SEND Partnership Handbook 2026 Communication Protocol
1. Purpose and scope
The Lancashire SEND Partnership aims to ensure that children and young people with Special Educational Needs and Disabilities (SEND), and their families, receive the right support at the right time.
The Local Area SEND Inspection in 2024 identified communication as an area for improvement stating ‘Leaders across the partnership should continue to improve their communication strategies at all levels. The SEND Strategy 2025-8 and Priority Action Plan sets out sets out how the SEND Partnership will improve services and support for children and young people with special educational needs and disabilities (SEND) and their families.
The SEND Partnership Communication and Engagement Strategy and Delivery Plan sit alongside this Protocol as a layered system.
The Strategy sets the vision and principles (what and why).
The Delivery Plan outlines the actions and outputs (how, who and when).
The Communication Protocol defines the rules and responsibilities.
This Communication Protocol has been co-produced with partners and sets out the principles, expectations, and practical approaches for communication across the Partnership. It applies to all partners, including families, education providers, health and social care professionals, voluntary sector organisations, and local government representatives.
By establishing clear standards for communication, we aim to:
Build trust and mutual respect across all partners.
Ensure timely and accessible information sharing.
Promote inclusive, person-centred dialogue.
Support joint decision-making and co-production.
The protocol reflects our shared values and our commitment to working together as one system, with the voice of the child and family at the heart of everything we do. It clarifies who communicates what, when and how, distinguishing between strategic partnership wide communications and day to day operational communication. The aim is to produce and embed a partnership communications protocol that is available and accessible to ensure a consistent approach to communication is implemented across the partnership. This will provide clarity across the partnership about the roles and functions of services.
2. Roles and responsibilities
The Lancashire SEND Partnership brings together all the agencies in Lancashire which provide special educational needs and disability (SEND) services for children, young people, their parents and carers, with representatives from those who use the service.
Strategic partners include:
Lancashire County Council
Integrated Care Board
Lancashire Parent Carer Forum
POWAR SEND Youth Forum
Education providers
Health providers
Lancashire Parent Carer Forum
Lancashire Parent Carer Forum (LPCF) is a strategic partner and provides the first point of contact with families. The Forum is a voluntary group of enthusiastic, dedicated and experienced parents, carers, grandparents and family members of children and young people aged 0-25 years with disabilities and additional needs.
The Forum works alongside the local authority to ensure the voice of parent carers are heard at strategic meetings across the education, health, social care and the voluntary sector. As a trusted and representative voice of parent carers across the region, the Forum plays a central role in facilitating open, two-way communication, ensuring that lived experiences inform strategic decisions.
LPCF are currently funded by the Department for Education (DFE). Parent carer forums are supported by Contact, a national charity who are the DFE contracted partner overseeing the development of parent carer forums and administers the annual DFE parent carer participation grant.
The SEND Code of Practice 2015 states in paragraph 1.13 that “Parent Carer Forums are representative local groups of parents and carers of children and young people with disabilities who work alongside local authorities, education, health and other service providers to ensure the services they plan, commission, deliver and monitor meet the needs of children and families”.
In paragraph 3.18 The SEND Code of Practice 2015 states " At a strategic level, partners must engage children and young people with SEN and disabilities and children's parents in commissioning decisions, to give useful insights into how to improve services and outcomes".
The National Network of Parent Carer Forums (NNPCF) is the independent, national voice for Parent Carer Forums across the nine Department for Education (DfE) regions in England. The NNPCF’s role is to champion strategic parent carer participation at local level whilst working at a regional, and national level, ensuring that the voices of parent carers are heard in shaping policies and services.
Contact for families with disabled children state that "Parent carer forums are groups run by parents and carers of disabled children from a local area in England. Their aim is to make sure that services in their area meet the needs of disabled children and their families".
The DfE require local authorities to confirm that they will work with their parent carer forum and agree to a memorandum of understanding which states:
We commit to work together with the local parent carer forum to improve local services for children and young people with SEND, as described in the SEND Code of Practice.
We recognise the independence of the parent carer forum.
We value the role of the parent carer forum in representing the needs, experiences and views of parent carers of children and young people with SEND including their role in raising issues, providing constructive criticism and holding partners to account.
We agree to work together with respect and as equal partners.
Stakeholders engaging with the SEND Partnership are encouraged to connect with the Forum early in the process to foster collaboration, build trust, and ensure that co-production remains at the heart of service development and delivery.
LPCF aims to engage parent carers across all 12 districts, offering flexible ways to participate—from receiving information to representing families on strategic boards. Its work includes communication and engagement activities, participation in SEND Partnership meetings, supporting recruitment processes, coordinating representation at events, responding to consultations and identifying training needs. Clear governance, a code of conduct and shared workload management support its operations.
