SENDIASS South Tyneside

About Us

SENDIASS (Special Educational Needs and Disabilities Information Advice and Support Service) is a confidential and impartial information, advice and support service on health, social care or education issues that arise through a Special Educational Needs and Disability (SEND).

It is free and easy to access. We help parents and carers and young people take part in decisions that affect their lives.

What we offer

We offer information, advice and support to:

• Children and young people (up to 25 years) with SEND
• Parents and carers of children with SEND
• Practitioners (who might support children, young people or parents to access our service)

How we can help

• Listening to your views and concerns
• Helping you feel more confident to express your views
• Explaining your options, rights and responsibilities
• Support you in preparing for meetings
• Answer your questions about SEND topics such as Education, Health and Care Plans (EHCPs)
• Supporting you through the First Tier Tribunal (SENDIST) process
• Signposting to other services or professionals that may be able to help you

In-person support

Drop-in sessions at libraries

If you have a SEND query, the SENDIASS team host regular drop-in sessions at local libraries.

There is no need to book, just drop in!

Jarrow Focus Library

Thursday 13 November, 2 to 3pm
Thursday 12 February, 2 to 3pm
Thursday 14 May, 2 to 3pm

Cleadon Park Library

Tuesday 18 November, 11 to 12 noon
Tuesday 3 February, 11 to 12 noon
Tuesday 9 June, 11 to 12 noon

Hebburn Central Library

Thursday 20 November, 11 to 12 noon
Thursday 12 March, 11 to 12 noon
Thursday 11 June, 11 to 12 noon

SEND surgeries at Family Hubs

During term-time we also hold 2 SEND surgery sessions each week at different Family Hub locations.

Meet a member of the SENDIASS team, and access information, advice or support face-to-face.

For details, and to book, please go to Eventbrite: SEND Surgeries.

There’s also more information on any upcoming events on our Facebook page.

Feedback

We are continuously looking to improve the service we deliver to parents and carers of children and young people with SEND, and children and young people themselves, in South Tyneside.

You can provide feedback here.

• They do an excellent job in supporting families, attempting to promote diversity and eliminate discrimination in the challenging field of special educational needs.
• A very professional team. They go above and beyond to help parents who need specialist support.
• SENDIASS signposted me to services I needed, and they supported me to build a pathway back to a good life after I felt stranded on an island alone after my son’s diagnosis. They have helped me navigate every storm.
• Their help is invaluable. Gillian and her team are so helpful and empathetic to your needs.
• The team at SENDIASS have been a massive help to me! They provided clarity on the law and information about ways my child could be supported within mainstream school. They were always on hand via the phone or through email and nothing was too much trouble.

Steering Group

The service steering group works to provide unbiased direction to the service, helping to ensure that it is seen as independent and impartial from the Local Authority.

The group is made up of parent carers, members of our SEND Youth Forum, representation from sectors including Education, Social Care, Health and the Voluntary sector.

Meetings are held twice per year, in-person.

What does the steering group do?

The steering group helps to:

• Agree, monitor and review the aims/objectives of the service
• Agree and monitor the service development plan
• Monitor the performance and impartiality of the SENDIASS in relation to the minimum standards of IAS Services

How can I get involved?

If you are interested in joining the service steering group, please get in touch with us via email, SENDIASS@southtyneside.gov.uk or by calling 0191 424 6345.

IAS in ST Event

As part of Learning Disability Week, the SENDIASS service hosted an Information, Advice and Support (IAS) event in South Tyneside.

The event took place on Thursday 19 June 2025 at Epinay School.

This community-focused event provided a valuable opportunity for parents / carers, young people, and professionals to explore the range of support and services available locally.

What was available

Visitors had the chance to speak to representatives from:

• Local information and advice services
• South Tyneside Family Hubs
• South Tyneside Parent Carer Forum
• SEND Local Offer
• Local clubs and activities

The event was designed to promote awareness, encourage collaboration, and help families and professionals access the support they need.

Parents/Carers

We support parents and carers by offering information, advice and support. We do this by:

• Offering a listening-ear through our telephone line, operating Monday-Friday 9am-5pm
• Helping parents/carers understand the law in relation to SEN and disabilities, health and social care
• Advice around the take-up and management of personal budgets
• Help to understand how SEN are identified and assessed by schools and South Tyneside Council
• Support in relation to the Education, Health and Care Plan process, including the Draft/Final Review period and Annual Review period
• We can also signpost you to further organisations that may be able to support you.

On top of this, our voicemail is active, and you can leave a message for our team and we will get back to you as soon as we can.

We also provide free training to parents and carers in South Tyneside.

Young People

As a young person, you have a right to information, advice and support around your special educational needs or disability.

South Tyneside SENDIASS supports young people directly. You can talk to us on your own, or with a trusted adult.

We can help you with lots of things, such as:

• Helping you to plan what to say in a meeting, or sharing what you think
• Supporting you in having a say in what you would like to happen
• Support to plan ‘moving up’ to college, work or training

You can say how you want your support to work. Someone can email you, call you or meet you in person in a place you feel comfortable (for example at our offices, or at your school/college).

Everything you say to us is private. We will only tell someone what you’ve said if we are worried that someone is being hurt or might be hurt.

