Durham Local SEND Reform Plan 2026

Local SEND Reform Plan

Name of Local Authority: County Durham

Name of Integrated Care Board: North East and North Cumbria Icb Local SEND Reform Plan Sro: Jim Murray Head of Education and Skills

Executive Summary

A brief summary of your local system ‘change story’ – your local context, where you are now, where you want to get to in the next 3 years, how you know you are succeeding and how you will know you have achieved your vision for the next 3 years. Please include a brief qualitative summary. This summary should also include your assessment of current and forecast performance against the headline metrics.

Please structure your ‘change story’ using the following aims:

• Build a 0-25 system where children and young people receive support to achieve and thrive through (a) more inclusive settings and
• stronger local partnerships
• Improve capacity and capability of the mainstream and specialist workforce to identify and meet need
• Improve confidence of children, families, and stakeholders in reform and readiness of the system
• Stabilise finances and improve value for money

.

County Durham’s SEND system is operating in a context of rising and increasingly complex demand, with EHCP numbers growing at an average of 9% annually and pressures evident across early years, school-age and post-16 provision. While identification of need is strong, it is not yet consistently matched by early, effective support and there is variability in inclusive practice. This has resulted in escalation to statutory processes, increased reliance on specialist and out-of-area provision, and fragmented experiences for children, young people and families. However, the system benefits from strong partnership foundations, and a shared commitment to deliver whole-system reform.

Over the next three years, the partnership will deliver a fundamental shift to a coherent 0–25 system where children and young people receive the right support, in the right place, at the right time. This will be underpinned by more inclusive mainstream settings and stronger local partnerships. A consistent, quality-assured Ordinarily Available Provision (Oap) offer will be embedded across all phases, enabling needs to be met earlier without escalation. The Experts at Hand (Eah) model will provide universal access to multidisciplinary expertise, shifting the system from referral-led to capacity-building approaches and strengthening locality needs- based support.

Workforce capacity and capability will be improved through system-wide development, training and outreach, ensuring that practitioners across education, health and care can identify and meet need early and effectively. This will reduce variation in inclusive practice and enable a greater proportion of children and young people to be supported at SEN Support. Pathways across early years, school age and post-16 will be simplified and aligned, with stronger transitions and a clear focus on preparation for adulthood.

Confidence of children, families and stakeholders will be strengthened through embedded co-production, transparent governance and improved communication. By 2028/29, co-production will be routinely influencing decision-making at all levels, and at least 80% of parent carers will report confidence in the system. Families will experience clearer pathways, greater consistency and reduced need for escalation, with a visible “you said, we did” approach across services

Financial sustainability will be delivered through a shift towards early intervention and local provision, reducing reliance on high-cost placements and transport. Forecast performance indicates a reduction in EHCP growth, increased support without EHCP, and a move away from independent and out-of-area provision. Investment in mainstream inclusion, specialist bases and workforce capacity will improve value for money while maintaining improved outcomes.

(continued over page) Success will be measured through a balanced set of quantitative and qualitative indicators, including improved attendance, reduced exclusions, lower Neet rates, reduced tribunal escalation, and increased numbers supported at SEN Support. Qualitatively, children and families will report a system that feels earlier, fairer, more joined-up and more local, with improved belonging, stability and positive life outcomes.

The reform strategy is grounded in a clear assessment of system maturity and reflects learning from recent inspection activity and external review. Evidence from these sources highlights the need to strengthen early intervention, consistency of inclusive practice and the effective deployment of specialist support. The Local Area Reform Plan translates this assessment into a structured programme of delivery, ensuring that areas identified for development are directly addressed through defined workstreams, milestones and success measures.

Across the North East, we will work collectively, using the strength of our established regional partnership to drive consistent, high-quality support for children and young people with SEND. Through strong collaboration between local authorities, education, health and care partners, we will share learning, align approaches and deliver at scale to improve outcomes and reduce inequalities. By working regionally where it adds most value, we will accelerate improvement, strengthen local delivery, and create a more coherent and sustainable system for children, young people and their families.

Section 1 – Vision and Goals

• What the local area partnership is trying to achieve?

Please set out your goals for your local system. These should be clear, aligned to the vision set out in the Schools White Paper, small in number and measurable. These goals should include clear reference to:

• Outcomes for children
• Confidence of parents, carers and young people in the system
• Management of finances to secure value for money

The Local Area Partnership’s vision is to deliver an inclusive, fair and financially sustainable SEND system in which children and young people with SEND are supported early, feel a strong sense of belonging, and achieve positive outcomes in education, wellbeing and

preparation for adulthood. Currently, the local area recognises variability in experiences and outcomes, pressures across the system and the need to strengthen early intervention, mainstream inclusion and partnership working; this vision sets out the direction of travel to address these challenges and secure consistent, high-quality support for all.