The SEND Partnership commits to supporting LPCF through communication networks, accessible meetings, and adherence to the Genuine Partnership Model. Co-production is viewed as essential for transformational change, supported by co-design, consultation, information-sharing and education. Performance is monitored through increased engagement, completion of agreed tasks, representation on boards and regular reporting.
LPCF seeks to build strong, collaborative relationships with senior leaders to ensure parent carer insights inform service development. By working transparently, inclusively and respectfully, the Forum strives to strengthen parent carer voice and improve services for children and young people with SEND across Lancashire.
The SEND Partnership recognise that co-production is preferable in delivering transformational change, and that this takes time to embed within our culture.
Co-production is an equal relationship between people who use services and the people responsible for services. They work together, from design to delivery, sharing strategic decision-making about policies as well as decisions about the best way to deliver services.
Co-design is when people who use services are involved in designing services, based on their experiences and ideas. They have genuine influence, though they are not necessarily involved in "seeing it through" to full implementation.
Engagement refers to the active participation and collaboration of parent carers in the forum's activities, decision-making processes, and initiatives. It involves regular communication, sharing of experiences, and contributing to discussions that aim to improve services and support for families. Engagement ensures that parent carers' voices are heard, valued, and integrated into the forum's goals and actions, fostering a sense of community and mutual support.
Consultation refers to the process of seeking and considering the input, feedback, and perspectives of parent carers on matters that affect them and their families. It involves structured dialogues, surveys, meetings, and other forms of communication to gather insights and opinions. Consultation ensures that parent carers have a meaningful role in shaping policies, practices, and decisions, fostering transparency and inclusivity within the forum.
Information - The people responsible for services inform people about services and explain how they work.
Education - The people who use services are helped to understand the service design and delivery so that they gain relevant knowledge about it.
POWAR - SEND Youth Forum
POWAR is a strategic partner and provides the first point of contact with children and young people. POWAR is a participation network for children and young people aged 11-24 with special educational needs and disabilities, who influence decision making and make a difference to young people's lives. The forum is coordinated by the Participation and Co-production Team.
If you wish to work alongside POWAR please complete this Participation and Co-production Team Request Form or contact participation@lancashire.gov.uk.
Strategic Framework
This handbook aligns to:
SEND Strategy 2025–2028
Priority Action Plan (response to Ofsted/CQC inspection)
Communication and Engagement Strategy
Workforce Development Strategy
These documents collectively define what we aim to achieve, how we will deliver it, and who is responsible.
This handbook sets out how key stakeholders will communicate and engage with each other. As a Partnership we need to ensure that all stakeholders are communicated with in the best way that suits them:
Key Stakeholders:
Families, children, and young people with SEND
Schools, early years settings, and colleges
Health and social care professionals
Voluntary and community sector organisations
Local Councillors and MPs
SEND and Inclusion Team
The Head of Service
Responsible for the strategic delivery and performance of all Inclusion teams across Lancashire County Council.
Ensures that Lancashire County Council carries out its statutory duties in relation to children and young people with special educational needs and disabilities, as set out in the Children & Families Act 2014 and in the SEND Code of Practice: 0 – 25 years.
Encourages the Inclusion Service to be responsive and flexible to achieve the best outcomes for young people and their families.
SEND team:
Responsible for co-ordinating all statutory duties relating to Education Health Care Plans in line with the SEND Code of Practice.
The SEND Team is also responsible for responding to the annual reviews of all young people with an education health care plan, ensuring the plan is reflective of the young person’s needs and the provision they require to address these.
The structure within the different teams includes Caseworkers, SEND Assistant Case Managers, SEND Case Managers and SEND Team Managers.
SEND Senior Managers
Provide strategic oversight.
Deal with politically sensitive cases and Local Government Ombudsman cases.
Chair moderating or resource issuing panels.
Team Managers
Line manage a small SEND Team.
Provide advice on the most complex cases.
Build relationships with local schools/partners.
Chair local moderating panels.
Senior SEND EHCP Officers
Build relationships with local schools/partners.
Hold the most complex cases.
SEND EHCP Officers
Co-ordinate the process of statutory EHC assessment.
Complete non-complex amends and mediation on simple cases.
Develop relationships with parents and settings.
Hold cases.
Case workers
Service first point of contact.
Support delegation.
Issue consultations.
Chase review EHC advices and summaries.
Respond to reviews on behalf of the Local Authority.
