Question 1

Process

Accepted Answer

<ul style="list-style-type: square;">
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=21618512-f832-4dd9-9b8c-fe05d16bfde9">The Adoption Process</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=6857e85f-ab38-42a4-9319-5a4ef85d7992">Scotland's Adoption Register</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=3731c743-e32c-434d-bd44-8d455c332a82">Dispelling the Myths of Adoption</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=582cb1e4-d07d-4325-8d2b-1402f8a4d969">Additional Support Needs</a></li>
</ul>

Question 2

Parenting

Accepted Answer

<ul style="list-style-type: square;">
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=09a43f58-c53e-48d1-bbe2-b2a075c8310a">Therapeutic Re-parenting</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=8bdcf780-6bae-4d61-bffe-7d3426c7135d">Parenting Adopted Teenagers</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=0d039021-53c5-47f3-a80f-8d2c1438597f">Dan Hughes PLACE</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=99077981-b1ec-466f-afa0-76a8090848ba">Parenting Promoting good sleep in adopted children</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=6d1500fd-9e27-477f-b33e-a75f5f5c66dd">Self-Regulation</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=a63e5bfb-5c4c-48e3-99bd-8a8c4bbbb7e5">Managing Transitions</a></li>
</ul>

Question 3

Law

Accepted Answer

<ul style="list-style-type: square;">
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=630d2466-2368-46a7-aadf-9582999c74e5">Adoption and the Law</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=1a9888e1-c0f6-469e-a94b-4239252fba91">Subject Access Request</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=f6edbe25-4b6c-496d-b5c8-5866461ef364">Adoption Pay and Leave</a></li>
</ul>

Question 4

Health

Accepted Answer

<ul style="list-style-type: square;">
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=d96544bc-1362-4bf9-b3ee-d3bef09695c2">What is FASD?</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=a57ff4fc-63b7-4fe1-9b14-0cb8fae56877">FASD Support & Resources</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=4a6121fd-8d47-468f-a754-fbe4e4edb72c">How to seek a diagnosis</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=58e6e9a7-d976-4f66-a920-808f32a4bad1">Benefits and Funding</a> </li>
</ul>

Question 5

Family

Accepted Answer

<ul style="list-style-type: square;">
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=d81c110a-ca61-40bd-a77d-e43cbb5ee2f3">Tracing and Contact</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=e1f9cf6e-6174-4a5b-99a5-f2f091e5fa5b">Talking to our Children about Adoption</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=7216f39c-5e9a-40b0-a108-64aa7606221b">Life Story Work</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=cd95bfa0-801b-4d68-8cec-c0abb6319481">Adopting Siblings</a></li>
<li><a rel="noopener" target="_blank" href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=5568d720-7734-41fa-890a-3f54863564bf">Adopting a Second Unrelated Child Tips and Ideas</a></li>
</ul>

Question 6

Education

Accepted Answer

<ul style="list-style-type: square;">
<li><a rel="noopener" target="_blank" href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=8efe87c0-d5db-4a67-a479-e22544a50305">Adopted Children and Education</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=661a7134-9742-42e9-86b2-dd66d416d660">List of education resources</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=01d9fe2d-8783-4cb8-8ce1-da16ad989ea1">Top Tips for Teachers</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=7ff3d237-19dc-4672-9689-4f79325860c3">Education Funding Support for Adopted Children in School</a><br>We&rsquo;d like to hear from you if you are successful in accessing this funding and what kind of support you receive. Please contact us at <a href="mailto:scotland@adoptionuk.org">scotland@adoptionuk.org</a> </li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=15978752-c17e-4e9c-af30-302754f134b1">Preparing for a School Meeting</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=7cdbfa3a-7e31-4a21-a38b-e9484a6c4ff0">Education Help Sheet Supports and Strategies</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=10bca3e5-a3f3-4631-86d9-88cb039e31e6">Education Help Sheet Support and Strategies Example </a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=b4c16864-0c94-427f-86fa-d77884da542a">Education Helpsheet ABC Chart</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=7f65c462-f50c-4c53-8764-0d407215c83c">Teacher Toolkit Top Tips for Teachers</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=acca190d-6524-4d0e-9f8b-0e60173123f8">Sensory Systems and Managing the School Environment</a></li>
<li><a href="https://web.archive.org/web/20211223130621/https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=8df548bb-5f58-475d-9ebf-a92a3d024b5c">Choosing a school for your adopted child</a></li>
</ul>

Question 7

Joanna Duggan

Accepted Answer

Joanna is a senior fundraising and marketing leader with over 15 years’ experience in the nonprofit sector. At Adoption UK, she leads income generation, marketing, communications, and policy, driving sustainable growth, strengthening brand and engagement, and influencing policy to improve outcomes for adoptive families.

Prior to this, she was Director of Fundraising, Communications & Marketing at Newlife the Charity for Disabled Children and Director of Income Generation & Marketing at John Taylor Hospice.

Joanna has also served as a magistrate and held several board-level roles. She holds a degree in psychology and a certificate in fundraising management.

Question 8

Mandy Rowsell

Accepted Answer

Mandy is Director of Wales, both staff and volunteers. Her role ensures that all of the services are delivered to the highest of standards. Mandy also works closely with the central team at the National Adoption Service, as well as working collaboratively with regional managers and teams to deliver support and improve standards and services in Wales.

She has over 25 years of practical management experience , 10 of those gained in the charity sector in a number of roles supporting volunteers, families and young people. She is also a qualified children and young person advocate representing care-experienced young people's views and experiences.

Mandy is a mum to 2 boys and outside of work her life revolves around their hobbies. Mandy loves all things Rugby and is also a Team Manager for her son’s rugby team. Mandy’s family are avid caravanners and like to jump in the car and take their tourer to new places whenever they get the chance!

Question 9

Q39. This consultation outlines a series of measures intended to reform the SEND system. Some of these measures have already been finalised, and this is clearly indicated within the document...

Accepted Answer

With this in mind, is there anything further you would like to contribute to help inform the remaining proposals that are still under consideration?

This question provides an opportunity to raise any issues which you feel have not been covered in the rest of the consultation questions.

Question 10

Q26. What factors should LAs take into account in proposing to parents and young people a list of potential settings to name on a plan?

Accepted Answer

The context: The principle of ‘presumption to mainstream’ will be retained so that local authorities (LAs) will still have a strong duty to secure a mainstream place for children with an EHCP if requested. LAs will provide parents with a list of settings able to provide the Specialist Provision Package identified for the child, and parents will be able to choose any of these settings or express a preference for an alternative setting which can deliver the Package. Effectiveness, value for money and the needs of other children in the setting will be considered in making decisions about preferences. Parents will still be able to appeal to Tribunal if they disagree with a placement decision, but the Tribunal will no longer decide on the placement – instead they can request that the Local Authority reconsiders the placement decision. (N.B. this change to the Tribunal’s powers is not being consulted on as part of this consultation).

In your answer, you may want to consider:

There are no reassurances that there will be several settings in the local area which can offer each Specialist Provision Package. If only one setting can offer the identified Package then there will effectively be no choice of setting.
The proposal risks reducing parental choice to a question purely of whether a setting can or cannot deliver the Specialist Support Package identified. This ignores other considerations, including locality of the setting, the ability of the setting to meet the child’s social and emotional needs, the ethos of the setting (e.g. faith schools), the setting attended by a child’s siblings, etc.

Question 11

Q24. We propose creating a more direct route to Specialist Provision Packages and EHCP assessments for children under 5 with complex needs. How can we make sure this works in practice?

Accepted Answer

The context: The Department for Education and the Department for Health and Social Care will work with NHS England to enable better information sharing to speed up the process of matching children to a Specialist Provision Package, effectively creating a fast track route for children under 5.

In your answer, you may want to consider:

Many care-experienced children will not attend early years settings consistently, nor have consistent contact with education and health professionals during their early years due to unstable family situations, changes of placement and moves to adoptive or kinship families. They risk missing out on the possibility of fast track identification of their needs.
The fast track option should be extended to all care-experienced children of any age in respect of the likely delays to assessment and diagnosis that they will have experienced during their early lives.

Question 12

Q22. How can Specialist Provision Packages be designed to effectively support the main types of need we currently recognise?

