Harrow Local SEND Reform Plan 2026

Annex A: Local SEND Reform Plan

Developing a Local SEND Reform Plan is an important first step for local areas to set out how they will lay the foundation for reform, and

design an approach tailored to their local context. A shared plan which focuses on co-designing the local approach as system partners and

with children, young people and families will help foster collective responsibility for delivering the reforms.

It is critical that all system partners, including health, education and childcare settings, work together to design and deliver the Local SEND

Reform Plan, under the local authority's leadership. It is also crucial that representative family carers e.g. the local Parent Carer Forum, are

involved in the development of the plan.

The expectation is that this plan is discussed, agreed, and signed off at your relevant SEND Governance Board. As a minimum, the plan

must be formally signed off by the Local Authority Chief Executive (Ceo), the Integrated Care Board (Icb) Chief Executive, the Local

Authority Director of Children’s Service (Dcs), the Integrated Care Board NHS Place Director, and the Local Authority Chief Financial Officer

(Cfo/Section 151 Officer). We encourage other colleagues and partners who have contributed to also review and sign-off the plan,

particularly early years, school, college and trust leaders.

Name of Local Authority: Harrow Borough Council

Name of Integrated Care Board: West & North London

Local SEND Reform Plan Sro: Emma Harkin Education Director for Education, Lb Harrow & Jennifer Roye, Chief Nursing Officer,

West & North London, Icb

Signatories

Signed on 17 June 2026 by the council's managing director, executive director of children's services, section 151 officer and responsible officer, the integrated care board's chief transformation officer and chief nursing officer, the chief executive of Young Harrow and the chair of Harrow Parent Carer Forum. The signature page is a scan and is not reproduced here.

Executive Summary

Harrow’s SEND Reform Plan sets out how the local area partnership will work together over the next three years to create a more inclusive, sustainable and trusted SEND system for children and young people aged 0-25. The plan has been co-produced with children and young people, families, education settings, health partners and wider stakeholders and provides a shared roadmap for reform across education, health and care. The overall architecture of the reform programme, including the relationship between strategic priorities, delivery mechanisms and outcomes, is illustrated in Appendix E: Bringing the Plan to Life.

The London Borough of Harrow is an outer London borough. Harrow is located within the area covered by the newly (April 2026) formed West and North London

Integrated Care Board (Wnl), an Integrated Care Board (Icb) that covers 13 local authorities.

The partnership is responding to increasing demand for SEND support, growing complexity of need, rising expectations from families and significant financial pressures within the High Needs Block. The reform programme is therefore designed not only to improve experiences and outcomes for children and young people, but also to build

confidence in the local SEND system, strengthen workforce capacity and capability, and ensure resources are used effectively to deliver sustainable improvement. Harrow has many strengths on which to build, including strong partnership relationships, a commitment to co-production, investment in local provision, positive outcomes for many children and young people, and a shared ambition to deliver inclusive education within local communities. However, demand for Education, Health and Care Plans (EHCPs), specialist provision and statutory services continue to increase, creating pressure across the system and highlighting the need for reform.

The partnership will work collaboratively to deliver both SEND and NHS reforms. For health, key transformation priorities include neighbourhood-based working, therapies transformation, neurodevelopmental pathway reform, expansion of Mental Health Support Teams, and workforce development. These priorities will strengthen prevention,

support more integrated models of care, enable earlier identification of need, and improve timely access to support for children and young people with SEND.

The reform programme supports the national ambition for a more consistent SEND system by strengthening Ordinarily Available Inclusive Provision (Oaip), clarifying pathways through the Continuum of Support and improving access to specialist expertise. The partnership's shared vision for children, young people and families, and the alignment between SEND Reform, Families First and wider children's reform.

This strategy is aligned to the national direction of SEND reform and is built around four interconnected building blocks which together support Harrow’s vision for a more inclusive and sustainable system.

This strategy is aligned to the national direction of SEND reform and is built around four interconnected building blocks which together support Harrow’s vision for a more inclusive and sustainable system. Collectively, these building blocks will contribute to the four national aims of SEND reform by strengthening inclusive practice and partnership working across the 0-25 system; improving the capacity and capability of mainstream and specialist workforces to identify and meet need; increasing the confidence of children, young people, families and stakeholders through greater consistency, transparency and co-production; and supporting the long-term financial sustainability of the system through earlier intervention, more effective use of resources and improved value for money.

Building Block 1: Earlier Identification and Support The partnership will strengthen Oaip, establish a clear Continuum of Support and improve Early Help and Prevention pathways so that children and young people receive support at the earliest possible stage. By improving access to support before needs escalate, the partnership aims to increase confidence in local provision, strengthen inclusion and reduce reliance on statutory processes as the primary route to support.

The Oaip framework will provide a strong foundation for future national SEND standards and curriculum expectations, ensuring Harrow is well placed to align local practice with emerging national reforms and deliver greater consistency for children, young people and families

Building Block 2: Local Support and Specialist Expertise The partnership will develop the Eah model as Harrow’'s locality based-based approach to consultation, coaching, outreach and multidisciplinary support. This will be complemented by investment in local provision, strengthened AP pathways and an increased focus on Preparation for Adulthood. Together, these reforms will help ensure that more children and young people can access the right support, at the right time, in the right place and as close to home as possible.

Building Block 3: Shared Accountability and Co-production The partnership recognises that sustainable reform requires collective responsibility across education, health and care. Governance arrangements will be strengthened through shared success measures, leading indicators, performance reporting and transparent accountability. Children, young people and families will play an active role in shaping services and evaluating impact, ensuring that lived experience remains central to decision-making and continuous improvement.

system sustainability.

Building Block 4: Inclusive Culture and High Aspirations Lasting change depends upon culture as well as structures. The partnership will promote inclusion as everyone's responsibility, strengthen confidence in early intervention and maintain high aspirations for children and young people with SEND. Through workforce development, leadership, participation and partnership working, Harrow will continue to build a culture where children and young people are valued, supported and enabled to achieve positive outcomes within their local

communities.

A central principle of the reform programme is that inclusion is a shared responsibility across education, health and care. The partnership will establish collective

accountability for improving outcomes through shared success measures, transparent performance reporting, co-production and joint ownership of inclusion outcomes. This reflects the national expectation that children and young people should receive the right support at the right time through an inclusive local system rather than through escalation to statutory processes.

By 2029 Harrow will have moved from a system where support is often accessed through escalation, statutory processes and navigating complex systems. Towards one where children and young people receive the right support, at the right time, in the right place through a strong universal offer, earlier intervention, accessible specialist expertise and a sustainable continuum of local provision. Families will experience a more transparent and joined-up system, and more children and young people will achieve positive outcomes within their local communities.

Progress will be measured through a focused set of strategic success measures aligned to the partnership's key objectives: increasing inclusion, strengthening earlier intervention, improving local provision and sustainability, and increasing confidence in local SEND services. These measures will be supported by a wider suite of leading

indicators which will provide early evidence of implementation progress and help the partnership identify emerging issues, target resources effectively and maintain momentum throughout the reform programme.

Ultimately, the success of the reform programme will be judged by its impact on children, young people and families and needs being met earlier. By 2029 the partnership expects to see improved inclusion across mainstream and local provision, demonstrated through reductions in suspensions, exclusions and reliance on specialist placements. Earlier intervention and improved access to support will help moderate growth in demand for statutory processes whilst improving experiences for families and practitioners. Investment in local provision, workforce capability and partnership working will support a more sustainable SEND system, improving outcomes for children and young people whilst ensuring that resources are used effectively and deliver long-term value.

The delivery of the strategy will be supported by three core enablers: workforce, capital and data and digital systems. Together these enablers will provide the foundation for sustainable system reform and support the partnership to deliver better experiences, improved outcomes and greater value across the SEND system.

Section 1 — Vision and Goals

1. What is the local area partnership trying to achieve?

Vision Harrow’s vision is that all children and young people with SEND are able to thrive, participate and achieve positive outcomes within their local communities. Children, young people and families will experience a system that is inclusive, responsive and joined-up, where needs are identified early, support is coordinated effectively and every child feels they belong.

The partnership's shared vision and the alignment between SEND Reform and Best Start/Families First are illustrated in Our Shared Vision for Harrow.

Our Ambition for 2029 By 2029, Harrow will have established a more inclusive, sustainable and trusted SEND system. More children and young people will have their needs identified and met through high-quality universal, targeted and specialist support, reducing reliance on escalation to statutory processes.

Mainstream settings will be increasingly confident and capable of meeting a broader range of needs through strong inclusive practice, access to specialist expertise and a strengthened graduated response. More children and young people will access support within their local communities through an expanded continuum of provision and improved access to specialist advice and intervention.

Families will report greater confidence in local services and support, children and young people will have a stronger voice in decisions affecting them, and the partnership

will be better able to direct resources towards approaches that improve outcomes and deliver long-term sustainability.

Why Reform is Needed

Harrow continues to experience increasing demand across the SEND system, alongside growing complexity of need and rising pressure on specialist services and the High Needs Block. The number of children and young people requiring additional support, specialist advice and statutory assessment has increased significantly in recent years.

Whilst the partnership has strong foundations, including effective governance, improving co-production, strong partnership relationships and a commitment to inclusion, the

Local Partnership Maturity Assessment identified opportunities to strengthen early intervention, improve consistency of inclusive practice, increase workforce confidence and improve access to specialist expertise.

The reform programme therefore seeks to move from a system where support is too often secured through escalation towards one where needs are identified and met earlier through strong universal provision, accessible specialist expertise and a coordinated continuum of support.

Tribunal activity has shown an upward trend in recent years, increasing from 30 appeals in 2024 to 36 in 2025. By May 2026, 27 appeals had already been received— equivalent to 75% of the total received during the whole of 2025—-suggesting that demand is likely to rise further this year. This trend provides further evidence of increasing system pressures and the need to strengthen inclusion, local specialist capacity and earlier intervention pathways.

Strategic Goals

The partnership has agreed five strategic goals that will guide delivery of the reform programme over the next three years:

« Goal 1 - Improve outcomes for children and young people through earlier identification and support Strengthen early identification, intervention and support so that children and young people receive help at the earliest opportunity, reducing the need for escalation and improving outcomes.

« Goal 2 - Increase inclusion and confidence in mainstream provision Strengthen inclusive practice across early years, schools and post-16 settings so that more children and young people can have their needs successfully met within mainstream provision.

« Goal 3- Improve access to specialist advice and support through Eah Increase access to specialist expertise through consultation, coaching, outreach and workforce development approaches, enabling practitioners to meet needs earlier and more effectively.

¢ Goal 4 - Improve Preparation for Adulthood and life outcomes Improve outcomes for young people as they prepare for adulthood, including education, employment, independence, community participation, health and wellbeing.

e Goal 5 - Create a financially sustainable and high-value SEND system Improve the effectiveness and sustainability of the SEND system through investment in inclusion, local provision, early intervention and value-for-money approaches that improve outcomes whilst making best use of available resources.

Measuring Success

Progress will be monitored through the partnership's Strategic Success Measures Framework, aligned to each of the five strategic goals:

Alignment of Success Measures to Strategic Goals Strategic Goal Success Measures

Goal 1: Improve Outcomes Through Earlier Identification and Support

SEN Support prevalence, EHC needs assessment requests, EHCP timeliness, children and young people supported prior to statutory assessment, Early Years Inclusion Fund reach, Portage activity and early intervention support.

Attendance (SEN Support and EHCP), suspensions, permanent exclusions, workforce confidence in meeting SEND need, [parent and carer confidence in local SEND services, Early Years workforce development and provider confidence.

Goal 2: Increase Inclusion and Confidence| in Mainstream Provision

Goal 3: Improve Access to Specialist Advice and Support Through Experts at

Schools and settings accessing Eah, Educational Psychology consultation activity, Speech and Language Therapy consultation activity, Occupational Therapy consultation activity, outreach and workforce development activity, Early Years specialist advice and support activity.

Goal 5: Create a Financially Sustainable land High-Value SEND System

Children educated locally, independent and out-of-borough placement trends, local specialist capacity, High Needs Block expenditure trajectory, average cost of EHCP provision, transport expenditure growth, Early Years sufficiency and inclusion capacity.

Hand

Goal 4: Improve Preparation for Adulthood and Life Outcomes

Annual reviews with PfA outcomes recorded, supported internship participation, employer engagement opportunities, independent travel training participation, Eet participation.

Together, these success measures will enable the partnership to assess whether reform is improving outcomes, strengthening inclusion, increasing access to early intervention and specialist support, improving preparation for adulthood, expanding local provision and delivering a more sustainable local SEND system from the early years through to adulthood.

Section 2 -— Strategy

1. Where the local area partnership expects to be in the next 3 years

By 2029 Harrow will have moved from a system where support is often accessed through escalation and statutory processes towards one where children and young people receive the right support, at the right time, in the right place through a strong universal offer, earlier intervention, accessible specialist expertise and a sustainable continuum of local provision.

Families will experience a more transparent and joined-up system, and more children and young people will achieve positive outcomes within their local communities. Three locality-based multidisciplinary teams aligned to Harrow’s Integrated Neighbourhood Areas.

Local blueprint for the next 3 years Where we are Where we will be in the next 3 years

Building Block 1 Strengthening Inclusion Across Education Settings

Ordinarily Available Inclusive Provision Ordinarily Available Inclusive Provision Ordinarily Available Inclusive Provision A consistent borough-wide framework that sets out the Provision, support and inclusive practices that should ordinarily be available in all education settings, enabling needs to be identified and met earlier without escalation.

Harrow has a strong commitment to inclusion, with many schools and settings successfully supporting children and young people with SEND within mainstream provision. However, approaches to inclusive practice, early identification and graduated response are not yet consistently embedded across all settings. Families and practitioners report variation in confidence, thresholds and understanding of what should ordinarily be available through the Universal Offer. As a result, support can sometimes be accessed later than needed and families may feel that escalation to specialist services or statutory processes is required to secure help.

The Oaip framework will be fully embedded across early years, schools and post-16 settings, providing a clear and consistent

Universal Offer across Harrow. Children and young people will receive support earlier through high-quality inclusive practice, reasonable adjustments and effective graduated responses that are understood and consistently applied across all settings.

Families, practitioners and partners will have a shared understanding of the support that should ordinarily be available, increasing confidence and reducing unnecessary escalation. More children and young people will have their needs met through universal and targeted support, ensuring they receive the right support, at the right time, in the right place, improving inclusion, attendance, participation and outcomes.

A graduated continuum of support that enables children and young people to access the right level of help at the right time, with clear step-up and step-down arrangements across

Harrow has a range of support available across universal, targeted and specialist provision, delivered through schools, early years settings, specialist services and

More children and young people will have their needs met through universal and targeted support, ensuring they receive the right support, at the right time, in the right place.

Key enablers: Workforce development through Eah will build practitioner confidence and capability, whilst shared data and performance information will support monitoring of implementation and impact across settings.

Continuum of Support Continuum of Support Continuum of Support A clear and transparent continuum of support will operate across Universal, Targeted, Targeted Plus and Specialist provision, ensuring children and young people receive the right mainstream, targeted and specialist provision. wider partners. However, pathways are not always support, at the right time, in the right place. The continuum will sufficiently clear, consistently understood or experienced | provide a shared framework across education, health and care, in the same way by families and practitioners. bringing together Oaip, Eah and specialist services into a coherent graduated response. Children and young people will Stakeholder feedback highlights the need for greater access support through clear pathways that promote early transparency regarding available support, thresholds, intervention, reduce unnecessary escalation and ensure decision-making and routes through the system. As a specialist provision is reserved for those with the most complex result, families can find the system difficult to navigate needs. and support can sometimes be accessed later than required. The continuum will be underpinned by Oaip as the foundation of inclusive practice and strengthened through Eah, providing earlier access to specialist advice, consultation and workforce support. Families and practitioners will experience a more joined-up system with clearer pathways, improved transitions and greater consistency across education, health and care. More children and young people will have their needs met through universal and targeted support, reducing unnecessary escalation to statutory processes and specialist provision and improving outcomes within local communities.

Key enablers: Data and digital systems will support visibility of pathways and outcomes across the continuum, whilst locality based-based partnership arrangements will strengthen coordination between education, health and care services.

By 2029, Harrow's early years offer will operate as an integral component of the borough's continuum of support, ensuring children can access graduated intervention and specialist advice at the earliest possible stage of development.

Earlier identification and intervention through integrated working across education, health, Family Hubs, Child Health

The partnership recognises the importance of early intervention and prevention in improving outcomes and reducing escalation. There are examples of effective early help practice across education, health and care, and increasing recognition of the importance of supporting children and young people before difficulties become more entrenched.

The SEND system will increasingly focus on prevention, early identification, and timely intervention. Through the combined impact of Oaip, Eah and the graduated continuum of support, children and young people will receive support earlier and closer to home, reducing the need for escalation to statutory Processes and specialist provision.

Hubs, Early Help and community services, ensuring emerging needs are recognised and responded to as early as possible. The approach focuses on prevention, family- centred support and reducing escalation by providing timely advice, intervention and coordinated support within local communities.

Practitioners through education, health and care will have greater confidence, clearer pathways and improved access to specialist expertise, enabling them te identify and respond to need at the earliest opportunity. Families will experience quicker access to advice, more consistent support and greater confidence that needs can be met locally.

However, demand for specialist services, EHC needs assessments and specialist provision continues to increase.

Harrow is strengthening early identification and intervention through the expansion of the Experts at Hand model, including three additional Early Years Advisors who will provide direct support to all early years providers. This will increase access to specialist advice within mainstream settings and support providers to meet need at the earliest opportunity before escalation to statutory processes.

Cyp Neighborhood Approach.A more consistent Cyp neighbourhood infrastructure is in place across Wnl, supporting earlier intervention, integrated working and stronger links between health, education, and local authority services.

This approach will be supported by wider transformation across West North London, including the further development of integrated neighbourhcod-based models, therapies transformation, neurodiversity pathway redesign, and the continued expansion of Mental Health Support Teams (MHSTs).

Early identification and intervention are further supported through Best Start Family Hubs, which provide accessible

The borough continues to invest in workforce development, including Elklan training, with over 140 practitioners having completed accredited training to strengthen communication and language support. This reflects the profile of need within Harrow, where speech, language and communication needs remain one of the most frequently identified areas of SEND. (Elkan 10- week accredited course that provides accredited training

The Inclusion Early Years Fund is being expanded across the sector, with approximately 95% of providers expected to receive funding to strengthen inclusive practice and increase mainstream capacity. A comprehensive support and training programme is being developed to ensure funding is translated into improved accessibility, participation and outcomes for children with SEND.

to early years practitioners.) Families and practitioners report variation in access to support and confidence in navigating pathways, whilst opportunities remain to strengthen early identification, improve consistency of graduated responses and provide earlier access to specialist advice and intervention. As a result, support can sometimes be accessed later than needed and needs may escalate before appropriate interventions are in place.

By 2029, Family Hubs will form an integral part of Harrow's early identification pathway, supporting families to access advice, guidance and targeted support at the earliest opportunity and ensuring children with emerging needs are identified and supported before difficulties escalate.

More children and young people will have their needs successfully met through universal and targeted support,

support for families and act as an important point of connection between health, early years, early help and SEND services.

improving outcomes whilst ensuring specialist resources are focused on those with the most complex needs. Early intervention will become a defining feature of Harrow's SEND system, supporting improved inclusion, attendance, wellbeing and long-term outcomes.

