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Beyond Statutory

Beyond Statutory: Innovating for Inclusion and Impact

While statutory duties provide the foundation for supporting children and young people with SEND, true transformation often happens when services go further, beyond the minimum, toward meaningful change.

This page celebrates case studies of ambition and innovation, where schools, local authorities, social care, health and partner agencies have stepped beyond statutory requirements to address unmet needs, close inclusion gaps, and respond proactively to areas requiring development. These are stories of professionals who saw an opportunity to do more; and did.

These case studies offer inspiration, practical insights, and a vision of what is possible when creativity, collaboration, and compassion lead the way. They show how going beyond statutory isn’t just about innovation, it is about inclusion, equity, and better futures for all.

Video in development

The Challenge ​

The challenge was to improve the transition process for children moving from early years settings to Year R (Reception Class) in schools, particularly for those with additional needs.  ​

Hampshire County Council saw a 56.8% growth in EHCPs for the under 5 age group in the 12 months between 2021 and Oct 2022 the evidence suggested that parental confidence is an issue that can lead to escalation to an EHCP application, and this can be a particular issue at transition points. 26% of all 2022 requests were from R-1 or Year R and a further 20% from Year 5 or 6.  Using the Portage Model to meet the needs of children within ordinary available provision. The goal was to ensure a smooth transition and continuity in learning and development, preventing escalation of need that impacts education and often results in EHC requests.  ​

​Action Taken ​

The planning involved collaboration and communication with multiple stakeholders, including early years settings, schools, parents, health partners and local authority services such as Educational Psychology and Primary Behaviour Service.  The Transition Partnership Agreement (TPA) process was used to facilitate joint action-planning and ensure a cooperative, child-centred approach. ​

The team wanted to equip schools, parents and children to transition from early years settings into mainstream schools through the effective use of ordinarily available provision and SEN Support to prevent the escalation to an EHC plan. Action included: ​

Identify pilot district to implement the first ‘transition to school’ programmes over a 15-month period.  ​

Consult and collaborate with partners to plan project to meet need and create a shared communication mechanism to regularly update partners.  ​

Identify cohort from requests for support from early years settings  ​

Provide a term of support into preschool to support transition planning  ​

Extended Services for Younger Children (SfYC) Inclusion team support into Year R for 2 terms, providing face to face visits to the classroom to support staff ​

Attended team meetings and provided upskilling to whole staff teams where appropriate ​

Delivered  Autism Education Trust (AET) transition training to schools and feeder preschools to further build on future relationships  ​

Implemented the Transition Partnership Agreement (TPA) to support the transition process. ​

Engaged in person-centred planning (PCP) pilot meetings following a "no to assess" decision to support child without an EHC. ​

The Outcome​

97% of children in the pilot remained successfully supported in mainstream without EHCP escalation. ​

100% of children remained successfully supported in school, accessing their whole entitlement. ​

100% parents were satisfied with the service with a 64% increase in confidence scores recorded ​

Staff confidence scores averaged 8–10/10 in applying SEN strategies and managing transitions. ​

95.2% reported improved Year R transitions. ​

58% felt extremely confident in parent communication post-support. ​

​

Children with ‘No to Assess’ decisions were provided support. ​

Staff praised the team’s support as “invaluable” and “above and beyond,” with strong calls for the service to continue and expand. ​

Decrease in Early Years EHC plan requests. ​

Supported Portage waiting list. ​

Enhanced inclusive practices in schools. ​

Increased awareness and understanding of the support available from the local authority and other services. ​

Successful support to implement the TPA process, leading to better-coordinated support for children with additional needs. TPAs will now be embedded into practice across schools as part of the wider transitions support.  ​

Used the Portage Model and a whole class approach to meet the needs of children with SEND within ordinarily available provision ​

Worked in partnership with settings, schools and parent to problem solve, using child centred strength-based planning and provided support to prevent escalation of need.  ​

Approval to extend for further year in pilot district and expand to two further districts.  ​

The Challenge ​

The challenge was to improve the transition process for children moving from early years settings to Year R (Reception Class) in schools, particularly for those with additional needs.  ​

