Agenda item

The Special Educational Needs and Disability (SEND) Improvement programme of work has made significant progress over the past 6 months, including stabilising the workforce, improving plan quality, and continuing to implement the SEND Sufficiency Strategy. However, challenges remain in maintaining assessment timeliness and managing the growing demand for support at a statutory level. Key focus areas include:

·       Assessment process and timeliness including AI solutions

·       Resolving disagreements including Tribunals

·       Complaints /Improved communication with our families

·       Addressing the high use of Education Other Than At School (EOTAS) and Alternative Provision (AP)

·       Improving Co-Production across the system

The Director of Education and Skills presented a report, a copy of which had been circulated to each Member and a copy of which appears as Appendix 'B' to these Minutes in the Minute Book.

The Special Educational Needs and Disability (SEND) Improvement programme of work had made significant progress over the past 6 months, including stabilising the workforce, improving plan quality, and continuing to implement the SEND Sufficiency Strategy. However, challenges remained in maintaining assessment timeliness and managing the growing demand for support at a statutory level.

Key focus areas include:

·       Assessment process and timeliness including AI solutions

·       Resolving disagreements including Tribunals

·       Complaints /Improved communication with our families

·       Addressing the high use of Education Other Than At School (EOTAS) and Alternative Provision (AP)

·       Improving Co-Production across the system

The Committee discussed the report, including:

• Concerns were raised about the broken national SEND system and the impact of future funding uncertainties.
• Members discussed the importance of sustainability and risk planning, referencing national budget constraints and local inequalities in service access.
• It was noted that national direction supported early intervention and multi-agency collaboration, aligning with local plans to build inclusive leadership and support structures in schools.
• In response to a query, the Committee was advised of the need to provide support before an EHCP becomes necessary, aiming to reduce reliance on top-tier interventions.
• Questions were raised about lobbying efforts and long-term financial planning, with officers confirming ongoing representation at various levels of government.
• Tribunals were discussed as costly and emotionally taxing; early dispute resolution and mediation were highlighted as effective strategies to reduce tribunal rates.
• Clarification was provided that 26% of EHCP assessment requests came from parents, with the remaining 74% from schools.
• Concerns were expressed about inconsistent school cultures and communication challenges; officers outlined efforts to improve warmth and efficiency in communication.
• Plans to introduce inclusion advisors and a portal for shared access to EHCP information were shared.
• The Committee discussed the importance of supporting schools through outreach, training, and inclusive leadership programmes.
• Staffing levels were reviewed, with permanent staffing reported at 93%; concerns about statutory review timeliness were acknowledged.
• Timeliness of EHCPs was reported at 68.5%, which was above national averages but lower than previous performance; system improvements including AI use were being implemented.
• Officers confirmed that AI would enhance plan consistency and free up staff time for better communication.
• Suggestions were made to explore graduate schemes and immigration sponsorship to address educational psychologist shortages.
• Trading of services to schools was discussed, with the Committee being advised of existing traded elements and ensuring high-quality offers where available where appropriate.
• The Committee explored the role of the ordinarily available provision and graduated approach, with plans to co-produce tools with SENCOs.
• The Inclusion Fund was discussed, with updates on recruitment for inclusion advisors, outreach agreements, and training rollouts.
• Suspension and exclusion data was reviewed; targeted support for schools with higher rates was being implemented.
• Questions were raised about equitable access to services across different SEND groups, and the Committee was advised this could be explored further.
• Concerns were expressed about the need for 800 new specialist places; contingencies including the Parkfield site were being pursued.
• The Committee discussed the importance of early intervention to reduce long-term demand for specialist placements.
• Members asked about data gaps in the dashboard; officers explained term-based reporting and confirmed availability of full-year data.
• The Committee concluded by noting the report and acknowledging the thorough discussion.

The Chair came back to this item later in the meeting to ask the Committee and Officers if they would be agreeable to adding the Inclusion Fund Progress to the work plan for monitoring and there was no dissent.  ADD TO WORK PLAN.

RESOLVED that Members note the progress and challenges of the SEND Improvement Programme.

Voting: Nem. Con.