From age 14 (Year 9), discussions should begin about preparing for adulthood, covering education, careers, housing, health, friendships, and community involvement. If an Education, Health and Care Plan (EHCP) is in place, the Year 9 annual review is the key time to start these conversations.
The Preparing for Adulthood Guide helps young people and families understand what may be needed in adulthood.
If a social care assessment is needed, those with a worker from Children's Services can request a referral to the Preparing for Adulthood Team. If no worker is involved, contact the Family Support and Advice Line at 01305 228558.
Read more on the Moving from Children's Services to Adult Social Care page.
Encouraging new foods can be challenging, especially for children with sensory sensitivities. Sensory eating is one of the most complex sensory tasks we do, and picky eating may be linked to how a child processes sensory input.
Your Health Visitor, school nurse, or GP can offer initial advice and support. Our senses (sight, smell, touch, taste, sound, and movement) help us understand the world, but when we feel anxious or stressed, they can become heightened, leading to stronger reactions to food.
Small changes can make a big difference, removing food from packaging, using positive language around smells, and encouraging touch exploration can help. More practical strategies can be found in these resources:
Trying New Foods – The OT Toolbox
Early Years SEND Self-Help Guides – Eating and Drinking (Bristol EY Advice)
Fussy and Faddy Eating in Toddlers – Infant & Toddler Forum
Supporting Autistic People with Eating Difficulties
Action for Children – Supporting Children Who Won’t Eat
IRIS, Medical Physics, Poole Hospital – Picky Eating Strategies
The Family Information Directory provides details on activities, schools, childcare, and more in the Dorset Council area. You can filter results by entering keywords (such as "SEND") and your location.
As part of the Autism in Schools (AiS) project, we have delivered workshops based on Autism Education Trust training. These were co-produced by parents, a SENCO, an Assistant Educational Psychologist, and a Specialist Teacher. Initially, five sessions were held exclusively for parents of AiS project schools, but we are now expanding access to all parents across all localities.
The workshop, ‘An Introduction to Autism’, will be offered in each locality, with separate sessions for school-age children and Early Years. If successful, we plan to run them termly in family hubs rather than schools.
The first sessions will take place in the Summer Term (exact dates to be confirmed). Each locality will have one session, except for the North Shaftesbury and Blandford areas, which will have two. They will be held in family hubs or children’s centres and advertised through schools and DPCC.
Regarding Pathological Demand Avoidance (PDA), It can be helpful to think of PDA as a way of describing a range of anxiety-driven behaviours, where the child or young person often seeks to avoid everyday seemingly reasonable requests because they trigger anxiety. Anxiety is covered within the training mentioned above.
Every child deserves the care and support they need to access education. All children and young people should receive high-quality teaching (known as Quality First Teaching) through ordinarily available provision, also called universal support. Some may require additional and different support, referred to as SEN support.
If a school feels that further interventions or increased support are needed after implementing the Graduated Approach, they should consider consulting their link educational psychologist or specialist teacher.
If you believe your child needs additional support, start by speaking with their school SENCO, who can guide you through available options. If the school feels more provision is necessary, they may request an EHC Needs Assessment.
If you have already requested an EHCP assessment, a SEND Provision Lead will be working with you to provide guidance and discuss possible school settings. You can also find information at Special Schools, Specialist Settings, and Resourced Provision in Dorset.
If you are struggling to reach Dorset SENDIASS, email letstalksend@dorsetcouncil.gov.uk, and we will assist in connecting you.
We have recently updated information on Inclusion Hubs. These hubs have trained staff to support children's needs, overseen by a Specialist Teacher or SENDCo.
Our approach is to first try to meet children’s needs in their local school, especially children and young people with social, emotional and mental health (SEMH) needs. Schools are able to seek support from the Dorset Learning Centres to provide advice and guidance to the staff supporting a child. They will work with the school to implement strategies and interventions and help them make adjustments. The learning centres have a lot of experience of SEMH strategies and of implementing Therapeutic Thinking daily. Therapeutic Thinking focuses on how all children and young people are to be supported, particularly in terms of their emotional wellbeing and mental health.