Hampshire County Council saw a 56.8% growth in EHCPs for the under 5 age group in the 12 months between 2021 and Oct 2022 the evidence suggested that parental confidence is an issue that can lead to escalation to an EHCP application, and this can be a particular issue at transition points. 26% of all 2022 requests were from R-1 or Year R and a further 20% from Year 5 or 6.  Using the Portage Model to meet the needs of children within ordinary available provision. The goal was to ensure a smooth transition and continuity in learning and development, preventing escalation of need that impacts education and often results in EHC requests.  ​

​Action Taken ​

The planning involved collaboration and communication with multiple stakeholders, including early years settings, schools, parents, health partners and local authority services such as Educational Psychology and Primary Behaviour Service.  The Transition Partnership Agreement (TPA) process was used to facilitate joint action-planning and ensure a cooperative, child-centred approach. ​

The team wanted to equip schools, parents and children to transition from early years settings into mainstream schools through the effective use of ordinarily available provision and SEN Support to prevent the escalation to an EHC plan. Action included: ​

Identify pilot district to implement the first ‘transition to school’ programmes over a 15-month period.  ​

Consult and collaborate with partners to plan project to meet need and create a shared communication mechanism to regularly update partners.  ​

Identify cohort from requests for support from early years settings  ​

Provide a term of support into preschool to support transition planning  ​

Extended Services for Younger Children (SfYC) Inclusion team support into Year R for 2 terms, providing face to face visits to the classroom to support staff ​

Attended team meetings and provided upskilling to whole staff teams where appropriate ​

Delivered  Autism Education Trust (AET) transition training to schools and feeder preschools to further build on future relationships  ​

Implemented the Transition Partnership Agreement (TPA) to support the transition process. ​

Engaged in person-centred planning (PCP) pilot meetings following a "no to assess" decision to support child without an EHC. ​

The Outcome​

97% of children in the pilot remained successfully supported in mainstream without EHCP escalation. ​

100% of children remained successfully supported in school, accessing their whole entitlement. ​

100% parents were satisfied with the service with a 64% increase in confidence scores recorded ​

Staff confidence scores averaged 8–10/10 in applying SEN strategies and managing transitions. ​

95.2% reported improved Year R transitions. ​

58% felt extremely confident in parent communication post-support. ​

​

Children with ‘No to Assess’ decisions were provided support. ​

Staff praised the team’s support as “invaluable” and “above and beyond,” with strong calls for the service to continue and expand. ​

Decrease in Early Years EHC plan requests. ​

Supported Portage waiting list. ​

Enhanced inclusive practices in schools. ​

Increased awareness and understanding of the support available from the local authority and other services. ​

Successful support to implement the TPA process, leading to better-coordinated support for children with additional needs. TPAs will now be embedded into practice across schools as part of the wider transitions support.  ​

Used the Portage Model and a whole class approach to meet the needs of children with SEND within ordinarily available provision ​

Worked in partnership with settings, schools and parent to problem solve, using child centred strength-based planning and provided support to prevent escalation of need.  ​

Approval to extend for further year in pilot district and expand to two further districts.  ​

The Challenge ​

The challenge was to provide effective support for children with Speech, Language, and Communication Needs (SLCN) at SEN Support in primary schools without escalating to statutory assessments. The obstacles included limited access to Speech and Language Therapy (SALT) without an Education, Health, and Care (EHC) Plan and the need to build capacity within schools to support these children. This challenge impacted the service by potentially increasing the number of statutory assessments and EHC Plans required. For service users, it meant that children with SLCN might not receive timely and appropriate support, affecting their educational outcomes and overall development. ​

Action Taken ​

The project involved seven primary schools in Winchester and Eastleigh from September 2023 to March 2025. Actions taken included: ​

  • Providing access to SALT without charge or an EHC Plan. ​

  • Offering a menu of support options such as whole staff training, specific staff modelling and coaching, direct assessment and therapy, support for running specific programs, sensory and communication environment auditing, and parent and teacher drop-ins. ​

  • Focusing on supporting staff to provide High-Quality Teaching (HQT) to all children with SEND. ​

  • Learning gained included the importance of building staff confidence and capacity to support children with SLCN. Children, young people, and parents/carers were involved through feedback mechanisms and drop-in sessions. ​