This aligns with the Schools White Paper ambition for high standards, strong mainstream inclusion, early intervention and coherent systems, and connects directly with wider system reforms including the Families First Programme (Ffp), Best Start in Life and Family Hubs and Neighbourhood Health. The vision will be continuously reviewed and refined as further national policy guidance emerges and

through ongoing self-evaluation, performance monitoring and co-production with children, young people, families and partners.

(continued over page) Our goals focus on three interconnected priorities:

• Improve outcomes, belonging and inclusion for children and young people with SEND

We will improve educational, wellbeing and inclusion outcomes so that more children and young people with SEND are supported early and thrive in their local communities wherever possible. This includes children in mainstream and specialist settings and those known

through Ehe and EOTAS arrangements. We will strengthen universal and SEN Support, improve transitions, reduce escalation to crisis and statutory intervention, and ensure EHCPs are timely, high quality and outcomes-focused. Progress will be measured through a set of high-level quantitative indicators, alongside qualitative evaluation of children and young people’s lived experiences of inclusion and belonging. Indicators will be taken from the SEND reform data return for example, increasing the proportion of pupils with SEND educated in mainstream schools, reducing the number who are Neet, stabilising Ehcna requests, plus other measures including improving attendance, and reducing suspensions and exclusions. In Year 1, we will baseline and seek to stabilise performance; in Year

2, we will continue to stabilise and to demonstrate improvements in these measures; and by Year 3, we will achieve sustained improvement across all headline indicators. Qualitative improvement in belonging and experience will be tracked through regular engagement and survey feedback with children, young people and families, with an ambition that by 2028/29 the majority report a more inclusive, consistent and supportive system.

• Increase confidence of parents, carers, children and young people

We will build confidence and trust so families feel listened to, understand how support works, and experience fair, timely and joined-up

education, health and care services. Confidence will be strengthened through clear communication, meaningful co-production, workforce capability and transparent decision-making.

(continued over page) Progress will be measured through a combination of quantitative and qualitative indicators, including parent/carer satisfaction, reductions in tribunal and complaint activity, and improved timeliness and quality of Education, Health and Care Plans.

In Year 1, we will establish baseline confidence measures and improve communication and transparency; in Year 2, we will demonstrate reductions in escalation and increased satisfaction; and by Year 3, we aim for at least 80% of parent carers to report confidence in the system.

• Strengthen partnership working to deliver a financially sustainable SEND system

We will strengthen partnership working across education, health, care and the voluntary and community sector so the system operates

as a coherent whole with shared accountability. SEND reform will be aligned with Ffp, Best Start in Life, Family Hubs and wider reform programmes, enabling integrated commissioning, workforce development and early intervention. This joined-up approach will reduce duplication, improve system flow, strengthen mainstream inclusion and ensure resources are used effectively, delivering better outcomes alongside long-term financial sustainability.

Progress will be measured through stabilising, and then aiming to reduce, EHCP growth, decreased reliance on independent and out-of- area provision, and improved value for money across the high needs system.

In Year 1, the focus will be on establishing governance, improving data visibility and aligning commissioning; in Year 2, we will demonstrate a shift toward early intervention and increased local provision; and by Year 3, we will evidence stabilised demand, reduced cost pressures and a sustainable balance between need, provision and resource.

Section 2 – Strategy

2. Strategy for delivering?

A brief summary of your local system’s theory of change or reform strategy.

Our strategy for delivering the SEND Local Area Reform Plan is based on a phased, system-wide transformation approach, recognising that sustainable change requires careful sequencing, strong governance and progressive scaling over three years. Delivery in Year 1

focuses on establishing the foundations for reform, with full system impact realised in Years 2 and 3.

The partnership will deliver reform through a clear governance model, comprising a strategic SEND & AP Partnership Board, a SEND Reform Delivery Group, and three outcome-focused workstreams: (1) Inclusive Mainstream and Early Intervention; (2) Pathways, Statutory Processes and Transitions; and (3) Workforce, Practice and System Capability. This approach ensures delivery is realistic, evidence-led and scalable, with strong oversight and the foundations in place for accelerated implementation in Years 2 and 3, allowing to embed, and sustain our plan, alongside out commitment to building effective system leadership and governance.