What the health are you talking about!?

Our Young People IAS Officer met with the South Tyneside Young Health Ambassadors as part of their campaign looking at mental health in young people.

As part of their work they developed a podcast ‘What the health are you talking about!?’ which includes interviews with local services across the borough to showcase what they do, and how to access them.

They aim to help ensure that young people can access the right service for them, in the right way, without worrying about what to expect!

For more information, visit Health Ambassadors.

To view the podcast on our service, and lots of others, see YouTube: Young Health Ambassadors.

Find out more

Our service ‘Pocket Guide’ explains how we support children and young people in South Tyneside.

For more information email Ryan.houston@southtyneside.gov.uk or call 0191 424 6345.

SEND Youth Forum

Our SEND Youth Forum is made up of young people (14-25) with SEND that come together on a termly basis to help develop the service for future users, as well as developing their skills through ongoing projects.

The group also provides the chance to make meaningful connections with others and gain confidence.

If you’re interested in finding out more about the group, email Ryan.houston@southtyneside.gov.uk.

Previous Projects

If you are a service or organisation and would like to consult with members of the SEND Youth Forum, please complete this online form.

Young Inspectors

SEND Young Inspectors visit local activities and clubs that are suitable for young people with SEND. Our Young Inspectors then tell us what they think about the club or activity. Their views help clubs to make sure they meet the needs of young people with SEND, while also encouraging other young people to try new activities.

What does taking part involve?

Young people can complete inspections of activities they are trying for the first time, or are already taking part in. Inspections involve answering three short questions; these responses are then shared with other young people to encourage them to try new activities, as well as with clubs and activities to support them to improve their offer in the future.

What are the benefits of taking part?

You’ll gain a better understanding of what’s available for young people in the local area.

You’ll have the chance to share your experiences with other young people to give them the confidence to access new clubs/activities that might benefit them.

Thanks to our partnership with Vinspired, you will also have the option of having your time and the skills you’ve developed through your inspections recorded and work towards a V10, 30, 50 or 100 Award, which recognise your contributions and help you stand out to colleges, universities and future employers.

Become a SEND Young Inspector

To find out more information about the Inspectors programme, or to take part, email ryan.houston@southtyneside.gov.uk.

Get your club or activity inspected

If you run a club or activity that is already accessible to young people with a disability, and you are interested in having a visit from a SEND Young Inspector, please complete the online form and we will be in touch.

Professionals

We support professionals in South Tyneside by offering information, advice and support.

• Our telephone line is open Monday-Friday 9am-5pm, with a voicemail service outside of these times.
• We can help facilitate communication between parents/carers, children and young people with SEND and school (or other setting)
• We can discuss available options for outreach support to professionals working with children and young people with SEND.

We also provide free training and awareness sessions to professionals in South Tyneside who are new to working in SEND or those that wish to refresh their knowledge.

Please be aware that we cannot accept referrals from professionals on behalf of families. Families are required to make direct contact with the service for information, advice or support. They can do this via email, telephone or by making an online referral via our website.

Help

We have created a number of template letters and resources for parents/carers to use.

We provide free training and awareness sessions to parents/carers, children and young people with SEND and professionals in South Tyneside.

We have also created a list of local groups active in the area who may also be able to offer help.

Training

We provide free training and information sessions to parents / carers, children and young people, and professionals in South Tyneside.

Sessions available include:

• Education Health and Care (EHC) Plans
• Exclusions & Part-Time Timetables
• The role of the SEND IAS Service (SENDIASS)
• Children not in school (Illness, Anxiety, EOTAS, Elective Home Education, Without a school place)
• What a good EHC plan looks like (Draft Planning, Annual Reviews)
• SEND Support (Ordinarily Available Provision, Graduated Approach)
• Appealing to the SEND Tribunal

Details of upcoming sessions can be found on our South Tyneside SENDIASS EventBrite page.

We are also able to provide bespoke training to teams, schools and professionals. To discuss training needs, you can contact us via SENDIASS@southtyneside.gov.uk.

Throughout the year, we also link with external partners to deliver additional training, this has previously included: Youth Mental Health First Aid Training, a workshop exploring Social Emotional Mental Health Needs and Emotionally Based School Avoidance, and Eating Disorder Awareness.

Preparing for Meetings

You can request a meeting with any of the professionals involved with your child or young person.

There are many reasons why you might ask for a meeting, including concerns about:

• your child’s progress
• how any special educational needs/disability your child may have are being met by the education provider
• your child’s behaviour, including how it is being managed, and the impact on their education and wellbeing

Preparing for meetings

It’s important to have a clear idea of why you want to have a meeting and who you need to contact.

If all the issues are school related, you may want to meet with your child’s class teacher, form tutor, special educational needs coordinator (SENCo) and head teacher.

There may also be other professionals involved from outside of school, such as:

• a speech and language therapist
• a specialist teacher
• an early help worker

If the issues are about an Education, Health and Care Plan (EHC Plan), your child will have a named SEND officer at the Council that you can speak to.