Accepted Answer

The context: The Government will introduce standardised Specialist Provision Packages of support for children with the most complex needs. They anticipate that approximately seven different Packages will be developed, each reflecting a particular set of support needs, which will set out the interventions and resources required to support children in receipt of the Package. Children who need a Specialist Provision Package will have an education, health and care plan (EHCP) setting out the over-arching support and reviewed at the end of each key stage, and a digital Individual Support Plan setting out the day-to-day support and more regularly reviewed. Decisions about the appropriate setting for children with EHCPs will depend on which settings are able to offer the Support Package.

In your answer, you may want to consider:

Some children have complex, overlapping needs which will not fit neatly into any single Package. It is difficult to see how, for example, an adopted child with social and emotional support needs, dyslexia and FASD could easily be accommodated by a single, pre-defined Specialist Provision Package.
It is not clear that all schools will offer all Packages – in fact the proposals state that settings will be commissioned to provide placements for the whole group of children assigned to a Package, and acknowledge that a change of setting might be needed in order for children to access the chosen Specialist Provision Package. This will effectively limit parental choice only to settings which can offer the Package identified. How will the Government ensure that all children can access the appropriate Package at a school in their local area?
Although ISPs will be a mandatory provision, parents will not have legal recourse should they have concerns about the provision outlined on the ISP or the delivery of this provision. This amounts to a watering down of parents’ legal rights compared to the current situation where provision is outlined on the EHCP with a legal recourse for resolving disputes.

Question 13

Q21. What needs to be in place so that children and young people with low incidence, highly complex needs can always access the right specialist placement?

Accepted Answer

The context: The proposals recognise that a small number of children have highly complex needs that are relatively uncommon which makes accessing support more difficult. The Government will explore options for moving to regional commissioning and regional budgets to improve collaboration and ensure children with these complex needs can access a suitable placement without being affected by regional variations in what is offered.

In your answer, you may want to consider:

Children who have experienced early trauma, disrupted attachments and time spent in care are highly likely to be disproportionately included in the category of those with low incidence, highly complex needs, as they frequently also have additional diagnoses, including FASD, autism, ADHD and specific learning difficulties, creating uniquely complex profiles of need.
There are very few settings which can meet the needs of this cohort of children. Too many adoptive families are forced into home educating their children (around 6-10% in any given year according to the Adoption Barometer) – around 80% of these home educating adoptive parents would prefer their child to be in a school if a school could be found that could meet their needs.
Proposals for regional commissioning of specialist settings must include a requirement for every region to have at least one specialist school for the education of children with a background of complex trauma and attachment disruption.

Question 14

Q20. Through the Experts at Hand offer, we want to ensure that mainstream settings can get quick specialist support for children and young people...

Accepted Answer

What arrangements are needed between local area partners (education, health, social care) to deliver this Experts at Hand offer effectively?

The context: The Government will make a £1.8 billion investment over three years to improve access to health and education professionals such as speech & language therapists who will work with both teachers and children. Local authorities and Integrated Care Boards will establish an ‘Experts at Hand’ offer comprising support from education and health services and outreach from specialist settings including alternative provision. Experts will be able to work directly with mainstream settings so they can access advice without a child or young person requiring a referral.

In your answer, you may want to consider:

Some children who are adopted or in permanent kinship care access specialist therapeutic support through their local authority or regional or voluntary adoption agency. While this support may not be directly education-related, it can have an indirect impact on children’s ability to thrive in education. For example, by improving attendance, supporting children to self-regulate, and addressing social and emotional challenges. Will such specialist services be part of the ‘Experts at Hand’ offer, bringing their expertise into mainstream settings?

Question 15

Q19. How can we make sure that Inclusion Bases help children and young people succeed in mainstream settings?

Accepted Answer

The context: Current terms, such as SEN unit, resourced provision, pupil support units and internal alternative provision will be collectively described as ‘Inclusion Bases’ in mainstream settings. There will be two models – ‘Support Bases’ to deliver Targeted Support, and ‘Specialist Bases’ to deliver Specialist Support. The intention is that every secondary school will have an Inclusion Base, with an equivalent number of places in local primary schools. National guidance will set out the principles and standards of high-quality practice.

In your answer, you may want to consider:

The School Admissions Code currently gives the highest priority to looked after and previously looked after children on account of their need to access a suitable setting following a placement move, and a frequent need for high quality, trauma-informed provision which is not available in every setting. However, this does not apply where an eligible child has an EHCP. Since only a limited number of primary schools in an area will have an Inclusion Base, what measures will be taken to ensure that looked after and previously looked after children with an EHCP are able to attend an appropriate mainstream setting that can meet their needs through a Specialist Base?
How will Guidance ensure that Inclusion Bases do not become a ‘school within a school’ with children accessing Bases largely separated from their peers rather than truly included in the life of the school?

Question 16

Q15. What would provide assurance for families that an Individual Support Plan (ISP) is high‑quality and contains the essential information?

Accepted Answer

The context: All children receiving SEND support will have a digital Individual Support Plan (ISP). This will be a statutory duty for settings. There will be guidance to support settings to create high-quality plans, developed with parents and standardised to facilitate transitions. Plans will be reviewed annually at the minimum. Concerns about provision set out in the ISP will be resolved with the setting, but the Government proposes improvements to the complaints process, including that when a complaint relates to SEND provision, the complaints panel must include a SEND specialist who is independent of the school.

In your answer, you may want to consider:

The average age for a child to obtain an adoption order is 3-4 years old. Therefore, some children who are moving to adoption may already have a digital ISP. How will the system ensure that essential information is appropriately retained and passed on to the adoptive family and any relevant professionals when a child is adopted and receives a new, legal identity and a new Unique Pupil Number with all links to their pre-adoption records severed?

Question 17

Q12. What are the most important issues for national training to cover, to help support children and young people with SEND?

Accepted Answer

The context: The Government has announced a new training package of over £200 million over three years from September 2026. This will be available to all staff working across early years, schools and post-16 settings to support more inclusive learning environments. The training will be Government backed and “developed with experts”.

In your answer, you may want to consider:

Considering the high prevalence of SEND among care-experienced children (50% of previously looked after children have documented SEND) training must be available on the intersection of needs arising from SEND and trauma, disrupted attachments and care experience.

Question 18

Q8. Do you agree that the refreshed ‘areas of development’ will support educators to understand and address barriers to learning and participation? Please explain your answer.

Accepted Answer

The context: The ‘areas of development’ will replace the current ‘areas of need’ used to categorise and report on SEND. Current ‘areas of need’ are criticised for being poorly defined with some describing underlying needs while others are based on a diagnosis. The new ‘areas of development’ will aim to reflect developmental needs and each area will form the basis of a Specialist Provision package. Currently, the Government is proposing five areas: Executive Function, Motor and Physical, Speech, Language and Communication, Social and Emotional, Sensory. However, the Government is still consulting on this framework.

In your answer, you may want to consider:

The move away from diagnosis-based categories of need may benefit some care-experienced children who have faced long delays in accessing assessments and diagnosis, especially for autism, ADHD and FASD.
However, children with complex, overlapping needs and those with spectrum conditions are unlikely to fit neatly into any single one of these areas of development, risking a significant proportion of their needs being unsupported and unrecognised.
The proposal is for Specialist Provision Packages to be defined by one of these areas of development. How will this work where children have significant needs crossing two or more of these areas of development?

Question 19

Q7. How do you think early years settings, schools, and college can best support the mental health and wellbeing of children and young people?

Accepted Answer

The context: As part of developing the ‘areas of development’ which will define the Specialist Support Packages, the government intends to clarify how settings can effectively support social and emotional development and mental wellbeing for all children and young people. The ‘social, emotional and mental health’ (SEMH) SEND area will be renamed ‘social and emotional’. Schools will continue to have a role in promoting mental wellbeing, but health professionals will lead on clinical interventions for mental health difficulties for children with and without SEND. These clinical interventions can still be part of Specialist Provision Packages for children with SEND. The Government has also committed to publishing a Pupil Engagement Framework to help schools measure children’s engagement and wellbeing.

In your answer, you may want to consider:

Care-experienced children are disproportionately likely to experience mental health difficulties. 90% of adoptees aged 16-25 have ever sought support for their mental health (Adoption Barometer 2025). Mental Health Leads in schools will need explicit training on the mental health needs of care-experienced children and young people, including guidance on when to refer to specialist services.
You may wish to include examples of good or poor practice in supporting mental health and wellbeing in schools and other settings from your own experience.