Early Help have a dedicated SEN Caseworker and early help practitioners who directly support families with children with additional needs or more complex SEND needs

Success will be demonstrated through increased SEN Support prevalence, earlier access to support and specialist advice, reduced growth in EHCP demand, improved attendance, reduced exclusions and a greater proportion of needs being met through universal and targeted provision. Progress will be monitored through the partnership's Strategic Success Measures Framework, ensuring that delivery of Building Block 1 contributes directly to Strategic Goal 1: Earlier Identification and Support, Strategic Goal 2: Inclusion and Mainstream Confidence, Strategic Goal 3: Access to Specialist Advice and Support, Strategic Goal 4: Preparation for Adulthood and Strategic Goal 5: Financial Sustainability

Cyp Neighborhood Approach - Local neighbourhood infrastructure is developing across Wnl with variation in delivery models and approaches, including Child Health Hubs, Neighbourhood Teams for children (NT4C) pilots, Family Hubs and local integrated working arrangements.

Key enablers: Health and locality-based integration will support earlier identification through neighbourhood-based working, whilst shared intelligence and workforce development will strengthen coordinated responses to emerging need.

Building Block 2 Access to Specialist Support and Local Placements Experts At Hand Experts At Hand Experts At Hand A locality based-based multidisciplinary model that provides consultation, coaching, outreach and workforce development, enabling practitioners to access specialist expertise at the earliest point of need.

Harrow has valued specialist services across education, health and care, including Educational Psychology, Speech and Language Therapy, Occupational Therapy, specialist advisory services, Early Help and SEND support. However, access to expertise is often linked to referral pathways, service thresholds or statutory processes. Schools and settings report variable confidence and a need for earlier consultation, coaching and specialist advice to support children and young people before needs escalate.

Eah model for early intervention and inclusion. Multidisciplinary teams across education, health, Early Help and AP will provide timely consultation, coaching, outreach and workforce development aligned to schools, early years settings, Family

Hubs and community services.

Eah becomes the default route for accessing specialist advice, consultation and workforce support across Harrow, reducing reliance on referral-led and escalation-based pathways. Through locality and cluster-based delivery models, Eah will ensure equitable access to specialist expertise across all communities, with resources deployed proportionately according to identified need and local demand.

Eah — Speech and Language Advance Practitioners National guidance for Expert at Hand Advanced Practitioner roles has recently been published. Wnl is working collaboratively with local authorities, providers and system partners to define the role, understand local requirements and develop an approach to implementation, governance, workforce development that

The model will strengthen Oaip and the graduated response by making specialist expertise available earlier and more consistently. Practitioners will be better equipped to meet a wider range of needs within mainstream and local provision, families will have greater confidence in local support, and children and young people will be supported earlier without unnecessary escalation to statutory processes or specialist placements.

will complement local Eah approaches Eah becomes the default route for accessing specialist advice, consultation and workforce support across Harrow, reducing reliance on referral-led and escalation-based pathways.

Eah — Speech and Language Advance Practitioners - Advanced Practitioners provide strategic leadership across Wnl, supporting workforce development, neighbourhood working and earlier intervention for Cyp with SEND.

Key enablers: Workforce investment, including Advanced Practitioner Speech and Language Therapy roles and multidisciplinary workforce development, will support the delivery and sustainability of the model.

Sufficiency and Local Provision Sufficiency and Local Provision Sufficiency and Local Provision A strengthened local offer that provides sufficient capacity across mainstream and specialist provision, enabling more children and young people to access support closer to home.

The partnership has invested significantly in expanding local provision in response to increasing demand for SEND support and specialist placements. Through the development of specialist inclusion bases, support bases, specialist school expansions and strategic place planning, Harrow has increased local capacity and strengthened its ability to support children and young people within their local communities.

Harrow will have a sustainable continuum of local provision, with increased capacity across mainstream, inclusion base, specialist resource and specialist school settings. Place planning, commissioning and capital investment will be aligned

Demand for early years SEND support remains high across the borough. During Summer 2026, 721 applications were received through the SEN Inclusion Fund process, of which 660 (91.5%) were approved. This demonstrates both the scale of need within the early years sector and Harrow's commitment to supporting children within mainstream provision through early intervention and inclusive practice.

to projected need, enabling more children and young people to access support closer to home.

By 2029, Harrow will have strengthened its early years continuum of support so that more children with emerging and additional needs can be successfully supported within inclusive mainstream settings. Early identification pathways will be more consistent, providers will have greater confidence and capability

As part of Best Start Family Hubs Government Funding, we will be recruiting an Ey specialist portage member of staff to support families with children with additional needs and particularly delivering specialist support and advice in a home learning environment

Alongside the SEN Inclusion Fund, Harrow has strengthened to meet need, and families will experience clearer routes to support. Through the combined impact of the Inclusion Early Years Fund, workforce development, enhanced specialist outreach and stronger transition arrangements, more children its early intervention offer through the Portage Service, providing targeted home-based support for pre-school children with emerging or complex developmental needs. Between January 2024 and February 2026, Portage supported 130 families across the borough, helping children Despite this investment, demand continues to increase across the SEND system. Population growth, rising complexity of need and increasing numbers of children and young people requiring specialist support continue to place pressure on local provision and contribute to reliance on independent and out-of-borough placements. Demand modelling identifies ongoing growth in requirements for specialist provision, particularly for children and young people with severe learning difficulties and more complex needs.

will access timely support at the earliest opportunity, reducing reliance on specialist placements and improving readiness for school.

to develop communication, attention, play and social interaction skills and improving readiness for nursery and school. Parent feedback demonstrates exceptionally high levels of satisfaction, with families consistently reporting increased confidence in supporting their child’s development and valuing the personalised, culturally responsive and multi- agency nature of the service. Portage plays a key role in early identification, supporting families at the earliest stage of need, contributing to effective transition planning and helping children access the right support at the right time within their local community.

Harrow has established processes for identifying and Transition arrangements will be consistently applied across all early years settings, ensuring children with SEND experience a coordinated and well-planned transition into Reception with support arrangements in place from the outset.

Harrow has expanded local provision through the Whole System Shift programme, including specialist inclusion bases, and support bases and special school capacity. However, rising demand, increasing complexity of need and population growth continue to place pressure on local provision and contribute to reliance on independent and out-of-borough placements.

Harrow will strengthen its approach to early years sufficiency planning through regular assessment of demand, capacity, inclusion funding activity and specialist placement requirements, ensuring childcare and early years provision remains responsive to changing patterns of need.

Harrow has continued to invest in workforce development across the early years sector, including Elklan training, specialist autism training and targeted support through Educational Psychology and Early Years services. This approach aims to increase practitioner confidence, strengthen inclusive practice and enable more children to have their needs met successfully within mainstream early years settings.

Where specialist provision is required, access pathways will remain transparent and needs-led, supported by robust multi- disciplinary decision-making and improved sufficiency planning.

Early years provision will operate as an integral part of Harrow's wider continuum of support, ensuring children receive the right

help, in the right place, at the right time.

supporting children requiring specialist early years provision. Hillview remains the borough's specialist early years offer, with placements allocated through a multi-disciplinary assessment and panel process. There is currently no waiting

AP will form part of the wider continuum of support through intervention, outreach and reintegration pathways. Increased local capacity will reduce reliance on independent and out-of- borough placements, improve family experience and support a more financially sustainable SEND system.

list for placements.

Demand for specialist provision continues to exceed available capacity. For the September intake, only eight specialist places were available. Where children are not allocated a place, some providers report challenges in meeting need within mainstream provision. The expansion of the Inclusion Early Years Fund and enhanced specialist outreach support are intended to increase mainstream capacity and reduce reliance on specialist placements over time.

Key enablers: Capital investment, demand forecasting and commissioning intelligence will support the expansion of inclusion bases, specialist provision and local capacity aligned

to projected need.

Harrow has strengthened transition arrangements between early years providers and schools through structured transition events, enabling providers and receiving schools to share information, plan support and identify reasonable adjustments in advance of admission. Future developments

will extend participation to childminders and independent schools to promote greater consistency across the borough.

The partnership recognises the need for greater consistency in pathways, quality assurance and commissioning arrangements, alongside improved access to specialist advice and support for schools before difficulties escalate. There is also a need to strengthen transition planning and ensure AP is used as part of a broader continuum of support rather than as a destination.

Alternative Provision and Reintegration Alternative Provision and Reintegration Alternative Provision and Reintegration AP is part of Harrow's graduated continuum of support, providing targeted intervention, reintegration and specialist pathways that help children and young people remain engaged in education and connected to their local communities.

AP will operate as an integrated component of Harrow's continuum of support, aligned to the Oaip framework and Eah model.

AP currently provides support for children and young people who require additional intervention outside mainstream settings. There are examples of effective practice across Harrow and strong partnerships with providers. However, stakeholders have identified opportunities to strengthen prevention, early intervention and reintegration pathways, ensuring that support is accessed earlier and that children and young people remain connected to education wherever possible.

Tier 1 — Early Intervention and Prevention will be delivered through Eah, providing consultation, outreach, behaviour and inclusion support, coaching and workforce development to help schools meet need earlier and reduce escalation.

Tier 2 — Targeted Intervention and Reintegration will provide commissioned AP places for children and young people requiring more intensive support, assessment or short-term intervention. Capacity will be expanded where required to ensure timely access to support and strengthen reintegration pathways.

Tier 3 — Specialist Assessment and Transition Pathways will provide specialist assessment, transition support, Educated other than at School (EOTAS) and alternative pathways where

required, supported by robust review arrangements and clear transition planning.

Children and young people will move flexibly through the continuum according to need, with clear entry, review and exit pathways. Reintegration planning will begin at the earliest opportunity and be coordinated around the child or young person to ensure educational progress, wellbeing and long-term outcomes remain central to decision-making.

Through strengthened commissioning, quality assurance and partnership working, AP will contribute to reduced exclusions, improved attendance, increased successful reintegration and reduced reliance on long-term specialist placements.

Key enablers: Commissioning, workforce expertise and data- led performance monitoring will support the development of effective intervention, reintegration and specialist pathways.

Preparation for Adulthood Preparation for Adulthood Preparation for Adulthood Preparation for Adulthood principles embedded across the SEND system so that children and young people are supported from an early age to develop independence, aspirations and life skills.

Preparation for Adulthood is recognised as a key priority across the partnership and there are examples of effective practice across education, health and social care. Supported internships, transition planning and employment initiatives have been developed locally and partners share a strong commitment to improving outcomes for young people with SEND.

Preparation for Adulthood will be embedded throughout Harrow's SEND system and considered from the earliest stages of support rather than solely at key transition points. Children and young people will be supported to develop independence, resilience and the skills required for adult life through coordinated support across education, health and social care.

Young people and their families will have access to clear information, advice and guidance to support informed decision- making throughout their transition journey. Pathways into Adult Social Care will be clearer and better coordinated, with earlier planning, proportionate assessments and stronger joint working between children's and adult services to ensure smooth transitions and continuity of support where required.

However, experiences remain variable and opportunities relating to employment, independent living, community participation and preparation for adult life are not consistently available to all young people. Families and practitioners report variation in transition experiences and pathways into adulthood are not always sufficiently coordinated across services. There is further work required to strengthen the consistency of planning, increase opportunities for independence and ensure that Preparation for Adulthood is embedded earlier within the SEND journey.

Preparation for Adulthood principles will be embedded from the earliest stages of support rather than solely at transition points.

Young people with SEND will have improved access to supported internships, employment pathways, independent travel training, community participation opportunities and personalised transition support. Planning for adulthood will be more coordinated and outcome-focused, with services working together to support positive destinations and successful

transitions into further education, employment, training and adult life.

Success will be demonstrated through increased participation in education, employment and training, reduced numbers of young people who are Neet, increased access to supported internships and employment pathways, improved independent travel outcomes and stronger feedback from young people regarding their preparation for adult life.

Families will experience clearer pathways and greater confidence in transition arrangements, whilst young people will have increased opportunities to participate in their communities, make informed choices about their futures and achieve positive outcomes in employment, independent living, health and wellbeing. Where ongoing care and support is required, transitions into Adult Social Care services will be planned effectively and delivered seamlessly.

Key enablers: Data and intelligence will support tracking of outcomes and destinations, whilst partnership working with employers, colleges and adult services will strengthen opportunities for employment, independence and community participation.

Building Block 3 System Leadership, Partnership Working and Co-production

Partnership Governance and Shared Accountability

Strong partnership leadership and collective accountability Harrow benefits from strong partnership relationships across education, health and social care, supported by established governance arrangements and a shared commitment to improving outcomes for children and young people with SEND. Partners work collaboratively across a range of strategic boards, operational groups and commissioning arrangements.

Education, health and social care partners will operate as a single integrated partnership with shared accountability for improving outcomes for children and young people with SEND. Governance arrangements will be aligned around a common set

for inclusion, outcomes and delivery of the reform programme across education, health and care.

of strategic goals, success measures and leading indicators, enabling collective ownership of reform delivery and system performance.

However, increasing demand, financial pressures and the scale of system reform require greater alignment between strategy, commissioning, performance management and service delivery. Stakeholders have identified opportunities to strengthen shared accountability, improve the use of performance information and ensure that governance arrangements provide clearer oversight of delivery, outcomes and impact across the SEND system.

Collective responsibility for inclusion will be embedded through a shared Inclusion Framework, supported by the Oaip framework, locality based-based delivery arrangements and a common set of inclusion measures. Education, health and care partners will be jointly accountable for improving attendance, reducing suspensions and exclusions, increasing SEN Support effectiveness, reducing unnecessary escalation to statutory Processes and increasing the proportion of children and young people whose needs are met successfully within local mainstream and specialist provision.

The partnership will routinely review complaints, mediation and tribunal activity alongside performance and co-production intelligence to identify emerging issues and drive continuous improvement.

Inclusion performance will be monitored through partnership dashboards and regular performance reviews, with data considered alongside family feedback, co-production intelligence and quality assurance findings. Leaders will use this information to identify variation, target support and challenge, and ensure resources are directed towards approaches that improve inclusion and outcomes.

Strategic and operational governance will be strengthened through clear lines of accountability, ttansparent reporting and robust performance management arrangements. Shared data and intelligence will support evidence-based decision-making, enabling partners to identify emerging pressures, monitor the impact of reform and target resources effectively.

The partnership will have a stronger focus on outcomes, continuous improvement and collective responsibility for

delivery. Governance arrangements will provide oversight of Oaip, Eah, local provision sufficiency, AP, Preparation for Adulthood and wider SEND reforms, ensuring system transformation remains coordinated, evidence-informed and sustainable.

Success will be demonstrated through delivery against agreed strategic goals, improved performance against success measures and leading indicators, strengthened partnership accountability and positive feedback from children, young people, families and partners regarding the effectiveness of the SEND system.

Key enablers: Shared data and performance systems will provide a common evidence base for decision-making, accountability and continuous improvement across the partnership.

Co-production and Cyp Participation

Children, young people and families actively shaping policy, service design, delivery and evaluation through meaningful co-production.

Harrow has a strong commitment to co-production and works closely with children, young people, families and representative groups to inform service development and improvement activity. Co-production is increasingly embedded across strategic planning and service development, with examples of effective engagement across the SEND partnership.

Co-production will be fully embedded across Harrow's SEND system and recognised as a core principle underpinning reform delivery. Children, young people and families will be actively involved in shaping priorities, designing services, evaluating impact and identifying opportunities for improvement.

Families will experience clearer pathways, improved communication and greater involvement in decision-making, ensuring support is developed in partnership with those who know their child best.

However, stakeholders have identified opportunities to strengthen consistency and ensure that co-production is embedded throughout implementation, delivery and evaluation, rather than being concentrated within specific projects or consultation activities. Families and young people continue to express a desire for greater visibility of how their feedback influences decision-making and service improvement.

Engagement will move beyond consultation towards ongoing collaboration and shared decision-making. Children and young people will have dedicated opportunities to influence decisions through youth participation forums, targeted engagement activity, service design workshops and representation within SEND governance arrangements. Their views, experiences and priorities will be routinely considered alongside parent carer feedback, performance information and quality assurance findings.

The Harrow Parent Carer Forum will play a central role in co- production and shared decision-making across the reform programme. The Forum is represented within the SEND and AP

Partnership Board and wider governance arrangements and will be supported to contribute to strategic planning, service design, implementation and evaluation. Parent carer feedback will be gathered through a range of formal and informal mechanisms and used alongside the distinct voices of children and young people to inform priorities, challenge assumptions and shape continuous improvement. The partnership recognises the importance of hearing and responding to both parent carer and child and young person perspectives, ensuring that each voice

is captured, understood and influences decision-making in its own right.

The partnership will adopt clear "You Said, We Did" approaches, ensuring children, young people and families can see how their feedback has influenced services, policies and decision-making. Cyp voice will be gathered through a range of accessible approaches, including schools, colleges, Participation groups, digital engagement, targeted work with under-represented groups and preparation for adulthood activities.

Co-production will be visible across governance, commissioning, service planning and evaluation. Feedback and lived experience will be used alongside data and performance information to inform priorities, challenge assumptions and drive continuous improvement.

Shared use of data, forecasting, quality assurance and lived experience information to drive improvement and inform decision-making.

The partnership has access to a range of data and intelligence across education, health and care which supports strategic planning and service development.

Success will be demonstrated through increased participation by children, young people and parent carers, clear evidence of co-production influencing service design and decision-making, improved family confidence and positive feedback regarding involvement, influence and trust in the SEND system. Evidence of impact will be demonstrated through "You Said, We Did" reporting, participation metrics and feedback from children, young people and families.

Key enablers: Digital engagement approaches, participation infrastructure and locality based-based networks will support ongoing involvement of children, young people and families in service design and evaluation

Data, Intelligence and Continuous Improvement

Data and Intelligence Data and Intelligence The partnership will use shared data, intelligence and performance information to understand need, forecast demand, monitor outcomes and target resources effectively. Integrated However, data is not always integrated across the system and opportunities remain to strengthen forecasting, performance reporting and the use of shared intelligence to support earlier intervention and measure impact.

reporting and improved digital systems will provide a single view of system performance, supporting earlier intervention, evidence-based commissioning, and continuous improvement. Data will be used proactively to identify emerging pressures, evaluate the impact of reform and ensure resources are focused on improving outcomes for children and young people. This will be enabled through strengthened data and digital systems, providing integrated reporting, forecasting and performance intelligence that support earlier intervention, strategic commissioning and continuous improvement across the SEND system.

The Icb Whole System Integrated Care (Wsic) database brings together partners across health and care

to utilise shared intelligence in understanding population need. The Whole Systems Integrated Care (Wsic) dataset provides a rich, linked view of activity for children and young people across acute, community and primary care settings, enabling a holistic understanding of service utilisation and outcomes. This integrated dataset supports identification of variation, unmet need and high-risk cohorts, allowing commissioners and providers

Data will be used not only to monitor performance but to evaluate impact, forecast future demand and support benefits realisation across the reform programme.

to target interventions more effectively, improve care pathways, and drive better population health outcomes

By 2029, Harrow will have a more integrated and intelligence- for children and young people led approach to understanding need, monitoring outcomes and Planning services across the SEND system. Education, health and care partners will have access to improved data, reporting and performance information that supports earlier identification of need, stronger forecasting of demand and more effective deployment of resources.

The Wsic dashboard, which is refreshed daily, will support ongoing monitoring of progress, enabling timely insight into trends, performance, and the impact of interventions across the system.

The system also enables the logging of case notes, activities, and communications. We are currently implementing the SEND portal to further strengthen communication between the local authority, professionals, and schools.