Organising a meeting

To organise a meeting, you can:

• request a meeting by calling the people who need to be involved and arrange a suitable date, time and place
• request a meeting by email, or by writing a short letter that includes who you want to meet with, the issues you would like to discuss and the times and date you will be available
• ask the school to arrange a meeting

Your child or young person’s views

Children and young people should be supported so that they are able to prepare for meetings to discuss and review their SEND provision.

We can support by allowing them to express their views and contribute to discussions appropriately, as well as supporting their understanding of processes.

More information, advice and support

For more guidance, download our ‘Meeting Notes’ document, which includes questions to think about when attending meetings with your child’s school or college.

Download our ‘Meeting Notes’ document

Exclusions From School

If you are a parent or carer of a child with behavioural difficulties or who is at risk of being or has been excluded from school, we can provide you with information, advice, or support.

We aim to encourage partnership working and develop possible communication between parents and schools.

We encourage you to meet with school to help look at positive ways to move forward. We may be able to support parents at these meetings or give support by telephone.

Fixed Term Exclusions

Fixed-term exclusion is school exclusion for a set period of time. These should be for the shortest appropriate amount of time. Fixed-term exclusions may be used for up to 45 days per year – this doesn’t have to be for a continuous period.

Permanent Exclusion

Permanent Exclusion is where a decision is made to permanently exclude a child. A child is no longer allowed to attend the school and their name will be removed from the school roll.

A permanent exclusion should only be taken:

• In response to a serious breach, or persistent breaches of the school’s behaviour policy; and
• Where allowing the pupil to remain in school would seriously harm the learning of others in the school.

Exclusion: My Views

The service is also able to provide direct support to children and young people. We have produced the ‘Exclusion: My Views’ document to support children in presenting their views to school staff following exclusion.

Case Study

More information, advice, and support

Further information is available at Department for Education.

Independent Provider of Special Education Advice (known as IPSEA) provide advice on writing ‘written representations’ to the Governors, ‘What should I do as a parent/carer when my child is excluded?’ and Disability Discrimination and exclusions.

School Exclusions Week

We continue to receive a growing number of enquiries about school exclusions each year.

In response, every year we mark School Exclusions Week across South Tyneside.

This dedicated week aims to:

• Increase awareness of school exclusions
• Highlight the wider impact on children, young people, and families
• Promote the support available locally

A range of events take place throughout South Tyneside for parents / carers, children and young people (who have been excluded or are currently at risk), and professionals.

Many sessions will be drop-in friendly, with no booking required.

Our 2026 programme will be published nearer the time and will take place in the Autumn.

2025 School Exclusions Week

Many thanks to everyone who came along to one of our sessions in May 2025.

One of the highlights from the week was hosting the Project 2,999 Blanket.

Made with parents, children, schools and communities, this huge blanket serves as a visual representation of the sheer volume of children who experience exclusion daily.

Each square is unique – representing a single child with a story, life experiences and challenges. The blanket makes visible the scale of the problem, showing it in a physically tangible way.

EHC Plans

The Education, Health and Care (EHC) assessment is a detailed look at a child’s special educational needs and the support that they may need to be able to learn.

What is an EHC plan?

An EHC plan is a legal document that describes a child or young person’s special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how it will support the child or young person to achieve what they want in their life.

The plan is created by the Council after an EHC needs assessment. An EHC plan can be issued between the ages of 0 to 25 years.

What an EHC plan looks like

The plan has 11 sections labelled alphabetically:

1. The Views, interests and inspirations of your child
2. Special educational needs (SEN)
3. Health needs related to SEN
4. Social care needs related to SEN
5. Outcomes – how the extra help will benefit your child
6. Special educational provision (support)
7. Health provision
8. Social care provision
9. Placement – type and name of school or other institution
10. Personal budget arrangements
11. Advice and information – a list of the information gathered during the EHC needs assessment

The plan should be written so that everyone can understand it. It should be clear and detailed about the amount and type of support your child will get and how the support will help your child.

More information, advice and support

• Checklist for reviewing a draft EHC Plan

  Personal information

  • Is your child’s name, date of birth and address, correct?
  • Are all relevant diagnoses or conditions listed accurately?

  Section A – Views, interests and aspirations

  • Does this section reflect your child’s personality, likes / dislikes, and aspirations?
  • Are your views as a parent / carer included clearly?
  • Is the child’s voice represented (if appropriate)?

  Section B – Special educational needs (SEN)

  • Are all of your child’s needs described clearly and in detail?
  • Are the needs backed by evidence (e.g. reports from professionals)?
  • Are the needs specific, not vague or generalised?

  Section C – Health needs

  • Are all health needs that impact education listed (e.g. speech therapy, mental health)?
  • Are they described in a way that shows how they affect learning?

  Section D – Social care needs

  • Are any social care needs included (if applicable)?
  • Is there mention of support from social services or other agencies?

  Section E – Outcomes

  • Are the outcomes specific, measurable, achievable, relevant, and timebound (SMART)?
  • Do they reflect long-term goals and short-term steps?
  • Are they tailored to your child’s individual needs?

  Section F – Special educational provision

  • Is each need from Section B matched with provision in Section F?
  • Are the provisions specific (e.g. “30 minutes of speech therapy weekly” versus “access to speech therapy”)?
  • Is it clear who will deliver the support, how often, and where?

