Accessibility Strategy for Children and Young People with SEND
Hampshire County Council’s strategy for the inclusion of Children and Young People with Special Educational Needs and Disabilities (SEND) in education settings.
These web pages can be read alongside the full Accessibility Strategy, which provides further detail on the legal framework, responsibilities and implementation expectations. This file may not be suitable for users of assistive technology.
Implementation and review
This strategy covers the period 2026-2029 and will be reviewed during 2028, or earlier if required, to reflect changes in legislation, national guidance and local priorities.
Delivery is embedded within existing SEND governance and improvement arrangements, including the SEND Capital Strategic Board and SEND Local Area Partnership Board, and is supported through Hampshire County Council services, the Local Offer and specialist teams.
Schools and settings remain responsible for developing, publishing and reviewing their own Accessibility Plans, while partnership working across education, health and care services will support continuous improvement.
Further detail on governance, implementation, support arrangements, monitoring and the legal context is available in the downloadable Accessibility Strategy.
Related links
For further details on relevant strategies, legislative frameworks, and support, please refer to the links provided:
- Equality Act 2010
- Public Sector Equality Duty (PSED)
- SEND Code of Practice (2014)
- The Children and Families Act 2014
- Supporting Pupils at School with Medical Conditions; 2015
- School Admissions Code
- Hampshire’s Strategic Plan 2025-2028
- Local Area Partnership Action Plan and Self Evaluation
- Hampshire Accessibility Ambassadors
- Hampshire Approach to Inclusion
- SEN Support Line
- Supporting Complex Learners in Mainstream School – e-learning modules
- Hampshire Local Area Partnership
- Hampshire SEND Local Offer
Legal context
This Accessibility Strategy is underpinned by the Equality Act 2010, theSEND Code of Practice (2014) and associated statutory guidance.
Together, these establish the rights of children and young people with SEND and the responsibilities of local authorities, schools and other education providers to promote inclusion, prevent discrimination, and ensure equitable access to education.
The strategy reflects the legal requirement to plan for and improve accessibility across three key areas:
- access to the curriculum
- access to the physical environment
- access to information in accessible formats
Education providers are also required to make reasonable adjustments and provide appropriate support, including auxiliary aids and services where reasonable, to ensure disabled children and young people are not placed at a disadvantage.
Hampshire County Council has a statutory duty to publish an Accessibility Strategy, while schools and settings must publish and regularly review their own Accessibility Plans. These duties support a planned and proactive approach to improving participation, inclusion and outcomes for children and young people with SEND.
This summary is intended as an overview only. For the full legislative framework, definitions, duties and guidance that inform this strategy, please see the downloadable Accessibility Strategy and the statutory documents referenced within it.
Glossary
- Accessibility plan
- A document published by a school or setting that explains how it will improve access for children and young people with SEND, including access to learning, buildings, and information.
- Accessibility strategy
- A plan produced by Hampshire County Council setting out how it will support schools/settings to improve access for children and young people with SEND over time.
- Academy
- A school funded by the government but run independently from the local authority.
- Admissions process
- The process families go through to apply for a school place.
- Autistic spectrum disorder (ASD)
A lifelong neurodevelopmental difference that affects how a person experiences and interacts with the world. Autistic people may communicate, socialise, learn, and process information in different ways.
They may also have particular interests, routines, or sensitivities to sounds, lights, textures, or other sensory experiences. Autism is a spectrum, meaning it affects people differently and support needs can vary from person to person.
- Auxiliary aids
- Tools, equipment, or support, that help children and young people access learning and school life, such as assistive technology, specialist equipment, or adapted resources.
- Children and young people (CYP)
- Refers to the children and young people who this strategy is about.
- Capital programme
- Funding and projects used to improve school buildings and environments, including making them more accessible.
- Education, health and care plan (EHCP)
- A legal document that sets out a child or young person’s needs and the support they will receive across education, health and care.
- Equality Act 2010
- The law that protects people from discrimination and sets out duties for schools/settings and local authorities to support children and young people with SEND.
- Graduated approach
- A step-by-step way of identifying and supporting children and young people’s needs, starting with classroom support and increasing as needed.
- Local offer
- A website and service that provides information about support and services available for children and young people with SEND and their families in Hampshire.
- Maintained school
- A school funded and overseen by the Local Authority.
- Primary need
- This describes the area where the child/young person may need the most support in their education setting e.g. with communication and interaction.
- Reasonable adjustments
- Changes made by schools/settings or services to reduced barriers for children and young people with SEND e.g. adapting teaching, providing equipment or changing routines.
- Social, emotional and mental health
Social, Emotional and Mental Health needs can affect how a child or young person manages their emotions, builds relationships, and behaves in different situations.
They may find it difficult to cope with feelings such as anxiety, stress, anger, or low mood, which can affect their learning and wellbeing. With the right understanding and support, children and young people with SEMH needs can develop positive coping strategies and thrive in education and everyday life.
- Special educational needs and/or disabilities
- A learning difficulty or disability which requires special educational provision to be made for a child or young person.
- Special educational needs coordinator
- A member of staff in schools/settings who is responsible for coordinating support for pupils with SEND.
- SEN information report
- A document published on a school’s/setting’s website explaining how it will support children and young people with SEND.
- SEN code of practice
- National guidance that explains how schools/settings, Local Authorities, and other services should support children and young people with SEND.
- Speech, language and communication needs
Speech, Language and Communication Needs refer to difficulties with speaking, understanding language, expressing thoughts and ideas, or communicating with others.
Children and young people with SLCN may find it harder to understand what is said to them, use words and sentences effectively, or take part in conversations. With the right support, they can develop their communication skills and access learning more successfully.
- Specialist services
- Services that provide expert advice and support e.g. hearing, vision, therapy services or outreach teams.