In Year 1, activity will prioritise design, mobilisation and targeted pilots, including establishing the Experts at Hand model, strengthening the universal offer (Ordinarily Available Provision), clarifying SEND pathways and building workforce capacity. Given programme timing and funding certainty, initial delivery will focus on priority settings and localities, with learning used to refine and strengthen the model.

Years 2 and 3 will deliver system-wide scale and sustainability, embedding inclusive practice across all settings, expanding local provision, and shifting from reactive statutory processes to early intervention and needs-led support.

Delivery is underpinned by aligned enablers, including capital investment in inclusion bases, workforce development across the partnership, and integrated data systems to drive performance and accountability.

Progress will be monitored through a defined set of outcomes and leading indicators, ensuring a clear trajectory toward improved inclusion, reduced reliance on EHCPs and specialist placements, and increased confidence among children, families and partners.

• How will the local area partnership deliver the first-year plan?

Please set out how you will ensure the required capacity and capability is in place from organisational corporate functions to support implementation of the plan. This could include reference to how you plan to build or bring in project delivery capability to manage delivery against the plan, support prioritisation, and effective use of resources; and how you plan to build the capacity and capability in data and analytics to support effective tracking against the measures in the plan and reporting that informs decision making.

The local area partnership will deliver the first-year plan through a structured programme delivery approach, ensuring sufficient capacity, capability and oversight to support phased implementation. Delivery will be underpinned by a clear governance model, with a SEND Reform Delivery Group responsible for translating strategy into a single deliverable action plan, managing and tracking risks, dependencies and performance, and reporting to the SEND & AP Partnership Board. Might be good to mention single action plan and risk log to track progress and manage risk To ensure programme delivery capability, we will establish a dedicated programme management function, including a Senior Responsible Officer (Sro), programme manager and themed workstream leads. This will provide coordination across partners, support prioritisation of activity, and ensure that delivery remains aligned to available resources and system readiness. Given the timing of funding and the phased nature of Year 1, delivery will focus on targeted pilots and priority cohorts, enabling the partnership to build, test and refine approaches before scaling in subsequent years The partnership will ensure dedicated data and analytics capacity within the SEND reform programme, including a named Data and Performance Lead supported by analytical resource from the partnership. This function will maintain the integrated SEND dashboard, track delivery milestones and outcome measures, support quarterly reporting, and provide analysis to workstreams, the SEND Reform Delivery Group and the Partnership Board, and relevant corporate performance mechanisms, so that decisions are informed by timely evidence.

Capacity will be strengthened through aligned workforce planning, including the initial mobilisation of the Experts at Hand model, supported by recruitment and deployment of specialist roles where feasible. Workforce development will focus on building capability within existing teams, particularly in relation to inclusive practice, early identification and statutory processes. Workforce assumptions have been tested against known constraints across education, health and care, including national workforce pressures and local system capacity. Delivery will not rely solely on expansion of specialist roles. Instead, sustainability will be secured through a blended model which: (continued over page)

• Prioritises capacity-building within mainstream settings, reducing reliance on individual specialist interventions
• Uses the Experts at Hand (Eah) model to extend reach of specialist practitioners through consultation, group-based delivery

and digital offers

• Aligns workforce planning with NHS commissioning intentions and neighbourhood health models, ensuring realistic deployment

of therapies and clinical expertise

• Aligns with existing project activity (e.g. Family Help) and learning from inspection feedback which have identified the need to

strengthen consistency, focus on early intervention and system wide accountability

• Phases recruitment to avoid destabilising core services, with a mix of skill levels and roles to maximise impact

This approach, which will be communicated with partners via the co-production workstream, ensures that specialist workforce capacity, particularly across therapies and Eah, is sustained over time, remains scalable, and is resilient to wider system workforce pressures. In year 1 we will test this approach with the Early Years clusters, and learn from this to inform wider roll out.

We will build robust data and analytical capability to support delivery and decision-making. This will include implementation of integrated dashboards, covering relevant metrics across education, health and social care, alongside strengthened performance reporting. Regular performance clinics will use this data to monitor progress against milestones, identify emerging risks, and inform timely intervention.

This approach ensures delivery is realistic, evidence-led and scalable, with strong oversight and the foundations in place for accelerated implementation in Years 2 and 3.

4. Other funding Local Authorities.

Block Transfers: If you have made a block transfer (Schools Block to High Needs Block) for 26-27, please set out how your plans for this funding align with the activities outlined above.