Contact details
Inclusion Service area teams: SEND Helpline 01772 533900
North - Fylde, Wyre and Lancaster
Tel: 01524 581 200
Email: Inclusion.North@lancashire.gov.uk
South - Chorley, South Ribble, West Lancashire and Preston
Tel: 01772 531 597
Email: Inclusion.South@Lancashire.gov.uk
East - Hyndburn, Ribble Valley, Rossendale, Burnley and Pendle
Tel: 01254 220 553
Email: Inclusion.East@lancashire.gov.uk
Inclusion Team
Education Psychology Service
Work with educational providers to support the planning for children with special educational needs.
Advise and identify effective support and interventions that will support children and young people to reach their full educational potential in line with a graduated approach.
This service completes statutory and non-statutory work in relation to the assessment of children and young people working in a variety of diverse ways such as consultation, direct work, supporting parents and supporting staff development.
The team of educational psychologists are practitioner psychologists and are registered with the Health and Care Professionals Council (HCPC).
Contact details
Educational Psychology Service
Specialist Teaching Service
Works in partnership with schools and other stakeholders to ensure children and young people with identified additional learning needs/SEND can reach their full potential within the school environment.
They support teaching colleagues to implement strategies that are evidence based and designed to enable children to make progress in their learning and development through adopting a graduated approach.
The service includes specialist teachers and support from sensory services including hearing impairment and visual impairment teachers, portage workers, early years teachers and a traded service for schools.
Contact details
SEND Specialist Teaching Service
Manager of the Lancashire SEND Partnership
Roles
First point of contact for board members and partners.
Co-ordinate and support the delivery of SEND services.
Build and maintain strong relationships with all partners, including local authority colleagues, health partners, education providers, parent carers and children and young people.
Possess a broad background and significant expertise spanning education, healthcare, and social care sectors.
Responsibilities
Provide project management support for the SEND Priority Action Plan.
Organise and manage key meetings, prepare agendas, papers, presentations, maintain action logs and the risk register.
Support the Local Offer Development Officer in stakeholder engagement and communication networking events.
Collate and analyse feedback from stakeholders to inform service improvements.
Lead and support projects across the partnership
Contact details
Lancashire Local Offer Development Officer
Roles
Support the development and delivery of the Local Offer—a statutory requirement under the Children and Families Act 2014.
Ensure children, young people (CYP) and their families know what support is available to them in Lancashire, using the Local Offer platform and other channels to communicate this.
Engage with all partners, build relationships and trust through effective communication including active listening, information sharing, and transparency.
Create engaging content for all channels.
Responsibilities
Ensure the Local Offer website is up-to-date, accessible, reflective of available services and increasing awareness.
Update and add content to the Local Offer Facebook page, keeping it engaging and relevant, gaining followers.
Gather and write content for the SEND newsletter.
Facilitate events, engaging children, young people, parents/carers, and professionals to increase awareness of the Local Offer.
Monitor and respond to feedback from families, young people, and professionals.
Promote awareness of the Local Offer across schools, health services, and community organisations.
Analyse usage data and feedback to identify gaps or areas for improvement.
Provide training or guidance to professionals and families on how to access and use the Local Offer.
Contact details
lancashirelocaloffer@lancashire.gov.uk
Special Educational Needs Co-Ordinator
Roles
Oversee SEND provision across nurseries, schools or colleges, managing specialist staff (e.g., TAs, teachers).
Possess a deep understanding of a range of SEND needs (e.g., ASD, ADHD, SEMH, dyslexia, dyspraxia).
Delivers CPD (Continuing Professional Development) for staff on SEND strategies.
Work with external professionals (e.g., Educational Psychologists, Speech & Language Therapists).
Many have extensive experience working in PRUs, special schools, or across mainstream and post-16 education.
Hold qualifications such as: NASENCo/NPQH/NPQEL.
Assume Specialist Leader in Education roles.
Responsibilities
SENCOs are responsible for a wide range of tasks, for example:
Lead the whole-school approach to SEND.
Ensue statutory compliance (e.g., EHCP reviews).
Budget management for SEND provision.
Develop and monitor individualised support plans.
Ensure inclusive classroom practices and differentiation.
Provide 1:1 or small group interventions.
Train and advise teachers on SEND strategies.
Support mainstream teachers with differentiation and classroom management.
Act as a key contact for parents/carers.
Coordinate with external agencies and services.
Lead annual reviews and transition planning (e.g., post-16/19).
Track progress of students with SEND.
Ensure quality of provision and outcomes.
Conduct internal reviews and audits.
Contact details
Lancashire schools and colleges - GOV.UK
Special Educational Needs and Disabilities Information, Advice and Support (SENDIAS) Team
Roles
Offer guidance on education, health, and care matters related to SEND.