Achievement ​

The project successfully improved staff confidence and the quality of SEN Support for children with SLCN across the participating schools. SENCos reported feeling more capable of supporting HQT for children with SEND, and observed more consistent use of SLCN support strategies. Teachers were better equipped to support new children entering the school. ​

Impact​

The positive impacts included enhanced staff knowledge and understanding of SLCN, improved support for children at SEN Support level, and the development of a toolkit for future use. The project also built parental confidence in the school system. The impact was measured through feedback from SENCos and will be further analysed in a final report in March 2025. ​

  • Sept 23-March 25 SENCos report 15 EHCP applications were not made or were delayed as a result of the project input. 25% decrease ​

  • At least 10% increase in confidence levels of teachers/SENCos between start and end of pilot ​

  • Overall increase in parental confidence levels in how their child's teacher can support their SLCN needs by at least 5% comparing pre and post pilot survey results ​

  • 100% children in the pilot have the same total score, or an increased score in TOMS ‘Well- being’ and ‘Participation in learning’ rating scales and self-evaluation of their well-being and learning comparing pre/post pilot results ​

Testimonials ​

"Having the expertise of the Communication & Interaction team has greatly improved staff’s knowledge and understanding of how to support all learners across the school with strategies for vocabulary development, visuals, and scaffolds to aid communication and tools to support attention and focus, amongst other things!" – SENCo, South Wonston Primary School ​

"The Access to Therapies has improved staff confidence and the quality of SEN Support for children with SLCN needs across the whole school." – Feedback from SENCos ​

Tools and Resources Developed through the programme: ​

Widget (a symbol system(2)) has been introduced to staff, bought in by the school and training provided and support to implement it through the project. Consistent use of visuals is a key strategy to support children with different needs in the classroom. https://northstarpaths.com/ 

​ Group 36, Grouped object

There has been a focus on visual resources that are used across the school. One area of focus has been to support emotional regulation and restorative conversations.

 Group 39, Grouped object​

Another focus has been labelling equipment and resources alongside consistent use of visual timetables and ensuring these are the same across the school.

​ Group 34, Grouped object

The Challenge ​

The challenge was to provide effective support for children with Speech, Language, and Communication Needs (SLCN) at SEN Support in primary schools without escalating to statutory assessments. The obstacles included limited access to Speech and Language Therapy (SALT) without an Education, Health, and Care (EHC) Plan and the need to build capacity within schools to support these children. This challenge impacted the service by potentially increasing the number of statutory assessments and EHC Plans required. For service users, it meant that children with SLCN might not receive timely and appropriate support, affecting their educational outcomes and overall development. ​

Action Taken ​

The project involved seven primary schools in Winchester and Eastleigh from September 2023 to March 2025. Actions taken included: ​

  • Providing access to SALT without charge or an EHC Plan. ​

  • Offering a menu of support options such as whole staff training, specific staff modelling and coaching, direct assessment and therapy, support for running specific programs, sensory and communication environment auditing, and parent and teacher drop-ins. ​

  • Focusing on supporting staff to provide High-Quality Teaching (HQT) to all children with SEND. ​

  • Learning gained included the importance of building staff confidence and capacity to support children with SLCN. Children, young people, and parents/carers were involved through feedback mechanisms and drop-in sessions. ​

Achievement ​

The project successfully improved staff confidence and the quality of SEN Support for children with SLCN across the participating schools. SENCos reported feeling more capable of supporting HQT for children with SEND, and observed more consistent use of SLCN support strategies. Teachers were better equipped to support new children entering the school. ​

Impact​

The positive impacts included enhanced staff knowledge and understanding of SLCN, improved support for children at SEN Support level, and the development of a toolkit for future use. The project also built parental confidence in the school system. The impact was measured through feedback from SENCos and will be further analysed in a final report in March 2025. ​

  • Sept 23-March 25 SENCos report 15 EHCP applications were not made or were delayed as a result of the project input. 25% decrease ​

  • At least 10% increase in confidence levels of teachers/SENCos between start and end of pilot ​

  • Overall increase in parental confidence levels in how their child's teacher can support their SLCN needs by at least 5% comparing pre and post pilot survey results ​

  • 100% children in the pilot have the same total score, or an increased score in TOMS ‘Well- being’ and ‘Participation in learning’ rating scales and self-evaluation of their well-being and learning comparing pre/post pilot results ​