N/A Capital: We have announced at least £3 billion in high needs capital between 2026-27 and 2029-30 to support children and young people (Cyp) with SEND, or those requiring alternative provision (AP). This funding is intended to support place delivery across the full 0-25 age range, including early years and post-16. We expect funding to support the following outcomes: a. Inclusion at the core of high needs sufficiency strategy, resulting in more children and young people with SEND accessing suitable places in mainstream settings, across all phases of education b. Every child or young person who needs a place in an inclusion base can access one c. Fewer children and young people with SEND needing to travel a long way to access a suitable placement d. Improved suitability of the mainstream estate to support children and young people with SEND, with adaptations to improve inclusivity and accessibility of the physical environment We also welcome innovative uses of high needs capital to drive inclusion, for example, investment in assistive technology for use in mainstream settings.

Please outline your strategy for how this funding will meet the outcomes above, with reference to the core minimum requirements and other workstreams in this reform plan where appropriate. We would like to see detail around your plans to increase capacity for inclusion bases (formerly known as SEN units, resourced provision and pupil support units – Su/Rp/PSUs), such as schools, colleges or early years providers identified, engagement with relevant settings and trusts, and target cohort of needs.

If your plans include increases to places in special schools or specialist post-16 institutions, please include a clear rationale, showing the need that is being met, and why it cannot be met through other types of provision, such as inclusion bases.

If you are receiving additional capital funding to replace one or more planned special or AP free schools, please set out how this funding will meet need in your area, and plans for engaging relevant trusts in your sufficiency planning.

High needs capital investment will be a critical enabler of SEND reform, supporting a shift towards inclusion-led sufficiency, earlier intervention and reduced reliance on high-cost, distant provision across the 0–25 system. Our approach is informed by extensive survey feedback from children, young people, families, schools and the wider workforce, alongside the priorities set out in our SEND Strategy and recent Cabinet decisions on school place expansion and estate development.

Demand continues to be driven by sustained EHCP growth, rising complexity of need and increased pressure on specialist and out-of-area provision. In response, the partnership will use a mainstream-first sufficiency approach, expanding inclusion bases and local specialist capacity in line with identified need so that planned place growth addresses the main drivers of demand and reduces future escalation.

Across engagement, families and professionals sometimes describe insufficient capacity, environments that could be more suitable, and long travel distances for specialist placements. These pressures drive escalation, reduce confidence in the system and increase financial risk. Capital funding will therefore be used in a targeted, phased way to address both capacity and suitability, closely aligned to our Experts at Hand (Eah) Offer and wider reform workstreams.

Overall, the LA is meeting the childcare sufficiency demand (with significant growth in school-based nursery provision). There are very small numbers of families reporting difficulties in accessing childcare including those who have children with SEND. There is a strong commitment to supporting children requiring specialist support and who attend mainstream settings through high needs funding, and advice and support from Ey SEND and Specialist SEND and Inclusion Services. Family hubs provide an Early Language offer and family support and signposting. Access to specialist services is provided through drop ins and the Best Start Inclusion Practitioner support offer. There is

an increased demand for Reception age special school places, particularly in north and south Durham and we recognise the opportunities to address this through the development of enhanced provisions.

SEND mainstream place planning is part of the wider place planning across County Durham with governance provided via the Education Review board. In line with national reform expectations, inclusion is at the centre of our high needs capital strategy. Capital planning will be delivered through a mainstream-first sufficiency approach, with the local authority working with MATs, trusts and schools to agree the type and purpose of the provision required, identify suitable sites for inclusion bases and co-plan the phased development based on local need.

The primary focus of investment will be the expansion and enhancement of inclusion bases (formerly SEN units, resourced provision and pupil support units) within mainstream early years settings, schools and colleges. These bases will support children and young people with commonly occurring and growing needs, including autism, speech and language needs, Semh and cognition and learning, enabling needs to be met earlier and locally without defaulting to special school placement. Site selection will consider assessed local need, rurality, (continued over page)

demographic demand, existing estate opportunities and the ability to reduce travel distances and out of borough placements. This will maximise local capacity and value for money. Over time, increased mainstream base capacity, strengthened early intervention and expanded local specialist provision will reduce reliance on independent and out-of-area placements by enabling more children and young people to access the right support closer to home.

