
  • Checking plans more carefully, with regular reviews.
  • Using better systems and technology to make the process quicker and clearer.

The difference it will make

  • Families will get plans on time.
  • Plans will be more accurate and reflect the child’s real needs.
  • Families can trust that each plan has been checked properly.
  • The process will be simpler and clearer, with better communication.

The problem

Children and families in Sheffield wait too long for autism and ADHD assessments. Support before and after diagnosis has not always been easy to find.

What we are doing

  • Giving families better support before and after diagnosis.
  • Expanding school projects like PINS (primary schools) and Autism in Schools (secondary).
  • Keeping families informed while they wait and improving the Local Offer website.
  • Developing new ways to carry out assessments to cut waiting times.
  • Making health, education and care services work together more smoothly.

The difference it will make

  • Children’s needs will be picked up earlier.
  • Waiting times for assessments will get shorter.
  • Families will have clear, joined-up support at every stage.
  • Schools will be better prepared to meet children’s needs.
  • Families will feel informed, supported, and confident.

 

The problem

Families said communication has often been poor or unclear. Parents have not always felt included in decisions, and trust in the system is low.

What we are doing

  • Working with families, children, and professionals to shape services together.
  • Building a new culture of openness and trust.
  • Being clear about decisions and showing how feedback is used.
  • Setting clear standards so all services share information well.

The difference it will make

  • Families will get clear, consistent communication.
  • Children and young people will see their voices making a difference.
  • Trust and respect will grow between families and services.
  • Families will feel valued, informed, and confident.

The problem

Children and young people wait too long for specialist help, such as speech and language therapy, mental health support, or swallowing assessments.

What we are doing

  • Speech and Language Therapy: reducing waiting lists, using new referral tools, and training schools to give more support early.
  • Mental Health (CAMHS up to age 25): redesigning services, adding more school-based support, and creating a guide for families.
  • Swallowing assessments: reviewing services, aiming to cut waits to 6 weeks, and seeking funding for more staff.

The difference it will make

  • Children will get the right specialist support more quickly.
  • Waiting times will be shorter, with clear information while families wait.
  • Families will find services easier to navigate and more joined up.
  • Services will plan better for the future, using data and feedback.

The problem

Not all children and young people experience smooth moves between schools or into adult life. Some schools need to be more inclusive to reduce exclusions and make sure all children feel they belong.

What we are doing

  • Co-producing transition toolkits with families and schools.
  • Making reintegration after exclusion or alternative provision more consistent.
  • Embedding preparation for adulthood from Year 9 onwards.
  • Training school leaders and staff in inclusive and trauma-informed practice.
  • Expanding high-quality alternative provision and checking quality.
  • Encouraging schools to work together to share good practice and reduce exclusions.

The difference it will make

  • Transitions will be smoother and better supported.
  • Exclusions will reduce as schools become more inclusive.
  • Families will feel more confident that schools are working with them.
  • Young people will feel a stronger sense of belonging and be better prepared for adulthood.
  • Schools will work together to create a culture where all children can succeed.

Feedback or queries

Please keep an eye out for further communications on what we are doing and how we are progressing.

If you have any feedback or queries please get in touch by emailing localoffer@sheffield.gov.uk.

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