SEND
The SEND summer gap: how families can stay supported
Dr FREYA SPICER-WHITE, Chief Clinical Officer at Outcomes First Group, shares her insights.
For many SEND children and young people the summer holidays feel anything but relaxing. New environments, changes in routine, sensory challenges and unfamiliar expectations can quickly turn a much-anticipated trip or break from school into a stressful experience for everyone.
One of the most useful questions parents and teachers can ask is not, “How do we make this child cope with the holiday?” but rather, “How do we make the holiday work for this child?”
Encouragingly, there is growing recognition across the leisure and tourism sectors of the importance of accessibility. Many attractions, airports, theme parks and tourist destinations now offer accessibility support. Hidden disability lanyards can be particularly helpful for children whose needs may not be immediately visible. Whilst a lanyard will not solve every challenge, it can help staff understand that your child may need additional time, support or flexibility.
Where children are attending holiday clubs, sports camp or childcare provision, a clear and consistent sharing of information remains critical. A concise, one-page personal profile can significantly support continuity of care. This should include a photo, information on what the child enjoys and what helps them feel safe, sensory sensitivities, communication preferences, signs that they may be becoming overwhelmed and strategies that support them. Staff are often grateful for this information, and it can help prevent misunderstandings before they occur.
Many local authorities, charities and community groups now offer SEND- friendly events during the holidays. These may include quieter cinema screenings, relaxed performances, sensory-friendly sessions, accessible sports activities or family days designed specifically for neurodivergent children. Signposting through local SEND Information, Advice and Support Service (SENDIASS), local authority Local Offer platforms or parent support groups on social media will ensure families can access appropriate support.
The summer weather itself can also create challenges. Some children are highly sensitive to heat, bright sunlight or particular clothing fabrics. Others may find the sensation of suncream uncomfortable or distressing. If this sounds familiar, it can be helpful to trial different suncream formulations ahead of summer rather than suddenly introducing a new product. Roll-on, spray and mousse formulations can feel very different from traditional creams.
Perhaps the most important thing to remember is that summer holidays do not need to be packed full of activities to be successful. Many SEND children spend much of the year working hard to navigate school, social expectations and busy environments. Holidays should include opportunities to recharge as well as explore.
Building this into planning, both at a family level and within commissioned provision, can support better outcomes. This may include protecting opportunities for familiar activities, favourite interests and quiet spaces.
Ultimately, an effective approach to the summer is not necessarily one where the most things are done, it is the one when everyone feels safe, understood and are able to be themselves.
Beyond the classroom: how outdoor learning is supporting SEND learners
JENNIE SOMMERVILLE, Pupil Premium Champion at Tudor Grange Academy Worcester, tells us how the academy’s outdoor provision is helping SEND students
Across mainstream secondary schools, requests for alternative provision (AP) as part of Education, Health and Care Plans (EHCPs) are becoming increasingly
common. Many local authorities are recommending outdoor learning or farm-based environments, recognising the benefits these settings can offer for pupils whose needs are not always best met within traditional classroom structures.
At Tudor Grange Academy Worcester (TGAW), this growing need prompted us to think differently about how we support some of our most vulnerable learners. The result was Canopy Connect, an in-house, alternative provision programme that uses outdoor learning as a vehicle for engagement, personal development and relationship- building.
Many of the pupils accessing the provision have SEND, are eligible for pupil premium funding, or have experienced significant challenges, including adverse childhood experiences (ACEs).
Our outdoor canopy classroom provides a base for a wide range of activities, from creating raised flower and vegetable beds to building wildlife ponds and learning to use tools safely. Rather than following a fixed programme, learners are encouraged to influence the activities they undertake. Alongside environmental projects, pupils have chosen to engage in upcycling, nature-based crafts and outreach work with local feeder primary schools.
Outdoor learning provides opportunities for something many vulnerable children have missed: play. Simple activities such as cloud watching, spotting wildlife or sharing moments of curiosity create opportunities for enjoyment and connection without pressure. These seemingly small interactions can become the foundation on which confidence, trust and engagement are built.
And away from the constraints of the classroom, staff are often able to revisit prior learning, reinforce key concepts and make meaningful links to wider school experiences.
Outdoor learning has strengthened pupils’ sense of belonging. We have seen improvements in self-esteem, engagement and relationships, alongside positive indicators in attendance and wider participation.
For schools considering similar approaches, several lessons have emerged from our experience: • Plan meaningful activities with a clear purpose and visible impact • Give pupils ownership and choice wherever possible • Use photographs, scrapbooks and visual records to capture progress and celebrate success
• Share achievements with classroom teachers and the wider school community
• Measure impact across multiple areas, including attendance, wellbeing, relationships and skills development
• Build robust quality assurance processes that include pupil voice and parental feedback
• Above all, invest in the right staff. Relationships remain the single most important factor in successful provision.
Outdoor learning is not simply about being outside. When carefully planned and delivered, it can create opportunities for connection, belonging and achievement that some young people struggle to find elsewhere. For many vulnerable learners, those opportunities can be transformative.
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www.education-today.co.uk July/August 2026
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