Harrow current case management system to support statutory SEND processes, including EHC needs assessments, Education, Health and Care Plans (EHCPs), annual reviews and wider SEND case management activity requires some modernisation. The system provides a strong platform for managing statutory processes and supporting performance monitoring across the SEND service.

Practitioners, leaders and partners will increasingly benefit from shared intelligence and streamlined information-sharing arrangements, reducing duplication and improving visibility of support provided across the graduated response. This will support more coordinated planning, improved transitions between phases of education and better monitoring of outcomes for children and young people.

The partnership will have improved oversight of the effectiveness of early intervention, targeted support and specialist provision, enabling resources to be directed towards approaches that have the greatest impact. Data and intelligence

Mri Education It System receives monthly SEN provision and needs data from all 60 local schools. This data is reviewed and validated against the School Census, with the Education Data team working closely with schools to ensure accuracy and maintain ongoing monitoring.

will routinely inform commissioning, sufficiency planning, workforce development and service improvement, supporting a

more responsive, transparent and sustainable SEND system.

As national SEND reforms and digital developments continue to evolve, Harrow will ensure that local systems remain aligned with emerging requirements and opportunities, enabling the

partnership to maximise the benefits of future national and regional developments whilst maintaining a strong focus on

improving outcomes for children and young people.

However, information relating to early intervention, SEN Support and graduated response activity is currently held across multiple systems and settings, limiting the partnership's ability to gain a comprehensive view of support provided before statutory intervention. Schools and settings use a range of local approaches to recording and monitoring support, resulting in variation in the information available to inform strategic planning, performance monitoring and evaluation of impact.

In addition, we are currently considering functionality on Mri Education to integrate data from other systems, such as Housing, Social Care, and the NHS, through a portal called Single View

Key enabler: Data and Digital Systems will provide the infrastructure required to support integrated reporting, forecasting, performance monitoring and continuous improvement across the SEND system, enabling partners to make evidence-based decisions and track the impact of reform.

As demand for SEND support continues to grow, the partnership recognises the need to strengthen the collection, sharing and use of data across education, health and care. Whilst national policy and digital developments continue to evolve, Harrow is committed to improving the quality, consistency and accessibility of data to support earlier intervention, more effective planning and improved outcomes for children and young people. The partnership will continue to work with system suppliers, regional partners and national programmes to ensure local digital arrangements remain aligned with emerging developments and opportunities.

Building Block 4 Encouraging Inclusive Culture and Behaviours Inclusion as Everyone's Responsibility Inclusion as Everyone's Responsibility Inclusion as Everyone's Responsibility A shared culture of inclusion will be embedded across education, health and care, underpinned by the belief that every child and young person belongs, can thrive and should have the opportunity to achieve their potential within their local community. Consistent expectations, language and practice will support a collective responsibility for meeting need early, reducing barriers to participation and ensuring inclusion is everyone's responsibility. Leaders, practitioners and partners will work together to create environments where children and young people feel valued, supported and able to succeed.

Partners across Harrow share a strong commitment to inclusion and improving outcomes for children and young people with SEND. Schools, settings, and services demonstrate many examples of inclusive practice and there is a shared ambition to ensure children and young people can access support and achieve positive outcomes.

A Shared culture of inclusion will be embedded across Harrow's education, health, and care system, supported by consistent expectations, language, and practice. Inclusion will be understood as everyone's responsibility, with leaders, practitioners and partners working together to ensure children and young people receive the right support at the right time and

in the right place.

However, variation remains in confidence, practice, and expectations across the system. Stakeholder feedback highlights the need for a stronger shared understanding

Children and young people will experience greater consistency in support, improved participation in education and community life and stronger feelings of belonging within their local settings. Families will have increased confidence that needs can be identified and met locally through high-quality universal, targeted and specialist support.

of inclusive practice, greater consistency in approaches to graduated response and increased confidence in meeting needs within mainstream settings. Families continue to report differing experiences of inclusion depending on where support is accessed.

The principles of inclusion will be reflected across the Oaip framework, Eah model, continuum of support and wider service delivery arrangements. More children and young people will have their needs successfully met within mainstream and local provision, reducing unnecessary escalation and improving outcomes across the SEND system.

However, families, practitioners and partners have identified variation in experiences and outcomes across

Success will be demonstrated through increased inclusion within mainstream settings, improved attendance, reduced exclusions, increased local placements and improved family confidence in the support available.

Key enablers: Workforce development, leadership development and shared inclusion measures will support consistent expectations and practice across the partnership.

High Aspirations and Positive Outcomes

A system focused on improving outcomes, participation, independence and wellbeing rather than simply managing processes and services.

Children and young people with SEND will be supported to achieve their full potential through high aspirations, personalised support and strong partnership working across education, health and care. The system will be increasingly focused on improving outcomes in education, attendance, wellbeing, independence, employment and community Participation, ensuring that children and young people are equipped to succeed throughout childhood and into adulthood.

There is a shared ambition across the partnership to improve outcomes for children and young people with SEND. Schools, settings and services are committed to supporting children and young people to succeed and there are many examples of positive outcomes being achieved across Harrow.

the SEND system. Differences remain in attendance, participation, inclusion, independence and access to opportunities. Stakeholders have highlighted the need for

Preparation for Adulthood will be embedded across the SEND journey, with children and young people supported to develop the knowledge, skills and confidence needed for adult life from the earliest stages of support. Young people will have improved access to employment pathways, supported internships, independent travel training and opportunities that promote independence and participation within their communities.

a stronger focus on outcomes, aspirations and long-term life chances, ensuring that support is consistently centered on what children and young people can achieve rather than solely on processes, thresholds or service eligibility.

Children and young people will experience a system that focuses on strengths, aspirations and possibilities. Families will have greater confidence that support is helping children and young people achieve positive outcomes and realise their ambitions. More children and young people will feel valued, included and empowered to thrive, belong and achieve within their local community.

Success will be demonstrated through improved attendance, improved participation and wellbeing, stronger Preparation for Adulthood outcomes, increased participation in education, employment and training, reduced numbers of young people who are Neet, and positive feedback from children and young people regarding their experiences and outcomes.

Key enablers: Data and intelligence will support a stronger focus on outcomes and impact, whilst workforce development and partnership working will ensure aspirations are translated

into meaningful opportunities for children and young people.

Success Measures

Strategic Success . 2026/2027* 2027/2028* 9 Baseline 2028/29 Target*** Outcome Measure

Suspensions — SEN 10.4% (DfE 2023/24 ||10.1% 9.1% 8.4% Support Ay) we

: Suspensions — EHCP 19.8% (DFE 2023/24 ||9% 8.6% 7 8% Inclusion Ay)

- 0.19% 0.15% Permanent exclusions 10.24% (Die 2023/24 0.10% (SEND) Ay) ae

586 requests (DfE 678 736 ‘Growth in EHC needs assessment requests moderated through earlier Iehcna requests eg intervention, with demand remaining below the projected trajectory of 794 Earlier ISEN2 2025 Cy) erp

Intervention — = EHCP timeliness 188.4% (Die SEN2 ||=90% 290% 90% (including exceptions) 12025 Cy) a

Children and young 175% (DfE SEN2 77% 78% 80% people educated locally —_||2025 Cy) -

***As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is inline with the SEND Reform Guidance.

Independent and out-of- |/271 (DfE SEN2 310 337 (Growth in EHCP expected from 2026 but should trend towards current levels by borough placements 12025 Cy) 2029. Profile forecast target is 287.

Spend £69m £74.7m £79.7m ‘Overall Hnb spend likely is estimated to grow in the timeframe due to increased Budget £52m number of EHCPs. High Needs Block (2025/26 Fy) expenditure trajectory Weighted Average ||Weighted average Weighted average £20.65k ||Improved trajectory on average cost of EHCP across settling is expected to Local Provision £20.8k cost of £20.66k cost of cost of EHCP. begin a downward trend in 2029 with a reduction of 0.7% compared to 2025/26 land Sustainability Iehcp.** EHCP levels.

**Weighted average calculated as sum of (provision unit cost x number of children in provision) for all relevant provisions and divided by number of| children Ay = Academic Year, Cy=Calendar Year, Fy=Financial Year

Leading indicators will be used to monitor implementation progress and provide early evidence of whether reforms are on track to deliver the strategic success measures.

Strategic Goal l Leading Indicators |

+ SEN Support prevalence + Number of settings implementing the Oaip framework + SEN Support prevalence by phase and setting type Goal 1 — Improve outcomes through earlier identification and support |j- Early Help and Family Hub referrals and engagement + Annual Review timeliness and quality + Number of children and young people accessing support prior to statutory assessment + E@H consultation and advice activity + Attendance of pupils with SEND + Workforce confidence in meeting SEND needs + Sendiass satisfaction and responsiveness + Parent and Cyp confidence in local SEND services + Behaviour and inclusion support activity Goal 2 — Increase inclusion and confidence in mainstream provision _ |j- Alternative Provision (AP) outreach and reintegration activity + Behaviour and inclusion support activity + Children supported through SEN Inclusion Fund + Percentage of providers accessing Inclusion Fund support + Ey practitioners completing SEND workforce development + Portage families supported + Schools and settings accessing Eah + Educational Psychology consultation activity + Speech and Language Therapy consultation activity Goal 3 — Improve access to specialist advice and support through Eah + Occupational Therapy consultation activity + Outreach, coaching and workforce development activity + Number of children and young people supported without escalation to EHCP assessment + Annual reviews with Preparation for Adulthood outcomes recorded + Supported internship participation + Employer engagement and opportunities created Goal 4 — Improve Preparation for Adulthood and life outcomes + Independent travel training participation and completions + Post-16 participation rates + Transition planning activity and quality + Local provision capacity developed + Inclusion base and specialist provision places created + Independent and out-of-borough placement trends Goal 5 — Create a financially sustainable and high-value SEND system Transport demand and expenditure trends + High Needs Block expenditure trajectory + Sufficiency planning and commissioning milestones delivered These indicators will be monitored alongside the Strategic Success Measures to assess whether implementation is progressing as expected and to identify emerging issues at an early stage. They will be reviewed through programme governance arrangements and reported routinely to the SEND and AP Partnership Board to inform decision-making, prioritisation and continuous improvement.

3. What is the local area partnership’s strategy for delivering on the above?

Harrow’s reform strategy is grounded in a shared understanding that, whilst the partnership has strong foundations and examples of effective practice, the SEND system is operating under increasing pressure from rising demand, increasing complexity of need and growing reliance on statutory processes. The Local Partnership Maturity Assessment highlighted strengths in partnership governance, co-production, data and strategic leadership, whilst identifying opportunities to strengthen early intervention, inclusive practice, workforce confidence and access to specialist support.

The partnership's change story is that too many children and young people currently access support through escalation rather than early identification and intervention.

Harrow’s ambition is to move towards a system where children and young people receive the right support, at the right time and in the right place, with needs identified and met earlier through strong universal provision, accessible specialist expertise and a coordinated continuum of support.

The partnership's theory of change is that if inclusive practice is strengthened across all education settings, if practitioners have earlier access to specialist expertise, if families experience a clearer and more joined-up system, and if local provision is planned and delivered strategically, then more children and young people will have their

needs successfully met without unnecessary escalation to statutory assessment and specialist provision. This will improve outcomes, strengthen family confidence, increase inclusion, reduce reliance on high-cost specialist placements and support a more financially sustainable and high-value SEND system. The reform strategy is therefore focused on creating a system that is increasingly preventative rather than reactive, inclusive rather than dependent on escalation, and sustainable rather than

driven by rising demand. This will be delivered through four interconnected building blocks.

Building Block 1. Strengthening Inclusion Across Education Settings

The partnership will strengthen inclusive practice across early years, schools and post-16 settings through implementation of the Oaip framework, a strengthened graduated response and improved SEN Support arrangements. Oaip will establish a clear and consistent Universal Offer, ensuring children and young people receive support earlier and more consistently regardless of where they access services. Alignment of Oaip and locality-based inclusion arrangements with neighbourhood delivery models, Family Hubs and Early Help pathways. This building block will be supported by workforce development and strengthened inclusion capacity across the education system.

This building block is expected to contribute to increased SEN Support prevalence, improved attendance and participation, reduced exclusions and a slowing trajectory of EHCP demand growth.

The key inputs are implementation of Oaip, workforce development and strengthened inclusion arrangements. The outputs will be a consistent Universal Offer, improved graduated responses and increased practitioner confidence. The outcomes will be earlier identification of need, increased SEN Support prevalence, improved attendance and participation, reduced exclusions and a slowing trajectory of EHCP demand growth.

Building Block 2. Access to Specialist Support and Local Placements

The partnership will improve access to specialist expertise and strengthen local provision through the implementation of the Eah model, development of a clear continuum of support and continued investment in local sufficiency. Through locality based-based multidisciplinary teams, practitioners will have access to consultation, coaching, advice and workforce development from Educational Psychology, Speech and Language Therapy, Occupational Therapy, specialist

advisory services and wider health partners. At the same time, strategic investment in specialist inclusion bases, and support bases and specialist school places

will increase local capacity, reduce reliance on independent and out-of-borough placements and ensure resources are increasingly invested in local provision and

early intervention. The ambition to develop an additional 270 places in specialist bases and, 137 special school places and 26 AP places. These are aimed at meeting forecast increase in demand as set out in section 6 and 7 of the data templates.

Preparation for Adulthood principles will be embedded throughout the graduated response from the earliest years, ensuring that aspirations relating to employment, independence, community participation and good health influence planning and support throughout childhood and adolescence. Preparation for Adulthood principles will be embedded from the earliest stages of support rather than solely at transition points.

This building block is expected to contribute to improved access to specialist support, increased local provision, stronger mainstream inclusion, improved family confidence and reduced reliance on escalation.

The key inputs are implementation of Eah, multidisciplinary specialist support and investment in local provision. The outputs will be earlier access to specialist expertise, increased local specialist capacity and clearer pathways through the continuum of support. The outcomes will be improved access to support, stronger mainstream inclusion, increased local placements, improved family confidence and reduced reliance on escalation.

Building Block 3. Strengthening System Leadership, Partnership Collaboration and Co-production

The partnership will continue to strengthen governance, accountability, commissioning and performance arrangements to ensure that investment and service development remain aligned to local need and strategic priorities. Children, young people and families will be recognised as equal partners in shaping services, influencing decisions and evaluating impact. Shared success measures, leading indicators and performance reporting will support collective ownership of reform delivery across education, health and care.

This building block is expected to strengthen accountability, improve family confidence, support effective decision-making and ensure resources are targeted where they have the greatest impact.

The key inputs are strengthened governance, co-production, commissioning and performance arrangements. The outputs will be improved accountability, shared decision-making and more effective use of intelligence and performance information. The outcomes will be increased family confidence, stronger partnership working and more effective targeting of resources.

Building Block 4. Encouraging Inclusive Culture and Behaviours

This building block is expected to improve consistency of practice, strengthen workforce confidence, improve outcomes and support long-term financial sustainability.

The delivery of these four building blocks will be underpinned by three core system enablers: capital investment, workforce development and data and digital systems. Together these will support the expansion of local provision, strengthen workforce capability, improve intelligence and forecasting, and enable the partnership to respond more effectively to changing patterns of need.

Progress will be monitored through the partnership's agreed Strategic Success Measures and Leading Indicators, including inclusion, early intervention, EHCP demand, timeliness, attendance, exclusions, local provision, family confidence, participation of children and young people, preparation for adulthood outcomes and financial sustainability. The partnership will routinely review complaints, mediation and tribunal activity alongside performance and co-production intelligence to

identify emerging issues and drive continuous improvement.

The key inputs are workforce development, leadership, evidence-informed practice and continuous improvement activity. The outputs will be greater consistency of practice, shared ownership of inclusion and increased workforce confidence. The outcomes will be improved experiences and outcomes for children and young people, greater inclusion and improved long-term sustainability.

In summary, Harrow’'s reform strategy is to move from a system where support is too often secured through escalation towards one where children and young people receive the right support earlier, locally and through coordinated partnership working. By strengthening inclusion, increasing access to specialist expertise and expanding

local provision, the partnership aims to improve outcomes, increase family confidence and create a more financially sustainable and high-value SEND system. This is the central change story that underpins the partnership's reform programme and provides the foundation for sustainable improvement over the next three years.

4. Local Partnership Maturity Assessment Tool.

See Appendix B

5. What is the local area partnership roadmap for the next 3 years?

The Local Partnership Maturity Assessment identified that Harrow has strong foundations in governance, partnership working, co-production and data intelligence, but that reform is required to strengthen inclusive practice, improve access to specialist support, increase local provision capacity and create a more sustainable SEND

system.

The roadmap is structured around the four building blocks of an inclusive system and reflects a phased approach to implementation. Progress will be monitored through the Strategic Success Measures set out in Section 1, with delivery indicators used to assess whether implementation is on track.

Local roadmap for the next 3 years 2026/27 2027/28 2028/29 Building blocks Building Foundations and Scaling and Embedding Reform Delivering Sustainable System Establishing Consistency Change

Workforce Development Workforce Development Workforce Development

Cross-Cutting System Enablers

e Develop and agree a SEND workforce development strategy aligned to Oaip, Eah and the Continuum of Support.

@ Workforce development programme embedded across education, health and care.

® Workforce confidence and capability demonstrably improved.

e Shared competency frameworks implemented across key services.

* Complete workforce baseline and capacily assessments across education, health and care.

® Workforce planning routinely aligned to projected need.

e Recruitment, retention and workforce pipeline initiatives established.

¢ — Establish a multi-agency workforce development programme and shared training offer.

Data and Digital Systems Data and Digital Systems Data and Digital Systems e Agree locality and neighbourhood delivery arrangements across Harrow.

e — Establish a shared SEND e Further develop shared dashboards routinely used to support commissioning and service improvement.

® Predictive analytics and forecasting inform strategic planning.

performance framework aligned to Strategic Success Measures and Leading Indicators.

@ Shared performance reporting embedded across all reform programmes.

@ Develop shared dashboards covering inclusion, dernand, sufficiency, outcomes and finance.

® Data routinely demonstrates reform impact on outcomes and sustainability.

® Data quality and forecasting arrangements strengthened.

« Improve data sharing arrangements across education, health and care.

Health and Locality-Based Integration Health and Locality-Based Integration Health and Locality-Based Integration e — Align SEND Reform with © Locality delivery arrangements fully operational across all neighbourhoeds.

@ = Neighbourhood-based

Family Hubs, Child Health Hubs, MHSTs and wider Wnl transformation programmes.

integrated delivery fully embedded.

@ Integrated pathways routinely used across education, health and care.

® Joint education, health and care planning operates as business as usual.

e — Establish locality-based govemance and performance alrangements.

e Joint planning and commissioning arrangements embedded.

® — Integrated pathways support seamless access to suppori.

Capital and Sufficiency e Finalise capital investment plans and implementation schedules.

Capital and Sufficiency Capital and Sufficiency e — Establish programme © Capital programme delivering planned specialist provision growth.

e Planned provision expansion delivered.

govemance for specialist provision expansion.

informs commissioning and investment decisions.

Building Block 1 Strengthening Inclusion Across Education Settings The partnership will strengthen inclusive practice across early years, Ordinarily Available Inclusive Ordinarily Available Inclusive Ordinarily Available Inclusive schools and post-16 settings through implementation of the Oaip Provision Provision Provision framework, a strengthened graduated response and improved SEN Support arrangements. The building block aims to ensure children and young people receive the right support, at the right time and in the right place through high-quality universal and targeted provision. It * Co-preduce and launch the Harrow Oaip framework and Universal Offer across early years, schools and post-16 « Oaip consistently implemented across + Oaip fully embedded as the foundation schools, early years and post-16 setlings. | of inclusive practice across Harrow.

will create greater consistency across settings, increase confidence in mainstream provision and support earlier identification and seltings. « Universal Offer routinely used to » The transfer provides additional intervention. support decision-making and graduated financial support to help schools remain + Align Oaip expectations with the responses. inclusive and meet the rising number of children with EHCPs in mainstream settings.

graduated response, SEN Support arrangements and inclusion framework.