Question 20

Q6. How can we ensure that children in the Specialist layer are best supported?

Accepted Answer

The context: Specialist support will be reserved for children with the most complex needs. New, nationally defined ‘Specialist Provision Packages’ will outline packages of provision and these will form the basis of an education, health and care plan (EHCP). A digital Individual Support Plan will set out the day-to-day support needed. Children will have access to Inclusion Bases (‘Specialist Bases’) within mainstream settings where required. Some children receiving Specialist support will attend special school.

In your answer, you may want to consider:

Children will be assessed as to whether they need a Specialist package by the local authority, using a new, statutory needs assessment process. This assessment must take account of children’s social and emotional wellbeing as well as educational attainment, and allow for needs arising from trauma and disrupted attachments.

Question 21

Q5. How can we ensure that children in the Targeted Plus layer, are best supported?

Accepted Answer

The context: ‘Targeted Plus’ is the second of three levels of support for children with SEND. It will include access to ‘Experts at Hand’ – e.g. speech and language specialists, educational psychologists. Each child will have a digital Individual Support Plan and access to an Inclusion Base (when required) within the school for bespoke interventions and individual and small group work. Targeted Plus may also include temporary placements in alternative provision or a specialist setting to assess and address needs, before returning to mainstream.

In your answer, you may want to consider:

More clarity is needed on who will be included as ‘Experts at Hand’. For example, might this include specialists in supporting children who have experienced trauma and disrupted attachments, therapeutic social workers, clinicians with expertise in differentiating between presentations of developmental trauma, reactive attachment disorder and autism?
Temporary placements in alternative provision and specialist settings will not be useful for many care-experienced children if those settings do not have expertise in supporting needs arising from trauma and disrupted attachments.
For children who have experienced significant loss, including adopted children, the emotional significance of being taken away from their school and their friends to a new setting, and then repeating this experience only a short time later, must be taken into account.

Question 22

Q4. How can we ensure that children in the Targeted layer, are best supported?

Accepted Answer

The context: ‘Targeted’ is the first of three layers of support for those who need more than the universal offer. Support for children with “ongoing and commonly occurring needs” will be provided in the setting. Each child will have a digital Individual Support Plan developed with parents and reviewed regularly.

In your answer, you may want to consider:

SENCOs will need training to develop the expertise to recognise the intersection between needs arising from trauma and disrupted attachments and those arising from SEND.
Training for SENCOs should include specific guidance on whether and when children with a history of trauma, disrupted attachments and care experience should be escalated quickly, for example to Targeted Plus, to mental health support, or to specialist support from therapeutic professionals, such as that accessed via adoption agencies.
While the three layers of support are not intended to be a ‘ladder’ requiring children to move through each stage in turn, there is a real risk that this is how it may work in practice. Guidance must be robust to ensure that care experienced children, who are already likely to have had many missed opportunities to identify their support needs, are not subject to a ‘wait and see’ approach at the Targeted level.

Question 23

Q3. How can we ensure that children are best supported by the Universal offer?

Accepted Answer

The context: the Universal Offer aims to increase inclusion in all mainstream settings (for children aged 0-25) by funding SEND training for teachers, requiring all schools to produce an ‘Inclusion Strategy’, prioritising early intervention, creating a safe and respectful culture, strengthening partnerships with families and wider services, and improving accessibility for children with neurodivergence, disabilities and other types of SEN.

In your answer, you may want to consider:

The importance of training for all education professionals on the impact of early life trauma, disrupted attachments and care experience and the intersection of these issues with SEND.
The need for settings to have whole-setting approach to supporting and including children who have experienced trauma and attachment disruption, including using relational approaches, modifying the environment, learning from the expertise of carers and parents, and knowing when to refer children to specialist support.
Two thirds of adopted secondary school-aged children report being teased or bullied at school for issues relating to adoption (Adoption Barometer, 2025). Creating a safe and respectful culture in schools will require addressing lack of knowledge and understanding about care experience and adoption and addressing bullying related to these life experiences seriously.
Many care-experienced children will miss out on consistently accessing the universal offer during the early years due to instability and moves through the care system. This can delay the identification of SEND. Training for early years staff must include how to recognise issues arising from trauma and attachment disruption and their interaction with SEND to support early identification of needs. Measures should be in place to support early identification of needs for those children who attend early years settings inconsistently or not at all.
It is not clear how the £1.6 billion to be invested in inclusivity in mainstream education will interact with other funding sources, including pupil premium plus (PP+). Settings will benefit from clear guidance to direct the use of both the new Inclusive Mainstream Fund and PP+ to avoid duplication and reduce the risk of PP+ being absorbed into general funds and failing to support the children it is intended for.

Question 24

Q1. We want children, young people and their families to be involved in making better, evidence based decisions about SEND, both in their local area and across the country...

Accepted Answer

How can we make sure children, young people and their families have a genuine say in these decisions?

In your answer, you may want to consider:

The DfE’s own data shows that 50% of previously looked after children (including adopted children) have SEND (data obtained via a freedom of information request by Adoption UK).
Despite this, the SEND consultation document does not mention this group of children at all.
The consultation document only mentions children who are looked after and children in need once.
Care-experienced children are both overrepresented and underserved by SEND provision. The Government should seek to explicitly gather the views of care-experienced children and young people (including those who are being educated out of school), their families, and organisations that represent them.

Question 25

Contact us

Accepted Answer

For specific feedback or enquiries related to the consultation itself, you can fill in our contact form below.

*All responses will be monitored and considered in any evidence put forward by Adoption UK, however we cannot reply to every enquiry individually.

Question 26

Proposal 8: Improving value for money to ensure every pound is being spent efficiently, sustainably, and on families

Accepted Answer

Proposal 8: Improving value for money to ensure every pound is being spent efficiently, sustainably, and on families 

The aim here is to review of the costs of each intervention currently funded by the Adoption and Special Guardianship Support Fund and to use this to set out a benchmarking tool and guidance.

Potential benefits:

Theoretically, having a benchmark for what individual therapies cost based on market value would help policymakers understand what realistic funding levels are needed to meet the needs of children and young people who are adopted and in kinship care. This was missing when government made cuts to the ASGSF in April 2025. This could add transparency and help alleviate any concerns of over-charging for therapies.

Potential concerns:

The proposal is that a benchmarking tool will help government introduce measures that ‘ensure funding is spent where it makes the biggest difference for families’, but it is not clear how that will be done. As it is written, this proposal is about cost, not quality or effectiveness. Some therapies may have higher unit costs upfront but yield greater cost savings to the treasury long-term, for example by helping a young person to stay in work or education and thrive in adulthood.

Any market evaluation of provision should be carried out independently in order to remain neutral, as well as work closely with current providers.

Question 27

Proposal 7: Devolve Adoption and Special Guardianship Support Fund funding and responsibility to regional and/or local decision makers

Accepted Answer

Proposal 7: Devolve Adoption and Special Guardianship Support Fund funding and responsibility to regional and/or local decision makers

This proposal sets out a vision for how the ASGSF could be run from 2028 onwards. The aim is that instead of a centralised Fund as we currently have, this funding will be devolved to either Regional Adoption Agencies or Local Authorities to administer and be responsible for. This is to ensure funding is held and administered by those ‘closest to the children and families it affects’.

Potential benefits: 

Providing therapeutic support within local authorities and regional adoption agencies may reduce the time taken to access support as social workers won’t have to apply to a centrally held fund on behalf of applicants, and the assumption is this will reduce the administrative burden.

Regional commissioning of support services may enable more joined-up approaches to support since all the services will effectively be ‘in house’ and there may be opportunities for economies of scale, reducing overall costs, and improved accessibility to services.

Potential concerns: 

Devolving the ASGSF funding to LAs or RAAs could effectively mean the end of guaranteed ring-fenced funds for adoption support, as we currently have. The risk is that the money meant for therapeutic support interventions gets pooled with wider RAA or LA budgets. The impact of this on children and families is unknown, but many families have already reported that RAAs and LAs are refusing to ‘top up’ funding gaps for therapy caused by cuts to the ASGSF because of lack of resources.

There is currently no formula for distributing national adoption support funds at the local level. The proposal is that this would be developed by the DfE and the Ministry for Housing, Communities and Local Government. It is not yet clear how a fair distribution of funding would be achieved. Obviously demand within any geographical area changes over time.