Ensure information is based on current legislation and best practices.
Remain impartial and operate at arm’s length from the Local Authority.
Support children, young people, and parent carers in expressing their views.
Promote and facilitate the voice of the child and young person in decision-making.
Encourage co-production and collaboration with families and professionals.
Maintain up-to-date knowledge of SEND legislation and local authority structures.
Provide legal training and input to ensure lawful and informed support.
Understand school systems and processes to better support families.
Work closely with professionals across education, health, and social care.
Build strong relationships with stakeholders to ensure coordinated support.
Support professionals and families through processes like EHCP reviews.
Deliver training on relevant software and systems (e.g., Excel, Access).
Support others in developing their own reports and understanding performance data.
Responsibilities
Assist with Education, Health and Care Plans (EHCPs).
Provide support during reviews and transitions.
Signpost to appropriate services and resources.
Manage and deliver SENDIAS services effectively.
Develop and implement strategies for service improvement.
Ensure services are accessible and responsive to user needs.
Trained in safeguarding, child protection, and welfare in educational settings.
Ensure the safety and well-being of children and young people.
Support communication between families and professionals.
Ensure that the voices of children, young people, and families are heard and acted upon.
Contact details
Lancashire Parent Carer Forum and Round Table members
Roles
Act as a voice for parents and carers of children and young people with SEND (Special Educational Needs and Disabilities).
Advocate on behalf of families who may not be able to represent themselves.
Lead or participate in steering groups and forums to influence service development.
Provide peer support and guidance to other parents and carers.
Deliver or facilitate training sessions and workshops for parents and carers.
Work closely with local authorities, schools, and other professionals to improve services.
Responsibilities
Collect feedback and experiences from families and ensure these are communicated to service providers and decision-makers.
Help families understand and access local services and support systems.
Host workshops, coffee mornings, and other events to engage and support families.
Contribute to the development and review of policies, including Education, Health and Care Plans (EHCPs).
Promote inclusive practices and ensure that the needs of all families are considered.
Track service effectiveness and reporting concerns or gaps in provision.
Contact details
SEND Young Adviser / POWAR
Roles
Gather, understand and voice children and young people's (CYP) views and experiences, to ensure they are understood and reflect the priorities of the SEND Partnership.
Make sure the SEND Partnership gets the best outcomes for CYP in partnership with them.
Responsibilities
Gather feedback from CYP and represent them at the SEND Partnership Board.
Link to local POWAR network activities to understand CYP's views and experiences.
Contact details
Strategic Participation and Co-production Lead
Roles
Co-ordinate and lead the link between children and young people (CYP) and the SEND Partnership.
Support the widest range of children and young people to form and express their views to influence change.
Advise and support partnership projects that seek to engage children and young people to influence change across the Partnership
Responsibilities
Manage the Participation and Co-production Team.
Devise and support a network of children and young people to have their voice heard in Lancashire.
Support and lead projects that involve and learn from those with lived experience.
Support children and young people to influence changes at all levels
Contact details
Email: participation@lancashire.gov.uk
Health partners
Designated Clinical Officer
Roles
Support Integrated Care Boards (ICBs) to meet their statutory responsibilities under the Children and Families Act 2014 and the SEND Code of Practice.
Strategic and operational lead for health services in relation to Special Educational Needs and Disabilities (SEND).
Central point of contact for health-related SEND matters and works closely with local authorities, education providers, and families.
Responsibilities
Advise the Integrated Care Board (ICB) on SEND health strategy and commissioning.
Support the development and implementation of local SEND strategies.
Ensure timely and high-quality health input into Education, Health and Care Plans (EHCPs).
Monitor the consistency and quality of health advice provided.
Facilitate collaboration between health, education, social care, and voluntary sectors.
Engage with children, young people, and families to ensure their voices shape services.
Monitor the quality and accessibility of health services for children and young people with SEND.
Provide assurance to the ICB and contribute to inspection readiness.
Provide guidance and training to health professionals on their SEND responsibilities.
Promote awareness and understanding of SEND across the health system.
Contact details
Tel: 01253 959033
DCO Pennine (East Lancashire and Blackburn with Darwen):
lcn-tr.dcopennine@nhs.netDCO South (Greater Preston, Chorley, South Ribble and West Lancashire):
DCO North (Lancaster and Morecambe, Fylde and Wyre, Blackpool):
bfwh.lcn-tr.dconorth@nhs.net
Health Commissioners
Roles
Health commissioners primarily operate through Integrated Care Boards (ICBs).
They are responsible for planning, funding, and overseeing health services that support children and young people with SEND.