« Family Hub, Early Help and locality- based arrangements aligned to Oaip delivery.

» Deliver workforce development, training and implementation support for leaders, SENCOs and practitioners.

» Reduced variation in inclusive practice across settings.

« Increased confidence amongst practitioners in meeting need through universal and targeted provision.

* More children and young people successfully supported within mainstream provision.

+ Establish implementation monitoring alrangements and self-evaluation tools.

»* Strengthen Family Hub, Early Help and locality based pathways to support earlier intervention.

Enablers: Workforce, Data and Digital Systems (see Cross-Culting System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Culting System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Continuum of Support Continuum of Support Continuum of Support * Define and publish Harrow’s Continuum of Suppor across Universal, Targeted, Targeted Plus and Specialist provision.

« Continuum of Support consistently applied across education, health and care services.

+ Aclear and well-understood Continuum of Support operates consistently across the partnership.

+ Clarify thresholds, pathways and routes through the system for children, young

«+ Improved transitions between Universal, Targeted, Targeted Plus and Specialist provision.

+ Children and young people access support at the lowest appropriate level and as close to home as possible.

people, families and practitioners.

* Align Oaip, Eah, AP and specialist services within a single graduated response framework.

+ Locality-based pathways embedded across Family Hubs, MHSTs, therapies and SEND services.

+ Locality-based support pathways are fully embedded across education, health and communily services.

+ Establish support-while-waiting arrangements for neurodiversity pathways and strengthen access to advice and intervention prior to diagnosis.

+ Consultationled therapies approaches expanded to improve earlier access to specialist advice and intervention.

* Neighbourhood infrastructure supporis integrated early intervention and coordinated responses for children and young people with SEND.

« Needs-led neurodiversify pathways piloted and evaluated, with strengthened support-while-waiting arrangements.

* Map and align Family Hubs, Early Help, MHSTs, therapies, SEND services and locality-based arrangements within the continuum.

* The therapies transformation model is fully embedded, providing earlier access

to specialist expertise and strengthening workforce capability across education settings.

« Increased integration between Family Hubs, Child Health Hubs, SEND services and community-based support.

» Develop locality-based pathways that support earlier intervention and reduce unnecessary escalation.

» Needs-led neurodiversify pathways are established, reducing reliance on diagnosis as the gateway to support.

« Neighbourhood-based approaches aligned with Cyp transformation programmes and wider West Norih London developments.

+ MHSTs are embedded within local systems of support and fully integrated within the wider continuum

» Earlier intervention and graduated response approaches consistently reduce unnecessary escalation and reliance on statutory processes.

Enablers: Health and Locality based Integration, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap) Enablers: Health and Locality based Integration, Data and Digital Systems. (see Cross-Cultling System Enablers roadmap)

« Families report increased confidence in navigating local services and accessing support.

Enablers: Health and Locality based Integration, Data and Digital Systems. (see Cross-Culting System Enablers roadmap)

Early Help and Prevention Early Help and Prevention Early Help and Prevention * Strengthen integrated working between Family Hubs, Early Help, health visiting services, education settings and SEND services.

+ Early identification pathways embedded across Family Hubs, health visiting services and education setlings.

+ Early intervention established as the default response to emerging need.

+ More children and young people have needs met through universal and targeted support.

« Increased access to advice and support before escalation.

» Develop locality based-based early identification pathways.

« Improved coordination of support for children and families with emerging needs.

+ Improved attendance, participation and wellbeing outcomes.

» Improve access to advice, support and signposting for families.

» Reduced growth in demand for statutory assessment and specialist provision.

+ Establish baseline measures for early intervention activity and outcomes.

+ Reduced reliance on statutory processes for accessing support.

» Eah becomes the default route for accessing specialist advice, consultation and workforce support across Harrow, reducing reliance on referral-led and escalation-based pathways.

+ Neighbourhood-based early intervention pathways fully embedded across Family Hubs, Child Health Hubs, SEND and community services.

* Integrated working across education, health and care supports earlier identification and coordinated responses to emerging need.

Enablers: Health and Locality based Integration, Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Enablers: Health and Locality based Integration, Workforce. (see Cross- Cutting System Enablers roadmap)

Building Block 2 Access to Specialist Support and Local Placements

The partnership will improve access to specialist expertise and Experts At Hand Experts At Hand Experts At Hand strengthen local provision through the Eah model, a clear continuum

of support and strategic sufficiency planning. Children and young + Establish three locality based-based + Eah operating consistently across all + Eah established as Harrow’s principal people will have earlier access to specialist advice, consultation and multidisciplinary Eah teams aligned to three localities through integrated route to accessing specialist expertise intervention, whilst investment in local provision will increase capacity | Harrow's Integrated Neighbourhood education, health and care delivery and early intervention support. and reduce reliance on independent and out-of-borough placements. Areas. arrangements. This building block will support stronger inclusion, improved . ii as outcomes, improved family confidence and better value for money : : * Locality based-based multidisciplinary through more effective use of local resources. + Agree the Eah operating medel, + Consultation, coaching and outreach delivery fully embedded across education, health and community services.

govemance arrangements, referral pathways and outcomes framework.

pathways embedded across Educational Psychology, Speech and Language Therapy, Occupational Therapy, specialist advisory services and AP.

* Workforce confidence and capability demonstrably improved across education, health and care.

+ Introduce locality based-based consultation, coaching, outreach and workforce development pathways for schools, early years settings, Family Hubs and communily services_

+ Advanced Practitioner roles supporting workforce development, coaching and consultation across localities.

+ Evidence demonstrates increased access to specialist advice, reduced escalation and improved inclusion outcomes.

* Develop multidisciplinary delivery arrangements across Educational Psychology, Speech and Language Therapy, Occupational Therapy, specialist advisory services, Early Help and AP.

+ Increased access to specialist advice without escalation to statutory assessment or specialist placement. 80% of schools accessing Eah and approximately 750 children and young people benefiting from support

+ Eah — Speech and Language Advance Practitioners - Recruit and establish AP roles.

» Introduce consultation clinics, case discussion forums and workforce coaching approaches to improve access

« Shared performance and activity dashboards implemented to monitor reach, outcomes and impact.

+ Advanced Practitioner roles and networks fully embedded within Wnl workforce and transformation programmes.

to specialist expertise without escalation to statutory processes.

+ Eah — Speech and Language Advance Practitioners - Recruit and establish AP roles.

» Workforce pipelines and training partnerships established.

» Eah — Speech and Language Advance Practitioners - Recruit and establish AP roles.

« Support implementation of Eah and workforce development initiatives.

+ Develop relationships across providers, local authorities and universities.

+ Develop strategic workforce approaches informed by system mapping.

+ Complete system mapping and baseline assessment.

+ Support shared learning and collaboration across Wnl.

* Develop intograted pathways across Family Hubs, Health Visiting, Early Years providers, MHSTs and SEND services to

strengthen early identification and intervention.

» Enablers: Workforce development, Enablers: Workforce, Health and Locality Fee call eee eee peat Health and Locality based Integration, based Integration, Data and Digital Data and Digital aac Ges Cre, Data and Digital Systems. (see Cross- Systems. (see Cross-Cutting System Cutting System Enablers roadmap) Cutting System Enablers roadmap) Enablers roadmap)

+ Refresh SEND sufficiency modelling, demand forecasting and place planning using education, health and demographic intelligence.

+ Additional local specialist capacity operational through inclusion bases, specialist resourced provision and specialist school expansion.

» Sustainable continuum of local provision established across mainstream, targeted and specialist pathways.

+ Planned capilal expansion delivered and aligned to changing pattems of demand.

+ Finalise the capital investment programme, linking planned inclusion bases, specialist resourced provision and specialist school expansions to projected demand by need type.

« Capital programme delivering agreed provision growth aligned to projected demand.

+ Increased local capacity supporis a greater proportion of children and young people to be educated within Harrow.

« Increased proportion of children and young people educated within Harrow.

+ Begin delivery of agreed inclusion base, specialist provision and specialist Capacity expansion programmes.

+ Early years sufficiency actions implemented, and specialist early years support strengthened where required.

+ Reduced reliance on independent and out-of-borough placements.

* Review early years SEND sufficiency, specialist place requirements and transition arrangements into primary provision.

+ Sufficiency planning routinely informed by demand, outcomes, transport and financial intelligence.

« Workforce development programme supports increased confidence in identifying and responding to emerging SEND needs.

+ Align commissioning and investment decisions to projected demand, outcomes and value-for-money considerations.

+ Commissioning decisions routinely informed by demand forecasting, outcome data and value-for-money analysis.

* Strengthen early identification pathways through Family Hubs, health visiting services and early years providers.

* Develop transition protocols between early years settings, schools and specialist provision

Enablers: Capital, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Enablers: Capital, Workforce, Dala and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Enablers: Capital, Workforce, Data and Digital Systems. (see Cross-Culting System Enablers roadmap)

* Establish a Behaviour and Inclusion Clinic model aligned to Eah and the wider continuum of support.

+ AP operating as part of the graduated continuum of support.

+ AP fully integrated within Harrow's continuum of support.

«Tier 1 prevention and inclusion support embedded through Eah.

» Reduced exclusions and improved attendance outcomes demonstrated across the system.

» Review AP pathways, commissioning arrangements, thresholds and Teintegration processes.

« Tier 2 targeted intervention and reintegration pathways established and routinely utilised.

+ Reintegration pathways consistently supporting successful returns to mainstream education where appropriate.

* Develop a three-tier AP model covering prevention, targeted intervention, reintegration and specialist pathways.

* Quality assurance and oulcome monitoring arrangements implemented across commissioned provision.

+ AP contributes to prevention, inclusion and positive educational outcomes.

» Establish clear entry, review and exit arrangements for children and young people accessing AP.

+ Reintegration outcomes routinely tracked and reported.

» Introduce outreach, consultation and inclusion support from AP providers to mainstream schools.

* Develop reintegration planning processes and outcome measures to monitor successful returns to mainstream education.

Enablers: Workforce, Data and Digital Systems. (see Cross-Culling System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutling System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

+ Establish strategic oversight and govemance for Preparation for Adulthood across education, health, social care and employment partners.

+ Preparation for Adulthood outcomes routinely embedded within annual reviews and transition planning.

* Preparation for Adulthood embedded throughout the SEND journey from early support through to adulthood.

«+ Increased access to supported intemships, independent travel training and employment pathways.

* Improved participation in education, employment and training demonstrated.

Preparation for Adulthood principles will be embedded from the earliest stages of support rather than solely at transition points.

+ Reduced numbers of young people who are Neet.

+ Improved transition planning between education, health, social care and adult services.

* Confirm baseline measures for Eet, Neet, supported internships, independent travel training and post-16 participation.

» Increased participation in supported internships, employment pathways and independent travel training.

« Employer engagement strategy implemented to increase local employment opportunities for young people with SEND.

» Stronger local post-16 pathways support positive destinations and reduce unnecessary reliance on out-of-area Provision.

* Map local and out-of-area post-16 pathways and identify gaps in provision, progression routes and employment opportunities.

+ Local post-16 pathways reviewed and strengthened to reduce reliance on out- of-area provision where appropriate.

» Young people report increased confidence, independence and preparedness for adult life.

* Strengthen annual review processes to ensure Preparation for Adulthood outcomes are embedded fron Year 9 onwards.

+ Outcome data routinely monitored across Eet, Neet, intemships and travel training participation.

* Develop a multi-agency Preparation for Adulthood action plan covering employment, independent living, community inclusion and health and wellbeing.

» Review supported internship capacity, employer engagement arrangements and independent travel training provision to inform future expansion plans.

+ Improve information, advice and transition support for young people and families navigating post-16 pathways.

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Culling System Enablers roadmap)

Building Block 3 System Leadership, Partnership Working and Co-production

The partnership will strengthen governance, accountability, Partnership Governance and Shared Partnership Governance and Shared Partnership Governance and Shared commissioning and performance arrangements to ensure reform Accountability Accountability Accountability activity remains aligned to local need and strategic priorities.

Education, health and care partners will work collectively to deliver 5 : 5 5 A; shared outcomes for children and young people with SEND. Children, Refresh SEND and AP governance Govemance arrangements routinely Partnership accountability fully

oie i Z 7 arrangements to align with SEND Reform | monitor progress against strategic goals, embedded acrass education, health and SfOting Pann is anid, indies will Ne recognised as eque partners: in riorities and the four building blocks. success measures and leadin' social care shaping services, influencing decisions and evaluating impact. This pr 9 - indicators g ” building block will support collective ownership of reform, evidence- informed decision-making and ensure resources are targeted where » Establish clear accountability + Governance, commissioning and they have the greatest impact.

atrangements across education, health and social care partners.

« Shared accountability for inclusion increasingly evidenced across education, health and care partners.

delivery operate as a single integrated system.

» Agree strategic success measures, leading indicators and partnership reporting arrangements.

» Shared accountability for inclusion and outcomes routinely evidenced through performance, inspection and stakeholder feedback.

« Commissioning and investment decisions informed by performance, outcome and value-for-money data.

* Develop a shared Inclusion Framework, including agreed measures relating to atiendance, suspensions, exclusions, SEN Supporf and local provision.

+ Joint education, health and care performance framework implemented and routinely reviewed.

» Routinely review complaints, mediation and tribunal activity alongside performance and co-production intelligence to identity emerging issues and drive continuous improvement.

+ Introduce routine parinership performance reviews and exception reporting.

+ Resources increasingly targeted according to evidence of need, impact and value for money.

Enablers: Data and Digital Systems, Health and Locality based Integration. (see Cross-Culting System Enablers roadmap)

Enablers: In addition to frontline workforce investment, the parinership will strengthen commissioning, contract management and sufficiency capacity through the recruitment of a Senior Education Commissioning and Contract Monitoring Manager, supported by specialist placement and inclusion infrastructure roles. Together, these roles

Enablers: Data and Digital Systems, Health and Locality based Integration. (see Cross-Culting System Enablers roadmap)

will support strategic commissioning, market development, contract oversight and delivery of the SEND Reform Programme. (see Cross-Culting System Enablers roadmap) » Refresh co-production arrangements and participation structures across the SEND Partnership.

+ Children, young people and families routinely influence service development, policy and review.

* Co-production routinely evidenced in planning, commissioning, delivery and evaluation.

+ Establish dedicated Cyp participation mechanisms, including youth forums, targeted engagement and representation within govemance arrangements.

+ Cyp participation embedded across major reform programmes and service redesign activily.

* Children, young people and families recognised as equal partners in shaping the SEND system.

+ Feedback routinely informs improvement priorities and commissioning decisions.

+ Cyp voice routinely influences strategic decision-making and service improvement.

+ Embed co-production requirements within SEND Reform govemance and

programme delivery.

+ Evidence of co-produced solutions influencing local policy and service delivery.

+ Increased family confidence, trust and participation demonstrated through feedback and survey data.

* Introduce "You Said, We Did” approaches to demonstrate how feedback influences decision-making.

+ Develop a Cyp engagement plan that includes schools, colleges, participation groups and under-represented communities.

Enablers: Data and Digital Systems, Health and Locality based Integration. (see Cross-Culling System Enablers roadmap)

Enablers: Data and Digital Systems, Health and Locality based Integration. (see Cross-Cutting System Enablers roadmap)

* Establish a shared performance framework aligned to strategic goals, success measures and leading indicators.

+ Shared data and intelligence routinely inform planning, commissioning and investment decisions.

+ Shared intelligence supports predictive planning, strategic commissioning and investment decisions.

+ Improved visibility of demand, outcomes, expenditure and service performance.

+ Demand, outcomes and expenditure routinely monitored together to inform system improvement.

+ Improve access to shared education, health and care data and intelligence.

* Strengthen demand forecasting, performance reporting and benefits realisation arrangements.

+ Integrated reporfing embedded across » Continuous improvement supported through mature performance management and evaluation arrangements.

all reform workstreams.

Enablers: Data and Digital Systems. (see Cross-Cutting System Enablers foadmap)

Enablers: Data and Digital Systems. (see Cross-Culting System Enablers roadmap)

+ Performance information routinely used to identify variation, target support and evaluate impact.

» Develop shared dashboards to supporf monitoring of inclusion, outcomes, sufficiency and reform delivery.

» Data and intelligence routinely demonstrate the impact of reform on outcomes, inclusion and sustainabilily.

» Establish baseline measures across key reform programmes.

Enablers: Data and Digilal Systems. (see Cross-Culting System Enablers roadmap)

Building Block 4 Encouraging Inclusive Culture and Behaviour

Inclusion as Everyone's Responsibility | Inclusion as Everyone's Responsibility | Inclusion as Everyone's Responsibility The partnership recognises that sustainable reform requires cultural as well as structural change. This building block will promote a shared commitment to inclusion, early intervention, high aspirations and positive outcomes across education, health and care. Leaders, practitioners and partners will share responsibility for ensuring children and young people can access support, participate in their communities and achieve their potential. Workforce development, leadership behaviours and commissioning decisions will increasingly * Establish a common language and reinforce inclusive practice, prevention and value for money. understanding of inclusion, early * Develop and communicate a shared + Inclusive practice increasingly reflected | * Inclusion is consistently understood and inclusion statement and partnership in leadership, commissioning, workforce demonstrated as everyone's expectations across education, health development and service delivery. responsibility across education, health and care. and care.

+ Leaders actively promote inclusion, belonging and early intervention across + Strong culture of inclusion, belonging their organisations. and participation evident across the

intervention and collective responsibility through leadership engagement and workforce development.

partnership.

+ Workforce confidence improves through consultation, coaching and professional development.

+ Children, young people and families experience a more inclusive, responsive and joined-up system.

+ Embed inclusion expectations within Oaip, Eah, governance arrangements and commissioning frameworks.

« Multi-agency workforce development programmes embedded across education, health and care.

* Inclusion measures demonstrate sustained improvement across attendance, exclusions and local placements.

+ Launch a multi-agency workforce engagement and culture change programme focused on inclusive practice, belonging and participation.

« Inclusion measures routinely monitored and used to inform improvement activity.

* Promote examples of effective inclusive practice across schools, settings and services.

Enablers: Workforce, Health and Locality based Integration. (see Cross-Cutting System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Culting System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

+ Develop a shared outcomes framework focused on participation, attendance, wellbeing, independence and Preparation

+ Preparation for Adulthood increasingly embeddod within planning, reviews and transition arrangements.

* Children and young people with SEND achieve improved outcomes in education, attendance, wellbeing, independence, employment and community participation.

for Adulthood.

+ Increasod participation in education, employment, training and community activities.

» Promote strengths-based and person- centred approaches across education, health and care services.

+ Preparation for Adulthood is embedded throughout the SEND journey.

« Greater focus on independence, resilience and life skills development.

» Young people experience improved pathways into further education, employment and adulthood.

* Embed Preparation for Adulthood principles within planning, reviews and service design. With principles being embedded from the earliest stages of support rather than solely at transition points.

« Improved attendance, participation and wellbeing outcomes for children and young people with SEND.

+ Families report greater confidence that support is helping children and young people achieve their aspirations and realise their potential.

« Outcome information routinely used to inform service improvement and commissioning.

* Increase awareness of employment, independence and community participation opportunities for children and young people with SEND.