  Section G – Health provision

  • Is health provision clearly described and linked to the needs in Section C?
  • Does it include therapies, nursing support, or medical equipment?

  Section H – Social care provision

  • Is any social care support described clearly?
  • Are respite care, short breaks, or family support included if relevant?

  Section I – Placement

  • Is the name of the school or setting included?
  • If not, is there a clear explanation of the type of setting being considered?

  Final checks

  • If a Personal Budget has been requested as part of the Draft Planning or Annual Review process, details of this arrangement will be included in Section J
  • Is there a clear thread from your child’s needs (Section B) and provision (Section F) to meet those needs?

  More information

  Further information, advice and support is available by contacting our service Advice Line (0191 424 6345) or by making a referral via our online request form.

EHC process timeline

Choosing A School

We offer impartial information, advice and support around special educational needs and disabilities (SEND).

We understand that choosing a school for your child can feel overwhelming.

Below you’ll find some example questions that you could ask your child’s potential new school.

Mainstream and Special Schools

• How big is the school and the site itself?
• Will the environment be overwhelming to my child with sensory sensitivities?
• Are there any quiet spaces for my child to work 1:1 or as a ‘chill out’ space?
• How accessible is the school for children with mobility issues/wheelchair users?
• Is the school uniform easy to manage for children who have difficulty dressing themselves?
• What happens at break and lunch times? What is the structure?
• What are the playground facilities like? Are there quiet areas for children who do not want to run around?
• How are classes arranged? (Is it just by age?)
• How does the school use teaching assistants?
• Is support giving within the classroom or by taking children out for 1:1 or small group work?
• What experience does the school have of children with similar needs to my child?
• How does the school support new children to settle into their environment and make friends?
• How does the school manage behaviour?
• How does the school communicate with parents?
• Is there a home/school communication book?
• Are parents able to have regular catch-up’s with the SENCo, or class teacher?

Special Schools

• What areas of need does the school cater for?
• Are there therapists on site?
• Are therapies delivered on an individual or group basis?
• Is this by therapists or therapy assistants?
• How is therapy integrated into the curriculum?
• What kind of medical support is available? Is this on site?
• What alternative communication methods are used, for example Makaton/PECS? Are staffed trained in these?
• Is assistance technology available for children who need it?
• Does the school have specialist facilities, such as a sensory room?
• Are there links with mainstream schools?

Making reasonable adjustments

Reasonable adjustments are changes that nurseries, schools and colleges must make to ensure disabled children and young people are not significantly disadvantaged.

Transport to and from school/college

If you are a child or young person and you have a special educational needs and/or a disability (SEND), you may be able to get help with your transport to school or college. For more information on the type of help that may be available to you see SEND Transport.

There is no direct duty on the Local Authority to provide transport for children below the compulsory school age (5th birthday.)

Difficulties Attending School

Some children may struggle to attend school because of anxieties or difficulties that may be associated with their special educational needs and disabilities (SEND).

School refusal due to unmet SEND is not the same as general non-attendance, as the child often wants to be in school, but is struggling to cope with the demands of it.

Below you’ll find some example questions that you could ask your child’s potential new school.

What can I do as a parent/carer?

Get in touch with your child’s school as soon as possible to discuss the concerns you have and explore potential support available. If you’re unsure of what this support might be or look like, you could get in touch with us via our Advice Line (0191 424 6345) or by making a referral to the service.

Think about why your child is experiencing difficulties in attending school, this can help you in finding the correct support. Have there been any recent events or changes at home? Does your child have any additional needs? Are they currently experiencing any bullying or difficulties with their peers?

Keep a diary of any days/times your child does not attend school. Keep a record of the things they say/the behaviours they display to help determine if there are any patterns. You could also use the diary to keep track of who you have spoken to or contacted with your concerns and keep track of any plans or appointments.

It might be necessary to work with school to make your son/daughter’s school day less daunting. This could be in the form of a reduced timetable, extra movement breaks, being met by a preferred member of staff or reducing academic demands.

How should school help?

Schools have a legal duty under the Children’s and Families Act 2014 to work with you to identify and support any special needs that your child may have.

Schools should follow the graduated approach process set out in the SEND Code of Practice.

Schools must make reasonable adjustments to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory; adjustments must be planned and put in place in advance, to prevent disadvantage.

Support should be provided from an early stage, whether the child has a specific diagnosis or not.

More Information, Advice and Support

Child Law Advice provide information on the law on school attendance and the powers of the Local Authority in enforcing school attendance

Young Minds have produced a School Anxiety and Refusal guide for parent carers:

Jargon Buster

Academy

A state funded school in England which received its funding primarily directly from and is owned and controlled by central government, not a local authority.

ADD

Attention Deficit Disorder

ADHD

Attention Deficit Hyperactivity Disorder

Advice

Written reports from parents, teachers and other professionals on pupil's special educational needs.

ASD

Autistic Spectrum Disorder

CAF

Common Assessment Framework. A method of assessment which can be used by social services, health or education. It is non statutory, i.e. it does not replace statutory assessment.

CAFA

The Children and Families Act 2014.

CAHMS

Child and Adolescent Mental Health Services.

Care plan

A record of the health and/or social care services being provided to a child or young person.