Adoption UK has significant concerns about the proposal to devolve funding to LAs. The proposal states that this would be via the Children, Families and Youth Grant. Currently, this grant includes funding for early intervention where families are struggling, for virtual schools’ duties towards previously looked after children, and for young people leaving care amongst other things. Should the adoption support funding be folded into this grant, it is essential that it is ring-fenced for adoption support (within a coherent definition) with robust accountability for LAs not fully compliant and clear appeal mechanisms for agencies/families.

Devolving funding to the local or regional level and relying on local commissioning of services risks creating a postcode lottery where the support available is dependent on what has been commissioned. While this risk may be offset by the creation of a national Practice Guide (see proposal 4), the premise must be that support for adoptees, children in kinship care and their families is offered on the basis of what is needed rather than what is available.

The options do not include an improved centralised model, which would be Adoption UK’s preference. 85% of families who accessed support through the ASGSF last year say it has had a positive impact on their family. Whilst we recognise it requires improvement, the system has had a transformative impact on thousands of families and there is no evidence put forward in this consultation that devolving the funding would improve outcomes for adoptees and those in kinship care; or even that it would save money.

Question 28

Proposal 6: Require clinical adoption support therapies to be compliant with NHS evidence standards. Ensure all interventions are well evidenced and assessed

Accepted Answer

Proposal 6: Require clinical adoption support therapies to be compliant with NHS evidence standards. Ensure all interventions are well evidenced and assessed

The aim here is to ensure the clinical/therapeutic interventions offered (including via the ASGSF) are meeting evidenced-based standards and having a sufficiently desired impact. Also, to ensure that non-clinical interventions meet certain standards, where possible.

Potential benefits: 

Families would be reassured that both clinical and non-clinical (e.g. social work, educational, community based) interventions are being offered based on evidence they have a positive impact. For clinical interventions, the evidence would be based on the results of randomised, controlled trials and recommendations by NICE. For non-clinical interventions, a new outcomes measurement system would need to be created.

The proposal recognises that, currently, availability and timeliness of interventions has an impact on what is offered to families. It is hoped this would also be factored into any analysis of impact.

The proposal acknowledges the need to ensure support that is currently benefiting young people is not disrupted during this process.

Potential concerns: 

As with proposal 5 above, while a strong evidence-base for therapeutic interventions is desirable, there is concern that many interventions families find useful may not be included. This is because NICE guidelines prioritise specific therapies that lend themselves to a specific type of testing (randomized control trials). However, this is not the only way of working out what works best.

Whilst the proposal is for the Department for Education to work with the Department for Health and Social Care and clinical experts to evidence standards, it is absolutely vital that those professionals with years of expertise working with these cohorts are consulted and feed in to early plans. In particular, practitioners delivering therapeutic support services to adoptive and kinship families via the ASGSF.

The proposal states that the Department for Education could also explore whether the range of non-clinical interventions offered meets the needs of this cohort. Again, it is absolutely vital that adopted people and those in kinship care, as well as the professionals working with them, are closely feeding into this process.

It is not clear that the timetable set out in the consultation gives adequate time for robust testing and longer term outcome measures to be evaluated.

Question 29

Proposal 5: Standardise needs assessments for adopted and eligible kinship children. Commission social care, health, and education support based on their needs

Accepted Answer

Proposal 5: Standardise needs assessments for adopted and eligible kinship children. Commission social care, health, and education support based on their needs

This seeks to ensure a more equitable approach to assessment, and higher quality interventions based on evidence-led practice.

Potential benefits: 

This proposal recognises that assessments of support needs must consider the impacts of, for example, fetal alcohol spectrum disorder (FASD) and neurodevelopmental conditions, alongside the impacts of adverse early life experiences, trauma and attachment disruptions.

It suggests that multi-disciplinary teams could carry out assessments of support needs using an agreed, standardised, evidence-based protocol, rather than the current situation where assessments are often carried out by individual social workers and protocols are unclear, leading to inconsistent outcomes.

Potential concerns: 

The proposal suggests that therapeutic interventions could be limited to those recognised in National Institute for Health and Care Excellence (NICE) guidelines and Foundations Practice Guides as these are “evidence-based”.  While a strong evidence-base for therapeutic interventions is desirable, there is the concern that some interventions that families find useful may fail the ‘evidence-base’ test simply because the required evidence is not yet available.

The Foundations Practice Guide for foster carers and adoptive parents is not yet published, and the Guide for kinship carers makes recommendations that are largely focused on supporting carers (parenting support, peer support, training, etc.) rather than examining the evidence for therapeutic interventions for children.

There is no mention of when these assessments are to be carried out, or how they will fit with adoption support plans or longer term planning. As well as pre-placement assessments, Adoption UK have called for agencies to offer adoptees assessments of need at critical stages in their adoption journey, in line with government’s ambition to ensure smoother transitions. For example, the Adoption Barometer (2025) calls for agencies to offer all adoptees aged 10 an assessment of needs covering education, social care and health, to inform an update of their adoption support plan and to identify what can be put in place to assist their transition to secondary school.

A multidisciplinary approach is vital to support the needs of adopted children and young people. However, there needs to be qualifying standards for those professionals working within these teams; and responsibilities must be reflective of expertise.

The consultation document highlights that ‘consideration is needed on how this proposal would be embedded within a broader care pathway’. This is vital. Adoption support services do not operate in a vacuum and there must be greater recognition that wider services, such as CAMHS, are currently not fit for purpose to provide the necessary mental health support for many children and young people who are adopted or in kinship care. This is because of both a lack of capacity and a lack of adoption-competent therapists. Until these services are fit for purpose, referring into them can be damaging, adding further delay to the process of getting appropriate support.

Question 30

Proposal 4: Enhance plans to better meet children’s needs, setting clear expectations for families and services via Practice Guides

Accepted Answer

Proposal 4: Enhance plans to better meet children’s needs, setting clear expectations for families and services via Practice Guides 

Adoption and Kinship support plans which could outline available services, eligibility criteria, and escalation routes - this would build on the universal offer set out in Proposals 1-3 and tailor support to individual needs. Plans would be more transparent, comprehensive, and regularly reviewed.

Potential benefits: 

This proposal includes a commitment to develop a full Practice Guide on adoption support plans to reduce inconsistency. In Wales, where Practice Guides have previously been introduced, the Adoption Barometer has recorded improvements in the provision of services. E.g. after the introduction of a Practice Guide for life journey work, satisfaction with life journey materials among new adopters in Wales rose from 79% to 86%.

The enhanced support plans proposed here are intended to be bespoke, tailored plans for children and families with needs which cannot be met solely through a universal adoption support offer. The proposal goes beyond adoption support services by suggesting greater input from the NHS and schools so that social care, health and education support needs are also included and multi-agency support is co-ordinated.  This is welcome, as recommended in the Adoption Barometer.

The creation of a national Practice Guide and standardised approach to enhanced support planning may reduce the risk of a postcode lottery created by devolving funds to local authorities or regional adoption agencies (see proposal 7).

Having one lead coordinator overseeing the plan, and regular assessment to ensure it is reflective of the young person’s journey and needs, is welcome.

Potential concerns: 

The proposal does not address the gap between what is available on paper and what is actually offered to families. There is no mention of a statutory requirement to provide the support identified by an assessment of support needs, nor any reassurance that support will be needs-driven rather than funding-driven. Much of what is laid out is already happening, or being developed.

Greater expert input from the NHS and schools would be welcomed, but adoptive families often report very poor experiences of accessing existing services since they have neither the expertise nor resources to properly support adoptees. Only 29% of 16-25-year-old adoptees who had accessed CAMHS support agreed that the support made a positive difference and half of adoptive parents do not believe that their child's teachers have a good understanding of the needs of adopted children (Adoption Barometer 2025).

While better support planning is welcome, this proposal does not take account of families who find themselves at crisis point, often driven by external circumstances. Planned support pathways are important, but plans for robust crisis intervention, if required, are also needed.

Question 31

Proposal 3: Provide proactive support for adopted and kinship children at key life stages

Accepted Answer

Proposal 3: Provide proactive support for adopted and kinship children at key life stages 

This proposal suggests a programme of targeted interventions at predictable stress points, such the transitions to secondary school, adolescence and adulthood. Interventions such as workshops for parents, carers and children, alongside specialist educational advice and toolkits on how to approach working with schools on transitions, would be offered in advance of these key transitions.

