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A cohesive approach between LA SEND teams and schools to embed consistent, actionable SEND targets in early years
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Authors
Editors
Date
2026
Educational Level
ISCED Level 0 Early Childhood Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Across a local authority Early Years SEND service, leaders identified that consultation reports were overly descriptive and difficult for settings to translate into effective Assess-Plan-Do-Review (APDR) cycles. A redesigned, outcome-focused report format was introduced to strengthen early identification and improve the quality of SEND targets. Actions included co-designing a concise report structure aligned to Ordinarily Available Provision, LA expectations and EHCNA processes, and rolling this out consistently across specialist teachers. Evidence of impact includes improved quality of APDR documentation, clearer links between need and provision, and strong practitioner feedback, with 88% reporting improved APDR practice and 75% preferring the new format. The approach is now embedded and continues to be refined.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), assess-plan-do-review