NavigateSEND provides specialist SEND advocacy, psychological assessment, case-navigation and evidence-informed planning for families, young people and professionals.
We help when needs are not being understood, EHCPs are unclear, provision is not being delivered, school is breaking down, or further evidence is needed to support education, study, work, independence or adulthood planning.
This page helps you find the right service route, whether you need advocacy, psychological assessment, behaviour support, capacity assessment, Access to Work, DSA evidence or ongoing strategic advice.
If you are unsure which service applies, start with the route that best matches the current problem:
If you need help or support with an EHCP, School, Local Authority or missing provision then advocacy and SEND casework will be your most likely service need.
Structured support before, during and after annual review, including identifying issues, organising evidence and clarifying the strongest next step.
BEST FOR: Annual reviews that need clearer preparation, stronger evidence or more strategic follow-through.
Help structuring clear requests and setting out what is needed, why it is needed and what evidence supports it.
BEST FOR: Targeted requests that need to be communicated in a clearer, more strategic way.
Support where agreed SEND provision is not being made, is inconsistent, or is not meeting need in practice.
BEST FOR: Cases where support exists on paper but not in reality, or where delivery has broken down.
Retained support for complex, evolving or multi-stage cases where continuity, planning and oversight are important over time.
BEST FOR: Complex cases that require more than one intervention or sustained strategic support.
Support with preparing and structuring requests for an Education, Health and Care needs assessment, including evidence review, strategic framing and next-step planning.
Best for: new EHCP requests, reassessment requests, and situations where the need for formal assessment needs to be set out clearly.
Support when an EHCP needs to be updated so that needs, provision or outcomes better reflect the current picture.
Best for: plans that are outdated, incomplete, unclear or no longer appropriate.
If you need psychological evidence and an evaluation to understand needs, barriers or provision then a psychological assessment will help.
Use this if you need psychological evidence to better understand a child, young person or adult’s needs, strengths, barriers, learning, functioning, independence, study or work-related support needs.
Our assessments are designed to support practical decision-making, provision planning, EHCP discussions, preparation for adulthood, education, study, work or wider case planning.
Best for: families and professionals who need clearer evidence, recommendations or formulation.
Assessment and reporting focused on identifying special educational needs, barriers to learning, provision requirements and recommendations that may support EHCP discussions.
Best for: draft EHCPs, weak EHCPs, reassessments, annual reviews or cases where psychological evidence is needed.
Assessment of learning, cognitive profile, strengths, barriers, study skills and educational support needs.
Best for: children or young people whose learning needs are unclear, misunderstood or not fully reflected in current planning.
Psychology-informed review where school attendance, placement suitability or access to education has become difficult or has broken down.
Best for: school refusal, EBSA, failed placements, alternative provision or EOTAS planning.
Assessment and recommendations focused on independence, further education, training, employment, life skills and future support needs.
Best for: young people approaching adulthood, post-16 planning, college transitions, independence planning or EHCP outcomes.
If you need something more specific, for example:
Support with behaviour that challenges, distress, risk or school breakdown, then Functional Behavioural Assessment, Positive Behaviour Support Planning (PBS) or Complex Case Planning will help; or,
Evidence for study, work, adulthood or independence then a Disability Support Allowance (DSA), Disability Living Allowance (DLA), Access to Work (A2W) or Preparing for Adulthood (PfA) assessment will help.
Use this if behaviour is creating concern, distress, risk or placement instability.
We use Functional Behavioural Assessment to understand what behaviour may be communicating, what triggers or maintains it, and what support may reduce distress. Positive Behaviour Support focuses on practical strategies, environmental changes, communication, regulation and consistency.
Best for: distressed behaviour, meltdowns, shutdowns, aggression, self-injury, school breakdown, exclusions, risk concerns or behaviour linked to unmet SEND needs.
Assessment focused on whether a person can make a particular decision at a particular time, where this falls within our professional scope.