Potential benefits: 

The support needs of families and children change over time and Adoption UK has frequently called for longer-term planning of support for adoptive families, including proactively reaching out to families to offer targeted support at potential trigger points. This proposal recognises that need and identifies school transitions, adolescence and the transition to adulthood as life stages where extra support may be needed. This is welcome.

The DfE has already committed to delivering a parenting support offer for families whose children are due to transition into secondary school from September 2026 across England, regardless of the outcome of the consultation.

The proposal recognises the importance of engaging across sectors, for example by involving regional and voluntary adoption agencies, local authorities, education settings and virtual school heads.

The proposal also recognises the importance of user-led design of support services and states that a future national roll out of the programme would learn from and be co-designed with families.

Potential concerns: 

The emphasis is on providing support for parents, with a focus on ‘workshops for parents, carers and the child’ and ‘educational toolkits’ for parents on school transitions. This places the responsibility/problem on the parent or child themselves, overlooking the systemic factors that exacerbate difficult transitions and which ignores the fundamental role that schools, social workers and other agencies must play in supporting effective transitions.

The proposal doesn’t mention building these transition points into the adoptee’s adoption support plan, which could be a vital way for adoptees, their parents and social workers to monitor support planning and ensure it is regularly assessed and reflective of the child/young person’s needs throughout their adoption journey.

The proposal does not recognise the lifelong impacts of adoption, nor predictable trigger points occurring later in life, such as becoming a parent, or the loss of an adoptive parent, kinship carer or birth parent.

Core support (advice, training, information) can be helpful, but it is not a panacea for the needs of adopted or kinship children. Adoption UK research suggests that one of the key benefits of early access to high quality core support is that families who receive this are more likely to seek help for tailored, therapeutic support earlier, and it is this that means they are less likely to reach crisis point. Core support is therefore one element that can be helpful, but does not cancel the need for more bespoke support from appropriate professionals.

The case study given under this proposal is vague, giving little detail about about the specific programmes RAAs are working on, therefore is difficult to respond to.

One significant area of concern is that adoption agencies are training up social workers to deliver therapeutic support, albeit under ‘clinical supervision’. This relates to the assertion in the consultation regarding the ‘unnecessary medicalisation’ of adopted children. This is a completely unsubstantiated claim, at best unhelpful, and at worse, damaging to the thousands of children and young people and their families who face battles to get support that helps them.

Whilst it is true that demand for therapeutic interventions has increased over time, this is simply reflective of need. Adoption UK evidence shows 53% of adopted children have diagnosed social, emotional and mental health needs, 50% have diagnosed attachment difficulties or disorders, 35% have diagnosed sensory processing difficulties and 23% have diagnosed ADHD (Adoption Barometer 2025). DfE data shows that 50% of previously looked after children have SEND. One study found that over 70% of adopted children were possibly at risk of having FASD. Demand for ASGSF-funded interventions has remained high because of the clinically high level and complex needs of adopted children. This proposal completely disregards that need.

This proposal again mentions linking in with BestStart Family Hubs, but these hubs are universal services not designed to support the specific challenges facing adoptive and kinship families and, despite being available for families with children aged 0-19 (25 with SEND) are heavily focused on services for the early years, such as school readiness.

Question 32

Proposal 2: Strengthen peer and community support for adopted children and parents

Accepted Answer

Proposal 2: Strengthen peer and community support for adopted children and parents

Seeks to expand the model of peer support groups offered kinship families, although this is currently typically set up for carers rather than children and young people. The intention is an offer that helps more adopted children and families benefit from peer-led support groups, mentoring schemes, and community-based activities irrespective of where they live.

Potential benefits: 

Peer support is seen as valuable among adult adoptees, 87% of whom say it is, or would be an important source of support for them.

Among younger adoptees (aged 16-25), 59% say that spending time with other adoptees their own age is, or would be important to them (Adoption Barometer 2025). The All Party Parliamentary Group for Adoption and Permanence recent inquiry ‘Adoptee Voices’ highlighted a sense of isolation many adopted young people can feel and found that 33% of young adoptees surveyed aged 13 – 25 said they never talk about adoption with other young people.

Potential concerns: 

The proposal for local authorities or regional adoption agencies to meet the ongoing costs of maintaining peer support through “devolved funding arrangements” strongly suggests that funding currently ring-fenced for the ASGSF could be used to fund peer support instead (see proposal 7). While of vital importance, peer support for adoptive parents and adoptees does not remove the need for targeted therapeutic interventions which are currently funded via the ASGSF.

Without ringfenced funding and national standards, there is a risk that peer support programmes for young people will become a postcode lottery dependent on the Regional Adoption Agency ‘sponsoring’ the programme.

There is no proposal for the development of peer support for adult adoptees, despite evidence suggesting the overwhelming majority would find this valuable.

It is not clear what peer support programmes would be available for children and young people in kinship care.

Question 33

Proposal 1: Develop a baseline offer of parenting support and training at the point of adoption and kinship care

Accepted Answer

Proposal 1: Develop a baseline offer of parenting support and training at the point of adoption and kinship care 

This could include ‘training and workshops, online modules, and access to peer networks’. The purpose is also to ensure that families are aware of the full range of support available to them and how they can benefit from that (e.g. Family Hubs).

To be delivered via RAAs/LAs working with partners where appropriate.

Potential benefits: 

This nationally agreed baseline support offer would ensure that all potential adopters and kinship carers receive the same baseline level of support at the start of their journey.

The proposal states that support should be pitched at the stage the child or young person is at, suggesting that it will be tailored according to the age and needs of the child.

The need for flexible support options is recognised in the proposal to include training, workshops, online modules and peer networks as part of the programme.

Potential concerns: 

The proposal mentions signposting families to universal support offers, including BestStart Family Hubs and Family Help programmes. However, these programmes do not currently offer bespoke support for adoptive and kinship families and are not tailored to their needs. (For example, read our recommendations on Family Hubs here). Universal services would need considerable upskilling to offer the tailored, trauma-informed support often needed by adoptive and kinship families, even in the early stages. Even on a practical level, attending family hubs in a given local area might not be appropriate.

The proposal states that children’s needs should be supported from the outset. However, more than one quarter (28%) of new adopters say they were not given all the information they needed about their child before they moved in (Adoption Barometer 2025) suggesting that more robust assessment and information sharing is needed if the needs of children are to be understood and met through this support.

Question 34

Section 1 and 2

Accepted Answer

Section 1

This asks what support works for adoptive and kinship children and young people and respondents to the questions are invited to type their answers into a free text box.

What support do you think helps to maintain or improve children’s and young people’s mental health and wellbeing?

Answers should focus on children and young people who are either adopted or in kinship care, based on their specific contexts.

This is an opportunity to reflect on support that may currently exist, that you feel improves mental health and wellbeing. Examples might be: access to peer support or youth groups, therapeutic support (e.g. via ASGSF or CAMHS), educational support measures such as EHCPs, Pupil Premium Plus, and virtual schools; or a teacher that is trauma trained. These may be types of support that are directly related to adoption support services, or they may sit within broader public services. It is also an opportunity to highlight support you think helps but that may not be readily available, for example certain types of therapy, peer support for young people, or trauma trained teachers in schools. This also provides an opportunity for adult adoptees to set out the lack of support available to them, and what would help.

Why does this support help?

This is an opportunity to share your personal experience of where this support has had a positive impact on your child or your family. There may also be broader evidence to draw on. For example, The Adoption Barometer or our Break the Barriers Report include lots of examples of the types of support that adoptees and families report has a positive impact.

What could be improved about this support?

This is an opportunity to highlight the issues you have had in accessing the support measures you have highlighted as helpful, including availability, resourcing, timeliness, consistency, and quality.

Section 2

This section sets out eight government proposals to reform the adoption and kinship support system and invites you to rate how strongly you agree or disagree with each of them on a given scale (from strongly agree to don’t know) and then invites you to give your reasoning in a free text box. You don’t have to answer all the questions.

Question 35

How common is FASD?

Accepted Answer

Within the general population the prevalence of FASD is around 3-5%, meaning that up to 1 in 20 people in Scotland could have FASD. In comparison Autism Spectrum Disorder (ASD) is thought to affect 1 in 94.