Their role is both strategic and operational, ensuring that health services are responsive, inclusive, and co-produced with families and partners.
Responsibilities
Develop and implement long-term health strategies that meet the needs of children and young people with SEND.
Align commissioning decisions with local SEND strategies and the SEND Code of Practice.
Work collaboratively with local authorities and education partners to commission integrated services.
Ensure that services are co-designed with families and reflect local needs.
Monitor the performance and outcomes of commissioned services.
Ensure services are safe, effective, and equitable.
Allocate funding to services that support health needs in EHCPs (Education, Health and Care Plans).
Ensure efficient use of resources to maximise impact.
Involve children, young people, and families in shaping services.
Work with forums like the Parent Carer Forum to ensure lived experience informs commissioning.
Report to the ICB SEND Oversight Group and contribute to local area SEND inspections.
Ensure compliance with statutory duties under the Children and Families Act 2014.
Contact details
Social Care partners
Designated Social Care Officer
Roles
Lead and shape the social care elements of the SEND strategy across Lancashire.
Promote best practices within social care teams to meet statutory responsibilities under the Children and Families Act 2014 and the SEND Code of Practice 2015.
Inspire multi-agency collaboration to improve outcomes for children and young people with SEND.
Responsibilities
Develop and embed SEND reforms within social care practices.
Represent social care at regional and national events.
Promote continuous improvement and co-production with children, families, and agencies.
Lead systems and frameworks for timely, quality social care advice in EHCPs (Education, Health and Care Plans).
Attend SEND panels as the key social care representative.
Coordinate EHC assessments with other social care assessments (e.g., CIN/CP/LAC reviews, PEPs).
Build effective partnerships across local authority, community, and voluntary sectors.
Establish networks of SEND champions and link workers.
Formulate pathways for early identification of needs.
Develop multi-agency training programmes to raise awareness of social care needs.
Support recruitment, supervision, and development of SEND team members.
Ensure statutory compliance with SEND legislation.
Contribute to Lancashire’s SEND improvement and self-evaluation processes.
Challenge existing practices to enhance SEND compliance.
Ensure teams have the knowledge and skills for best practice.
Gather feedback from children and young people to inform service development.
Promote the voice of the child in all decision-making.
Contact details
Children With Disabilities Team
The Children with Disabilities Team is a team of social workers that support children and young people who have complex special educational needs and disabilities. Referrals to this team are triaged against threshold criteria.
Disabled children and their families may need additional support from social care services. This can include short breaks and respite care, holiday play schemes, care in the home, equipment and adaptations.
Roles
Ensure vulnerable children and young people are safe from harm and build resilience.
Support children and young people to achieve their full potential in education, learning, and future employment.
Promote healthy lifestyles and empower children to help others.
Ensure children, young people, and families have a voice in shaping the support they receive.
Help children and young people enjoy a good quality of life in Lancashire.
Responsibilities
Lead and manage a team of professionals delivering specialist services for children with disabilities.
Oversee statutory social work tasks including:
Assessments
Safeguarding
Child in Need (CIN)
Children in Our Care (CIOC)
Leaving Care
Mental Capacity Act assessments
Support the Senior Manager in developing and reviewing services for children and families.
Ensure high-quality placements for children receiving short breaks or in care.
Promote consistency and collaboration across the county and within the Education and Children's Services Directorate.
Collaborate with children, families, education, health, and other professionals.
Ensure children and families are central to all practice and decision-making.
Provide the right support at the right time.
Ensure efficient use of resources to support the well-being and development of children and families.
Implement systems and procedures to manage service demands effectively.
Advocate for anti-discriminatory practice and celebrate diversity.
Provide targeted interventions for children with disabilities.
Manage cases involving complex disability-related needs.
Support families in navigating disability services and entitlements.
Liaise with SEND teams, schools, and health professionals to ensure cohesive care.
Contact details
Duty and Assessment Team
Roles and Responsibilities
Identify and protect children with disabilities who have unmet needs.
Undertake statutory assessments considering disability-related needs.
Develop intervention plans tailored to the child’s disability and family context.
Work with health, education, and SEND services to ensure integrated support.
Prepare reports and represent cases in court when necessary.
Ensure the child’s voice is central in all planning and decision-making.
Guide families to appropriate disability services and support networks.
Maintain accurate records on the Liquid logic Children’s System (LCS).
Attend and contribute to Child in Need (CIN) and other multi-agency meetings.
Contact details
3. Communication values and principles
All communications within the SEND Partnership are underpinned by the following values, which provide clear standards for communication:
R – Respectful
Value each partner’s time, input, and cultural context.