We are aware that the provision for primary aged children with SEMH needs to be different and we are working with mainstream schools, learning centres and two special schools to develop a plan of what works and to create primary inclusion hubs and satellite provision. Satellite Provision is when a special school has one or two classrooms on a mainstream school site and the provision is the same as the main special school site with opportunities for integration. We have recently updated details on our Inclusion Hubs.
Inclusion Hubs have a range of staff to support the children placed in them. The staff are trained to support the needs of the children within the Hub. The staff team will be overseen by a Specialist Teacher or SENDCo within the setting. When inclusion hubs open it takes time for staff to be trained and for the whole school to adjust their practice. Dorset Council expect the training to be completed within the first two years of a hub opening.
For children with SEMH needs we know that changes to their setting and relationships makes a big difference to their belonging and outcomes. Our aim is to work with children where they are and to bring the expertise to them.
Dorset Council and NHS Dorset are working closely to support children with complex needs. This includes providing training for schools on emotionally based school avoidance, offering mental health support teams in schools, and ensuring a needs-led approach to provide the right support at the right time.
Our approach is to first try to meet children’s needs in their local school. Schools are able to seek support from the Dorset Learning Centres to provide advice and guidance to the staff supporting a child. They will work with the school to implement strategies and interventions and help them make adjustments.
We are working with mainstream schools, learning centres and two special schools to develop and create primary inclusion hubs and satellite provision. Satellite Provision is when a special school has one or two classrooms on a mainstream school site and the provision is the same as the main special school site with opportunities for integration.
Inclusion Hubs have a range of staff to support the children placed in them. The staff are trained to support the needs of the children within the Hub. The staff team will be overseen by a Specialist Teacher or SENDCo within the setting. When inclusion hubs open it takes time for staff to be trained and for the whole school to adjust their practice. Dorset Council expect the training to be completed within the first two years of a hub opening. We have recently updated details on our Inclusion Hubs.
If you would like to pick up an individual conversation about your situation, please contact us at letstalksend@dorsetcouncil.gov.uk
Masking affects a range of needs, not just neurodiverse children, it’s about concealing how we truly feel, and many young people experience it.
We’ve provided schools with a quick guidance sheet on masking, including signs to look for and how to support students. It’s also covered in Autism Education Trust training as part of the Autism in Schools initiative. Identifying masking can be challenging, so asking curious questions, through educational psychologists, specialist teachers, and special school expertise is key.
Mainstream schools receive outreach support from special schools, offering advice and guidance. While training is valuable its real impact comes from applying it, engaging in conversations and thinking creatively to meet students' needs.
We recognise the vital role SENDCOs play a vital role in supporting children, young people, and families. To assist them, we provide detailed guidance and hold termly planning meetings, where educational psychologists and specialist teachers collaborate with SENDCOs to identify children needing extra support and share effective strategies.
SENDCOs are qualified teachers who receive ongoing training, including national and Dorset Council-led programmes. They must complete the National Award in SEND Coordination, updated in September 2024 to include a leadership-level qualification. This training covers school culture, statutory frameworks, identifying student needs, and adapting teaching methods using the graduated approach.
To deepen their expertise, SENDCOs can attend specialist training and termly network meetings led by senior educational psychologists. These sessions provide professional development, updates, and local advice. Every school has a link educational psychologist and specialist teacher working closely with their SENDCO.
In early years settings, SENDCOs also benefit from continuous training and network meetings, supported by educational psychologists and qualified teachers through SENDCo Networks.
Newly appointed SENDCOs have up to three years to complete their qualifications, though many bring prior relevant training and experience. Some settings also undergo external audits for independent reviews, while annual reviews ensure children receive the right support by bringing together families, schools, the local authority, and other services.
We understand that attending school every day isn’t always possible for some children, and this is never their fault. We work closely with health and education teams to ensure they get the right support.
