Staffordshire Local SEND Reform Plan 2026

Local SEND Reform Plan

Name of Local Authority: Staffordshire Name of Integrated Care Board: Staffordshire & Stoke-on-Trent Local SEND Reform Plan Sro: Bernie Brown

Signatories

Integrated Care Board Chief Nursing Officer

Vanessa Whatley

vanessa.whatley@nhs.net 16.06.2026

Local Authority Chief Financial Officer

Peter Shakespear

peter.shakespear2@staffordshire.gov.uk 12.06.2026

Tim Moss (Chair) – on behalf of the Group

SEND & Inclusion Partnership Group

tim.moss@staffordshire.gov.uk 16.06.2026

Chris Munday (Independent Chair) – on behalf of the Board

SEND Strategic Effectiveness Board

mundaycc@icloud.com 18.06.2026

Executive Summary (500 words)

Staffordshire is a large and diverse county, with rurality, dispersed communities and uneven patterns of deprivation and access shaping children and families’ experiences. We see this complexity as a mandate to build a more equitable, local and ambitious SEND system. We are committed to delivering the aspirations of the SEND reforms proposed by Government. We have strong strategic foundations through the Staffordshire SEND and Alternative Provision Strategy 2026–2029. Over the next three years, we will turn this foundation into a more joined-up 0–25 system that improves experience, outcomes and long-term sustainability with more children educated in their local mainstream school.

There are 244,077 children and young people aged 0–25 in Staffordshire; 9,983 (4%) have an EHCP. Of those with an EHCP, 33% of statutory school-age pupils are educated in mainstream schools and 16% in mainstream post-16 settings, whilst 10% attend independent provision. Autism, speech, language and communication needs, and social, emotional and mental health needs account for 74% of EHCP primary needs. In addition, 16,995 statutory school-age children receive SEN support. Current patterns of need, inclusion and demand reinforce the need for system reform to intervene earlier, strengthen mainstream inclusion, capacity and sufficiency.

Our reform plan is rooted in a whole-system approach. SEND reform will align with wider partnership priorities, including Families First, Giving Every Child the Best Start and cradle-to-career development, so that prevention, early help and multi- agency working are embedded from pregnancy to adulthood. Through Best Start Hubs and wider family support pathways, we will create clearer routes to advice, intervention and coordinated support, reducing escalation and improving school readiness.

We will build a more inclusive system by strengthening partnership and practice at every level. Existing developments, including the Enhanced Assess, Plan, Do, Review pathway, District Hubs and Staffordshire Enhanced District Inclusion Support groups, provide a strong platform for earlier intervention and consistent support. This will be strengthened through the Experts at Hand model, locality working across the partnership, and commissioning aligned to need. A key enabler will be defining inclusive education through a Staffordshire Index for Inclusion, alongside a clearer Universal Offer and Ordinarily Available Inclusive Provision. We will also strengthen workforce confidence through Whole School SEND and improved pre- statutory oversight.

Alongside this, we will improve confidence in reform by strengthening co-production, making the Local Offer clearer and using lived experience more systematically to shape improvement. Our ambition is that children, families and professionals experience a system that is easier to navigate, more responsive and more joined up.

Financial sustainability remains a significant challenge. Demand continues to drive growth in EHCPs and high-cost provision, contributing to a Dsg deficit of £94m in 2025/26. Our forecast is that pressures will continue in the medium term, but our reform direction is designed to improve value for money by shifting investment towards earlier intervention, reducing reliance on high-cost, out-of-area placements, and improving local sufficiency. Our success will be measured through stronger inclusion, earlier identification, improved child and family experience, and greater workforce confidence.

Local Government Reorganisation will change our local landscape, and we will continue to work with Stoke-on-Trent where this strengthens alignment across shared health and education arrangements.

Section 1 – Vision and Goals (250 words)

In Staffordshire, a new SEND & Alternative Provision strategy was launched in January 2026 following a period of extensive co- production in line with our co-production promise principles. The priorities in our SEND & AP strategy are:

Priority 1: The partnership will provide timely and consistent support by streamlining processes and strengthening early intervention pathways. Our focus is on ensuring children and young people receive the right support at the right time, with consistently positive experiences across Staffordshire

Priority 2: The partnership will listen, understand and support families by embedding coproduction at every level and improving how we communicate with children, young people and families. Our aim is to ensure people feel heard, valued and supported, and that they are confident in navigating the SEND system.