I – Inclusive
Reach all communities, including those with additional communication needs.
A – Accessible
Use plain language and provide information in multiple formats.
C – Consistent
Maintain regular communication using agreed-upon channels.
T – Transparent and Timely
Be open and honest about challenges and progress and share updates regularly and responsively.
Core Principles for Communicating with Families
Early and Transparent Engagement
Identify needs as early as possible and share clear information with parents about what support is available and how to access it.
Ensure parents feel listened to and that their views inform decisions. Transparency builds trust across all partners.
Accessible and Inclusive Communication
Provide information in formats that meet parents’ needs (e.g., large print, translations, easy-read versions).
For parents with additional needs (e.g., sensory or learning difficulties), arrange face-to-face explanations and involve specialist teams where necessary.
Explain Support Options Clearly
Share information which explains what support can be accessed without a diagnosis or an Education, Health and Care Plan (EHCP).
Emphasise that support should be based on the child’s behaviour and wellbeing, not just formal diagnosis.
Promote Co-Production and Collaboration
Encourage regular meetings and teamwork between professionals and families.
Use structured sessions (e.g., “Let’s Talk” forums) to discuss support and interventions openly with parents.
Practical Steps for Professionals
Provide Clear Pathways: Share links to local SEND offers, assessment processes, and support groups so parents know where to go for help.
Respect Confidentiality: Ensure personal information is only used for its intended purpose and reassure parents about privacy.
Empower Families: Offer training opportunities and resources that help parents understand conditions and advocate for their child.
4. Communication channels
Approved Channels: Refer to Lancashire SEND Partnership Communication and Engagement Strategy 2025–2028 for more information
webpages: Special educational needs and disabilities (SEND) - local offer and SEND - information for professionals for information, advice and guidance.
Email: For formal updates, reports, and operational matters.
Shared Platforms: Centralised locations for version-controlled documents and updates.
Meetings (in-person/virtual): For decision-making, updates, and collaborative planning.
Newsletters and social media: For regular updates and community engagement.
Recorded Videos/Summaries: To ensure accessibility for those unable to attend meetings.
5. Purpose and frequency of communications
The SEND Improvement Board is the strategic leadership and assurance board for the Lancashire SEND Partnership. The Board provides scrutiny, oversight, and accountability for the delivery and impact of improvements identified in the Local Area SEND Inspection. It drives progress at pace across the partnership, ensuring barriers are addressed, good practice is consolidated, and areas requiring improvement are challenged. The board is led by an independent chair, with advisors from the Department for Education and NHS England, and reports to both Lancashire County Council and the Integrated Care Board (ICB). The Improvement Board champions the voice and lived experience of children, young people, and families, ensuring they influence improvement activities. Lancashire Parent Carer Forum and POWAR SEND youth forum representatives have an equal voice in decision-making.
Agenda and paper shared 1 week in advance.
Chair's update published within 1–2 weeks of Board meeting.
Formal minutes approved at next meeting and published on the SEND Improvement Board webpage.
SEND Operations Board provides oversight and co-ordination across the SEND Partnership. It reviews progress, addresses risks, and acts as an escalation point for systemic issues, while aligning the following workstreams – Data and Performance, EHCP Improvement, ND Pathway, Communication / Workforce Development and Preparation for Adulthood. Its core purpose is to drive continuous improvement and better outcomes for children and young people with SEND through collaborative working.
Agenda and papers shared 1 week in advance.
Minutes and Highlight Report shared within 1-week post-meeting.
SEND Partnership workstreams / groups within the SEND improvement programme exist to drive delivery of specific priorities and actions in a focused, collaborative way. Each workstream is aligned to elements of the Priority Action Plan and brings together relevant partners from education, health, care and the parent carer forum. Workstream groups are the operational engines of the SEND Priority Action Plan, turning strategic priorities into practical actions that improve outcomes for children and young people with SEND.
Agenda shared 1 week in advance.
Minutes shared within 1-week post-meeting.
6. Approval Process
Operational Sign-Off: Partnership groups and workstreams report to the SEND Operations Board for operational sign-off.
Strategic Oversight: Escalation to the SEND Improvement Board for strategic endorsement.
Governance: Items proceed through respective governance sign-off processes within the Local Authority and Integrated Care Board structures.
Message Review: All messages, especially those shared externally, are reviewed and approved by relevant leaders before dissemination.
d qualitative feedback from statutory partners and stakeholders before being published.