It may also help to speak with your GP, as they might be able to provide a supportive letter for the school.
School attendance is a complex issue, and schools must record and report it. As a local authority, we receive daily attendance data, and in August, the government set out new guidance on promoting attendance.
For children struggling in mainstream settings, this focus on attendance can add stress. We’ve been working with schools to improve their understanding of Emotionally Based School Avoidance (EBSA). Our educational psychologists, family workers, and inclusion teams provide training to help schools take a whole-school approach to supporting children who find school difficult.
We’re also training school staff and family workers to work closely with families, as we know overcoming entrenched EBSA takes time. Our attendance strategy group, which includes schools, the Dorset Parent Carer Council, health professionals, and council representatives, is actively working to reduce anxiety around school attendance and better support families.
We understand that this can be a difficult issue to navigate, our team would be more than happy discuss this with you, please contact us at letstalksend@dorsetcouncil.gov.uk or call 01305 228866.
The level of support a child receives will always depend on their individual circumstances. If professionals and practitioners working with the child feel that additional support is still needed, then absolutely, that support will continue. Schools have a legal duty to meet the needs of all children in their settings, and a child wouldn’t lose support simply because they are now learning in line with their peers. Each case is assessed based on a range of factors specific to the young person.
If you have a particular situation you'd like to discuss further, feel free to get in touch with the SEND team at letstalksend@dorsetcouncil.gov.uk
Supporting a young person with complex social, emotional, and mental health needs can be challenging, as "complex" means different things to different people.
When a child can’t access mainstream education, it’s concerning, as it often provides better learning opportunities. In Dorset Council, we’re working with NHS colleagues on a person-centred approach to mental health, collaborating with families to understand needs and guide them to the right support, including interventions, service referrals, or practical strategies.
We also explore alternative education providers, including online tutoring, to meet children where they are. NHS Dorset is expanding mental health support to more accessible locations, so young people can get help in settings where they feel comfortable. Schools play a crucial role, and while mental health support teams are limited, we hope to reach more young people as the teams grow.
These efforts will take time, but we’re committed to progress in the coming year. A national pilot is exploring Supported Internships for young people without an EHCP.
For updates, visit our Education, Training, and Work page.
For further discussion, contact letstalksend@dorsetcouncil.gov.uk.
The waiting lists in Dorset are very long unfortunately but you should be able to ask the service you have been referred to about where you are on the waiting list and they should be able to advise on the anticipated length of wait.
If you would like to have an individual conversation about this, please do contact send@nhsdorset.nhs.uk.
If you would like to be involved we are really happy to pass your details along, get in touch at send@nhsdorset.nhs.uk. You can also get involved via the Dorset Parent Carer Council, you can contact them at DPCC@dorsetparentcarercouncil.co.uk.
There is information on our website about our Special Schools Specialist settings and resourced provision in Dorset - Dorset Council. We are in the process of working with a small number of schools to develop inclusion hubs, unfortunately we are not able to publicise these at the moment until they are completely signed off by us and the schools. We hope to be able to update the local offer by Easter with further news about new inclusion hubs.
If you believe your child may need additional support to learn in line with their peers, the best place to start is by speaking with their current school. The SENDCOs (special educational needs and disabilities coordinator) there are well-placed to provide guidance and support, including exploring other school options if needed.
If you’ve already requested an assessment for an EHCP, you’ll have a SEND provision lead working with you, who can also offer support throughout the process. They will be best placed to talk to you about possible alternative settings.
We’re sorry if it seems our focus has been on children with neurodiverse needs. That’s not our intention, as we recognise that every child has unique needs. To give you an idea of the variety of needs, around 28% of children with an Education, Health and Care Plan (EHCP) have Autistic Spectrum Condition as their primary need, just under 25% have Social, Emotional and Mental Health (SEMH) needs, and just over 20% have Speech, Language and Communication Needs (SCLN). The remaining 22% have a variety of special needs, we value every child’s needs and are committed to supporting all of them.