As referenced in our maturity matrix we have worked, and will continue to, with maintained schools and academy trusts to develop inclusion provisions to meet the emerging needs of our children and young people. Through S106 funding the Council has received from housing developers we have supported mainstream schools in developing local and trust based inclusive provision which provides a strong foundation for this approach. Future provision will be developed based on pupil needs and ages ensuring that they are appropriately distributed across County Durham to provide accessibility to an appropriate provision in their locality, particularly for those in rural areas. Location decisions will explicitly consider geographic demand, travel patterns and “cold spots”, addressing concerns raised by families about long journeys and disrupted routines and, reflecting local variation, will be flexible so that provision is viable and accessible in more geographically dispersed communities. A new team from education, casework teams and SEND services has been assembled to provide strategic decision making and oversight for current provision monitoring and new applications/expressions of interest. Inclusion bases will have clear entry criteria, agreed service specifications and shared quality standards. A joint approach to quality assurance of inclusion bases, involving school leadership advisers and SEND and inclusion teams, will be developed.

Survey evidence highlights the importance of calm, predictable and accessible environments. Capital investment will therefore also be used to improve the suitability of the mainstream estate, including sensory-friendly adaptations, flexible spaces for small-group or therapeutic

work, and physical accessibility improvements. We will also explore innovative uses of capital, such as assistive technology, to support independence and inclusion within mainstream classrooms.

Where capital plans include additional places in special schools or specialist post-16 provision, this will be targeted and evidence-based, focused on children and young people with needs that cannot be reasonably met through mainstream or inclusion base provision, such as profound and multiple learning difficulties or highly complex medical needs, and will be supported by a clear rationale linked to local sufficiency data This ensures specialist expansion complements, rather than replaces, our inclusion-led strategy.

(continued over page) Capital delivery will be overseen through SEND partnership governance and aligned with:

• The Experts at Hand Offer, ensuring workforce and place development progress together
• Commissioning and sufficiency planning
• Data on demand, outcomes, travel and cost

Through this approach, high needs capital funding will directly support the outcomes set out nationally: stronger mainstream inclusion, improved local capacity, reduced travel, and a more inclusive and accessible education estate for children and young people with SEND

in County Durham. For each significant capital or place-development proposal, the local area will assess likely effects on journey times, travel distances and reliance on out-of-area placements, and will use this analysis to shape mitigations and final investment decisions.

5. System partner and stakeholder engagement, and co-production.

Please outline how the local area partnership plans to engage system partners and stakeholders to develop and implement the plan – include planned engagement with schools and early years settings, alternative providers, Fe and post-16 providers (including those your young people attend that are not within your local area), Parents and Carers and children and young people with SEND, with reference to the core minimum requirements. Consider changing roles and responsibilities in the context of the Schools White Paper and how you work collaboratively to manage the transition. Please indicate where additional support is required to engage partners or stakeholders - senior officials at the Department for Education will be available to contribute to summer term events with education leaders and parent carer forum leaders.

The local area partnership will deliver a comprehensive, embedded approach to engagement and co-production, ensuring that the SEND Local Reform Plan is both co-designed and co-delivered with system partners, children, young people and families.

This approach builds directly on the Co-production Fortnight underpinning the local area reform plan, which combined large-scale survey engagement via the Let’s Talk County Durham platform with targeted workshops and partner-led discussions, providing a robust and transparent evidence base for reform priorities.

This model will now transition from time-limited engagement into a sustained, system-wide approach, aligned to the Families First Partnership (Ffp) methodology, where co-production is not a standalone activity but embedded across all workstreams and governance. Each themed workstream will be required to demonstrate active engagement with Mct Durham (Pcf), children and young people (Cyp), and sector representatives, with clear feedback loops (“You said, we did”) informing both delivery and decision-making. We have an Mou with the Pcf, ensuring that co-production is sustainable, representative and influential. Structured engagement, supported participation and clear feedback mechanisms ensure that parent/carer voice consistently informs strategic decision-making, service design and quality

assurance Engagement with education partners will be structured through existing and strengthened networks, including headteacher briefings, SENCO networks, Communities of Learning and trust-level engagement. This will ensure mainstream, special schools and alternative provision providers are actively shaping the universal offer, inclusion expectations and Eah delivery. Early years providers will be engaged through Family Hubs and early years forums, supporting improved early identification and intervention. Post-16 and further education providers, including those attended out of area, will be engaged through established commissioning relationships and regional partnerships, ensuring their inclusion in pathway design and delivery of Preparation for Adulthood outcomes.

Health and care partners, including the Icb and commissioned providers, will be engaged through joint governance and delivery structures, ensuring co-ownership of the Experts at Hand model and alignment of commissioning, workforce and delivery models. The voluntary and community sector will be engaged through existing partnership networks to support reach into communities and amplify lived experience.