+ Outcome data demonstrates sustained improvements in participation, inclusion and life outcomes for children and young people with SEND.

+ Establish baseline outcome measures and reporting arrangements.

Enablers: Workforce, Data and Digital Systems. (see Cross-Culling System Enablers roadmap)

Enablers: Workforce, Data and Digital Systems. (see Cross-Cutting System Enablers roadmap)

Success Measures

Strategic - 2026/2027* 2027/2028* Success Measure Baseline 2028/29 Target*** Outcome a

Suspensions — SEN Support eae avi 10:4% a1% 8.4%

2 19.8% (DfE 9% 18.6% Si —EHCP 7 8% Inclusion See 2023/24 Ay)

Ho aie Tne 10.19% 10.15% Permanent exclusions (SEND) pase Ay) 10.10%

586 requests (Die 1678 736 ‘Growth in EHC needs assessment requests moderated through

= Iehcna requests Rend ADs cy) learlier intervention, with demand remaining below the projected Eerie ‘ |trajectory of 794 requests. ee Ali andees beet fons) |(08:4% (Die SEN2|P90% 00% an imeliness (in ing exceptions) 025 Cy) >90%

Children and young people educated 75% (DfE SEN2 ||77% 78% 180% locally 2025 Cy)

***As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is inline with the SEND Reform Guidance.

Independent and out-of-borough 271 (Die SEN2 = |/310 337 IGrowth in EHCP expected from 2026 but should trend towards placements 12025 Cy) current levels by 2029. Profile forecast target is 287.

Spend £69m £74.7m £79.7m \Overall Hnb spend likely is estimated to grow in the timeframe due Budget £52m ito increased number of EHCPs.

High Needs Block expenditure trajectoi ati2a/26 Fx) Local Provision 'o P sOCInY. Weighted Weighted average £20.66k |/Weighted average £20.65k |/Improved trajectory on average cost of EHCP across setting is land Sustainability **Average £20.8k |icost of EHCP** cost of EHCP lexpected to begin a downward trend in 2029 wilh a reduction of cost of EHCP. 10.7% compared to 2025/26 levels.

**Weighted average calculated as sum of (provision unit cost x number of children in provision) for all relevant provisions and divided by number of children Iay = Academic Year, Cy=Calendar Year, Fy=Financial Year

Leading Indicators

Leading indicators will be used to monitor implementation progress and provide early evidence of whether reforms are on track to deliver the Strategic Success Measures.

[ Strategic Goal I Leading Indicator” |[_ Baseline (2025/26)"_ || 2026/2027°** Ii 2027/2028" 2028/29 Target"

Isen Support prevalence 13,851 pupils (9.9%) 3,990 pupils (10%) 4,128 pupils (11%) 4,267 pupils (11%)

Settings implementing Oaip 0 40% 70% 100%

Goal 1 - Improve outcomes through Early Help and Family Hub engagement Baseline to be Increase from baseline Increase from baseline Increase from baseline earlier identification and support ‘established Cyp supported prior to statutory assessment ee be Increase from baseline Increase from baseline Increase from baseline Eah consultations (to be defined) cee be Increase year-on-year increase yeat-on-yorh Increase year-on-year Attendance — SEN Support 17.9% absence 7.5% absence 6.8% absence 6.5% absence [Attendance — EHCP |[10.5% absence |[10.3% absence [9.8% absence [9.5% absence Workforce confidence in meeting SEND need Bessie 2 be Improvement from baseline |/Improvement from baseline Improvement from baseline [Sendiass satisfaction ][4-85/5 [Maintain or improve [Maintain or improve [Maintain or improve Parent and Cyp confidence in local SEND Baseline to be Improvement from baseline —_ ||Improvement from baseline ‘ Seavicaes established Improvement from baseline Behaviour and inclusion support activity Basen be Increase from baseline Increase from baseline Increase from baseline Goal 2 — Increase inclusion and — :

33% (N.B. Some services e.g, 166% (N.B. Some services activity 1,394 Cyp based on 3.0 Fte 1,394 Cyp based on 3.0

confidence in mainstream provision |Ichiidren supported through SEN Inclusion Fund |/1,878 Maintain baseline Maintain or exceed baseline enon Support aligned to

195% of providers Sustain 95%+

Percentage of providers accessing Inclusion Fund support expected to receive funding

Sustain 95%+ Sustain 95%+

20 Elklan plus icommunication Friendly setting accreditation ambassador settings (10%)

20 Elklan plus communication Friendly setting accreditation ambassador settings (20%)

Ey practitioners completing SEND workforce development 120 Cy Elklan

Increase annually (30%)

Maintain/increase according to demand with the additional capacity 1 Fte portage lworker Maintain/ncrease according Maintain/increase according to demand Portage families supported 130 (Jan 24-Feb 26) ito demand Schools and settings accessing Eah 10 Eps delivering 100% from e.g. Eps delivering 100% 100% access 01/09/26) from 01/09/26) Goal 3 — Improve access to specialist ladvice and support through Eah [Educational Psychology consultation activity [646 cyP || 1,346 Cyp (Ay) | 1,700 Cyp (Ay) 4,800 Cyp (Ay) Speech and Language Therapy consultation 4 394 Cyp Increase from baseline of Increase from baseline of Increase from baseline of 1,394 Cyp based on 3.0 Fte Strategic Goal [ Leading Indicator** | Baseline (2025/26)"_ || 2026/2027°** ll 2027/2028"** Il 2028/29 Target™** | Salt and 1 Fte Salt Fte Salt and 1 Fte Salt |/Salt and 1 Fte Salt assistant assistant + additional staff__|jassistant + additional staff Increase from baseline of 271 |/Increase from baseline of Increase from baseline of 271 i 7: = Cyp based on1.5FTE Ot ||271 Cyp based on 1.5 Fte |/Cyp based on 1.5 Fte Ot Gecupaional (herapy, constittagon aciay ee and 1 Fte Ot assistant Ot and 1 Fte Ot and 1 Fte Ot assistant+ assistant+ additional staff additional staff ‘Outreach, coaching and workforce development ||Baseline to be Increase year-on-year Increase year-on-year lactivity established Increase year-on-year Icyp supported without escalation to EHCP Baseline to be Increase from baseline Increase from baseline é jassessment established icresse from bassline [Annual reviews with PfA outcomes recorded |[Estimated under 10% [15% [25% |[60% from baseline | Supported intemship participation [19 young people ||Increase year-on-year ||Increase year-on-year |[Increase year-on-year | < 14%-15% growth year on}|15% Reduce transport growth to |/Reduce transport growth to [Transport demand and expenditure trend year approx. 8% approx. 8% (Goal 4 — Improve Preparation for Employer engagement opportunities Baseline to be Increase from baseline Increase from baseline Incraass from Beselana Adulthood and life outcomes P gag Pi established Independent travel training participation 17 young people 17 young people 20 young people 25 young people Eet participation 191% 92% 92% 93% Inclusion base and specialist places created 1215 1275 349 427 and 523 by 2029 Ay (308 new , 310 337 ‘Growth in EHCP expected Goal 5 — Create a financially . 271 (Die SEN2 2025 from 2026 but should trend ae and high-value SEND Independent and out-of-borough placement trend cy) towards current levels by 2029.

y Profile forecast target is 287.

*Baseline figures reflect the most recent validated data available at the point of submission. Where indicators relate to new reform initiatives (for example Eah, Oaip implementation and new workforce development measures), a baseline of zero reflects that these approaches are being established through the reform programme. Where a baseline is yet to be established, this reflects the introduction of new performance measures or the need to strengthen data collection arrangements across the partnership. Baselines will be confirmed during implementation and monitored through the programme's performance framework. **Unless otherwise stated, education-related indicators are reported by Academic Year (Ay), finance indicators by Financial Year (Fy), and health activity indicators by Calendar Year (Cy). Baselines relate to the most recently validated dataset available at the point of submission. **As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is in line with the SEND Reform Guidance.

6. What will the local area partnership deliver in the first year?

2026-27 Local delivery plan Q2 Q3 Q4

Workstream outline - mapped to Responsible lead per Milestones per Target trajectory Milestones per Target trajectory | Milestones per Target trajectory building block workstream — workstream per workstream workstream per workstream workstream per workstream accountable for the delivery What key Where do you What key Where do you What key Where do you Outcome - what you want to achieve | of the workstream and the milestones will expect your data to | milestones will expect your data to | milestones will expect your data to with this workstream identified outcome. enable you be? enable you be? enable you be? achieve your achieve your achieve your Success measures — how you targeted trajectory targeted trajectory targeted trajectory measure progress drawing on metrics from the accompanying data template

Building block 1 Head of SEND / Education Strengthening Inclusion Across Education Settings Outcome: Launch Oaip Framework.

Oaip Framework published. 290% of SENCos have attended central Oaip briefing/webinar and received materials

Oaip. implementation across participating settings.

30% of SENCos have delivered Oaip twilight training

Oaip embedded across Participating early years, school and post-16 settings.

60% of SENCos have delivered Oaip twilight training

Children and young people increasingly receive the right support

Align Oaip with at the right time through stronger inclusive practice, a consistent graduated response and improved SEN Support arrangements.

Universal Offer and SEND Reform Programme.

250% of teaching staff reached through Oaip briefings (school return, with sample validation)

275% of teaching staff reached through Oaip briefings (with sampling/validation

Workforce development programme created.

Inclusion Reviews completed and findings used to identify strengths, variation and development priorities.

Develop implementation resources and training materials.

Success Measures Increased access to Educational Psychology, Speech and Language Therapy, Occupational Therapy and specialist support through the Eah model. Increased use of consultation, coaching and outreach approaches, improved workforce confidence and evidence of earlier intervention through strengthened specialist support pathways. More children and young people supported within local provision and through non-statutory routes, with reductions in escalation and reliance on specialist placements expected to become more evident during Years 2 and 3.

Practitioner awareness baseline established via survey (confidence

Inclusion Reviews commence.

Practitioner confidence improves by =10 percentage points from Q2 baseline (sama survey, matchad items)

Sustained improvement in practitioner confidence (retain 2=10pp improvement from baseline; avoid re- Stating identical increase)

Begin communication and engagement programme

in adaptive teaching and graduated response)

Good practice examples shared across the parinership.

Enabler Actions Complete workforce baseline assessment across education, health and care to identify training and development

Baseline digital analytics established (Oaip resource/site usage)

Alignment between Oaip, Family Hubs, Early Help and SEND pathways reviewed and strengthened.

220 percentage point increase (from Q2 baseline)

Agree data sharing and performance reporfing

Baseline audit of a representative sample of SEN Support plans (e.g. 50-100)

Further embedding in records of consultation explicitly referencing OAIP- aligned strategies in specialist practice: 240pp increase from baseline (ie. cumulative from Q2) in consullation/advice records referencing Oaip strategies.

Baseline audit of specialist advice (Ep/Slt/Ot / EaH consultations):

priorities.

Impact of Oaip implementation evaluated and Year 2 priorities agreed.

Establish a multi- agency workforce development programme aligned to Oaip and the graduated Tesponse.

230% of audited SEN Support plans include specific, observable adaptive teaching strategies and SEN Support provision aligned with Oaip

% explicitly referencing adaptive teaching strategies aligned to Oaip

Workforce development programme reviewed and refreshed for Year

250% of audited SEN Support plans include specific, measurable, OAIP- aligned adaptive teaching strategies and SEN Support.

Develop Oaip implementation dashboard and reporting arrangements.

% signposting to Oaip guidance

SEND Advisers undertake light- touch audits across a sample of schools:

SEND Adviser audits show

arrangements to Assessed against Schools rated improved monitor an agreed Oaip across 4—5 Oaip consistency: implementation quality rubric (e.g. domains (e.g. - Majority of and impact. specificity, adaptive teaching, sampled schools graduated use of graduated rated at least response, response, SEN “secure/developing alignment between Support quality, ” across Oaip need and leadership domains provision) oversight) - Reduced (Operationally: Borough-wide variation between project led by baseline schools (fewer Assistant EPs distribution (e.g. % ‘red’ domains pending SEND Rag ratings) overall vs Q3 Adviser capacity) established. baseline)

Baseline mapping SEN Support SEN Support of school-level prevalence prevalence provision: increases to 10.2% increases to 10.5%

Increase in Reduction in . eco ane proportion of specialist service structured specialist referrals referrals / Ehcna sTanersal and evidencing prior requests lacking

targeted offer (via use of evidence of proforma retum) universal/targeted graduated

3 strategies response

Complete co- production and stakeholder engagement on the Continuum of Support.

Continuum framework developed.

Secure governance sign-

Continuum approved and launched.

Embed Continuum of Support across participating services.

Continuum implemented across participating services.

off.

Service mapping completed.

Launch Continuum 75% of identified services mapped and aligned.

of Support across participating services.

Review implementation and identify gaps.

100% of identified services mapped.

Co-preduction completed.

Map services across Universal, Targeted, Targeted Plus and Specialist provision.

Support-while- waiting arrangements operational.

Improved consistency in access routes and supporl pathways.

Deliver implementation support and workforce briefings.

Align perlormance reporting to the Continuum.

Govemance approval process underway.

Align Oaip, Family Hubs, Early Help and SEND pathways within a single framework.

Improved pathway clarity for practitioners and families.

Agree Year 2 priorities.

Earlier access to Universal and Targeted support.

Introduce support- while-waiting arrangements.

Early evidence of reduced escalation and improved navigation of services.

Publish draft Continuum of Support.

Enabler Actions Agree locality and neighbourhood delivery arrangements across education, health and care.

Map Family Hubs, Child Health Hubs, MHSTs and SEND services within locality structures.

Establish shared performance and outcome measures

for the Continuum of Support.

Early Help and Early Help and Early Help and Early Help and Early Help and Early Help and

Prevention Prevention Prevention Prevention Prevention Prevention

Promote early Shared early Deliver awareness | Increased Review impact of Increased intervention and intervention and engagement practitioner awareness and confidence in prevention as core | messages agreed. | activity across awareness of early | engagement accessing local Principles of the schools, setlings intervention activity. supporl pathways. SEND Reform Communication and services. pathways. Programme. resources Embed early Positive feedback developed. Promote earlier Increased intervention from practitioners Align access to support awareness of principles within and families communications Increased through locality- Family Hubs, Early | workforce regarding earlier across Family awareness of local | based pathways Help and local development and support. Hubs, Early Help, support pathways. and the Continuum | support services. service delivery. SEND and health of Support. Early evidence of services. Improved Agree Year 2 increased use of Share examples of | understanding of priorities for Universal and Develop key successful early support available strengthening Targeted provision. messages and intervention and before escalation. prevention and Early evidence of engagement prevention early intervention. reduced reliance materials for approaches. on escalation practitioners and pathways. families.

Building block 2 Access to specialist support and local placements

Responsible Lead: Head of SEND and Strategy / Health Commissioning Lead

Eah 80% of Eah workforce recruited.

Establish three locality based- based Eah delivery model aligned to Integrated Neighbourhood Areas.

Recruitment campaign launched for Eah workforce.

Eah professionals’ interviews and mobilised into posis.

Eah operational across all three localities.

25% of Eah workforce recruited.

Three localities operational.

Outcome Consultation, coaching and outreach routinely available.

Operating model agreed across three localities.

First locality based-based multidisciplinary team operational. Educational Psychology, Speech and Language Therapy and Occupational Therapy consultation pathways launched.

One locality based operational.

80% of schools and settings accessing Eah.

Children and young people access specialist advice, support and intervention earlier through the Eah model and a strengthened continuum of support. Specialist expertise is available through consultation, coaching and outreach approaches, enabling more needs to be met within mainstream and local provision and reducing reliance on escalation pathways.

25% of schools and settings accessing Eah.

Complete implementation planning with Nwl Icb and provider partners.

Integration strengthened between Eah, Oaip, Family Hubs, Early Help and inclusion pathways. Workforce and stakeholder feedback evaluated.

Baseline measures established.

150 Educational Psychology consultations delivered.

No consultation activity expected at this stage whilst workforce is recruited and mobilised.

75 Educational Psychology consultations delivered.

Finalise operating model, govemance arrangements and consultation pathways.

400 Speech and Language Therapy consultations delivered.

Success Measures 150 Speech and Language Therapy consultations delivered.

Workforce induction and development programme completed.

Cyp educated locally remains at approximately 15%.

200 Occupational Therapy consultations delivered.

Launch recruitment campaign for Educational Psychology, Speech and Language Therapy, Occupational Therapy and specialist outreach roles.

Initial implementation review completed. Year 2 expansion Priorities agreed.

® Growth in EHC needs assessment requests moderated below projected demand trajectory.

Enabler Actions Complete multidisciplinary workforce modelling and recruitment plan.

75 Occupational Therapy consultations delivered.

Initial consultation, coaching and outreach activity begins. Consultation pathways aligned with therapies, emotional wellbeing and SEND services.

150 consultation and coaching sessions delivered.

@ Increased access to specialist advice and support through Eah

@ Increased proportion of children and young people educated locally.

Approximately 750 Cyp benefiting from Eah support.

50 consultation and coaching sessions delivered.

® Reduced reliance on independent and out-of- borough placements.

Improved workforce confidence and capability.

Agree referral routes, data collection airangements and reporting framework.

Approximately 250 Cyp benefiting from Eah support.

*® — Improved access to Preparation for Adulthoed pathways and opportunities.

Consultation pathways aligned with Speech and Language Therapy, Occupational Therapy and emotional wellbeing services

Early evidence of reduced escalation linked to unmet need.

Establish Eah workforce development framework and supervision model.

Develop Eah activity, outcome and performance dashboard.

Agree information- sharing arrangements across partner organisations.

. Sufficiency and Local Provision

Updated sufficiency model completed.

Refresh SEND sufficiency modelling, demand forecasts and place planning assumptions.

Inclusion base expansion programme mobilised.

Initial inclusion base and specialist provision developments operational where feasible.

Inclusion base and specialist provision developments underway.

Additional local specialist capacity operational (subject to capital programme timescales).

Place planning assumptions agreed. Capital and commissioning Priontties identified.

Specialist provision development programme underway.

Initial additional local capacity in development.

Confirm priorities for inclusion base

Sufficiency programme Progress reviewed.

Early increase in local provision capacily.

expansion and specialist provision development.

Improved alignment between commissioning and forecast demand.

Baseline established for local placements, independent placements and transport demand.

Capital projects and commissioning activity initiated.

Local capacity developments monitored and evaluated.

Cyp educated locally shows early improvement from 75% baseline.

Review local provision capacity and future demand requirements. Align capital planning, commissioning and investment decisions to forecast need.

Local provision development plans agreed with education pariners.

Transport demand and placement trends reviewed.

Cyp educated locally remains broadly stable at 75%.

Early reduction in reliance on independent and out-of-borough placements.

Year 2 expansion priorities agreed.

Progress monitored through sufficiency governance arrangements.

Develop integrated demand, place planning and financial monitoring dashboard.

Independent and out-of-borough placements remain slable

Finalise proposals Improved confidence in local planning assumptions and commissioning decisions.

for additional local specialist capacity.

Enabler Actions Establish capital programme governance and reporting arrangements.

Early evidence of improved High Needs Block sustainability.

Agree annual sufficiency review cycle and forecasting methodology.

