You said, we did

You Said	We did
Clear and easy to navigate	N/A
It looks very busy, I wasn't keen on the grey boxing. Lots of information to process.	We have significantly reduced the number of tables (grey boxes) we have used across all of our information. This section has been redesigned.
lovely that you have included pictures of children, very important to me this	We want to do this more. We are looking at ways to increase the number of images we have. Any suggestion greatly appreciated.
The page How is SEN support decided has a lot of writing to go through	We have changed this page and reduced the content. We have added collapsible panels so that you can expand for more information if you want.
Very clear and stands out	N/A
The table is quite dense. It might be overwhelming for some readers, especially those with dyslexia, ADHD, or visual fatigue. Breaking it into smaller sections (for example, Early Years, School, College) or using collapsible panels could make it easier to process. Some headings and subheadings blend in visually. A slightly stronger contrast or colour variation for main headings would help with navigation. Consider adding icons or small visual cues (e.g. a magnifying glass for “assessment”, a checklist for “review”) to help visual learners and readers who skim. The current layout is text-heavy with few breaks — short summary boxes or “In short” highlights would help with attention and readability. For those using screen readers, ensure the table structure is accessible (proper <th> headers, simple cells) and that colour alone isn’t used to convey meaning. The breadcrumb trail could be made slightly more obvious or placed higher for quick back navigation. Optional visual extras: Adding a simple diagram or flow chart showing the SEN support pathway (e.g. “Class teacher identifies need → SENCO reviews → Support put in place → Review meeting”) would make the journey clearer at a glance. Consider adding a “What you can do next” box at the bottom, styled in a friendly colour to draw the eye.	Removed the table. Broken it up text and used collapsible panels. Ensure subheadings are consistent. Icons and small visual clues: this is something to work on. We are not there yet. Better and request use of call out boxes. Tables are removed in most cases. Breadcrumb is incomplete in testing but will be complete for launch. Diagrams and visuals, along with icons will be considered in the web-team CPD. This is a longer-term goal for us. What you can do next box.
The layout is tidy, with headings spaced well and a calm white background that makes the text easy to read. The bullet-point list explaining how to use the Descriptors of Need (DoN) guide is easy to follow. Having the “print this page” and “last updated” details visible adds to trust and usability. The consistent page styling across the SEN Support section makes it feel part of a clear series.	N/A
The page looks clean and professional, and the APDR diagram is a real strength. It could be even more effective with slightly bolder section headings, a clearer sense of being “Step 3” in the process, and a few friendly visual elements to guide readers through what is otherwise quite text-heavy information.	We have reduced the text right down so hopefully have a better balance now.
I did not find the tables helpful - I would find it easier to read as heading with bullets underneath . I found it hard to understand the difference between the sections of the tables - the categories need to be clearly labelled .	This is now in collatable panels.
TYPES OF SUPPORT - It feels a bit cluttered and lots of lists. Its a bit plain. The picture is lush but because there's a lot of words it might be too busy for this page. Can it be prettier and more appealing? HOW SEN SUPPORT IS DECIDED - This is much better. Rainbows are good visually. REVIEWING SEN SUPPORT - very good, not too many words and clear design	We’ve redesigned this page.
Clear, colour co-ordination makes it easier to see the different sections. Nice photo's	N/A
Visually pleasing and easy to navigate as it is very clear not overly cluttered or busy.	N/A
just right, not too busy	N/A
needs to be more userfriendly not official	Parent focused now and a friendlier tone.
everything explained in simple terms, easily understood. Good to see all of the support available in clear description and what this means	N/A
informative - not too many words. Straight to the point, simple to navigate	N/A
It was very brief. Some abbreviations not clarified. Some of the language may not be clear to parents/carers.	We have looked again at jargon and acronyms. We have tried to write with families in mind.
It wasn't immediately obvious that I could click on the links on the left hand side of the SEN support page and the columns on the right didn't explain what the support would provide without using the other links	We have published a larger chunk of the Education section to help with both navigation and wider information, like EHCPs. We hope this along with the “coming soon” sections give clearer indication of what we have planned.
More information or signposting to websites regarding the EHCP process would be useful, especially when describing the different levels of sen support available.	We are working on making information about our EHCP process clearer. We will consider signposting when needed.