CCG

Clinical Commissioning Group. This is an NHS organisation which brings together local GPs and health professionals to take on commissioning responsibilities for local health services. A CCG plans and arranges the delivery of the health care provision for people in its area.

Code or CoP

The Special Educational Needs and Disability Code of Practice 2015. This contains statutory guidance on the Children and Families Act 2014.

CP

Cerebral Palsy, physical impairment that affects movement. People with CP may have mobility problems which vary from barely noticeable to extremely severe. Those with CP may also have sight, hearing, speech, perception and learning difficulties. Between a quarter and a third of children and adolescents with CP, and about a tenth of adults, are also affected by epilepsy.

CSDPA

The Chronically Sick and Disabled Persons Act 1970. This is one of the main Acts of Parliament which entitle disabiled people to social care.

DfE

Department for Education.

Direct Payments

Payments made in lieu of services being provided. Direct Payments may be available for health care, social care and for the special educational provision in an EHC plan.

Disagreement Resolution (sometimes called Dis Res)

The dispute resolution service offered by a local authority to resolve disagreements between parents and the local authority. NB. This is not always an independent service and it does not necessarily mean mediation which has a specific meaning (see below).

EA 1996

Education Act 1996.

Early Years Provider

A provider of early education places for children under five. This can include state funder and private nurseries.

ECP

Educational and Child Psychologist.

EFA

Education Funding Agency, An arm of the Department for Education. It allocates funding to local authorities for maintained schools and voluntary aided schools. It is also responsible for funding and monitoring academies.

EHC needs assessment

An assessment of the education, health care and social care needs of a child or young person conducted by a local authority under the Children and Families Act 2014.

EHC plan

An education, health and care plan as defined in section 37 (2) of the Children and Families Act 2014.

EHRC

Equality and Human Rights Commission.

EP

Educational Psychologist.

EqA or EQA

The Equality Act 2010.

EYFS

The Early Years Foundation Stage. A statutory framework which covers children both in pre-school settings and in reception classes up to their fifth birthday.

FE

Further Education. The FE sector in England includes further education colleges, sixth form colleges, specialist colleges and adult education institutes. It does not include universities.

Free school

A type of Academy.

Healthwatch England

Healthwatch England is an independent consumer champion, gathering and representing the views of the public about health and social care services in England. It operates both at a national and local level.

HI

Hearing Impairment.

Home Authority

This usually means the local authority in which a child or young person is ordinarily resident (and which therefore has the responsibility to the child or young person under the Children and Families Act 2014).

IEP

Individual Education Plan. A plan which sets out the support a child is receiving in their school or other setting. There is no longer a specific requirement for children with SEN to have a plan called an IEP under the Code but children with SEN may still have IEPs.

Independent school

A school that is not maintained by a local authority.

Independent supporter

A person recruited locally by a voluntary or community sector organisation to help families going through an EHC needs assessment and the process of developing an EHC plan.

LA

A local authority in England.

LDA

A learning difficulty assessment under section 139A Learning and Skills Act 2000.

Local Healthwatch

The local version of Healthwatch England in a particular area.

LSA

Learning Support Assistant, also sometimes called Teaching Assistant ("TA").

Mainstream School

State school which can meet the needs of most children.

Maintanined School

Schools in England that are maintained by a local authority – any community, foundation or voluntary school, community special or foundation special school.

Mediation

A method of seeking to resolve disagreements by going to an independent mediator. Mediation must be offered to a parent or young person in relation to an EHC Plan. Mediation is not compulsory for the parent or young person but they will need to consider mediation before appealing the education parts of an EHC plan in most cases.

MLD

Moderate learning difficulties – not a legal term but often used in relation to the description of a school, i.e. an MLD school.

National Curriculum

A statutory entitlement to learning for all pupils, determining what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported. Children’s expected progress is currently determined by reference to standardised national curriculum “levels” which prescribe the expected attainment for pupils in each year group. This aspect is set to change in the near future but we expect something else to be put in its place.

OCD

Obsessive Compulsive Disorder.

ODD

Oppositional Defiance Disorder.

Ofsted

Office for Standards in Education, Children’s Services and Skills. This is the body which inspects and regulates services which care for children and young people and those providing education and skills for learners of all ages.

OT

Occupational Therapy, sometimes used to refer to the occupational therapist.

PCP

A provision, criteria or practice (relevant for indirect discrimination and the dury to make reasonable adjustments under the EqA).

PDD

Pervasive Developmental Disorder.

Personal Budget

A Personal Budget is the notional amount of money which an LA has identified as necessary to secure the special educational provision in an EHC plan.

Physio

Physiotherapist.

PMLD

Profound and multiple learning difficulties.

Portage

Home-based educational support for pre-school children with SEN.

PPO/PPS

Parent Partnership Officer who operates within a Parent Partnership Service; every local authority must have one. They provide advice to parents about SEN. They range from large services sometimes run by voluntary organisations to services run by a single part-time member of staff.

PRU

Pupil Referral Unit - for children who need to be educated out of school, often because they have been excluded. They have the same legal status as schools in some respects but do not have to teach the national curriculum.

RB

The responsible body of a school.

SEN

Special educational needs.