Alternative Alternative Alternative Alternative Alternative Alternative Provision and Provision and Provision and Provision and Provision and Provision and reintegration reintegration reintegration reintegration reintegration reintegration

Review AP Behaviour and Behaviour and One Behaviour Behaviour and Three Behaviour commissioning Inclusion Clinic Inclusion Clinic and Inclusion Inclusion Clinics and Inclusion arrangements, model agreed. operational within Clinic operational. operational across | Clinics operational. pathways and first locality based. all three localities. reintegration Baseline measures 10% of schools 25% of schools processes. established. AP outreach accessing AP AP fully aligned to accessing AP suppori available outreach support. Eah and the outreach support. Design Behaviour | AP pathways to schools. Continuum of and Inclusion reviewed and Increased AP Support. Increased Clinic model. aligned to the Reintegration outreach and reintegration Continuum of pathways consultation Reintegration activity and Agree AP Support. implemented. activity. outcomes successful returns contribution to reviewed. to mainstream Eah and outreach | Success will be AP integrated Increased education. arrangements. demonstrated within locality reintegration Quality assurance through reduced based-based planning activity. and performance Improved access Establish baseline | exclusions, support Improved access monitoring to targeted measures for increased arrangements. to targeted arrangements intervention and outreach, reintegration Initial outcome intervention prior embedded. support. reintegration and activity and monitoring to escalation. Year 2 priorities Early evidence of AP activity improved arrangements agreed. reduced attendance for established. Success will be exclusions and children accessing demonstrated improved inclusion AP pathways. through reduced outcomes. exclusions, increased Success will be reintegration demonstrated activity and through reduced improved exclusions, attendance for increased children accessing reintegration AP pathways. activity and improved attendance for children accessing AP pathways.

Establish Preparation for Adulthood govemance arrangements.

Eet maintained at 91.4%.

Preparation for Adulthood outcomes embedded within annual review processes.

Eet increases to 92.4%.

Preparation for Adulthood implementation reviewed.

Eet increases to 93%.

Neet mainlained at 3.0%.

Neet maintained Neet maintained at 3.0%.

at 3.0%.

Expansion Priorities agreed for internships, travel training and employment pathways.

Confirm baseline measures for Eet, Neet, supported intemships and independent travel training.

Supported internships baseline confirmed at 19.

Supported intemships maintained at 19 leamers.

Supported intemships increase to 25 leamers.

Employer engagement activity expanded.

Independent travel training baseline confirmed at 17.

Supported internship pathways strengthened.

Independent travel training increases

Independent travel training maintained at 19 participants.

Transition planning strengthened across education, health and social care.

Review local and out-of-area post-16 pathways.

to 19 participants.

Baseline established for annual reviews including PfA outcomes.

Increased employer engagement activity.

Increased annual reviews including PfA outcomes.

Independent travel training programme expanded.

Strengthen annual review arrangements to include Preparation for Adulthood outcomes.

Year 2 development pnorities agreed.

Improved post-16 pathway planning and participation.

Increased annual reviews recording PfA outcomes.

Post-16 pathway review completed.

Early evidence of improved Preparation for Adulthood outcomes.

Building block - Workstream 3 System leadership, local partnership collaboration and co- production

Responsible Lead: Sro Director of Education / SEND/AP Partnership Board Chair

Refresh SEND and AP govemance arrangements to align with SEND Reform Priorities and the four building blocks.

Governance arrangements agreed.

Partnership performance reporting embedded across governance structures.

100% of govemance in place

Govemance effectiveness reviewed and refined based on Year 1 leaming.

100% of governance groups routinely reporting against Strategic Success Measures and Leading Indicators.

Outcome: Strong governance, shared accountability, effective partnership working and meaningful co-production support delivery of the SEND Reform Programme and improve outcomes for children and young people with SEND.

Strategic Success Measures agreed.

Inclusion Framework embedded within partnership Treporting and decision-making.

Leading Indicators agreed.

Agree shared accountability framework across education, health and social care partners.

Implement routine review of success measures and leading indicators.

Parinership dashboard fully operational.

Inclusion Framework developed. Baseline established for partnership reporting and perlormance monitoring.

Success Measures Introduce exception reporting and improvement planning arrangements.

Evidence of shared accountability for inclusion across education, health and care.

Confirm strategic success measures, leading indicators and reporting alrangements.

Routine pertormance review established across education, health and care partners.

Improved partnership accountability, increased Participation of children, young people and families, improved confidence in local SEND services, stronger use of data and intelligence to inform decision-making and evidence of co-production influencing service development and delivery. Improvements in family confidence, complaints, mediation and tribunal activity are expected to become more evident during Years 2 and 3.

Strengthen accountability for inclusion across education, health and care partners.

Develop Inclusion Framework and partnership dashboard.

Performance information routinely informing commissioning, planning and improvement

Confirm workforce, data, capital and

Shared accountability arrangements reviewed and strengthened where required.

Establish routine pertormance reporting

Review delivery progress against reform priorities.

activity.

to SEND and AP Partnership Board.

Year 2 priorities agreed through partnership govemance arrangements.

Improved parinership confidence in govemance effectiveness.

Enabler Actions Establish SEND Reform Programme Management Office arrangements.

Clear evidence of progress against Year 1 reform priorities

Annual SEND Reform progress report produced and shared with partners and stakeholders.

Agree benefits realisation framework and reporting methodology.

integration enabler workstreams and govemance.

Develop integrated programme dashboard bringing together performance, finance, sufficiency and reform delivery measures.

Performance, Data and continuous Intelligence

Agree performance framework and reporting arrangements.

Strategic Success Measures agreed.

Launch revised parinership dashboard.

Dashboard operational.

Evaluate Year 1 performance and reform impact.

Parinership dashboard fully embedded.

Leading Indicators agreed.

Quarferly reporting established.

Establish baseline measures across reform programmes. Develop shared dashboard specification. Confirm benefits realisation approach.

Implement routine performance feporfing.

Refine dashboard and reporting alrangements.

100% of reform programmes reporling against agreed measures.

Baseline measures established. Dashboard development commenced.

Improved visibility of demand, outcomes and expenditure.

Strengthen forecasting and demand analysis arrangements.

Align Year 2 priorities to performance findings.

Improved use of data to support commissioning and investment decisions.

Pertormance information routinely reviewed by govemance groups.

Enabler Actions Implement data- sharing agreements across education, health and care. Develop shared dashboards for inclusion, sufficiency, finance and outcomes.

Introduce quarterly reform performance reviews.

Embed continuous improvement cycle.

Improved forecasting and performance intelligence.

Clear evidence of data informing system improvement and strategic decision- making.

Establish baseline measures for all Strategic Success Measures and Leading Indicators

Co-production Co-production Co-production Co-production Co-production Co-production and Cyp and Cyp and Cyp and Cyp and Cyp and Cyp Participation Participation Participation Participation Participation Participation

Refresh co- Baseline Children, young Cyp participation Review impact of Early positive production established for people and embedded within Cyp parlicipation movement from framework and Cyp participation families routinely reform and co-production ParentiCYP participation activily. involved in service | workstreams. activity. confidence arrangements. design, review and baseline.

Baseline development. Deliver targeted Use participation

F established for : : Establish Cyp ParenUCYP engagement findings to shape Cyp voice participation ‘Roniitionecr suirves activities with Year 2 priorities. demonstrably mechanisms and ia Co-production children, young influencing engagement - activity embedded | people and decision-making opportunities. Co-preducion within families. Strengthen and service framework agreed. worksirodnrts engagement with proverient Cyp participation Foadieck: ‘ under-represented a . Agree Cyp arrangements echansenis Publish first "You groups. representation established. established Said, We Did" Increased within governance r updates. participation sinichres: Publish annual Co | across

Evidence of co- produced improvements implemented.

production impact governance, Gather feedback report. seruice'd 5 nand Introduce "You on reform pialliation activity Said, We Did" implementation . approach. and local services.

Increased family confidence in local SEND services.

Inclusive Culture and Communication

Building Block — workstream 4 Responsible Lead: Sro Head of SEND/ Strategy and SEND/AP Partnership Board Chair Encouraging Inclusive Culture and Behaviours (Communication, Develop and launch a shared inclusion staternent across education, health and care.

Shared inclusion statement agreed and launched.

Agree inclusion- focused workforce development programme.

Increased participation in inclusion workforce development activity.

Review impact of inclusion culture activity.

Positive movement from workforce confidence baseline.

Training and System Culture)

Outcome:

Inclusion expectations communicated across partner organisations.

Embed inclusion expectations within workforce development and leadership programmes.

Astronger shared culture of inclusion, early intervention and collective responsibility across education, health and care, with children and young people increasingly experiencing consistent, inclusive and

Share examples of effective inclusive practice across schools, settings and services.

Increased evidence of inclusive practice across settings and services.

Increased visibility of effective inclusive practice.

Communicate partnership expectations regarding inclusion, belonging and participation.

Workforce confidence baseline established. Inclusion measures incorporated into govemance and reporting arrangements.

Improved workforce understanding of inclusion responsibilities.

Promote leadership ownership of inclusion through governance and professional networks.

Use workforce feedback to inform Year 2 priorities.

Increased leadership ownership of inclusion.

coordinated support regardless of where they access services.

Align inclusion expectations with Oaip. Eah and govemance arrangements. Establish baseline measures for workforce confidence and inclusion culture

Publish examples of impact and effective practice.

Success Measures Inclusion improvement priorities identified across the partnership.

Inclusion recognised as a shared responsibility across education health and care.

Improved workforce confidence in Agree workforce development priorities aligned to SEND Reform objectives.

Review workforce confidence findings and identify improvement prionties.

inclusive practice and early intervention. Increased family confidence and satisfaction. Increased consistency of

inclusive practice across services Enabler Actions and settings. Increased Participation and influence of children and young people. Stronger evidence of inclusion- focused practice and shared ownership across the Partnership.

Develop a multi- agency workforce engagement and culture change programme.

Establish workforce confidence baseline across education, health and care.

High Aspirations | High Aspirations High Aspirations | High Aspirations High Aspirations | High Aspirations and Positive and Positive and Positive and Positive and Positive and Positive Outcomes Outcomes Outcomes Outcomes Outcomes. Outcomes

Develop a shared Qutcomes Embed Increased focus on | Review progress Improved focus on outcomes framework agreed. | Preparation for Preparation for against outcomes participation, framework focused | Baseline measures | Adulthood Adulthood framework. attendance and on participation, established. principles within outcomes. independence wellbeing, planning and Increased Use participation, outcomes. attendance, Shared review processes. awareness of attendance and Increased independence and | understanding of employment, outcome confidence that Preparation for positive outcomes Promote independence and | information to children and young Adulthood. promoted across participation, participation inform Year 2 people are being

Promote strengths- Sones: na ie lee le achieve thei based and person- aspirations for Improved aspirations. centred children and young eee Pa Celebrate and Positive movement approaches across people with SEND. | outcome-focused share examples of | in attendance and education, health lane Positive outcomes | participation and care. Share examples of em ta and achievement. | indicators. positive outcomes

Establish baseline and successful . ters ee, Early evidence of measures for transitions. OCs hes within | improved participation and cai dee aan Preparation for

life outcomes. and improvement mriood

planning. -

Projected Investment Spend per quarter Q2 Q3 a4

Transformation 40,000 86,290 86,290

Administration (Including workforce recruitment costs, training and development) 40,000 86,290 86,290

Eah model delivery (Ep/Salt/Ot) *core delivery costs. Recruitment under way Q2, start Oct 2026

50,000 739,333 739,333

Data / digital systems “direct delivery cost 30.000 30.000 30.000

Total 160,000 941,912 941,912

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

Harrow recognises that successful delivery of the first year of reform depends on strong partnership leadership, effective programme management, workforce capacity, robust data and intelligence, and the ability to align resources to strategic priorities. The first year focuses on establishing the foundations required for sustainable system change and will be supported through four interconnected enablers: governance and programme management, workforce capacity and capability, corporate support functions, and data and intelligence.

Governance and Programme Management Delivery of the reform programme will be overseen through the SEND and AP Partnership Board, chaired by the Director of Education and supported through established governance arrangements across education, health and care. Each workstream has a designated Senior Responsible Lead accountable for delivery against agreed milestones, trajectories, risks and success measures.

There is a proposal for a dedicated SEND Reform Programme Transformation and Delivery function will coordinate delivery across all reform workstreams, providing programme planning, milestone tracking, risk management, dependency management and reporting to the SEND and AP Partnership Board and overall Reforms Programme Board Cradle to Career. These arrangements will align SEND Reform delivery with wider transformation programmes including Best Start in Life, Best Start Family Hubs, integrated neighbourhood health and Families First reform, ensuring coherent implementation across the partnership.

Strengthening Commissioning Capacity and Delivery Infrastructure As part of the Local Area Reform Plan, Harrow is strengthening commissioning, contract management and sufficiency capacity to support delivery of the reform programme and ensure effective use of resources.

The partnership plans to recruit a Senior Education Commissioning and Contract Monitoring Manager to lead Education and SEND commissioning, contract management and placement sufficiency activity. Supported by a Placement and Sufficiency Manager and an Inclusion Infrastructure Development Co-ordinator, this team will strengthen commissioning, contract monitoring, market management and service development, ensuring decisions are aligned to local need, sufficiency priorities and SEND reform objectives.

This strengthened commissioning infrastructure will support delivery of SEND reform, improve value for money, strengthen local provision and help ensure children, young people and families receive timely, coordinated and effective support. These roles will also provide additional delivery capacity to support implementation of reform priorities, monitoring of commissioned services, oversight of sufficiency planning and effective deployment of resources.

Collectively, these initiatives will strengthen workforce resilience, improve recruitment and retention, support succession planning and build the capacity required to deliver sustainable reform across the local area partnership.

Workforce Capacity and Capability Workforce capacity is central to Harrow's reform strategy. Year 1 activity includes:

a e—SCSCiC(Ci‘é(s

« Investment in workforce development, recruitment, retention and multi-agency capability building across education, health and care services.

A key component of this approach is the mobilisation of the Eah model. Through Educational Psychology, Speech and Language Therapy, Occupational Therapy, emotional wellbeing services and specialist outreach, expertise will increasingly be delivered through consultation, coaching and workforce development approaches that build confidence and capability within mainstream settings.

The partnership is working with the West and North London Integrated Care Board and neighbouring local authorities to support implementation of emerging national Eah workforce requirements, including the development of Advanced Practitioner Speech and Language Therapy roles across the Icb footprint.

Alongside Eah, workforce capacity will be strengthened through:

Inclusion-focused leadership and professional development programmes. SENCO development and peer support networks. Multi-agency learning and development opportunities. Workforce planning aligned to sufficiency priorities and demand forecasting.

Recruitment and retention initiatives across key specialist services. Career development pathways, apprenticeships and grow-your-own approaches. Corporate Support Functions

Delivery of the reform programme will be supported by finance, commissioning, procurement, communications, organisational development, transformation, human resources and business intelligence functions.

These services will support programme mobilisation, workforce recruitment, commissioning activity, financial planning, stakeholder engagement, performance monitoring and delivery of sufficiency and capital investment programmes. This approach ensures reform is supported by whole-system capacity rather than relying solely on SEND services.

Data, Intelligence and Continuous Improvement The partnership has strengthened its use of data and intelligence through the SEND Joint Strategic Needs Assessment, performance dashboards, quality assurance activity and forecasting arrangements. During Year 1 these arrangements will be aligned to the Strategic Success Measures, Leading Indicators and delivery milestones contained within the reform programme.

Business intelligence and analytical capacity will support demand forecasting, performance analysis, modelling of future need, monitoring of leading indicators and evaluation of reform impact. These arrangements will strengthen evidence-based decision making and support the monitoring and reporting requirements associated with SEND reform delivery.

Performance reporting will provide oversight of implementation progress and outcomes, including SEN Support prevalence, EHCP demand and timeliness, access to specialist support, attendance, exclusions, family confidence, local provision sufficiency, Preparation for Adulthood outcomes and High Needs Block sustainability.

Quantitative data will be complemented by quality assurance activity, stakeholder feedback, co-production intelligence and service evaluation, enabling leaders to understand not only whether reform activity has been delivered, but whether it is improving outcomes and experiences for children, young people and families.

Financial Sustainability and Value for Money The reform programme is designed to improve outcomes whilst supporting longer-term financial sustainability. The partnership will monitor the extent to which reform activity contributes to increased inclusion, reduced escalation, improved use of local provision and reduced reliance on high-cost independent and out-of-borough placements. High Needs Block expenditure and value for money indicators will be reviewed alongside outcome measures to ensure resources are targeted where they have the greatest impact.

Financial monitoring arrangements will support ongoing assessment of the impact of reform activity on demand, placement patterns and High Needs Block expenditure, enabling resources to be redirected where they deliver the greatest impact.

Learning, Adaptation and Sustainability The partnership recognises that successful reform requires continuous learning and improvement. Year 1 activity is designed to establish the foundations required for sustainable implementation during Years 2 and 3. Through strong governance, workforce development, effective use of data and meaningful co-production, Harrow

will build the capacity and capability required to deliver a more effective, equitable and financially sustainable SEND system.

Collectively, these arrangements provide the commissioning, workforce, corporate and analytical capacity required to support delivery of the first year of the Local SEND Reform Plan and establish the foundations for sustainable implementation in Years 2 and 3.

8. Other funding Local Authorities.

Block Transfer and Capital Strategy

Block Transfer Harrow’s Schools forum agreed a Schools Block transfer to of £762k to the High needs block for the 2026/27 financial year. This is specifically to support those schools with a higher-than-average proportion of Children with EHCPs on roll. The transfer provides additional financial support to enable the schools to remain inclusive and support increasing number of children with EHCPs in the mainstream setting.

Capital Strategy Harrow continues to experience sustained growth in SEND demand, increasing complexity of need and rising pressure on specialist provision. The partnership's capital strategy is therefore aligned directly to the reform programme and supports the long-term shift towards earlier intervention, stronger inclusion and increased local provision capacity.

This investment will increase the capacity of mainstream settings to meet a broader range of need and support implementation of the Oaip framework The partnership's approach is underpinned by the principle that more children and young people should be able to access support within mainstream and local provision wherever possible, with specialist placements reserved for those with the highest levels of need.

The local area partnership will use high needs capital funding to deliver a sustainable and inclusive 0-25 SEND system that responds to current and forecast demand, improves outcomes, and secures better value for money.

Capital investment will act as an enabler of reform by supporting:

Expansion of inclusion bases, specialist inclusion bases, and support bases where demand is evidenced. Adaptations to mainstream settings to improve accessibility and inclusion. Development of flexible spaces that support consultation, outreach and specialist intervention. Investment in assistive technology and inclusive learning environments. Expansion of local specialist provision for children and young people with the most complex needs.

Demand is forecast to rise significantly, with EHCP numbers increasing from 3,019 in 2025 to 4,280 by 2029. Current data indicates a particular need for additional Semh and Slcn places. This will be kept under review so that future investment continues to reflect changing demand.

Capital investment will therefore prioritise: . expanding specialist bases in mainstream settings from 191 to 419 places; . targeted growth in special school capacity from 547 to 684 places;

. improving sufficiency across early years and key transition points; and

. adapting the mainstream estate to improve accessibility and suitability.

Planned capital investment totals approximately £23m over the programme period to 2029. This investment will help reduce reliance on high-cost placements and support the long-term sustainability of the High Needs Block.

The partnership is working with maintained schools and academies to develop inclusion bases across primary and secondary phases. Where schools have spare capacity, existing premises will be used wherever suitable to support local provision.

The type and location of bases will be determined by data on local need and demographics, while also supporting clear pathways from early years and primary provision through to secondary and post-16 settings.

As a result, most growth in EHCP demand will be met within mainstream settings, including support and specialist bases. Alongside the planned increase in special school places, this will help slow the growth in reliance on Inmss placements.