The content gives a good overview of what SEN support means and how it differs from an EHCP. It’s helpful that it explains different types of support in schools and settings — this shows there’s a graduated approach and that support can happen without a plan. The table showing “Type of SEN support” and “Support available” is clear in its purpose and gives practical examples. The information feels relevant for parents, carers, and professionals alike. Improvements / Suggestions: The page assumes a bit of background knowledge. Terms like “Quality First Teaching”, “SEND ASAP Panel”, “ARP”, “Graduated Approach”, and “Descriptors of Need” could be confusing without short explanations or hover definitions. It would help to open with a plain-English summary, for example: “SEN support is extra help a school, nursery or college gives when a child or young person finds learning harder than others the same age.”That sets the tone for readers who are new to the system. Consider adding a short section on how parents can ask for SEN support, e.g. who to talk to and what evidence is useful. The table could use more examples of everyday support, not just system terms — things like “visual timetables”, “movement breaks”, or “small group teaching”. There’s no clear “what happens next” — for example, what parents should do if SEN support isn’t enough or how often support is reviewed. It would be good to include a small timeline or diagram of the process: Identify → Plan support → Review → Next steps (possibly EHCP). Tone-wise, it could be made a little more reassuring and conversational, as it currently reads quite formal and council-led. Could add a reminder that parents and young people’s views must be included at every stage. Accessibility and inclusion: Shorter paragraphs and bullet points would help readers who struggle with focus or visual processing. Adding alt text to any future graphics would make the page fully accessible. Summary suggestion: Overall, the content is solid and accurate, but it would benefit from being a little warmer, plainer, and more action-focused, so parents and carers instantly know what SEN support is, how to get it, what it might look like, and what to do next.	We think this better now: https://childrenandfamiliesnewcastle.org.uk/send-local-offer/education-and-send/what-does-sen-support-look
It’s helpful that the page mentions consistency and fairness — that reassurance matters to parents and carers. The page stays focused and doesn’t drift off into other topics, which helps readers understand the purpose.	N/A
Positives: The page gets straight to the point by saying that SEN support should be reviewed regularly and sets a clear expectation of three times a year, which is really helpful for parents and carers to know. The inclusion of the Assess, Plan, Do, Review (APDR) cycle is excellent. It clearly links the review process back to the wider SEN support framework. The tone is factual and professional, but still approachable, and the language is simpler than many SEND documents, which makes it easier to follow. It’s good that the page connects the APDR process to both SEN Support and EHCPs, showing that the same principles apply across all levels of need. It’s reassuring that the information is laid out consistently with the rest of the SEN Support pages, so readers can follow a clear journey through the three sections. Improvements / Suggestions: The page could expand a little on who is involved in reviews (e.g. SENCO, class teacher, parent/carer, child or young person) and how those meetings usually take place. It would be helpful to describe what happens in a review meeting — for example, checking progress, adjusting support, setting new goals, and agreeing next steps. The page says “three times a year”, but it doesn’t say when those reviews usually happen (e.g. once each term) or how parents will be invited or informed. It doesn’t mention how families can prepare for a review, or what kind of feedback or notes they can expect to receive afterwards. The information about the APDR cycle could be made more parent-friendly, perhaps by briefly explaining each step in plain English: Assess: gathering information about what’s working and what’s not Plan: agreeing what to do next Do: putting the support in place Review: checking progress and updating the plan The page could also say what happens if support isn’t helping — for example, that the school can seek advice from specialists or consider asking for an EHC needs assessment. Adding a short “What happens next?” section at the end would guide parents to the next step in the SEN Support journey, such as how to escalate concerns or request a review earlier if needed. The page could feel a bit more personal and encouraging — maybe a sentence like: “Reviews are a chance to celebrate progress, share what’s working, and agree any changes together.” Accessibility and readability: Shorter sections or bullet lists under each stage of the APDR cycle would make the information easier to scan. Headings could be slightly clearer (for example, “When reviews happen” or “Who is involved”). For those with dyslexia, ADHD, or visual fatigue, adding white space between sections and keeping sentences short will help comprehension.	We think this better now: https://childrenandfamiliesnewcastle.org.uk/send-local-offer/education-and-send/what-does-sen-support-look
If this is for parents and professionals who may not be knowledgeable about SEND there needs to be more information about what each of the terms mean. For example I think it should start with a definition about what SEN support is. Also the other terms need a definition not just an example of what they are, e.g. a definition of quality first teaching. Also will there be a page for early years settings and SEN support or just schools?	We have worked on this created a what is SEND page and added early years into this page.
lots of acronyms and very specific language which I understand as a head but others may not	We will try to reduce this where possible and link to pages with this information
I think the universal support could be simplified - eg mainstream support .	We have changed this as suggested.