If you’d like to discuss this further, please feel free to reach out to us at letstalksend@dorsetcouncil.gov.uk.
We assess each case individually, looking at evidence that shows a child may be struggling and unable to reach their full potential without some extra help. A formal diagnosis, like autism, physical disabilities, or hearing or visual impairments, can help guide the support, but it’s not a requirement.
SENDCOs (Special Educational Needs and Disabilities Coordinators) in schools are key in identifying needs and ensuring children get the support they deserve. They understand that every child learns in their own way and at their own pace, and they work with skilled teachers to adjust teaching methods to meet those needs.
Every setting should be working closely with you and your child to help them succeed.
In some cases, children may need extra help and be put at the ‘SEN Support’ level. This may include an action plan (sometimes called an Individual Education Plan – IEP) that outlines the specific support your child needs.
SENDCOs are a great point of contact at school and can tell you what support is available. They may also use something called the ‘graduated approach,’ which is a step-by-step plan designed to help your child access learning in the best way for them.
If you’re concerned that your child isn’t doing as well as you’d hoped and you’ve already worked with the setting, please reach out to us at letstalksend@dorsetcouncil.gov.uk, and we’ll be happy to have an individual conversation with you.
There are a variety of SEND services and providers listed on the Family Information Directory, this includes activities, schools, childcare, support services, and much more. To be added visit Directory record entry policy page and then complete the follow form:
Family Information Directory - register a new record
If you require extra support, please email familyinfo@dorsetcouncil.gov.uk.
Firstly, I recommend that any suggestions be backed by evidence from professionals such as a paediatrician, occupational therapist, psychologist, or specialist teacher. The school should be encouraged to contact any professionals involved in your child’s diagnosis and who made the recommendation.
If the school is concerned about how to implement these suggestions positively, you can ask them to discuss the matter with their link educational psychologist and/or specialist teacher.
The best approach is to work together with the school by expressing your willingness to work with them to find the best solutions for your child which has the least impact on them and others.
It is always best when schools understand differences and create environments that support all students. Some schools have been very proactive in this, finding ways to integrate accommodations without singling out any one child. For example, if a child needs a movement break, schools can implement movement breaks for all students—since all children benefit from stretching and refocusing. Similarly, we know of a small number of schools who are developing inclusive classrooms, this means having different seating arrangements, lighting, and colours.
The key is to find solutions that support the child’s concentration while making them feel included, not singled out. At the same time, schools should help all students understand that everyone has different needs. Through SENCO networks, we work with schools to develop creative, inclusive classrooms that meet diverse learning requirements.
If you want to talk about this specific situation, please contact us at letstalksend@dorsetcouncil.gov.uk and we may be able to support you in an individual conversation with your child’s setting.
We have information on our website that you may find helpful – please take a look at: Education, training and work - Dorset Council
Weymouth College and SWRAC (South West Regional Assessment Centre) are currently offering Supported Internship programmes. Kingston Maurward College have a pre-internship programme and are planning to offer Supported Internships in the future. Supported internships are currently only available for young people with an EHCP. A national pilot is looking at extending Supported Internships to young people without Education, Health, and Care Plan (EHCP). We hope to have a full list of available supported internship providers at Training for work - Dorset Council soon.
We’re really keen to give you the best possible advice but to do this it would be helpful to know a bit more about your individual situation, please contact us at Letstalksend@dorsetcouncil.gov.uk. If you’d like to discuss the healthcare part of this, please get in touch with NHS Dorset at send@nhsdorset.nhs.uk.
We are sorry if you’ve experienced turnover that may have affected continuity or communication. That’s certainly not our intention, and we appreciate how frustrating that can be. If you’d like, please email us so we can look into your specific situation – letstalksend@dorsetcouncil.gov.uk.
We understand there are concerns about staff capacity within the Council. As in many sectors, we experience fluctuations in staff levels. We’re now largely back to a team of permanent employees, which is a positive step. However, this is a complex area of work and new staff will need a bit of time to be ready to fully support families.