This may involve understanding the decision, the information relevant to it, the person’s ability to weigh information, communicate a choice, and the support needed to maximise participation.
Best for: clearly defined decisions relating to education, care, support, independence, work or future planning.
Assessment and evidence to support Disabled Students’ Allowance, study support, reasonable adjustments and learning access in higher education.
Best for: students or prospective students who need evidence of study-related barriers, support needs, assistive technology or learning adjustments.
Assessment and recommendations focused on work, vocational functioning, reasonable adjustments, support needs and Access to Work planning.
Best for: young people or adults entering work, returning to work, changing role, or needing evidence for workplace support.
Assessment and advice relating to learning access, processing, written output, attention, fatigue or other barriers that may affect exams or assessments.
Best for: pupils or students where access arrangements may be required, usually alongside school or college processes.
When education, health, care, therapy and funding responsibilities overlap, families and professionals often need someone to bring the whole picture together. NavigateSEND provides specialist case management for children, young people and adults with complex SEND, disability, rehabilitation, education and care needs.
Our case-management work focuses on clarity, coordination and outcomes: understanding the person’s needs, identifying the right professionals, mapping evidence, clarifying responsibilities and helping turn recommendations into a practical plan.
For families, deputies and professionals who need help navigating EHCPs, EOTAS, Care Act support, NHS Continuing Healthcare, Disabled Students’ Allowance, Access to Work, disability benefits, transport, therapy provision and transition to adulthood.
This route is suitable where the key issue is:
For solicitors, case managers, deputies and litigation teams working with clients after brain injury, complex injury, clinical negligence, acquired disability or long-term rehabilitation need.
This route is suitable where the key issue is:
Use this if the situation is complex and you are not sure whether you need advocacy, psychological assessment, EHCP review, FBA/PBS, EOTAS planning, DSA, Access to Work or another route.
We review the key issues, consider the current evidence, identify gaps, and help you decide what the most appropriate next step should be.
Best for: families and professionals dealing with overlapping concerns, unclear evidence, school breakdown, missing provision, EHCP issues, behaviour concerns, transition planning or multiple agencies.
If more than one seems relevant, or the case is evolving across several stages, get in touch and we can help identify the most appropriate route.
If provision is not being delivered, a deadline is approaching, or you are unsure what to do next, get in touch and tell us what is most urgent.
Each service corresponds to a common point where families and professionals actively seek help.
People can identify the service that best matches their immediate issue without reading endless general copy.
Each service page can explain what it covers, who it is for, what happens next and how to enquire.
The structure can expand later with resources, FAQs, case examples and deeper sub-pages without losing clarity.
That is common. Start with an enquiry or consultation and we can help identify the most appropriate route based on the current stage of the case.
Yes. Some cases move from one stage to another, such as an EHCP request followed by review, amendment or ongoing strategic advisory support.
Yes. Families are the primary audience and case managers are the secondary audience in the current model.
Yes. If the position is unclear or urgent, it is often better to start with a discussion than to guess the route alone.
Yes. Some families need advocacy or casework. Others need psychological assessment or evidence. Some need both. We will help identify which route is most appropriate.
Yes. Many families are unsure whether the issue is evidence, EHCP wording, missing provision, school placement, behaviour, anxiety, learning or preparation for adulthood. We can help you decide the next step.
NavigateSEND’s core work is educational, occupational, SEND-related and functional. We do not present our service as a medical, clinical or neuropsychological diagnostic service unless this has been specifically arranged through an appropriately qualified professional.
Yes. Where appropriate, we can provide assessment and recommendations relating to study support, workplace adjustments, vocational functioning, DSA or Access to Work.
Yes. We accept enquiries from families, schools, case managers, deputies, solicitors and other professionals where the work falls within our scope.
If you are dealing with a complex or urgent SEND situation, the simplest route is to get in touch so we can help identify the strongest next step.
You can also use our checklists, to see if you have everything you need.
We look forward to hearing from you.