TYPES OF SUPPORT - However, there are acronyms that aren't explain and also it says names of service but not what they are. To a lay person, something like, a school's notional budget or School Effectiveness Team may mean nothing. It feels like the local authority needs to make sure they give this information but it will not mean much to a parent carer unless they have knowledge around this. It might be helpful to categorise the lists into themes of what sort of resource they are. The question at the forefront of any parent carers mind is, how will this benefit my child. That's not quite clear from the lists. And also have embedded links to find out more about each thing? HOW SEN SUPPORT IS DECIDED - This is much better. Great clear instructions in for what to do. REVIEWING SEN SUPPORT - very clear and doesn't use too many words to explain something simple.	We have changed this now and think it’s clearer.
Could there be a clear reference that 'the majority of pupils needs will be met by QFT', or a reference to 'SEN support' falling in categories 1-4 of the DoN and so on	We have don this now. SEN support is ‘mainly’ 1-4 but not always, it more complex and child specific than that.
So much information! I guess people would usually be going down a specific path which would not be so overwhelming as trying to look at everything!!	We have broken it up and made it more parent focused.
Clearly shows how the level of support is delivered and increased if needed. Steps are outlined.	N/A
I think it is still clearly written in the language of service land - a couple of acronyms I didn't understand EYFS and ARP - I think it would benefit from a review from someone with a learning disability. Eg what is an Inclusion Quality Framework - I dont a lot of families will understand these references ARP	We have review this and removed almost all of the acronyms.
I dont think Descriptors of need is explained very well again written in the language of Serviceland - given literacy levels in Newcastle might benefit from a rewrite even just setting out what the term means would help	This has now been re-written. https://childrenandfamiliesnewcastle.org.uk/send-descriptors-need
The levels of SEN support you need to make clear why a child would be added to the schools SEN register - if Quality first provision alone is not enough and they need something additional and different so oarents know this can happen without an EHCP or a diagnosis (and a diagnosis is also not enough) it is based on need for additional and different - examples would be good here for primary and secondary settings	We have written a section on this.
needs to be parent carer friendly not so official	We have redesigned with this in mind.
everything explained in simple terms, easily understood. Good to see all of the support available in clear description and what this means	N/A
informative - not too many words. Straight to the point, simple to navigate	N/A
It was very brief. Some abbreviations not clarified. Some of the language may not be clear to parents/carers.	We have explained more and added more linked text. We hope we have the balance right now.
It wasn't immediately obvious that I could click on the links on the left hand side of the SEN support page and the columns on the right didn't explain what the support would provide without using the other links	We have removed the tables.
More information or signposting to websites regarding the EHCP process would be useful, especially when describing the different levels of sen support available.	We have included the EHCP section.
Good use of graphics, colours and keeping the pages clear and not too busy.	N/A
I think some of the language would not be familiar to parents/carers who are new to SEN processes and might find it quite overwhelming.	We have made the language more parent centred.
Really clear what the process looks like and I am sure would be easily understood by parents who may need a little bit more information	N/A
The terminology is not always clear. Is it quality first teaching or quality first provision, these two terms appear to be used interchangeably. I also went through a couple of pages, using the links. The early years assessment screen which is on the early years communication and interaction descriptors of need has a link to the early years assessment screen, however this is the old screen, there is an update version which has been used since 2022.	We have made the language more parent centred. Links to out-of-date documents have been updated or removed.
I feel it should be briefer - more likely to be read .- maybe you could colour code it - levels of support different colours	We have made changes to the text. Colours are linked to Descriptors of Need, so adding associated colours might create confusion. We'll look at other ways to make this clear.
to official	We’ve changed the way it’s worded.
none	N/A
None - all seemed ok and easy to navigate	N/A
The EHCP link on the 'reviewing sen support' page didn't work	We have added this section now.