Overall, the strategy supports Harrow’s shift towards more inclusive local provision and improved financial sustainability.

Based on the forecast provision mix, the strategy is expected to reduce the weighted average unit cost per EHCP by approximately 0.7% by 2027/28 compared with 2025/26.

Further detail on the forecast trajectories is provided in the Data and Finance template.

Growth in transport costs is also expected to reduce from the current 14% estimate to circa 7% from 2028 reflecting the increase in local provision.

Sufficiency and Strategic Planning Harrow's continued sufficiency strategy builds on the established Whole System Shift programme and SEND Strategy, which seek to develop a continuum of provision across mainstream and specialist settings. The focus is on increasing the capacity of mainstream settings to meet a broader range of needs through inclusive practice, Oaip implementation, specialist inclusion bases, and support bases development and access to specialist expertise through Eah.

AP forms an important part of the local continuum of support, providing intervention, reintegration and specialist pathways that reduce escalation and support children and young people to remain within their local communities wherever possible. Future capacity planning will align with the emerging AP strategy and the partnership's three-tier model of support.

Travel and Independence The partnership promotes independence, personal travel budgets and independent travel training wherever appropriate. As local provision capacity increases through inclusion bases, specialist inclusion bases, and support bases, locality-based support and wider sufficiency initiatives, more children and young people will be able to access support closer to home.

This will contribute to improved family experience, reduced travel pressures, stronger Preparation for Adulthood outcomes and improved value for money across the system.

Travel demand will be considered as part of annual sufficiency planning. As local provision capacity increases, the partnership expects a greater proportion of children and young people to access education closer to home. Progress will be monitored through placement patterns, transport demand, independent travel training participation and transport expenditure trends.

Expected Impact by 2029

By 2029, the partnership expects investment through the reform programme and capital strategy to contribute to:

Increased local provision capacity. More children and young people educated closer to home. Reduced reliance on independent and out-of-borough placements. Improved inclusion within mainstream settings. Improved family confidence in local provision. Reduced transport pressures and increased independence. Improved value for money and a more sustainable High Needs Block trajectory.

NOOhRWON =

Capital investment is therefore viewed as a key enabler of the wider reform programme, supporting improved outcomes for children and young people whilst strengthening the long-term sustainability of the local SEND system.

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

The reform plan has been developed through engagement with schools, trusts, early years providers, AP, further education providers, health partners, parent carers and children and young people. Feedback consistently highlighted the need for earlier support, clearer pathways, improved access to specialist advice, stronger inclusive practice and better communication across services. These priorities are reflected throughout the reform programme.

Implementation will be supported through existing partnership structures, including the SEND and AP Partnership Board, Headteacher Forums, SENCO Networks, locality-based inclusion forums, strategic commissioning arrangements and co-production groups. During Year 1, the partnership will review its co-production arrangements against recognised national standards to identify future development priorities.

Schools and Education Providers Schools, trusts, specialist settings, early years providers, AP, and post-16 providers will play a central role in delivery of the reform programme. Engagement will be supported through leadership forums, SENCO networks, workforce development activity and locality-based collaboration. Providers will contribute to implementation of Oaip, strengthened SEN Support arrangements, the Eah model and local sufficiency planning. The partnership recognises the evolving role of schools within the context of national reform and will work collaboratively with education leaders to support

implementation and system leadership.

Children, Young People and Families Co-production will continue through the Parent Carer Forum, Sendias, established participation arrangements and dedicated reform engagement activity. Children, young people and families will be involved in governance, service design, implementation and evaluation. Feedback will be used routinely to inform priorities, supported by regular engagement opportunities and visible “You Said, We Did” reporting. The ambition is to move beyond consultation towards meaningful co-production and shared decision-making.

Health, Early Years and Post-16 Partners Health partners are critical to delivery, particularly through Eah, emotional wellbeing services, therapy services and neurodevelopmental pathways. Joint commissioning and integrated governance arrangements will support alignment between SEND reform and wider health and care priorities.

The partnership will align reform activity with Harrow’s Best Start Family Hubs programme to strengthen early identification, intervention and transitions into education. Engagement with post-16 providers, including those attended by Harrow young people outside the borough, will support improved Preparation for Adulthood outcomes, transitions, independence and participation in education, employment and training

The partnership will work with Wnl Icb colleagues to co-design neighbourhood-based delivery arrangements, therapies transformation, neurodevelopmental

pathway reform and Advanced Practitioner workforce developments to ensure local implementation reflects both Harrow priorities and wider Wnl transformation programmes.

Dispute Resolution and Mediation

Harrow will continue to promote early resolution of concerns through transparent communication, co-production and strengthened partnership working. Sendiass, mediation services and local resolution arrangements will support children, young people and families to resolve disagreements at the earliest opportunity. The

partnership will routinely monitor mediation requests, resolution rates, tribunal activity and outcomes to identify learning and inform service improvement. Trends

will be reviewed through governance arrangements alongside complaints and family feedback to strengthen confidence in the SEND system.

Sendiass will continue to provide independent information, advice and support to children, young people and families. Sendiass insight and feedback will contribute to service improvement, co-production and early resolution of concerns.

Monitoring Impact and Building Confidence The partnership will monitor engagement and co-production through governance and performance arrangements, including measures relating to Family confidence, participation and experience measures, including Sendiass demand, responsiveness and satisfaction indicators. Sendiass will continue to provide independent advice and support to families, contribute insight into family experience and support early resolution of concerns. Learning from feedback, mediation, complaints and dispute resolution activity will be used to inform continuous improvement and strengthen confidence in the local SEND system.

The partnership would welcome support from the Department for Education and national partners to engage education leaders, parent carer forums and wider stakeholders during implementation, helping ensure local reform remains aligned to emerging national policy and practice.

10.Risks and Mitigations

Risk Impact Likelihood eo Mitigation bene

Phased mobilisation of Eah; targeted recruitment and retention

1. Insufficient workforce capacity across education activity; Advanced Practitioner SaLT roles; workforce

. cae é ; : development programme; joint workforce planning across health.and specialist services to deliver, Oaip) Eae artners; regular review of workforce capacity and demand and earlier intervention approaches. High High Red |P. » reg er pa ty - 2 Amber National SEND reform and policy changes require Regular horizon scanning; engagement with DfE guidance and significant adaptation to local implementation plans national networks; annual review of the reform programme; phased implementation approach enabling adaptation while maintaining strategic direction.

2. Continued growth in SEND demand and complexity outpaces the rate of reform, limiting progress Strengthened SEN Support and Oaip implementation; phased towards inclusion, early intervention and financial High High Red rollout of Eah; demand forecasting and performance monitoring; nib. sustainability. Sendiass enquiries increased by g ig sufficiency planning; targeted investment in local provision and 24% in 2025/26, reflecting ongoing growth in inclusion capacity. demand across the SEND system.

local plans to include ‘Continue to utilise strong working relationships with health [providers alongside Icb

é i ae aan JSNA-led sufficiency planning; capital investment programme;

- ik ceca coun neaicea sits lag High Medium — ||Amber inclusion base and specialist provision expansion; strengthened ArnBar, independent and out-of-borough placements commissioning and place planning arrangements; regular review

‘ lof placement trends and capacity requirements.

4. Variability in engagement, readiness and Clear governance arrangements; workforce development; implementation across schools, services and Medium|Medium —||Amber communication and engagement activity; co-production with éraer/AmBer partners affects consistency and pace of reform children, young people and families; regular monitoring of delivery. implementation milestones and performance measures.

(Confirmed named senior leads for Ncl & Nwl from Wnl Icb shared with all local authorities

5. The nationally mandated headcount reductions in Colleagues from across Wnl Icb involved in local meetings, Wnl Icb results in lack of engagement from health High Medium Red workshops and reviewing documents Amber.

services in the development and implementation of the local SEND Reform Plan

High level structure and governance information shared for all

11.Dependencies

Delivery of Harrow's SEND Reform Plan is dependent upon a number of national and local reforms which present both opportunities and risks for implementation. The partnership's three-year roadmap has therefore been designed to remain flexible and responsive whilst maintaining a clear focus on its core priorities of strengthening inclusion, improving access to specialist support, increasing local provision capacity and improving long-term sustainability.

The partnership will manage dependencies through strong governance, horizon scanning, integrated risk management and annual review of delivery milestones through the SEND and AP Partnership Board.

NHS Reforms and Health System Transformation NHS reforms are a significant dependency, particularly in relation to integrated commissioning, workforce capacity and the delivery of therapy, emotional wellbeing and neurodevelopmental services.

Harrow's Eah model relies on strong partnership working between education, health and local authority services and aligns closely with the NHS focus on prevention, early intervention and neighbourhood-based support. The partnership will continue to work closely with the West and North London Integrated Care Board, health providers and neighbouring local authorities to support implementation of emerging national requirements, including Advanced Practitioner Speech and Language Therapy roles and wider workforce developments.

Joint commissioning, shared planning and integrated governance arrangements will help maintain continuity throughout organisational change and ensure specialist expertise remains aligned to local reform priorities.

Health Transformation and Integrated Locality based Working The SEND Reform Programme will be delivered alongside wider health, family support and neighbourhood-based transformation activity across Harrow and West and North London Icb. This alignment will support earlier intervention, improved access to specialist advice and stronger coordination between education, health and care services.

Key areas of alignment include:

e Eah - implementation of the Eah model will align with emerging West and North London Integrated Care Board workforce developments, including Advanced Practitioner roles, consultation-led practice and locality based-based multidisciplinary support arrangements.

« Therapies Transformation — Educational Psychology, Speech and Language Therapy and Occupational Therapy pathways will increasingly support consultation, coaching and workforce development approaches alongside direct intervention, improving access to specialist expertise and building capacity within mainstream settings.

« Family Hubs and Early Help — delivery of Oaip, SEN Support and Eah will be aligned with Family Hubs, Best Start and Family Help developments to strengthen early identification, prevention and coordinated support for children and families.

« Mental Health Support Teams and Emotional Wellbeing Services — implementation will support closer integration between SEND, emotional wellbeing and mental health services, improving access to advice, consultation and early intervention.

e Neurodevelopmental Pathways -— the partnership will continue to align local arrangements with emerging neurodevelopmental pathway developments and national reform activity, supporting improved experiences for children, young people and families.

e Annual Health Checks and Preparation for Adulthood — the partnership will continue to promote access to annual health checks, improve transitions into adulthood and strengthen links between health, education and community support services.

Through these developments, Harrow will ensure that SEND reform is delivered as part of a wider programme of system transformation, supporting earlier intervention, stronger inclusion, improved family experience and more sustainable services.

Curriculum, Assessment and National SEND Reform The Curriculum and Assessment Review and wider national SEND reforms may influence future expectations regarding inclusion, adaptive teaching, SEN Support, accountability arrangements and how needs are identified and met within mainstream settings.

Harrow’s reform programme is aligned with the overall direction of national policy, including earlier intervention, strengthened inclusion and reducing unnecessary escalation to statutory processes. The partnership will continue to review emerging guidance and adapt implementation plans where required whilst maintaining momentum against agreed local priorities.

Local Government and Financial Pressures Although local government reorganisation is not currently anticipated within Harrow, wider public sector reform, workforce pressures and financial constraints may affect

implementation capacity and the pace of change.

The partnership will manage these risks through phased implementation, prioritisation of activity, regular review of workforce and financial assumptions, and continued focus on value for money. The three-year roadmap has been deliberately structured to establish foundations in Year 1, embed reform in Year 2 and strengthen

sustainability in Year 3.

Sufficiency, Capital and Transport Dependencies Delivery of the reform programme is dependent upon successful implementation of the partnership's continued sufficiency strategy, capital investment programme and

local provision expansion plans. As local provision capacity increases, the partnership expects to reduce reliance on independent and out-of-borough placements and support more children and young people to access education closer to home.

The partnership will continue to monitor the impact of provision growth on placement demand, transport requirements and High Needs Block expenditure to ensure investment remains aligned to changing patterns of need and delivers value for money.

Managing Dependencies Across all dependencies, Harrow will maintain regular horizon scanning, shared risk management and collaborative leadership through the SEND and AP Partnership

Board. Progress against national reforms will be reviewed alongside local delivery milestones to ensure the reform programme remains responsive to emerging developments whilst maintaining a clear focus on improving outcomes, strengthening inclusion and delivering a more sustainable SEND system.

Section 3 — Monitoring and Evaluation

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

Harrow will implement a robust monitoring, evaluation and continuous improvement framework to ensure delivery of the SEND Reform Plan remains on track and is achieving its intended impact for children, young people and families. The framework provides a clear line of sight from delivery activity through to outcomes and supports both operational management and strategic oversight through the SEND and AP Partnership Board.

Mediation, disagreement resolution and tribunal activity, including trends, themes and outcomes Tribunal activity will be reviewed alongside sufficiency, placement and family confidence measures. Current analysis indicates that the majority of appeals relate to parental preference for specialist placements and challenges associated with local specialist capacity. This intelligence will be used to inform sufficiency planning, commissioning decisions and reform priorities

Monitoring Tools and Processes Progress will be monitored through an integrated SEND performance framework aligned to the partnership's Strategic Success Measures and Leading Indicators. Performance information will be drawn from a range of sources, including:

SEND performance dashboards. SEND Joint Strategic Needs Assessment (JSNA). Service performance reporting. Annual Review monitoring.

Sufficiency and placement planning data. High Needs Block financial monitoring. Quality assurance activity and audits. Complaints, mediation and tribunal information. Parent carer, child and young person feedback. Co-production and stakeholder engagement activity. Transport demand, travel assistance expenditure, personal travel budget uptake and independent travel training participation.

Performance will be reviewed routinely through workstream governance arrangements and formally reported through the SEND and AP Partnership Board to support decision-making, prioritisation and corrective action where required.

Strategic Success Measures

Progress will be monitored through the partnership's Strategic Success Measures Framework, aligned to each of the five strategic goals:

Strategic Success Measure Baseline 2026/2027 2027/2028 2028/29 Target Outcome

4 10.4% (DfE 10.1% 19.1% Suspensions — SEN Support 0023/24 Ay) 8.4%

‘ 19.8% (DFE 9% 18.6% Si —EHCP 7 8% Inclusion oe 2023/24 Ay) 0.24% (Die 10.19% 10.15% Permanent exclusions (SEND) 1023/2 4 Ay) 10.10%

586 requests (Die 1678 736 ‘Growth in EHC needs assessment requests moderated through

: Iehcna requests ISEN2 2025 Cy) learlier intervention, with demand remaining below the projected Pee ae trajectory of 794 requests.

EHCP timeli includi 188.4% (De SEN2||=90% '=90% 90% imeliness (including exceptions) 025 Cy) >t

Children and young people educated 175% (DfE SEN2 |177% 78% g0% locally 12025 Cy)

Independent and out-of-borough 271 (Die SEN2 |/310 337 \Growth in EHCP expected from 2026 but should trend towards placements 12025 Cy) icurrent levels by 2029. Profile forecast target is 287.

Spend £69m £74.7m £79.7m (Overall Hnb spend likely is estimated to grow in the timeframe due Budget £52m |to increased number of EHCPs.

ra High Needs Block expenditure trajectot (2025/26 Fy) Local Provision ig Pi ey Weighted Weighted average £20.66k ||Weighted average £20.65k ||Improved trajectory on average cost of EHCP across settling is land Sustainability Average £20.8k ||cost of EHCP cost of EHCP expected to begin a downward trend in 2029 wilh a reduction of cost of EHCP. 10.7% compared to 2025/26 levels.

**Weighted average calculated as sum of (provision unit cost x number of children in provision) for all relevant provisions and divided by number of children Ay = Academic Year, Cy=Calendar Year, Fy=Financial Year

*** As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is in line with the SEND Reform Guidance

Together, these measures will provide the partnership with a clear understanding of whether reform is delivering improved outcomes, stronger inclusion, greater family confidence and a more sustainable local SEND system. Family confidence and participation will be monitored through Sendiass demand, satisfaction and outcome measures, including service responsiveness, awareness of rights, confidence in decision-making and recommendation rates. These measures provide the partnership's assessment of whether reform is delivering earlier intervention, stronger inclusion, improved outcomes and greater system sustainability.

Leading Indicators

Alongside headline outcomes, the partnership will monitor a range of leading indicators to assess whether implementation is progressing as expected and whether the

conditions for improvement are being established.

Leading indicators will be used to monitor implementation progress and provide early evidence of whether reforms are on track to deliver the strategic success measures.

[ Strategic Goal l Leading Indicator** || Baseline (2025/26)" _ || 2026/2027 ll 2027/2028 Il 2028/29 Target

[SEN Support prevalence |[8,851 pupils (9.9%) ][3.990 pupils (10%) [4,128 pupils (11%) [4.267 pupils (11%)

Settings implementing Oaip 0 40% 70% 100%

85/5

Maintain or improve Maintain or improve Maintain or improve parse are Cyp confidence in local SEND pene 0 be Improvement from baseline —_||Improvement from baseline Improvement from baseline Goal 3 - Improve access to specialist advice and support through Eah Behaviour and inclusion support activity ee be Increase from baseline Increase from baseline Increase from baseline Goal 2 — Increase inclusion and — = confidence in mainstream provision |Ichiidren supported through SEN Inclusion Fund ||1,878 Maintain baseline Maintain or exceed baseline eet Support aligned to Z 7 ‘ 95% of providers Percentage pr prowders accessing Inckisiin, kund expected to receive Sustain 95%+ Sustain 95%+ Sustain 95%+ support funding 20 Elklan plus 20 Elklan plus Ey practitioners completing SEND workforce 0 Cy Elklan icommunication Friendly communication Friendly Increase annually development ‘setting accreditation setting accreditation (30%) ambassador settings (10%) _|jambassador settings (20%) Maintain/increase according |to demand with the additional ||Maintain/increase according |/Maintain/increase according to demand Portage families supported 130 (Jan 24-Feb 26) capacity 1 Fte portage lworker ito demand 33% (N.B. Some services e.g_ 166% (N.B. Some services Schools and settings accessing Eah 10 Eps delivering 100% from e.g. Eps delivering 100% 100% access 01/09/26) from 01/09/26) [Educational Psychology consultation activity |[b46 cve l| 1,346 Cyp (Ay) ll 1,700 Cyp (Ay) Il 1,800 Cyp (Ay) | Strategic Goal [ Leading Indicator** | Baseline (2025/26)"_ || 2026/2027 I 2027/2028 Il 2028/29 Target | Increase from baseline of Increase from baseline of Increase from baseline of Speech and Language Therapy consultation 4.394 Cyp 1,394 Cyp based on 3.0 Fte |/1,394 Cyp based on 3.0 1,394 Cyp based on 3.0 Fte lactivity a Salt and 1 Fte Salt Fte Salt and 1 Fte Salt |/Salt and 1 Fte Salt assistant assistant + additional staff__|jassistant + additional staff Increase from baseline of 271 |/Increase from baseline of Increase from baseline of 271 Occupational Therapy consultation activity 071 Cyp Cyp basedon1.5FTE Ot ||271 Cyp based on 1.5 Fte |/Cyp based on 1.5 Fte Ot a Py and 1 Fte Ot assistant Ot and 1 Fte Ot and 1 Fte Ot assistant+ jassistant+ additional staff additional staff Outreach, coaching and workforce development ||Baseline * to be Increase year-on-year Increase year-on-year lactivity established Increase year-on-year Cyp supported without escalation to EHCP Baseline * to be Increase from baseline Increase from baseline | fi baseli jassessment established De neem Annual reviews with PfA outcomes recorded Estimated under 10% 15% 25% 60% from baseline ‘ 14%-15% growth year on|/15% Reduce transport growth to |}/Reduce transport growth to /Transport demand and expenditure trend year approx. 8% approx. 8% [Supported intemship participation [19 young people ||Increase year-on-year ||Increase year-on-year |[Increase year-on-year Goal 4-1 Pi tion fe a Baseline * to be 1 fi baseli I fi baseli ‘3 sak in sett iets eat on Employer engagement opportunities Cates, Sih netee se arog Dasa ce Increase from baseline Independent travel training participation 17 young people 17 young people 20 young people 25 young people Eet participation 191% 92% 92% 93% Inclusion base and specialist places created 1215 275 349 427 and 523 by 2029 Ay (308 new places) s 310 337 ‘Growth in EHCP expected Goal 5 — Create a financially = . 271 (Dae SEN2 2025 from 2026 but should trend eee and high-value SEND Independent and out-of-borough placement trend cy) towards current levels by 2029.

y Profile forecast target is 287.