Some groups are, however, disproportionally affected by FASD including the care-experience community. Research in Peterborough (Gregory et.al 2015) revealed that 75% of children put forward for an adoption medical had been prenatally exposed to alcohol.

Question 36

Do people with FASD look different?

Accepted Answer

FASD is a ‘hidden disability’, meaning that you cannot tell by looking at someone whether they have the condition. Around 10% of individuals have specific facial features that are indicative of PAE, these are a thin upper lip, smooth philtrum, and narrow eye opening. The remainder of individuals with a history of PAE do not have these features, which has historically brought challenges for the individual and their families in terms of professionals recognising the impact of PAE.

Question 37

Common symptoms and characteristics of FASD

Accepted Answer

The impact of FASD on an individual involves a wide range of common challenges including impulsivity, difficulties with cognition, memory, the sensory system, motor skills, executive functioning, social skills and affect regulation. These are often seen as dysregulation, developmental dysmaturity, a spikey profile of ability and inconsistent performance ‘can’t do today what they learnt yesterday – on and off days’.

You can find out more in our FASD factsheets area.

Question 38

What is FASD?

Accepted Answer

FASD is a condition that may occur when a fetus is exposed to alcohol prenatally. Prenatal Alcohol Exposure (PAE) can occur at any point during the pregnancy, including before the pregnancy is detected. Alcohol is included within the group of substances called teratogens, or poisons, meaning that it is a substance that can cross to the developing fetus and cause harm at any stage of pregnancy. There is no known safe amount or time to consume alcohol during pregnancy, and the UK’s Chief Medical Officer’s advice is that those who are pregnant, or planning a pregnancy, should abstain from alcohol.

Question 39

The Trust Puzzle

Accepted Answer

We all need help and support from time to time, and we rely on the people we love and/or trust to be there for us when we need them. This resource is designed for you and your young person to co-create together. When it’s finished, your child will have a unique jigsaw puzzle with all the people they can rely on if they ever need help.

Download The Trust Puzzle pdf

Question 40

Lee

Accepted Answer

I'm Lee, the coordinator of the Adoptive Dad's Virtual Community Group.

My wife and I started our adoption journey in 2020 during Covid. In November 2021 our 2 children, siblings aged 3 & 5, came home to us. Our family includes a much older birth daughter and a grandson who is a very recent addition to our close family.

The adoption journey has been a roller coaster but looking back I wouldn't change anything. I have learnt so much from attending virtual groups, meet ups, talking to other adopters and attending therapeutic sessions with our two children.

Professionally I work in sales in the food industry, holding various positions over the years but the most rewarding role is being an Adoptive Dad, our two children have been challenging but now so rewarding to see how they have become very settled and watch their confidence grow.

I wanted to join Adoption UK to share with other adoptive Dad's my journey and provide listening, support and discussion to another adoptive Dad where ever they are on the adoptive journey. The power of conversation is never to be underestimated, no question is too small or too big. Sharing experiences is truly beneficial to everyone as all adoption journeys are different.

The Adoptive Dad's Virtual Community Group is a 'safe place to share' environment and maybe a place where you can give or receive valuable advice for free

We look forward to you joining us.

Adoptive Dads meet-ups

Question 41

Registration, dates and costs

Accepted Answer

Costs

Registration Fee £299

Option A - Minimum Sponsorship £4,500

Option B - Self-Funding £2,250

Trekking Permit £200

Airport Tax & Fuel Surcharge £250

Single Occupancy Supplement (Optional) TBC

Dates

5 - 14 June 2026

Register now

Question 42

More information and FAQs

Accepted Answer

Is this trip for me?

Absolutely! This trek is suitable for all ages with the correct training. The minimum age for this trek is 18 years old (14-17 years must be accompanied by a parent or legal guardian). The one thing everyone will have in common is a great sense of adventure and the desire to help a charity. Whether you are taking part as an individual or as a team with friends, team spirit will be flying high on the challenge.

How fit do I need to be?

This challenge has been graded as Tough (2) on our challenge grading scheme meaning the trek has been designed to be challenging but achievable as long as you train beforehand. You will be trekking for 5 consecutive days, and at high altitude and in varied temperatures, a good cardiovascular fitness is required – the fitter you are the more you will enjoy the challenge! We will provide you with a full training guide once you register, this is also available to download via our website. Why not join one of our challenge training weekends – it’s a great opportunity for you to meet our team and other challengers, and train together prior to the event.

Our policy is to encourage and support as many people as possible to take part in our challenges. But they may not be suitable for all people due to restriction posed by limitation in mobility, physical or cognitive disability, pregnancy or other various medical conditions. If you have any doubts regarding your suitability for your challenge please contact our office to speak to one of the team.

What is the challenge grading scheme?

All our challenges are graded on a scale from 1 to 3 to indicate the level of difficulty, 1 being the lowest challenge grade and 3 being the most challenging. (1 = Challenging, 2 = Tough and 3 = Extreme).

Do I have to carry my own luggage?

No. Participants will only have to carry a day pack (for items such as sunscreen, water, sun hat, camera, etc.) A small kit bag will be issued to you in Cusco and this is for you to fill with items you require for your trek (limited to 5kg) and will be carried from camp to camp by our porters. You will be able to leave your main piece of luggage at the hotel in Cusco.

Do I need specialist kit?

We will supply you with a kit list of what to take once you register to take part. Apart from broken in trekking boots, some trekking poles and a good quality sleeping bag you do not need any specialist kit.

Food Matters...

All meals will be provided except for dinner on day 7 and lunch on day 8. We can cater for most dietary requirements as long as we know in advance – just fill in the appropriate section on your registration form. Peruvian food is very varied and nutritious with plenty of vegetables and potatoes.

What support is there on the challenge?

There will be a strong support team with a professional Global Adventure Challenges leader, as well as local guides and porters. Full, comprehensive first aid kits will be taken and radios will be used to ensure your safety and security at all times. A UK Doctor will also be joining the trek.

Can I stay in Peru after the challenge?

Yes you can, but this is subject to us being able to amend your booking from our flights inclusive package to our ground only package. For further information on how our ground only packages work, please visit our guide to ground only challenges.

If you have already registered and would like to request a change to our ground only package, please contact customer.care@globaladventurechallenges.com.

What happens if I get tired?

There will be regular rest stops for drinks and snacks – there is no problem with you taking more rest stops should you need them. A guide will be bringing up the rear of the group ensuring no one is left alone. Remember this is not a race! The main physical problem you may encounter is altitude sickness, which can occur over 2,500m – the maximum altitude on this challenge is approx. 4,200m.

Will the altitude affect me?

Your physical fitness will not affect your ability to cope with the altitude, however the fitter you are the better you will cope in general whilst on the mountain. Altitude sickness is caused by decreased oxygen concentration in the blood due to the lower atmospheric pressure at high altitude. All individuals are affected differently, but symptoms can include breathlessness, nausea and headaches. Please be assured that this trek has been designed to maximise your chances for sufficient acclimatisation i.e. the speed at which we trek, the route taken, acclimatisation days taken and the number of highly trained experts in the support team.

How do I go about raising the sponsorship?

Once you have signed up you will receive a fundraising pack from Adoption UK in order to make your fundraising as easy as possible. You will also receive a few tips and ideas from Global Adventure Challenges to help you on your way.

Question 43

Inclusions

Accepted Answer

What's included

Before your challenge

Your own personalised account hub that houses all your challenge support information to ensure you are fully prepared for your challenge
Support documents to aid your preparation including but not limited to further information about your challenge, detailed challenge itinerary, kit lists, training plan/schedule, fundraising advice
Discount vouchers with affiliate partners such as Nomad Travel
A dedicated Customer Care team supports each participant from registration and is always on hand to answer queries
Financial Protection
Risk Management including but not limited to challenge specific risk assessments, emergency management plans and medical screening.