navigation and flow: It’s not always clear where you are in the journey. The three pages work as one process (what SEN support is → how it’s decided → how it’s reviewed), but this isn’t obvious when you land on one page. A small “step 1 / 2 / 3” indicator or intro sentence linking them together would make navigation smoother. Some links don’t yet work or lead to placeholder pages. It’s understandable as it’s still in progress, but it makes it harder to follow the full process from start to finish. Language and tone: There’s quite a bit of educational or system-specific language (e.g. Quality First Teaching, ARP, SEND ASAP Panel, Descriptors of Need). These terms make sense to professionals, but parents and carers may need a short explanation in plain English. The tone feels more procedural than supportive in some places. Using more direct, reassuring language (“You can ask your child’s teacher or the SENCO if you’re worried”) would help families feel included rather than talked at.	We have reduced this to one page and given the option to have this across more pages. The tricky thing is, it’s not a process with a clear start and finish. You might get an EHCP in early years or may never need one. Agreed – we wanted to give people the opportunity to comment early and suggest changes, however without the context that’s hard – it’s a balance. I think continuous feedback, even after launch is very important. We have reduced this as much as we can – we live in this world of acronyms now so might not always get this spot on please keep reminding us! We have done this now.
Readability and structure: Some paragraphs are long, especially around process or guidance text. Shorter chunks or bullet points would make it easier to absorb. The information table on the SEN Support page is useful but heavy. Breaking it into smaller sections or adding icons or colour-coded tiers could make it easier for readers with dyslexia, ADHD, or visual fatigue. The Reviewing page mentions reviews three times a year but doesn’t make it clear what happens in a review meeting, who is involved, or how parents’ and children’s views are included.	Where we have information pages, we have done this. For pages that are around guidance (like Descriptors or Needs) we have been asked to kept the language professional as these are working documents used by school staff. This can differ from school to schools but we’ve added a line about parents and young people being involved.
Accessibility and usability: Not every heading level is visually distinct, which can be tricky for screen-reader navigation. The pages are text-heavy with few visuals — a simple flow diagram of the SEN support journey would help a lot. There’s no “next steps” or “if things aren’t working” box at the end of each page, which would be helpful for readers who don’t know what to do next. Practical clarity: It’s not clear how long each stage takes or what the timeframe between steps might be (e.g. how long before a review, or when the Descriptors of Need are checked). It would be useful to have real-life examples or short case studies showing what SEN support looks like in action.	We have included this now. There is no set timeframe outside the statutory process this will very much depend on the young person, how their needs present and what the support is. Great idea! we’ll work on this.
The biggest issue is that, while the page explains what the Descriptors of Need (DoN) are, it’s not always clear how this fits into the wider SEN support process. For someone new to the system, it might feel like a jump from the general idea of “support” straight into a technical guide. It doesn’t say who uses the guide (teacher, SENCO, or external professional) or when in the process it’s used. Adding a short explanation like “Your child’s teacher and SENCO will use the guide when they identify that your child may need additional help” would make it easier to follow. The “click boxes” part might confuse readers who don’t know it’s referring to an external document — there’s no visual or link showing what this looks like. Language and tone: Some of the terminology feels too professional for parents and carers — words like “ranges”, “areas of need”, “graduated response” or “descriptors” could use plain-English definitions or hover explanations. The tone feels slightly formal and assumes background knowledge. A more conversational or supportive tone (for example, “You can ask your child’s school which range they think your child is in”) would make it friendlier.	The SEN support section now says: Schools and settings in Newcastle should use the Descriptors of Need guidance to help identify what the needs are and how best to meet them. The examples below are just some of the things suggested in the Descriptors of Need and other local guidance. We’ve also re-written the opening page for descriptors of need to make it clearer who and who it’s for. . – Not quite sure what this referring to? We have addressed this where we can, however some of these are the names of things that professionals might refer to so we want to use the same terms that parents might hear.
Practical information gaps: There’s no mention of timeframes — how long the process should take from identifying needs to putting support in place. It’s unclear what happens next after the range is identified — who explains it to parents, how decisions are shared, or what to do if you disagree with the outcome. The page doesn’t clarify how often the DoN guide is reviewed or updated to reflect a child’s progress. There’s no clear link between this page and the “Reviewing SEN Support” page, which would make the journey easier to follow. Accessibility: The page is quite text-heavy with minimal visuals. A simple diagram showing Identify → Assess → Decide → Plan → Review would really help. Paragraphs are long — breaking them up or adding clear subheadings would make it easier for neurodivergent readers or those with limited concentration. There’s no version suitable for readers with low literacy or English as an additional language, which would help widen accessibility.	This will vary, but the page is clear that once SEN support is in place it should be reviewed termly. I hope this clearer now, descriptors of need help identify needs and suggest support. The assess and plan part of the graduated approach. While I agree this would be useful, we don’t have the resource available – we will keep this in mind. Should be better now that content has been reduced and the language simplified further.