Testimonials ​

"Having the expertise of the Communication & Interaction team has greatly improved staff’s knowledge and understanding of how to support all learners across the school with strategies for vocabulary development, visuals, and scaffolds to aid communication and tools to support attention and focus, amongst other things!" – SENCo, South Wonston Primary School ​

"The Access to Therapies has improved staff confidence and the quality of SEN Support for children with SLCN needs across the whole school." – Feedback from SENCos ​

Tools and Resources Developed through the programme: ​

Widget (a symbol system(2)) has been introduced to staff, bought in by the school and training provided and support to implement it through the project. Consistent use of visuals is a key strategy to support children with different needs in the classroom. https://northstarpaths.com/ 

​ Group 36, Grouped object

There has been a focus on visual resources that are used across the school. One area of focus has been to support emotional regulation and restorative conversations.

 Group 39, Grouped object​

Another focus has been labelling equipment and resources alongside consistent use of visual timetables and ensuring these are the same across the school.

​ Group 34, Grouped object

The Challenge​

The challenge was to effectively involve children, young people, and their families in planning and decision-making processes, ensuring their voices were heard and their needs were met. Obstacles included overcoming the traditional, adult-led meeting structures that often did not fully engage children and young people. This challenge impacted the service by potentially limiting the effectiveness of support plans. For service users, it meant that children and young people might not feel understood or involved in decisions affecting their lives. ​

Action Taken ​

The project involved Hampshire Educational Psychology training school SENCos in person-centred planning (PCP) approaches, with a focus on a Junior School. Actions taken included: ​

Conducting PCP meetings that were empowering, hopeful, reflective, inspiring, creative, and inclusive. ​

Using a structured approach to facilitate meetings, ensuring that children and young people felt understood and involved. ​

Involving peers in the meetings to provide support and empathy. ​

Using visual aids and other tools to help children express their thoughts and feelings. ​

Learning gained included the importance of creating a supportive and inclusive environment where children and young people felt in control and valued. Children, young people, and parents/carers were actively involved in the meetings, contributing to the planning and decision-making processes. ​

Achievements ​

The project successfully improved the involvement of children, young people, and their families in planning processes. At the Junior School, the PCP meetings led to better understanding of the children's strengths, aspirations, and needs. The meetings also strengthened relationships between staff, children, and their families. ​

Impacts ​

Positive impacts included increased self-esteem and confidence among children, a greater sense of control and involvement in their own support plans, and improved relationships between children, their peers, and school staff. The project also led to more effective and tailored support plans. The impact was measured through feedback from children, parents, and school staff. ​

The Challenge​

The challenge was to effectively involve children, young people, and their families in planning and decision-making processes, ensuring their voices were heard and their needs were met. Obstacles included overcoming the traditional, adult-led meeting structures that often did not fully engage children and young people. This challenge impacted the service by potentially limiting the effectiveness of support plans. For service users, it meant that children and young people might not feel understood or involved in decisions affecting their lives. ​

Action Taken ​

The project involved Hampshire Educational Psychology training school SENCos in person-centred planning (PCP) approaches, with a focus on a Junior School. Actions taken included: ​

Conducting PCP meetings that were empowering, hopeful, reflective, inspiring, creative, and inclusive. ​

Using a structured approach to facilitate meetings, ensuring that children and young people felt understood and involved. ​

Involving peers in the meetings to provide support and empathy. ​

Using visual aids and other tools to help children express their thoughts and feelings. ​

Learning gained included the importance of creating a supportive and inclusive environment where children and young people felt in control and valued. Children, young people, and parents/carers were actively involved in the meetings, contributing to the planning and decision-making processes. ​

Achievements ​

The project successfully improved the involvement of children, young people, and their families in planning processes. At the Junior School, the PCP meetings led to better understanding of the children's strengths, aspirations, and needs. The meetings also strengthened relationships between staff, children, and their families. ​

Impacts ​

Positive impacts included increased self-esteem and confidence among children, a greater sense of control and involvement in their own support plans, and improved relationships between children, their peers, and school staff. The project also led to more effective and tailored support plans. The impact was measured through feedback from children, parents, and school staff. ​

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