Governance Structure 2026
Organisational lead:
LSC ICB Board
LCC Cabinet
Executive
ICB Quality Committee
Scrutiny
Oversight
LCC DLT/ELT
ICB SEND Oversight Group
SEND Improvement Board
SEND Transformation Board
SEND Operations Board
Joint Commissioning Network
Adult and Children’s Safeguarding Boards
Health and Wellbeing Board
CYP Partnership Board
Stakeholder
Lancashire Parent Carer Forum
POWAR SEND Youth Forum
Priority workstream
Data dashboard
EHCP Improvement
ND Pathway
Communication and Engagement
Preparation for Adulthood and Transitions
Workforce Development and Training
7. Branding and Messaging Guidelines
Tone and Language: Communications should be clear, inclusive, and person centred.
Branding: Use SEND Partnership approved logos and branding consistently across all materials.
Audience-Specific Messaging: Tailor content for children, young people, families, professionals, and community partners.
Accessibility: Use multiple formats and ensure content is accessible to all stakeholders.
8. Confidentiality and Data Protection
Sensitive Information: Clearly label and handle confidential information securely.
Version Control: Use version-controlled documents to ensure accuracy.
Centralised Sharing: Share updates in secure, centralised locations accessible only to authorised partners.
Compliance: Always adhere to data protection legislation and best practices.
9. Crisis Communication Protocol
Urgent Situations: Address issues directly and respectfully.
Escalation Path: Unresolved partnership matters escalate to the Communication and Engagement Group, then to the SEND Operations Board, and finally to the SEND Improvement Board if risks persist.
Documentation: All outcomes and actions are documented.
Resolution: Follow agreed escalation and conflict resolution procedures.
Where possible, the local authority and SEND Team will always work with parents to support early resolution of disagreements at a local level. It is recognised that relations between education, health and care services together with parents and young people should be marked by open communication.
The SEND Team is responsible for effectively working with young people and their parents, so they understand the statutory process, decision making and so that they feel listened to and part of the process. While ‘disagreement resolution’ and ‘mediation’ are often used interchangeably, under the Children and Families Act 2014 they refer to different processes.
Local authorities must make disagreement resolution services available to parents and young people. Use of the disagreement resolution services is voluntary and must be with the agreement of all parties. The service, while commissioned by it, must be independent of the local authority – no-one who is directly employed by a local authority can provide disagreement resolution services. Disagreement resolution arrangements cover all young people with SEN, not just those who are being assessed for or have an EHC plan, it is available to resolve disagreements about any aspect of SEN provision, and health and social care disagreements during the processes related to EHC needs assessments and EHC plans.
Disagreement resolution services can be used at any time, if both parties agree, including while an EHC needs assessment is being conducted, while the plan is being drawn up, after the plan is finalised or while an appeal is going through the Tribunal process.
Mediation can take place following decisions by a local authority not to carry out an EHC needs assessment, not to draw up an EHC plan, after they receive a final EHC plan or amended plan, following a decision not to amend an EHC plan or a decision to cease to maintain an EHC plan. The mediation arrangements are specifically linked to decisions about EHC needs assessments and plans.
The SEND Team is responsible for notifying the parent or young person of a decision which can be appealed to the Tribunal it must tell the parent or young person of their right to go to mediation and that they must contact a mediation adviser before registering an appeal with the Tribunal. The notice must give the contact details of a mediation adviser, contain the timescales for requesting mediation and the contact details of any person acting on behalf of the local authority who the parent or young person should contact if they wish to pursue mediation. The notification should also make clear that parents’ and young people’s right to appeal is not affected by entering mediation.
If the parent or young person wish to proceed with mediation the local authority must attend and take part in the mediation session. Mediation will not always lead to complete agreement between the parties and if the parent or young person still wants to appeal to the Tribunal following mediation, they must send the certificate to the Tribunal when they register their appeal.
For mediation to work well the officer representing the local authority from the SEND Team should be sufficiently senior and have the authority to be able to make decisions during the session. The Special Educational Needs and Disability Regulations 2014 set out time limits for local authorities to implement agreements made at mediation.
Where a resolution cannot be agreed by both parties, parents and young people have two months to register an appeal with the Tribunal, from the date when the local authority issued the notice letter or one month from the date of the certificate issued following mediation information/session.
Parents and young people can appeal to the Tribunal about:
A decision by a local authority not to carry out an EHC needs assessment or re-assessment
A decision by a local authority that it is not necessary to issue an EHC plan following an assessment
The description of a child or young person's SEN specified in an EHC plan, the special educational provision specified, the school or other institution or
type of school or other institution (such as mainstream school/college) Specified in the plan or that no school or other institution is specified
An amendment to these elements to the EHC plan
A decision by a local authority not to amend an EHC plan following a review or re-assessment
A decision by a local authority to 'cease to maintain' an EHC plan
The First-tier Tribunal (SEND), often referred to as the 'SEND Tribunal', have been extended to make non-binding recommendations about the health and social care aspects of Education, Health and Care (EHC). This is known collectively as the ‘single route of redress.’