SENCO

Special Educational Needs Co-ordinator - the teacher with responsibility for co-ordinating special help for children with SEN at their school.

SEND or the Tribunal

The First-tier Tribunal, Special Educational Needs and Disability – sometimes referred to by its former name “Sendist”.

SEP

Special educational provision.

SLD

Severe learning difficulties – not a legal term but often used in relation to the description of a school, i.e. an SLD school.

SLT or SALT

Speech and Language Therapy, sometimes used to refer to the Speech and Language Therapist.

Special school

A school which is specifically organised to make special educational provision for pupils with SEN.

Studio School

A type of Academy.

TA

Teaching Assistant also sometimes called Learning Support Assistant ("LSA").

UTC

University Technical College (which offers academic and technical education to secondary school pupils) - a type of Academy.

VI

Visual impairment.

Policies

• Impartiality policy

  South Tyneside SENDIASS views impartiality as one of the most important features of the service.

  SENDIASS provides an impartial service to all users. By impartial we mean:

  • Not favouring one side over another; fair and unbiased
  • Treating all parties respectfully
  • Not having a vested interest in the outcome of any discussions
  • SENDIASS staff and volunteers know they must be impartial, whether they are providing information, advice or acting in a mediating role.

  Staff and volunteers will not make judgements on the views, behaviour or policy of any party and will maintain an impartial stance whilst collaborating and engaging with relevant organisations and networks.

  Where it is possible, you will be given:

  • the pros and cons of all options available to you
  • details of your rights and responsibilities
  • methods of complaint/appeal where appropriate
  • This will help you to make informed, knowledgeable decisions about your child’s educational needs.

  We will also give you details of other agencies eg Advisory Centre for Education (ACE) and Independent Panel for Special Educaional Advice (IPSEA), that allow you to verify the impartiality of the information and advice provided.

  All information provided is in line with the SEN Code of Practice, current SEN and disability legislation, local policy and practice. Service staff are fully aware of the implications of equal opportunities and disability discrimination and attempt to make sure that the service is as accessible as possible to all parents and/or carers.

  SENDIASS operates under the guidance of a multi-agency development group consisting of both parents/carers and professionals, which monitor and safeguard service impartiality, making sure that impartiality is central to all service activities and delivery.

• Comments and Complaints Policy

  Purpose

  South Tyneside SENDIASS is committed to providing a high-quality, impartial service to children, young people, and their families.

  We welcome feedback and take all comments and complaints seriously as part of our commitment to continuous improvement.

  Submitting Comments and Feedback

  We encourage users to share their experiences with the service, whether positive or constructive.

  General comments and feedback following involvement with SENDIASS can be submitted via:

  • Email: SENDIASS@southtyneside.gov.uk
  • Website: www.southtynesidesendiass.co.uk

  All feedback is reviewed regularly by the Service Lead, Gillian Harte, and shared through the service Annual Report.

  Complaints Procedure

  If you are unhappy with any aspect of the service, we encourage you to follow our tiered complaints procedure:

  Stage 1: Speak to the Person Concerned

  Where appropriate, we recommend raising your concern directly with the member of staff involved. Many issues can be resolved quickly and informally through open communication.

  Stage 2: Contact the Service Lead

  If your concern is not resolved or you prefer not to speak to the individual directly, you can contact the Service Lead:
  Gillian Harte
  Email: Gillian.harte@southtyneside.gov.uk

  Gillian will review your complaint and respond within a reasonable timeframe, aiming to resolve the issue constructively and fairly.

  Stage 3: South Tyneside Council Complaints Procedure

  As SENDIASS is commissioned by South Tyneside Council, you may also choose to escalate your complaint through the Council’s formal complaints process.

  For more information, please visit: South Tyneside Council: How to complain

  Review

  This policy will be reviewed annually to ensure it remains up to date and reflects best practice.

  Review due: September 2026

• Social Media Policy

  Purpose

  South Tyneside SENDIASS uses social media to share information, promote services, and engage with families, professionals, and the wider community.

  We are committed to maintaining a respectful, inclusive, and supportive online environment.

  Scope

  This policy applies to all users interacting with South Tyneside SENDIASS via social media platforms, including Facebook, Twitter / X, Instagram, and any future channels.

  Our Expectations

  We welcome questions, feedback, and discussion. However, to ensure our platforms remain safe and constructive, we ask users to:

  • Be respectful and courteous to others.
  • Avoid posting personal or sensitive information.
  • Use appropriate language at all times.
  • Stay on topic and avoid spamming or repetitive posts.

  Inappropriate Content

  We will not tolerate posts that include:

  • Offensive, abusive, or threatening language.
  • Defamatory or discriminatory remarks.
  • False or misleading information.
  • Personal attacks or harassment.
  • Promotion of unrelated services or products.

  Such posts will be removed without notice.

  Vexatious behaviour

  Repeated posting of inappropriate, disruptive, or aggressive content - even after warnings - will be considered vexatious. This includes:

  • Persistent complaints or demands across multiple posts.
  • Attempts to provoke or antagonise staff or other users.
  • Refusal to engage constructively after being asked to moderate behaviour.

  Users who engage in vexatious behaviour may have their access to our social media platforms revoked permanently.

