Early Identification and Notification of SEND

Under Section 23 of the Children and Families Act 2014, Clinical Commissioning Groups, NHS Trusts and NHS Foundation Trusts MUST inform the appropriate Local Authority if they identify a child under compulsory school age as having, or probably having, a disability or special educational need(s). 

In Sutton, the Early Identification and Notifications form is available on the Local Offer. Parental consent must be obtained before the notification is sent to the Early Years SEND Advisory Team at Cognus Limited. 

The purpose of the notification is to ensure the Local Authority is aware of children with special educational needs or disabilities so that appropriate support can be put into place. The notification is NOT intended to serve as a recommendation for specialist provision, but as an indication that a child may, either currently or in the future, need additional support. 

Actions taken by the Local Authority once a notification is received

1. Professional identifies a child as having SEND. 

2. Complete Early identification and Notification form and sent to the Early Years SEND Advisory Team: Cognuslimited@cognus.nhs.net

3. Early years SEND Team record notification on Notification Register and discussed at the multi-agency Early Support Panel (fortnightly). 

4. Early Years (EY) SEND Team works with the Early Years setting and/or family. 

Colleagues may also seek access to services provided by Children with Disabilities Team, including Early Support. Refer to What to do if you are worried about a child on the LBS Website [External Link].

For children attending a Sutton EY setting - half termly contact and visits. 

• Establish cycle of graduated response - Assess/Plan/Do/Review

• Liaise with other agencies involved

• Allocate inclusion funding if appropriate/Advise/help on EHCNA requrest where appropriate

• Signpost to other agencies as appropriate

• Support transitions into school term prior to transfer.

For children not yet attending EY setting - termly contact by phone

EY SEND Team contact parents to support and advise on:

• Signposting to other services

• Free childcare entitlement

• ENCP processes

• Transition into school

For children in an out-of-borough (OOB) setting - termly contact by phone plus one visit if needed. 

EY SEND Team contact setting to offer support and advice:

• Liaise with EY team in local borough

• Transition to school

• EHCNA requests as appropriate

• Signposting to Sutton local services

Download an Early Identification Health flow chart on the LBS website [External Link].

Download an Early Identification Health Notification Form on the LBS website [External Link].

How Outcomes Help Support Children and Young People with SEND

Outcomes are an important part of helping children and young people with SEND achieve their true capabilities. They help everyone involved, families, schools, and professionals, stay focused on what really matters: making a real difference to a young person’s life.

What is an Outcome?

An outcome is the positive change or difference made for a young person because of the support they receive.

• Outcomes are usually long-term goals, built up over time through small, achievable steps.

• They might include things like joining in with group activities, making friends, or managing feelings better.

For example, if a young person finds it difficult to communicate, an outcome might be: "I can greet a familiar adult at school each day."

What Makes a Good Outcome?

A good outcome is:

• Personal to the young person, it’s about their life, not about services.

• Meaningful, the young person should understand it and, where possible, be part of setting it.

• Achievable and realistic, something the young person can work towards and feel proud of.

• Clear and time-bound, so everyone knows what success looks like and when it might happen.

We often use the SMART rule to help with this:

• Specific: Clear about what will happen.

• Measurable: Progress can be seen and recorded.

• Achievable: Challenging but possible.

• Realistic: Relevant to the young person’s needs.

• Time-bound: Set within a clear timeframe.

Why Outcomes Matter

• They help young people feel motivated by showing small successes along the way.

• They make support more focused on the young person’s real needs.

• They prepare young people for adulthood by building independence and confidence.

• They help everyone involved work together, families, schools, and services.

What Are 'Steps Towards'?

Sometimes, a big outcome is broken down into small, short-term targets. These are sometimes called ‘Steps Towards’ and are used in plans like IEPs (Individual Education Plans) or SSPs (SEND Support Plans).

For example:

• Step: Make eye contact when a teacher says their name.

• Step: Say "hello" to a friend three times a week.

• Step: Ask and answer simple questions in a conversation.

Each ‘Step Towards’ is a small success that builds confidence and moves the young person closer to achieving their bigger outcome.

Plans are made together with teachers, support staff, families, and the young person, where possible, so that everyone knows how to help.

Remember:

• Outcomes are about planning for success, not labelling difficulties.

• Reviews (like Annual Reviews) look at how well the plan is working, not judging the young person.

• Outcomes usually last across a key stage, but they can be changed or celebrated once achieved!