On your challenge

Return flights from London Airport to Cusco
All transfers per the itinerary including to and from the in-country airport
7 nights accommodation – 4 nights hotel accommodation, twin share with private bathroom, 4 nights camping twin share. Please note that accommodation in Peru will be different to what we are used to in the UK, hotels will have a local category rating of 3 stars.
All meals and celebratory dinner starting with breakfast on day 2 through to breakfast on day 9, with the exception of dinner on day 7 and lunch on day 8
A superb team of porters, cooks and professional, experienced English speaking local guides (Global Adventure Challenges have been working alongside our in-country ground team for more than 10 years)
Global Adventure Challenges Leader from the UK
An experienced English speaking Doctor
Tents and other necessary camping equipment (participants must bring their own sleeping bags)
Portable altitude chamber
Comprehensive first aid/medical kits
Water on trekking days
Challenge Medal
GAC 24 hour emergency on call team

What's not included

Airport Tax and Fuel Surcharge Contribution – Please refer to Dates and Costs section. These are approximately £250 and payable 8 weeks prior to departure
Personal trekking kit (trekking boots, poles, etc)
Personal travel insurance
Alcoholic drinks
Tips and gratuities
Sleeping bags
Any associated local departure taxes in Peru which are to be paid for in person, cash
Please note, the Inca Trail permit is not included in the registration fee or challenge balance – the permit costs approximately £150 and will be invoiced approximately 8 months before departure. The permits are non-refundable or transferable.
Dinner on day 7 and lunch on day 8
Please note that for bespoke challenges, inclusions and exclusions may differ

Question 44

Challenge itinerary

Accepted Answer

Day 1 - Depart UK

We depart the UK on our overnight flight to Cusco.

Day 2 - Arrive Cusco

We arrive in Cusco where we are met by our local guides and then we transfer to our hotel.The rest of the day is free to acclimatise to the high altitude and explore this fascinating city, hidden deep in the Andes Mountains. We are now at an altitude of 3,300m so we need to take it easy whilst we adjust to the decreased pressure and oxygen levels. Slight headaches, sleeplessness, dizziness and breathlessness are common. At dinner tonight we will get a full briefing about the adventure ahead.

Day 3 - Acclimatisation Trek to Inca Sites

Today it is essential that we take some exercise to adjust to the high altitude. We have a fairly early breakfast before transferring to Tambo Machay, the Inca ruins high above Cusco. We trek down to Sacsayhuaman, having our lunch en route, then return to Cusco. A full trek briefing will be held before our challenge tomorrow – The Inca Trail!

Trekking distance – approx. 8 – 12km

Day 4 - Cusco - km82 (2,650m) to Wayllabamba (3,000m)

Following breakfast, we transfer to km82 where we register at the checkpoint for our Inca Trail permits. En route, we’ll make a short stop at Ollantaytambo where there will be time to do some last minute shopping for trekking provisions – crackers, cookies, walking sticks etc. Once we arrive at km82, we begin our trekking adventure! We follow the Urubamba River before the trail becomes more undulating and reaches the Patallacta lookout, from where we will have the impressive view down to the Inca town of Patallacta (2,700m). We then continue to the Kusichaca Valley, through Tarayoq and Hatunchaca to Wayllabamba, which is our first campsite.

Trekking distance -approx. 11km / 5 – 6 hours

Day 5 - Wayllabamba (3,000m) to Pacaymayo (3,600m)

Our most challenging day as we climb steadily from 3,000m to 4,200m, to Warmihuañusca or ‘Dead Woman’s Pass’. On the way we will see impressive cloud forest, beautiful lichens, bromeliads, orchids, birds, also the Huayanay glacier and part of the Vilcabamba mountain range. The ascent will take approximately 5 – 6 hours but the feeling of elation on conquering the pass will stay with you forever.From this point we trek for another hour and descend into Pacaymayo Valley, our campsite for the night.

Trekking distance -approx. 8km / 7 – 8 hours

Day 6 - Pacaymayo to Wiñayhuayna (2,700m)

This is another tough day when we conquer the two remaining mountain passes. Once we reach the second pass at Runkurakay (3,950m), the trail heads downhill for approximately one hour until we reach Sayacmarka, another archeological site. On the way to the third pass, Phuyupatamarka (3,600m), we’ll pass through our first Inca tunnel. The views today are truly unforgettable with lush green mountains and snowy peaks as far as the eye can see! Continuing down the original Inca stairway and passing through another Inca tunnel, we descend to Wiñayhuayna, our last campsite on the way to Machu Picchu.

Trekking distance – approx. 18km / 7 – 8 hours

Day 7 - Wiñayhuayna (2,700m) to the Sun Gate (2,850M) and Machu Picchu (2,400m)

We wake early in order to reach the Sun Gate for the optimum view of Machu Picchu in the morning. There is one last steep push on Inca steps until we catch our first glimpse of the famous lost city of the Incas, and rest awhile to take in one of the world’s most breathtaking sights. We then descend to explore the fascinating buildings and ruins that make this city in the clouds so special. Our guide will explain the history and there will be some free time for exploration! Glowing with success, we catch the bus down to Aguas Calientes – a bustling market town hidden below Machu Picchu – then board our train back to Cusco.

Trekking distance – approx. 6km / 2 – 3 hours

Day 8 - Cusco

There is so much to see in Cusco that we spend the day doing just that (and giving our legs a rest!) The day is free to spend at your leisure. In the evening, we all get together for our celebratory meal and to reflect on our achievements.

Day 9 - Return flight to UK

Following our early breakfast, we transfer to Cusco Airport for our flights back to the UK.

Day 10 - Return to UK

Arrive in the UK.

Please note, this is a complex itinerary and subject to change, including the timings and distances detailed. Mountain weather conditions, the group’s ability and any other factors outside our control can impact on the schedule.

Question 45

Sensory profile

Accepted Answer

It’s common for someone with FASD to have sensory processing issues. This means their brain processes sensory information differently. Creating a sensory profile for your child is a great way to map out their sensory likes and dislikes - what triggers or excites them and what calms them down and helps them regulate.

Download Sensory profile.pdf

Question 46

Eye exercises

Accepted Answer

Eye exercises can be surprisingly powerful, especially when used intentionally to support relaxation, regulation, sleep, and sensory balance.

Eye exercises.pdf

Question 47

Grounding exercises

Accepted Answer

This resource describes 6 different grounding exercises to use when things are very stressful and feel overwhelming. They are designed to shift the person’s attention away from the stressful thoughts or sensations they’re feeling and focus on something different.

Grounding exercises.pdf

Question 48

Breathing for regulation

Accepted Answer

Here’s a selection of different breathing exercises that support emotional regulation, reduce anxiety, and enhance self-awareness—perfect for both adults and young people, including those with additional needs like FASD, ADHD, or sensory sensitivities.

Breathing excercises.pdf

Question 49

6. Special educational needs

Accepted Answer

Our Education Policy Advisor, Becky Brooks, spoke to Kate from IPSEA on our Family Matters Podcast.

IPSEA provide free and independent legal advice and support to families of children and young people with SEND. They also provide training on the SEND legal framework, and influence policy at both a local and national level.

Podcast episode coming soon

Download resources for SEN discussion

Question 50

Factsheet - Therapeutic Parenting

Accepted Answer

Therapeutic parenting differs from ‘traditional’ parenting because it recognises that traumatised children see and experience the world around them differently from children who have not experienced early life trauma.

Download factsheet

Question 51

The Smart Wheel

Accepted Answer

The Smart Wheel resource is designed to get you thinking with your child about all of the skills and qualities they possess, and which Intelligence/Smart category those skills and qualities come under. The aim of this resource is to build up a detailed strengths profile of who your child is - to develop self-awareness, build self-esteem and give them the confidence to work through problems when they arise.

Download The Smart Wheel

Question 52

Ange

Accepted Answer

Hi everyone, I’m Ange Sykes. I work part time for Adoption UK as a Communities and Engagement Officer and I also teach in a primary school two days a week.

My husband and I began our adoption journey 10 years ago. We adopted our son just before his first birthday and then we went through Early Permanency a year later for our daughter. We enjoy family time and being outdoors best.

I love helping and supporting others, so being a volunteer coordinator is great for me. I am quite new to the role, but I am already getting an enormous sense of satisfaction and enjoyment from it!

I try to balance organising a range of meet ups for adopters and family meet ups. I get much pleasure from helping adoptive families to connect, get the support they need and begin new friendships. I believe connection and support is key within Adoption and I see much positivity in this. Life as an adoptive parent is super busy and unique, so I believe self-care is key to ensuring you don’t burn out or become isolated.

Come and join one of our adopter or family meet ups by clicking on the link below.

Staffordshire meet-ups

Question 53

Emotions Iceberg

Accepted Answer

Perhaps you’ve noticed a general change in your child’s behaviour lately. Or perhaps they’ve just had a huge ‘meltdown’ and you have a feeling there might be something else going on. At a time when you are both calm and regulated, this resource can be used to explore and reflect on what’s going on together.