  Reporting and Moderation

  Our social media accounts are monitored regularly during weekdays. If you see a post that violates this policy, please report it to us directly via private message or email sendiass@southtyneside.gov.uk.

  Review

  This policy will be reviewed annually or in response to significant changes in social media use or platform guidelines.

  Review due: September 2026

• Privacy policy

  Introduction

  This notice provides additional privacy information regarding South Tyneside SENDIASS.

  We will keep our privacy notice under regular review and will advise you of any updates on our website.

  This Notice was last reviewed in August 2023.

  Who we are

  For the purposes of Data Protection legislation, South Tyneside SENDIASS is the Data Controller.

  What type of personal information do we collect?

  We may collect the following types of personal information:

  • Name
  • Address
  • Telephone number
  • Email address
  • Child’s Date of Birth
  • Gender
  • Area of Special Educational Need (SEN)
  • Ethnicity
  • Any other information shared by service users

  How do we collect personal information?

  We may collect your personal information in a number of ways, for example:

  • In person
  • In writing
  • Telephone calls
  • Online forms

  Why do we collect your personal information?

  We collect your personal information so that we can provide the appropriate support and advice.

  Who might we share your personal information with?

  We may share your information with a Council staff member if the information has been requested for legal reasons eg judicial review.

  If you provide us with permission to speak to your child’s school on your behalf, we will only share information you allow us to share.

  We will not share your personal information with any other third parties unless you have specifically asked us to, or if we have a legal obligation to do so.

  How long will we keep your personal information?

  We will hold your data for the duration of your case and a following two years once the case is closed.

  What is our legal basis for using your personal information?

  To use your personal information there must be a lawful basis to do this, such as, through a contract, performing a public task or where there is a legal obligation.

  Under the General Data Protection Regulation (GDPR), the lawful bases we rely on for processing this information are:

  1. Your consent. You are able to remove your consent at any time. You can do this by contacting SENDIASS@southyneside.gov.uk.

  How do we keep your personal information secure?

  Some of the information you give us to is written down or recorded on a database. Information held about you electronically is stored on a secure database, and is accessed only by authorised staff.

  Paper files are held in a locked filing cabinet and can only be accessed by authorised staff.

  Is your personal information used overseas?

  We will not process your personal information outside of the European Economic Area (EEA).

  What are your rights?

  Your individual rights are set out in law. Subject to some legal exemptions, you have the following rights:

  • Right to be informed
  • Right of access
  • Right to rectification
  • Right to erasure
  • Right to restrict processing
  • Right to data portability
  • Right to object
  • Rights in relating to automated decision making and profiling

  Contact us

  If you would like to exercise your rights in relation to your personal information, or you feel that something has gone wrong with your personal information, you can contact us in either of the following ways:

  • By email: SENDIASS@southtyneside.gov.uk
  • By telephone: 0191 424 6345
  • In writing:
    South Tyneside SENDIASS
    C/O Commissioning Unit
    Town Hall and Civic Offices
    South Shields
    NE33 2RL

  If you feel that the Council has not handled your information correctly you can contact the Information Commissioner’s Office (ICO). The ICO is the Government’s Independent Body responsible for overseeing data protection. In most cases the ICO will only review cases that have exhausted the Council’s internal procedures.

  The ICO’s contact details are as follows: Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, SK9 5AF. More information can be found on the ICO’s website at www.ico.org.uk.

Downloads

A selection of downloadable Microsoft Word templates for various situations that you can edit, print and use. You can email us if you need any help or advice.

• Request for a Personal Budget
• Request for a Direct Payment
• Asking for an early review of an EHC plan
• Asking about what is available in nursery school or college
• Complaining about failure to make provision in an EHC plan
• Complaining when annual review not completed
• Complaining when the LA does not respond to assessment request

Service Factsheets and Guides

The aim of these factsheets and guides is to make subjects related to the SEND system succinct and clear.

• School Exclusion Factsheet
• SEN Support Factsheet

Service Information

• 2024 Annual report
• Service leaflet

Support organisations

The following organisations are provided as suggested support options and do not constitute endorsements.

Support for parents/carers

• New Hope North East

  Enable children with disabilities to come together with their siblings, relatives and friends.

  www.newhopenortheast.co.uk

• South Tyneside Parent Carer Forum

  The forum supports families with children aged 0 to 25 who have special educational needs or disabilities. Run by local SEND parents, the forum shares families’ views with local leaders to help improve services in the area.

  South Tyneside Parent Carer Forum

Activities for children and young people with SEND

• Waves

  Additional Needs Support Group ran by a group of dedicated volunteers who are all parents of children with "Additional Needs." We offer a range of activities to help build and promote social skills among our children and young adults as well as friendship, advice and support to parents and carers.

  Open Saturdays 12pm till 4pm.

  www.waves-support-group.com

• Kayaks

  South Tyneside's Kids and Young Adults Klub or "THE KAYAKS" is a registered charity. It provides weekend, voluntary run play session and special needs support groups. Saturday 1pm - 4pm.

  www.thekayaks.co.uk

• Foundation of Light

  Provides a wide range of activity sessions for children and young people, at their base in Sunderland – these are available to children from South Tyneside. The team also run a number of different well-being challenges, which are also available to residents of South Tyneside.

  www.foundationoflight.co.uk

• TimbaDash Theatre

  A multi-sensory theatre company who produce immersive storytelling experiences for young people with learning disabilities.