(continued over page) This approach reflects the changing roles and responsibilities set out in the Schools White Paper, with schools, trusts and settings taking greater responsibility for delivering inclusive practice within a strengthened universal offer, supported by system-wide access to specialist expertise. The local authority, as system convener, will work collaboratively with all partners to manage this transition, ensuring clarity of expectations, shared accountability and consistent communication.

To sustain engagement, we will maintain a multi-channel communication and engagement strategy, including digital platforms, face-to-face engagement and partner-led conversations, ensuring broad and inclusive participation. Particular focus will be given to engaging under-represented groups and ensuring accessibility for children and young people with SEND.

Additional support will be sought from the Department for Education to strengthen engagement with education leaders and parent carer forums, particularly through facilitated sessions in the summer term to support shared understanding of reform expectations and build confidence in the transition.

This approach ensures engagement is continuous, inclusive and influential, directly shaping delivery, strengthening partnership ownership and building confidence in the system as reform is implemented.

A formal co-production benchmark will be implemented to assess quality and impact, supported by routine “You said, we did” reporting to demonstrate how the views of children, young people and families directly shape system design, delivery and decision-making.

6. Risks and Mitigations

What are the key risks that could affect the successful implementation of your Local SEND Reform Plan, and what mitigation strategies are in place to manage these risks? Please include a maximum of 5 risks with impact and likelihood Rag for each risk. See Annex C for suggested risk matrix.

digital offers as a key element of the offer. Where appropriate looking to recruit staff at a Band 4 and 6 to ensure the impact on core specialist staff groups is minimised.

Variations in culture, engagement Critical Likely The co-production workstream and Moderate/Likely and readiness across schools, Workstream 1: Inclusive Inconsistent implementation of settings, trusts, post 16 providers Mainstream and Early Intervention inclusion and early intervention and partners to implement reforms will be responsible for escalating limiting system wide impact any associated risks to the Delivery Group and if necessary, the SEND Partnership Board Mitigation / Contingency activities Strong engagement through co- production approach, networks and pilot settings; appropriate support; clear expectations through Oap; phased rollout using early adopters; Qa framework to support consistency Continued high EHCP demand and Critical Likely The Systems Assurance and Moderate/Likely tribunal activity during transition Sustainability Group and Financial pressure and reduced period Workstream 2: Pathways, Statutory confidence in system; limits Processes and Transitions will be ability to demonstrate early responsible for escalating any

7. Dependencies

Please detail the key areas of the local area partnership’s proposed SEND future state and roadmap that may be impacted by wider reforms nationally and locally and outline how you will manage these. We expect these will include but not be limited to:

• NHS reforms
• Local Government Re-organisation
• Reforms to Children’s Social Care
• Best Start in Life, including Family Hubs
• Best Start In Life Strategy
• Curriculum and Assessment Review

Delivery of the SEND Local Area Reform Plan is dependent on a number of national and local reforms, which collectively shape the system context in which change will be implemented. These dependencies are recognised within the roadmap and are actively managed through governance, planning and delivery arrangements.

To mitigate these risks, a structured approach will be applied which includes:

• Regular review of dependencies through programme governance, including risk, issue and delivery tracking
• Early identification and escalation of emerging pressures through established governance routes
• Development of contingency actions within each workstream to respond to delivery risks
• Alignment of commissioning, workforce planning and financial strategy to delivery priorities

This ensures that dependencies are actively managed, with clear mitigation actions in place to reduce risk to delivery.

A key dependency is the ongoing programme of NHS reform, including the development of neighbourhood health models and multidisciplinary teams. The success of the Experts at Hand (Eah) model is in part dependent on the availability, alignment and commissioning of health professionals. Alongside Neighbourhood Health focus, we will ensure that the model aligns with the NHS Ten Year Plan and the Nenc commissioning intentions. To manage this dependency, the local authority and Integrated Care Board (Icb) will operate joint governance and commissioning arrangements, ensuring shared ownership of workforce planning, service design and delivery. This will enable flexibility in how health expertise is deployed, including through group-based and outreach models where capacity is constrained.

The programme is also dependent on wider system transformation, including alignment with the Families First Partnership (Ffp). As SEND reform is being delivered alongside broader transformation, there is a need to ensure coherence across governance, workforce and delivery models. This will be addressed through aligned governance structures and shared programme management arrangements, ensuring SEND reform is treated as a core system priority rather than a standalone initiative.

(continued over page) Reforms to Children’s Social Care, including the development of Family Help and integrated early intervention services, are also critical. These reforms support the shift toward earlier identification and support, and enable alignment with SEND pathways and inclusion strategies. The partnership will ensure that SEND reform is embedded within these developments, particularly through joint working with Family Hubs and multi-agency teams.