Download the Emotions Iceberg

Question 54

Now and Next

Accepted Answer

The resource can be a helpful tool if your child finds planning their day difficult. It includes a set of printable cards to use with the board with blank cards to create your own.

Download Now and Next

Question 55

Hannah

Accepted Answer

Hello!

Our son came home in Summer 2020 and I decided to leave my role as a deputy headteacher in a primary school. Once we began to settle into our own family routines and our son started nursery, I began to seek how to meet other adopters that would ‘get it' and find a supportive community for us as parents and also for our son as an adopted person. So in May 2022, I became the community group coordinator for Merseyside and then later in June 2023 I offered to coordinate the monthly national virtual meet-ups for adoptive parents.

So here I am the community coordinator organising events for members and their children who are living in and around the Merseyside area. As an adopter I had felt isolated at times before this and so it was a welcome surprise to find that there were so many adopters in my local area. There is even a family on my street! I have made some really special friendships of people who ‘get it’! But just as important, if not more so, is the opportunity this has provided for our son to meet other adoptees and to begin to build friendships with those with similar backgrounds and difficulties.

I try to organise a family event and an adults event each month. We’ve had so much fun at the family events including horse rides at a public farm, bouncing through the morning at trampoline parks, SEN sessions at a soft play and park meet ups with ice cream! The adult meet ups are very chilled, just a wine or a soft drink, maybe something to eat and most importantly down time to chat, ask questions, seek support, have a moan or whatever you need with people that ‘get it’!

I’d love for you to join us! There’s no expectation to come to every event or stay the whole time, just come and go when you can/need. So drop me an email if you have any questions about our events or to be put in touch with other adopters local to you!

Merseyside meet-ups

Question 56

Hannah

Accepted Answer

Hello!

Our son came home and I decided to leave my role as a deputy headteacher in a primary school. Once we began to settle into our own family routines and our son started nursery, I began to seek how to meet other adopters that would ‘get it' and find a supportive community for us as parents and also for our son as an adopted person. So in May 2022, I became the community group coordinator for Merseyside. As part of this I led monthly virtual meet-ups for the group, so when Adoption UK said they were looking for someone to lead the nationwide virtual community group meet-ups for adoptive parents – I was happy to increase our group remit.

So here I am the coordinator for the monthly virtual meet-ups for adoptive parents. I have already met so many people who have brought so many different experiences, advice and support for any possible situation you can think of. My meet ups are an opportunity to come and ask questions, seek support, have a moan or just relax around people that ‘get’ it! I’d love for you to join me! There’s no expectation to log on every month or stay on for the whole hour, just come and go where you can/need. So do drop me an email if you have any questions about it.

Adoptive parents meet-ups

Question 57

Gary

Accepted Answer

Hello

I’m Gary, the coordinator of the Adoptive Parents of Siblings Virtual Community Group.

My wife and I started our adoption journey when I was in my early 50’s. 18 months later our 2 adorable girls, siblings aged 2 & 6, came home to us. Our close family unit includes a much older birth son and grandchildren.

Following a 30+ years Commercial Sales career I have become a full time Stay at Home Dad which is definitely my most challenging and most rewarding role to date. I have been an AUK volunteer since 2022 and enjoying supporting families with siblings who have experienced care.

Throughout our adoption journey AUK have been extremely supportive, especially during Covid with advice, strategies and direction. We found that joining the various virtual groups and listening to other Adopters’ stories and experiences brought the theory from the books we read to life.

Our Siblings Community Group is all about sharing, discussing the front of mind topics and learning from each other. We must remember that no two adoption journeys are the same. Occasionally we may just want to let off some steam. However, with the AUK groups we have a ‘safe to share’ environment, you will find all the group participants understand and may have that golden nugget of advice to share which helps build your strategy.

We look forward to you joining us.

Adoptive parents of siblings meet-ups

Question 58

Making Sense of Relationships

Accepted Answer

This resource is to use with your child when they are finding it difficult to manage a relationship with a particular person in their lives (sibling, friend, person in their class, etc). Perhaps they try to play together but it always ends in an argument. Or perhaps they are very different and find it difficult to participate in activities that they will both enjoy. Maybe they regulate in different ways and have different sensory preferences. The resource can help you identify likes, dislikes, needs and preferences.

Download Making Sense of Relationships

Question 59

What Matters To Me

Accepted Answer

Thinking about ourselves - who we are, what we like, what we want and what we need - is vital for developing a positive sense of self and maintaining good mental health. Although this resource can be used at any time, it would be particularly useful to help prepare for times of change (e.g. moving school) or when going through a emotionally challenging time (e.g. if experiencing anxiety).

Download What Matters To Me

Question 60

Good Day / Bad Day

Accepted Answer

This resource can be used either to increase self-awareness and be kept just for you and your child to refer back to, or it can be given to family members, teachers, etc. so they can have a better understanding of your child’ s needs.

Download the Good Day/ Bad Day exercise

Question 61

Masking Excercise

Accepted Answer

Masking is a very misunderstood phenomenon, but it can be described as a strategy, consciously or unconsciously, to appear neurotypical in order to blend in and be more accepted in society. This exercise is meant for children and young people so they can discover that they can express their needs and feelings and others won ’t leave or hurt them.

Download the Masking Exercise

Question 62

The Chuck it Bucket

Accepted Answer

Ever heard of the ‘Chuck it Bucket’? This is a useful, fun way of identifying if thoughts, feelings, tasks, beliefs, worries, etc. should be given our time, energy and attention - and what can be thrown away or ‘ chucked’!

Download the Chuck it Bucket

Question 63

Venue and getting there

Accepted Answer

The conference is taking place at the Greyfriars Charteris Centre, 138/140 Pleasance, Edinburgh, EH8 9RR

The venue is easily accessible by public transport or by foot from Waverley Train Station. There is pay and display parking nearby.

Further information on how to reach the venue can be found via the Greyfriars Charteris Centre website.

Question 64

The workshops

Accepted Answer

FASD & Sleep with Sleep Action

Struggling with Sleep? Join Sleep Action for their workshop "Build your own sleep plan" - A practical workshop looking at sleep, with information, tips and practical ideas to create a tailored and effective sleep strategy for your child.

FASD in Education with Paula Gilhooley, Education Advisor, Adoption UK

Join Paula Gilhooley, Adoption UK’s Education Advisor for a workshop on FASD in Education, and tips on how to seek support for your child.

FASD & Trauma with Dr. Lorraine Lockhart, Psychology and Therapy Hub (PATH), Adoption UK

We’ve all heard of trauma, but what does it mean and how does it relate to our children and young peoples’ experiences of FASD? This workshop will be led by Dr Lorriane Lockhart, Clinical Psychologist in the PATH Team at Adoption UK.

Sensory Issues with Psychology and Therapy Hub (PATH), Adoption UK

Struggling with sensory overload? Join Adoption UK’s Occupational Therapists who will be sharing insights and strategies into how to support our children and young people.

FASD: The Teenage Years with FASD Hub Scotland, Adoption UK

The dreaded teens – or does it have to be? Join FASD Hub Scotland as they unpack some of the common challenges of adolescence through the FASD lens.

Upskilling the workforce in FASD Diagnosis: What do you want professionals to know?

This interactive workshop will allow delegates to hear about how services are developing nationally to improve access to neurodevelopmental assessments for those affected by prenatal alcohol exposure. This session will offer an overview of the diagnostic process for FASD and the approaches being employed to upskill professionals across health, education and social care in FASD. This session hopes to hear from experts through experience about what you feel is important for inclusion in the training that professionals receive. This session will be facilitated by the Fetal Alcohol Advisory, Support and Training Team (FAASTT) based at the University of Edinburgh who have the remit of developing and delivering training and to undertake consultation and research in FASD in Scotland.

Adopters for Adoption

Adoption Partnership South East

Together 4 Children

Together for Adoption

One Adoption North and Humber

One Adoption South Yorkshire

One Adoption West Yorkshire

Family Adoption Links

Birmingham Children's Trust

Aspire

Ambitious for Adoption (Coram)

Adoption West

Adoption South West

Adoption NoW

Adoption in Merseyside (AiM)

Adoption Counts

Adoption Connects

Adoption Central England (ACE)