The Special Educational Needs and Disabilities Information Advice and Support Services offer information, advice and support for parents and carers of children and young people with special educational needs and disabilities (SEND). This service is also offered directly to young people.

The service is free, impartial and confidential.

KIDS SENDIASS have developed resources providing information and advice for parents, carers, professionals and young people.

It is a legal requirement that all local authorities have a SENDIASS service and KIDS provide a number of these services across the country. Each KIDS SENDIASS service has a local page with their contact details, local information and local resources.

Find your local SENDIASS service       



My SENDIASS is for young people aged 16-25 with special educational needs or disabilities. 

Useful links

SENDIASS minimum standards

KIDS policies

Latest Covid-19 updates

Covid-19 resources


We are part of the Information, Advice & Support Services Network for SEND.

Accessing early years support

Morgan is a little boy with significant medical needs as he has a Tracheo-Oesophagael Fistula (TOFs) and has a feeding button, he has had numerous operations and still has a number to undergo. He has chronic asthma and suffers from frequent chest infections. Due to his health needs, Giselle, his Mum, did not feel confident that a nursery provider could support him so she had not accessed the two year funding.

Giselle self - referred to the SENDIASS service as Morgan was due to start school in the September and she had been told by the SENCO (Special Educational Needs Coordinator) that the school would not be able to meet his needs. The SENCO had suggested that Morgan would be better suited to a special school but Giselle was adamant that he should be given the same opportunity to attend the same mainstream school as his brothers.

Getting help from SENDIASS

A home visit was arranged to look at what support SENDIASS could offer and agreed to contact the SENCO to request that a multi-agency meeting be arranged in order to find a positive way forward for Morgan. Morgan’s Community Nurse, Health Visitor and The Early Years Team member and the Practitioner all agreed to attend the meeting. The Integrated Physical and Sensory Service was also contact and said they would be able to support Morgan in school.

As a result of the meeting, it was agreed that Morgan would attend school for 15 hours per week from the September and this would be for the morning sessions. It was agreed that a Healthcare Plan would need to set up. The Community Nurse organised dates to go into school and deliver training to staff regarding supporting Morgan. The Health Visitor would be continuing her support to the family.

Reviewing Morgan’s progress

Morgan started school in the September and a review meeting was held four weeks after he had started. At the meeting it was agreed he was settling in well and that the school at that time could meet his needs with the staffing structure already in place, although this would continue to be monitored.

Whilst Giselle understands that Morgan’s needs and support will need constant monitoring she now feels much happier that Morgan is accessing the education and school of her choice, plus Morgan is happy in school also and is making progress both academically and socially.