  TimbaDash Theatre

Autism support

• Autism Hub

  Supporting families in South Tyneside in collaboration with Autism In Mind. This unique, specialist lifespan service is being provided with the financial support of the South Tyneside Clinical Commissioning Group and the partnership with South Tyneside Council and it is free to all families in the area with a South Tyneside postcode. To access TTHT services at the HUB, you do NOT need to have a confirmed diagnosis. For more information contact support@ttht.co.uk or call 0191 816 0550.

Other Support

• SEND Local Offer

  The Local Offer lets parents, carers and young people know what SEND services are available in South Tyneside, and who can access them. It includes lots of helpful information on a range of topics, with tailored, local information.

  SEND Local Offer

• Rainbow Guide

  A guide packed with information from local and regional organisations that you may come in to contact with. Printed copies are available across the borough, and you can access the digital version any time at The Rainbow Guide to South Tyneside.

  Rainbow Guide

• Key Subject Tuition

  Key Subject Tuition is a Council-approved alternative education provider offering tailored learning packages. These can include Functional Skills English or Maths or GCSEs in English Language, Maths, and Science. Lessons are delivered online or in person, either one-to-one or in small groups.

  Key Subject Tuition

• Mrs Kalisz – Independent SEND Consultant

  Mrs Kalisz supports families across England with SEND law, helping them secure the right education, health and care support. She specialises in working with migrant parents facing cultural barriers.

  Mrs Kalisz – Independent SEND Consultant

• Conductive Education with Rachel Short

  Conductive education is a comprehensive, holistic approach to learning. It integrates education, movement, play and psychology. Sessions are flexible and are not medically based, but task oriented focused on the child.

  Conductive Education with Rachel Short

• The Neurothentic Network CIC

  This group supports the neurodivergent community with autistic-led parent sessions, help with SEND / EHCP admin, social groups, and forest school. Services are offered 1:1, in groups, online and in person.

  The Neurothentic Network CIC

Exam Access Arrangements

What are access arrangements?

Access arrangements allow candidates / learners with special educational needs, disabilities, or temporary injuries to access the assessment without changing the demands of the assessment for example using readers, scribes and braille question papers.

In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make ‘reasonable adjustments.

The questions, which the school / college need to ask when supporting children / young people with access arrangements for exams are:

• Is the learner disabled under the terms of the Equality Act 2010?
• What is the learner’s normal way of working (NWW) in the classroom?
• Does the learner need access arrangements for all exams or just some exams?

As with any medical evidence, any access arrangements applied for must be the student’s normal way of working in the classroom.

Parents should speak with the Special Educational Needs Co-ordinator in the school (SENCO) ideally before the student starts their course of study (from the end of Year 9 ready for their GCSEs in Year 11).

What may be considered?

• Making frequent spelling or grammatical errors
• Reading a passage but unable to answer questions about it
• Struggling with reading/slow reading
• Words moving around on the page or blurring (check eyesight first)
• Running out of time to copy work off the whiteboard
• Unable to keep up with taking notes
• Untidy / slow handwriting
• Pain when writing for prolonged periods
• Generalised exam anxiety
• Reading questions and thinking aloud
• Having problems getting ideas down on paper, despite doing an essay plan
• Getting “stuck” and unable to move on

What access arrangements might be possible?

• Additional time
• Reader (human or computer)
• Word processor
• Scribe
• Prompter
• Practical assistant
• Enlarged papers
• Modified paper (colour, font size, braille, language etc)
• Smaller/individual room
• Read aloud
• Rest breaks

The access arrangement must be appropriate to the exam and the student.

It would be inappropriate to have a reader for an exam testing reading skills (although a computer reader is allowed if this is the student’s normal way of working). Likewise, a student with dyslexia may require additional time for a written exam but not for a practical one.

If a parent/carer believes that their child/young person is likely to fall within the remit of access arrangements, it would be perfectly reasonable to ask the school or college to assess for this, giving reasons why. Alternatively, a parent could commission an independent report and ask the school/college to act on this.

Post 16 access arrangements

For students, who move to college post-16, a new assessment will normally be needed unless there is an established working relationship between the school and college and the Form 8 has been transferred over.

A Form 8 is the document required to apply for access arrangements. It covers GCSE and many other level 1/2/3/ exams and must be submitted in February for exams in June.

An appointment should be made with the appropriate person in the education setting.

Reasonable adjustments

Parent / carers should keep a copy of all requests for reasonable adjustments including access arrangements and the response received. Email is preferable.

If access arrangements have been granted in school, the parent / carer should ask for a copy of the Form 8 and send it to the next post 16 placement.

Even if a new one is required, it can give valuable information to the next placement. Reports expire after 26 months and must be in date at the time the exam is taken.

The governors, or equivalent, have a duty to use their” best endeavours” to secure the special educational provision required. This includes auxiliary aids such as a tablet.

More information

If you have any queries about this topic, please get in touch via our online request form or call 0191 424 6345.