*Baseline figures reflect the most recent validated data available at the point of submission. Where indicators relate to new reform initiatives (for example Eah, Oaip implementation and new workforce development measures), a baseline of zero reflects that these approaches are being established through the reform programme. Where a baseline is yet to be established, this reflects the introduction of new performance measures or the need to strengthen data collection arrangements across the partnership. Baselines will be confirmed during implementation and monitored through the programme's performance framework. *“Unless otherwise stated, education-related indicators are reported by Academic Year (Ay), finance indicators by Financial Year (Fy), and health activity indicators by Calendar Year (Cy). Baselines relate to the most recently validated dataset available at the point of submission. **As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is in line with the SEND Reform Guidance

Measuring Success

Progress will be monitored through the partnership's Strategic Success Measures Framework, aligned to each of the five strategic goals:

Alignment of Success Measures to Strategic Goals

Strategic Goal |[Success Measures

Goal 1: Improve Outcomes Through Earlier Identification and Support

SEN Support prevalence, EHC needs assessment requests, EHCP timeliness, children and young people supported prior to statutory assessment, Early Years Inclusion Fund reach, Portage activity and early intervention support.

Attendance (SEN Support and EHCP), suspensions, permanent exclusions, workforce confidence in meeting SEND need, parent and carer confidence in local SEND services, Early Years workforce development and provider confidence.

Goal 2: Increase Inclusion and Confidence| in Mainstream Provision

Goal 3: Improve Access to Specialist Advice and Support Through Experts at

Schools and settings accessing Eah, Educational Psychology consultation activity, Speech and Language Therapy consultation activity, Occupational Therapy consultation activity, outreach and workforce development activity, Early Years specialist advice and support activity.

Goal 5: Create a Financially Sustainable and High-Value SEND System

Hand

Goal 4: Improve Preparation for Adulthood and Life Outcomes

Annual reviews with PfA outcomes recorded, supported internship participation, employer engagement opportunities, independent travel training participation, Eet participation.

Children educated locally, independent and out-of-borough placement trends, local specialist capacity, High Needs Block expenditure trajectory, average cost of EHCP provision, transport expenditure growth, Early Years sufficiency and inclusion capacity.

These indicators will be monitored alongside the Strategic Success Measures to assess whether implementation is progressing as expected and to identify emerging issues at an early stage. They will be reviewed through programme governance arrangements and reported routinely to the SEND and AP Partnership Board to inform decision-making, prioritisation and continuous improvement.

Feedback and Adaptation Performance information will be considered alongside qualitative intelligence and lived experience. Feedback will be gathered through:

e Parent Carer Forum engagement.

Sendiass feedback will provide an important source of intelligence on family experience and confidence. Current performance indicates high levels of satisfaction, with 94% of enquiries responded to within three days, a satisfaction rating of 4.85/5, and 100% of respondents reporting that they felt listened to, understood and more aware of their rights and involvement in decision-making. These measures will be monitored alongside wider family confidence indicators throughout implementation.

The partnership will use visible "You Said, We Did" approaches to demonstrate how feedback has informed decision-making and service improvement. Findings will be routinely reviewed to inform implementation, identify improvement opportunities and shape future priorities.

Evaluation and Value for Money Evaluation will focus on both implementation and impact. The partnership will assess not only whether planned activity has been delivered, but whether it is improving outcomes, experiences and sustainability.

Annual reviews of reform progress will bring together performance data, quality assurance findings, stakeholder feedback, co-production intelligence and financial

information to assess impact and inform future delivery plans. Evaluation will consider whether increased local provision capacity is reducing travel distances, improving access to local services and contributing to better value for money across the SEND system.

The partnership will also monitor value for money and benefits realisation through:

e High Needs Block expenditure and trajectory. EHCP demand and growth rates. Independent and out-of-borough placement trends. Local provision utilisation and capacity. Access to specialist advice through consultation and outreach. Workforce capacity and deployment. Transport demand and travel assistance expenditure. Benefits realised through reform investments.

This approach will enable Harrow to understand whether investment in inclusion, Eah, local provision and early intervention is improving outcomes, reducing escalation and contributing to a more sustainable SEND system.

13.Reporting to DfE

See Appendix C — data template

Section 4 — Governance

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

(Governance Mechanism ||Purpose / Responsibilities Membership Cadence Decision Rights Escalation Route

z . Strategic Director

. P Overall accountability for delivery of the SEND Reform 5 5 . 7 Senior Responsible 4 ps 7 : , . Strategic oversight and Children’s Services (Dcs)

. Plan. Ensures delivery remains aligned to strategic Director of Education (Sro) Ongoing = ie - Officer (Sro) ons programme direction. land Corporate Leadership priorities, resources and agreed outcomes.

Team.

Strategic oversight and delivery assurance of the SEND _ |jLocal Authority, Icb, health providers, fom, : Cradle to Career Board,

F 7% 7 : Agrees priorities, strategic 7 Isend & AP Partnership ||/Reform Plan. Reviews performance, risks, sufficiency, schools, trusts, early years representatives, mets : ‘Corporate Leadership

. J ¥ Monthly direction, resource allocation Board finance, workforce and outcomes. Provides parinership __|ifurther education representatives, Parent * ae Team and Health & land corrective action. leadership across education, health and care. (Carer Forum and wider parfners. Wellbeing Board.

(Corporate oversight of all Children’s Reform Programmes. ||Managing Director, Strategic Director

2 ns F - : (Corporate assurance, oversight 7 Ensures alignment between SEND reform, wider Children's Services, Directors of Education, 4 ; Corporate Leadership Cradle to Career Board } 2 . : : Monthly lof programme delivery, funding transformation programmes, financial governance and Safeguarding, Finance, Hr, Public Health, ‘ : Team. ha a land interdependencies. corporate priorities. Digital/Data and Reform Programme Lead.

Group performance across all workstreams.

Lead.

r Bs 4 . —_ education, health and commissioning (Operational programme Isend & AP Parfnership Programme Delivery milestones, risks, dependencies, benefits realisation and : . Monthly a , | representatives. Chaired by Programme decisions and delivery planning. ||Board.

Health & Care Executive ||Provides oversight of the health contribution to SEND a 7 Health commissioning and

. i 7 : Strategic Director Children and Young = =e . — Children and Young reform delivery. Ensures alignment with Wln Icb ay . workforce decisions within Wnl Icb Executive

a =, Ce People, Icb Clinical Lead and senior health —_|/Monthly People Programme priorities, commissioning arrangements, workforce ‘sii lagreed governance iGovemance. representatives. Board planning and health pertormance measures. ” arrangements.

7 Oversees High Needs sustainability, sufficiency planning, alba te 4 SEND Sufficiency and ey sew, - 7 i . Recommends commissioning, Isend & AP Parfnership

7 capital investment, commissioning activity and demand Finance, SEND, commissioning, sufficiency, ||Monthly / . Finance Oversight . = . . sufficiency and investment Board and Cradle to forecasting. Provides challenge and assurance regarding ||education and health representatives. Quarterly _ Group : . re decisions. Career Board. value for money and delivery of sufficiency priorities.

f : p |Workstream leads, programme management, SEND Reform Coordinates delivery of the reform programme. Monitors . — 7 :

(Governance Mechanism ||Purpose / Responsibilities ||Membership Cadence [PPecision Rights |[Escalation Route

5 Deliver individual reform workstreams and monitor Service leads, practitioners, education and “ a Ci, iWorkstream Delivery . ‘ 2 ‘ 2 Monthly / Operational decisions within Isend Reform Programme implementation progress, risks and performance. health partners, with co-production q : Groups 3 3 ; - F Fortnightly lagreed workstream scope. Delivery Group. Responsible for detailed delivery planning and reporting. {representation where appropriate

ee feedback to inform design, implementation and evaluation : zi programme —_|{Advisory and influence role. People Participation Xe representatives and supporting officers. Board. lof reform activity. cycle. Groups

Parent Carer Forum and . . f .

7 Provide co-production, challenge and lived experience : ‘Aligned to : Children & Young eats i Parent Carer Forum representatives, Cyp 5 . Isend & AP Partnership

Section 5 — Central Government Support

15.How can we help you?

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

Harrow would welcome continued practical support from central government to support successful implementation of the SEND Reform Plan and ensure reform can be delivered consistently and sustainably across the local area partnership.

In particular, the partnership would value: Access to specialist expertise and implementation support, particularly in relation to the development of locality based-based delivery models, template Isp documentation. inclusive practice, sufficiency planning and system transformation.

Support with workforce development and recruitment challenges across Educational Psychology, Speech and Language Therapy, Occupational Therapy and specialist SEND roles, including national approaches to workforce sustainability and training pathways.

Access to shared tools, templates and reporting frameworks to support consistent data collection, forecasting, monitoring and evaluation, including approaches linked to SEND reform outcomes and value-for-money analysis.

Facilitation of peer learning, regional collaboration and sector networks, enabling local areas to share emerging practice, implementation learning and delivery challenges as reform develops nationally.

The partnership would also welcome continued opportunities to work collaboratively with the Department for Education, NHS partners and other local areas to test, refine and strengthen delivery of SEND reform over time.

Continued support for integrated system leadership across education, health and care, particularly during periods of wider NHS and local government reform and organisational change.

Clarity and ongoing guidance regarding national policy direction and reform expectations, including future approaches to inclusion, SEN Support, Individual Support Plans (ISPs), accountability arrangements and long-term funding assumptions beyond the initial reform period.

Support with capital and sufficiency planning, including flexibility and guidance to help local areas align provision development with emerging patterns of need and inclusive system reform.

Annex B - Supporting Documents

Document Link

The Schools White Paper Every Child Achieving and Thriving

Isend Consultation Document SEND reform: putting children and young people first.

LA and Schools Budget 2026-27 Schools Operational Guide 2026-27

Local Partnership Maturity Assessment Guidance and Tool Included in commission pack

Local SEND Reform Plan — Data template Included in commission pack

Guidance on Inclusion bases

To be published Spring 2026

Local SEND Reform Plan Quality Assessment Framework Included in commission pack

Local Inclusion Partnership Grant 2026-27 To be published Spring 2026

Eah Guidance To be published Spring 2026

High Needs Capital Allocations 2026-27 To be published Spring 2026

Annex C — Risk Matrix

Annex C - SEND Reform Risk Assessment Framework Framework used to assess, monitor and escalate risks associated with delivery of the Harrow SEND Reform Plan 2026-2029.

Probability/Likelihood Risks Impact Level (as set out in the Harrow SEND Reform Pian) Pat Bs ec Oo >60% - <90% Re NaOCl Unlikely Possible pay Att oh

Insufficient workforce capacity across education, health and specialist services to deliver Oaip, Eah and earlier Medium Medium Tel Pred High intervention approaches. National SEND reform and Risk Risk Ta aa ara policy changes require significant adaptatien to local implementation plans Continued growth in SEND demand and complexity outpaces the rate of reform, limiting progress towards inclusion, early intervention and financial High suslainability. Sendiass enquiries increased by 24% in 2025/26, reflecting ongoing growth in demand across the SEND system.

Delays in expanding local provision and delivering sufficiency plans result in continued reliance on High independent anc out-of-borough placements.

Medium Risk Variability in engagement, readiness and implementation across schools, services and partners affects consistency and pace of reform delivery.

Medium Medium Medium Metin Risk Risk Risk The nationally mandated headcount reductions in

Wnl IC8 results in lack of engagement from health High Medium High services in the development and implementation of 9 Risk iL the local SEND Reform Pian

Escalation And @ Lownisk Medium Risk High Risk Harrow Governance Managed through workstream Reviewed through the SEND Reform Escalated to the SEND & AP Partnership SEND Reform governance arrangements. Programme Delivery Group Board with forma! mtigation plans. Working together tor children and young people

Harrow Local SEND Reform Plan 2026

Annex A: Local SEND Reform Plan

Developing a Local SEND Reform Plan is an important first step for local areas to set out how they will lay the foundation for reform, and

design an approach tailored to their local context. A shared plan which focuses on co-designing the local approach as system partners and

with children, young people and families will help foster collective responsibility for delivering the reforms.

It is critical that all system partners, including health, education and childcare settings, work together to design and deliver the Local SEND

Reform Plan, under the local authority's leadership. It is also crucial that representative family carers e.g. the local Parent Carer Forum, are

involved in the development of the plan.

The expectation is that this plan is discussed, agreed, and signed off at your relevant SEND Governance Board. As a minimum, the plan

must be formally signed off by the Local Authority Chief Executive (Ceo), the Integrated Care Board (Icb) Chief Executive, the Local

Authority Director of Children’s Service (Dcs), the Integrated Care Board NHS Place Director, and the Local Authority Chief Financial Officer

(Cfo/Section 151 Officer). We encourage other colleagues and partners who have contributed to also review and sign-off the plan,

particularly early years, school, college and trust leaders.

Name of Local Authority: Harrow Borough Council

Name of Integrated Care Board: West & North London

Local SEND Reform Plan Sro: Emma Harkin Education Director for Education, Lb Harrow & Jennifer Roye, Chief Nursing Officer,

West & North London, Icb

Signatories

Executive Summary

The London Borough of Harrow is an outer London borough. Harrow is located within the area covered by the newly (April 2026) formed West and North London

Integrated Care Board (Wnl), an Integrated Care Board (Icb) that covers 13 local authorities.

support more integrated models of care, enable earlier identification of need, and improve timely access to support for children and young people with SEND.

This strategy is aligned to the national direction of SEND reform and is built around four interconnected building blocks which together support Harrow’s vision for a more inclusive and sustainable system.

system sustainability.

communities.

indicators which will provide early evidence of implementation progress and help the partnership identify emerging issues, target resources effectively and maintain momentum throughout the reform programme.

Section 1 — Vision and Goals

1. What is the local area partnership trying to achieve?

The partnership's shared vision and the alignment between SEND Reform and Best Start/Families First are illustrated in Our Shared Vision for Harrow.

Families will report greater confidence in local services and support, children and young people will have a stronger voice in decisions affecting them, and the partnership

will be better able to direct resources towards approaches that improve outcomes and deliver long-term sustainability.

Why Reform is Needed

Whilst the partnership has strong foundations, including effective governance, improving co-production, strong partnership relationships and a commitment to inclusion, the

Local Partnership Maturity Assessment identified opportunities to strengthen early intervention, improve consistency of inclusive practice, increase workforce confidence and improve access to specialist expertise.

The reform programme therefore seeks to move from a system where support is too often secured through escalation towards one where needs are identified and met earlier through strong universal provision, accessible specialist expertise and a coordinated continuum of support.

Strategic Goals

The partnership has agreed five strategic goals that will guide delivery of the reform programme over the next three years:

« Goal 2 - Increase inclusion and confidence in mainstream provision Strengthen inclusive practice across early years, schools and post-16 settings so that more children and young people can have their needs successfully met within mainstream provision.

¢ Goal 4 - Improve Preparation for Adulthood and life outcomes Improve outcomes for young people as they prepare for adulthood, including education, employment, independence, community participation, health and wellbeing.

Measuring Success

Progress will be monitored through the partnership's Strategic Success Measures Framework, aligned to each of the five strategic goals:

Alignment of Success Measures to Strategic Goals Strategic Goal Success Measures

Goal 1: Improve Outcomes Through Earlier Identification and Support

SEN Support prevalence, EHC needs assessment requests, EHCP timeliness, children and young people supported prior to statutory assessment, Early Years Inclusion Fund reach, Portage activity and early intervention support.

Attendance (SEN Support and EHCP), suspensions, permanent exclusions, workforce confidence in meeting SEND need, [parent and carer confidence in local SEND services, Early Years workforce development and provider confidence.

Goal 3: Improve Access to Specialist Advice and Support Through Experts at

Schools and settings accessing Eah, Educational Psychology consultation activity, Speech and Language Therapy consultation activity, Occupational Therapy consultation activity, outreach and workforce development activity, Early Years specialist advice and support activity.

Goal 5: Create a Financially Sustainable land High-Value SEND System

Children educated locally, independent and out-of-borough placement trends, local specialist capacity, High Needs Block expenditure trajectory, average cost of EHCP provision, transport expenditure growth, Early Years sufficiency and inclusion capacity.

Hand

Goal 4: Improve Preparation for Adulthood and Life Outcomes

Annual reviews with PfA outcomes recorded, supported internship participation, employer engagement opportunities, independent travel training participation, Eet participation.

Section 2 -— Strategy

1. Where the local area partnership expects to be in the next 3 years

Families will experience a more transparent and joined-up system, and more children and young people will achieve positive outcomes within their local communities. Three locality-based multidisciplinary teams aligned to Harrow’s Integrated Neighbourhood Areas.

Building Block 1 Strengthening Inclusion Across Education Settings

Partnership Governance and Shared Accountability

Partnership Governance and Shared Accountability

Partnership Governance and Shared Accountability

Co-production and Cyp Participation

Co-production and Cyp Participation

Co-production and Cyp Participation

Data, Intelligence and Continuous Improvement

However, families, practitioners and partners have identified variation in experiences and outcomes across

High Aspirations and Positive Outcomes

High Aspirations and Positive Outcomes

High Aspirations and Positive Outcomes

Success Measures

Strategic Success . 2026/2027*** 2027/2028*** 9 Baseline 2028/29 Target*** Outcome Measure

***As part of our mobilisation where the performance framework will be developed the targets will be reviewed in collaboration with the SEND and AP Partnership and Board members, and across our network of schools and MATs. This is inline with the SEND Reform Guidance.

Leading indicators will be used to monitor implementation progress and provide early evidence of whether reforms are on track to deliver the strategic success measures.

3. What is the local area partnership’s strategy for delivering on the above?

The partnership's change story is that too many children and young people currently access support through escalation rather than early identification and intervention.

Harrow’s ambition is to move towards a system where children and young people receive the right support, at the right time and in the right place, with needs identified and met earlier through strong universal provision, accessible specialist expertise and a coordinated continuum of support.

driven by rising demand. This will be delivered through four interconnected building blocks.

Building Block 1. Strengthening Inclusion Across Education Settings

This building block is expected to contribute to increased SEN Support prevalence, improved attendance and participation, reduced exclusions and a slowing trajectory of EHCP demand growth.

Building Block 2. Access to Specialist Support and Local Placements

advisory services and wider health partners. At the same time, strategic investment in specialist inclusion bases, and support bases and specialist school places

will increase local capacity, reduce reliance on independent and out-of-borough placements and ensure resources are increasingly invested in local provision and

Strategic Success . 2026/2027* 2027/2028* 9 Baseline 2028/29 Target*** Outcome Measure

Strategic - 2026/2027* 2027/2028* Success Measure Baseline 2028/29 Target*** Outcome a