Priority 3: The partnership will nurture inclusive environments and best practice. We will support professionals to access high-quality training, resources, peer support and promote inclusive, flexible education environments that recognise and respond to individual needs. Our goal is to ensure every child and young person is well supported and can thrive.

These align with the values and vision set out in the Education White paper: Every Child Achieving and Thriving and our SEND Reform plan and will be monitored through our SEND Reform success measures. The image on the next page shows this in more detail.

We will build on the systems and policies already in place including the Children’s Flexible Framework and Staffordshire’s Joint Commissioning Approach, to ensure there is value for money for our families within the delivery of our vision, ensuring we align to best practice. We will align delivery of the SEND reform plan to other DfE strategies including Giving every child the best start in life strategy and the Families First Partnership. The plan is also being aligned to Staffordshire County Council’s Strategic Priorities so that there is a single, coherent system that improves outcomes for children and young people with SEND—starting earlier, intervening sooner.

Click for our

SEND & AP

Strategy

Section 2 – Strategy

year roadmap in section 5 of this plan.

• National Guidance – eg. Experts at Hand,

National Inclusion Standards, Best Starts in Life, Families First Partnership

• Workforce sufficiency, capacity & quality
• Staffordshire Co-production promise
• Digital (including Mis)
• Data – outcome, performance & analysis
• Communications
• Capital – Experts at Hand, High Needs Capital, Transformation Fund
• System Leadership

Success measures Our success measures fall within 2 categories. 1 – Deliverables/Outputs – these are our measure of implementation of the actions set out in our SEND reform plan. 2 – Impact/Outcomes – these will show us whether the system is changing as a result of our actions. The measures will be separated below into the 2 categories for clarity. 1 – Deliverables/Outputs SM1: The publication of Staffordshire’s Inclusion for Index with a self- assessment tool

Publication of Staffordshire Index for Inclusion by 31st March 2027.

SM2: The publication of a

Publication of Staffordshire Universal Offer by 31st March 2027.

SM32: A reduction in the proportion of referrals to health services that are inappropriate – they do not meet the service criteria or have insufficient information on first submission

There is not a single starting point as each health service area will be different. This will be worked up within the project and articulated for each sector.

By 31st March 2029 there will be a reduction in the number of inappropriate referrals across health services.

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

Our SEND reform strategy is rooted in a shared ambition across education, health, care and the voluntary sector to create a sustainable, inclusive 0–25 SEND system that improves outcomes and experiences for children and young people while reducing reliance on statutory escalation. Our theory of change recognises that rising demand, increasing complexity and financial pressure cannot be addressed through isolated service improvements, but requires coordinated system transformation.

Our maturity matrix & reform plan highlights a clear local change story: moving from reactive, EHCP-led responses towards earlier identification, strengthened mainstream inclusion and consistent, whole setting support. The system is shifting from fragmented decision-making to shared ownership, underpinned by clearer governance, joint accountability and improved use of data to inform practice and commissioning. The strategies now in development, such as Best Start and Families First Partnership, will be aligned to complement each other and prevent duplication. This approach will enable a focus on the entire system, including Early Years, early help, prevention, and related areas providing the opportunity for efficient use of resources and expertise.

Key enablers of change include embedding co-production with children, young people and families; developing a confident

and inclusive workforce; and aligning education, health and care pathways around need rather than thresholds. Investment in early help, the graduated approach and locality-based solutions is intended to reduce escalation, improve timeliness and increase confidence in universal and targeted provision.

By focusing on system behaviours, culture and capability, alongside service redesign, we aim to deliver sustained improvement in outcomes while restoring trust with families and partners.

2. Please upload a completed copy of the Local Partnership Maturity Assessment Tool.

Appendix 1- Section 4 - Staffordshire Matu See Appendix 1

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

Local roadmap for the next 3 years

2026/27 2027/28 2028/29

We will initiate project groups across all building blocks, ensuring there is representation from all stakeholders required to deliver the objectives outlined. We will create clear governance

We will review the governance arrangements and project delivery plan and make any amendments as required taken from our learning

We will review the governance arrangements and project delivery plan and make any amendments as required taken from our learning

All building blocks

Throughout this section, where the deliverable meets

one of the core

structures and terms of reference for all groups.

minimum requirements, or an objective set by us as a partnership in the Maturity Matrix, this is referenced in

brackets. The below is an appendix of these requirements.