Contact details: EHC plans
Give feedback about a SEND service
We welcome all feedback about our services — whether it’s a compliment, a comment or a complaint. Your views help us understand what we’re doing well and where we need to improve. If you’ve had a positive experience, want to suggest changes, or need to raise a concern, we’re here to listen. Sharing your feedback is so important. It helps us to provide the best support for children, young people and families across Lancashire.
Contact details: Give feedback about a SEND service
10. Feedback and Continuous Improvement
Objectives
Ensure timely and clear communication between professionals, families, and young people.
Promote consistency in messaging across agencies.
Support inclusive decision-making.
Feedback Collection
Anonymous feedback is collected from all partners via surveys and forms.
Review Cycle
Termly reviews of communication effectiveness including SEND survey and Communication and Training Survey feedback
Continuous Improvement
Protocol is adjusted based on feedback and evaluation indicators, such as timeliness, clarity, consistency, responsiveness, satisfaction, and impact on outcomes.
Outcomes framework: Data sources
Perceptive data
Interviews: Sampling children and young people's experiences during visits to education, health and social care providers.
Case studies: from all team who provide front line services for children and young people and their families.
Focused reviews: Holding focused review meetings with children and young people, parents,/carers, practitioners and leaders.
Surveys: Mechanisms for gathering feedback pre and post implementation of any agreed changes.
Performance data
Joint strategic needs assessment (JSNA).
Self-evaluation carried out by the local area partnership.
SEN2 and other DfE returns.
Agreed performance dashboard and associated assessment of what this tells.
Dip sampling of education: health and care plans, through the quality assurance framework.
Quality Assurance Framework
The Quality Assurance Framework has been developed to ensure that everyone involved in Education, Health and Care Plans (EHCPs) across Lancashire understands what constitutes a high-quality EHCP and how we will achieve this for every child and young person with an EHCP. It promotes a culture of quality and improvement, with all statutory services across education, health and social care working in partnership with children, young people, and their families to make this vision a reality. This framework forms part of a wider strategy that aims to achieve improvements in provision for all children and young people with Education, Health and Care Plans.
This framework has been developed in consultation with key stakeholders from the Lancashire SEND Partnership, including:
Lancashire County Council
Lancashire and South Cumbria Integrated Care Board
Health providers
Education providers
Lancashire Parent Carer Forum
Strategic Youth Forum, POWAR
Grounded in legislation and best practice, the framework sets out clear expectations and processes for all partners across Lancashire. It provides comprehensive guidance to promote accountability and transparency in our work. The framework will underpin the monitoring and evaluation of EHCP quality, driving higher standards and delivering better outcomes for children and young people.
Appendix 1: SEND Partnership Development Day June 2025 feedback
Strategic Communication
1. Partnership and Collaboration
Involves health, education, social care, and local Authority (LCC).
Emphasis on co-production of strategies and delivery plans.
Regular updates and shared governance to improve transparency and accountability.
2. Structured Communication Channels
Use of email, newsletters, social media, and meetings (in-person or virtual).
Scheduled updates: weekly, termly, quarterly, or as needed.
Tools like databases and reports for structured information sharing.
3. Audience-Specific Messaging
Tailored communication for:
Children, and young people with SEND.
Families.
Schools, early years settings, and colleges.
Health and social care professionals.
Voluntary and community sector organisations.
Local Councillors and MPs.
4. Purpose-Driven Communication
To share key messages, best practices, and progress.
To support EHCP processes, care planning, and service reviews.
To ensure all stakeholders are informed, engaged, and aligned.
Operational Communication
For Operational Service Standards please refer to each individual agency
1. Parent Carer Engagement
Support groups, and social events.
Use of WhatsApp, text, and email for informal, accessible updates.
Monthly and ad-hoc communications to share meeting dates and service info.
2. Child and Young Person Voice
Emphasis on hearing CYP views through surveys and face-to-face interactions.
Integration into board prep and service planning.
3. Community Building
Encouragement of peer-to-peer sharing among parents and carers.
Joining existing groups to reduce duplication and confusion.
4. Accessibility and Inclusion
Recorded videos and summaries for those unable to attend meetings.
Use of multiple formats to ensure inclusivity.
Further Information
All Services within the SEND Partnership will have their own Service Standards documentation. Please contact the relevant Head of Service or Senior Manager for more information on this.