The Best Start in Life programme and Family Hubs model are key enablers of early years reform, supporting improved early identification and intervention. Delivery of the local plan is dependent on effective integration of early years services with SEND provision. This will be managed through strong engagement with early years providers and alignment with Best Start local plans, ensuring a coherent 0–25 approach.

The Curriculum and Assessment Review represents a further dependency, particularly in relation to inclusion and how mainstream settings meet need. Any changes to national expectations will influence local delivery of the universal offer and inclusive practice. The partnership will maintain flexibility in implementation and work closely with education leaders to interpret and respond to emerging national direction.

Across all dependencies, the partnership will adopt a proactive and adaptive approach, using the SEND Reform Delivery Group to monitor emerging risks, align activity and adjust delivery where required. Regular engagement with national and regional partners, including the Department for Education, will ensure that the local area is able to respond to policy developments and access support where needed.

Together, this approach ensures that dependencies are actively managed and integrated into delivery, supporting a coherent and sustainable transition to the future SEND system.

Section 3 – Monitoring and Evaluation

• How will the local area partnership know delivery is on track?

Please set out how you will monitor and track progress referencing:

• Monitoring tools and processes - the specific tools, systems, and data you will use to track delivery milestones and measure

the impact on outcomes.

Some Local Area Partnerships hold data in a central SEND operational dashboard. This is used by teams on a weekly basis to identify trends in demand or inform conversations with local school or setting leaders.

In some Local Area Partnerships, a view of the Key Performance Indicators (KPIs) is reviewed monthly by a SEND Board to take decisions on prioritisation, resourcing and delivery of services informed by regular data.

Please set out how you will use data to track demand (e.g., EHCP applications for assessment), Service delivery (e.g., Speech and Language Specialists deployment; places created), Service quality (e.g., parental satisfaction) and outputs (e.g., pupil attendance; pupil exclusions)

• Feedback and adaptation mechanisms - what feedback loops and stakeholder input you will use to review progress and adjust

your approach.

The local area partnership will monitor delivery through a structured, multi-tiered performance and assurance framework, aligned to the SEND Reform governance model. This ensures that progress is tracked systematically, informed by robust data, and actively used to drive

improvement and decision-making.

Monitoring tools and processes

A central feature of monitoring will be the development of an integrated SEND operational dashboard, bringing together key metrics across education, health and care which will provide a single, shared evidence base across the partnership and will track:

• Demand: EHCP requests and assessments, SEN Support volumes, tribunal activity
• Service delivery: reach of the Experts at Hand (Eah) model, deployment of Ep/SaLT/Ot/Specialist SEND, and progress in developing

local provision (e.g. inclusion bases)

• Service quality: EHCP timeliness, Qa outcomes, and parent/carer satisfaction
• Outcomes: attendance of children with SEND, exclusions, and post-16 participation (including Neet)

The dashboard, along with the partnership maturity matrix, will be used to routinely review effectiveness, identify gaps and drive continuous improvement across the local area partnership.

Monitoring will operate across the governance structure:

• Operational level (weekly/monthly): Services and workstreams will use dashboard data to track activity, identify emerging trends (e.g.

increases in demand or variation between localities), and take immediate action with settings and partners

• SEND Reform Delivery Group (monthly): The Delivery Group will review performance against milestones and trajectories across all

workstreams, using data to manage risks, prioritise resources and ensure delivery remains on track

• SEND & AP Partnership Board (bi-monthly): The Board will receive strategic performance reports, providing challenge and assurance on

outcomes, financial sustainability and overall system progress In addition, performance clinics will be used to translate data into action, bringing together leaders across the system to review performance and target support to localities, cohorts and settings where need is greatest.

(continued over page)

Using data to inform decision-making

Data will be used not just to monitor progress, but to actively shape delivery and resource allocation. For example:

• Trends in EHCP demand will inform where Eah and early intervention are prioritised
• Needs data across localities and clusters will be used to ensure appropriate allocation of the Eah workforce
• Attendance and exclusion data will identify vulnerable cohorts for targeted support
• Workforce data will ensure specialist capacity is directed effectively
• Financial and sufficiency data will inform commissioning and capital investment decisions

This ensures that delivery is dynamic, responsive and aligned to need, with clear visibility of progress against key system outcomes.

A central feature of monitoring and evaluation will be the development and implementation of a new integrated SEND performance dashboard, providing a single, shared view of demand, delivery, quality and outcomes across the partnership. This dashboard will bring together data from local authority, education and health systems into a coherent, real-time evidence base, enabling consistent tracking of progress against the Local SEND Reform Plan

Feedback and adaptation mechanisms

Alongside quantitative data, the partnership will embed continuous feedback loops to ensure that lived experience informs delivery. Building on the Co-production Fortnight, co-production will be embedded across all workstreams and governance structures.

Feedback will be gathered through:

• Ongoing engagement with the Mct Durham (Parent Carer Forum (Pcf)) and children and young people through mechanisms such as

eXtreme group

• Regular input from schools, settings and providers through established networks (e.g. SENCO networks, headteacher briefings, Fe

engagement)

• Engagement with health partners and the voluntary and community sector

This feedback will be reviewed alongside performance data at Delivery Group and Partnership Board level, with clear audit trails demonstrating how insight has led to changes in delivery (“You said, we did”).

The SEND Reform Delivery Group will take responsibility for adapting delivery in response to performance and feedback, ensuring that Year 1 activity, particularly pilots and early implementation is refined and strengthened in preparation for wider scale in Years 2 and 3.

(continued over page) As part of Year 1 delivery the we will further develop our monitoring framework in line with the council's Outcome Based Accountability approach (p110). Specifically, this will include refining our SEND System Outcome measures and apply trajectories to longer term targets which show the aggregate, collective impact of our plans. Alongside this we will also continue to monitor and evaluate our ongoing actions through performance process metrics.

This integrated approach ensures that delivery is evidence-led, transparent and adaptive, providing strong assurance that the partnership is on track to achieve its intended outcomes.

Alongside the core performance metrics outlined above, the partnership will apply a defined set of success measures to track progress in strengthening system capacity and capability, particularly in relation to workforce development, the Experts at Hand model and the role of Alternative Provision within an inclusive system. These measures will provide assurance that increased capacity is translating into improved system performance, reduced escalation and better outcomes for children and young people.

Workforce capacity and capability will be monitored through both the scale and effectiveness of workforce deployment across the system. This will include increases in the number and proportion of children and young people supported effectively at SEN Support without escalation to statutory assessment, alongside increased reach of trained practitioners across education, health and care settings, and quality assurance activity.

The Experts at Hand (Eah) model will be evaluated through its accessibility, reach and system impact. This will include the number and proportion of settings accessing Eah support, the number of children and young people supported without requiring escalation to specialist or statutory services, and the timeliness of access to multidisciplinary advice, and improved feedback from schools, families and practitioners regarding the accessibility and effectiveness of support.

Specialist workforce capacity, including therapies such as speech and language therapy, occupational therapy and educational psychology, will be monitored through increased reach within mainstream settings, and improved equity of access across localities.

Alternative Provision (AP) will be monitored as a key component of a more inclusive and responsive system, with planned rather than reactive use. Success measures will include a reduction in reliance on high-cost and out-of-area placements, improved reintegration rates from AP into mainstream or specialist settings, and improved attendance and engagement for children accessing AP.

Section 4 – Governance

• How will the local area partnership ensure delivery of plans remain on track?

Please outline the governance structures in place to oversee delivery. Clearly set out who is responsible for overseeing reform delivery, what each governance group or individual is accountable for, and how these arrangements ensure progress is monitored and decisions are made transparently. Please identify where the named Sro for the Local SEND Reform Plan sits within the governance structure and ensure your response incorporates the core minimum requirements.

ensures transparency (“You said, we did”).

Schools Forum Schools Forum forms a

School and academy Four times a year Schools funding Director of critical part of the representatives across all Cyps/Director of decisions governance framework, sectors, headteachers, Resources providing strategic governors, non-school oversight, challenge and members, 14-19 assurance in relation to partnership, early years high needs funding, private, resource allocation and voluntary/independent financial sustainability sector providers, diocese across the SEND system.

and union representatives.

The Forum will be engaged as part of the formal governance cycle, ensuring alignment between financial decision-making, sufficiency planning and delivery of the Local SEND Reform Plan.

Section 5 – Central Government Support

10. How can we help you?

Please outline any practical support you need from central government to implement your plan effectively.

This may include:

• Access to specialist expertise or advisory support
• Help with workforce development or recruitment challenges
• Tools or templates to support data collection, reporting, or evaluation
• Facilitation of peer learning or regional collaboration
• Support with system-level coordination across education, health, and care
• Guidance on navigating regulatory or policy barriers

We would welcome some expertise, advice and innovative ideas with regard to overcoming the challenges relates to the recruitment and retention of SaLT and Ot.