Appendix 2 - Section 5 - Our reference guid

See Appendix 2

Building Block 1 (BB1) Strengthening inclusion across education settings

• We will use the SEND partnership maturity matrix and complete a revised self- assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at

• We will use the SEND partnership maturity matrix and complete a revised self-assessment to determine whether the actions in years 1 &2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1).

BB1.1 - Inclusive practice – defining

BB1.1.1 - We will carry out a piece of research (local and

inclusion in Staffordshire

national) to identify existing models of best practice that can help inform the development of a Staffordshire definition and Index for Inclusion from early

the SEND & Inclusion partnership group (EP1). • We will begin to support education settings to use the Staffordshire Index for Inclusion & toolkit to complete a self-assessment and identify what support they will need to target areas identified for development.

• We will identify good inclusive practice by using the defined Index for Inclusion statements, and cascade this using the method of communities of practice.

years though to post 16 (MM3.3).

BB1.1.2 - We will co-produce a Staffordshire definition for Inclusion that will inform the

• We will have refresher training around the Staffordshire Index for Inclusion as part of our cycle of refreshment.

development of a Staffordshire Index for inclusion including the production of a self-assessment tool for educational settings to enable them to baseline themselves against the agreed definition (MM3.3).

• We will review the Index toolkit and update it based on needs identified. • We will use the outcomes framework to evaluate the impact of the Inclusion Index and where areas for improvement are identified, develop a plan for making the necessary changes.

• We will refine and develop the Inclusion toolkit based on strategic emergent themes from an analysis of self- assessment submissions.

BB1.1.3 - We will create a multi- agency toolkit available to settings to enable them to achieve improvements identified within their self-assessment (MM3.3).

• Once settings begin to submit self-assessments, we will identify emerging themes in order to strategically inform our training offer and the focus for our experts at hand offer. We will also identify the settings who are able to meet most commonly occurring and growing areas of need to identify opportunities for

BB1.1.4 - We will hold a Staffordshire Inclusion event to launch the Staffordshire Index for Inclusion and toolkit with all settings.

setting-to-setting peer support.

• We will use the inclusion dashboard developed as part of BB3 to verify the inclusion self-assessment gradings of settings. This will enable targeted support to settings and enable us to understand Staffordshire’s inclusion journey.

• We will create a moderation methodology approach to quality assure the self- assessment process.

• Once the National Inclusion Standards are available, we will review our Index for inclusion to ensure we are compliant with the requirements.

• We will use the SEND partnership maturity matrix and complete a revised self- assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The

• We will use the SEND partnership maturity matrix and complete a revised self-assessment to determine whether the actions in years 1&2 had a measurable impact for our children & families. The outcome will be discussed at

BB1.2 – Developing our Universal offer and Ordinarily

BB1.2.1 - We will carry out a piece of research (local and national) to identify existing models of best practice that can help inform the development of

outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will begin to support education settings to complete the universal offer and ordinarily available inclusive provision element of the inclusion self-assessment tool and identify what support they will need to target areas identified for development.

the SEND & Inclusion partnership group (EP1). • We will embed, refine and develop the Inclusion toolkit based on emergent themes from an analysis of self-assessment submissions.

available Inclusive provision

a definition of a Staffordshire universal offer and ordinarily available Inclusive provision (UO1, UO7).

BB1.2.2 - We will coproduce

(from early years to post 16) with the SEND partnership (including MATs and PCFs) to define a Staffordshire understanding of what is meant by “universal offer” and “ordinarily available inclusive provision” including

• We will refine and develop the universal offer and ordinarily available inclusive provision element of the Inclusion toolkit based on emergent themes from an analysis of self- assessment submissions (UO1, UO3).

what provision or services are expected to be seen within them

In line with the Staffordshire Index for Inclusion. This will include a defined universal offer for key stage transitions from

early years to post 16 and beyond. (UO1, UO2, UO3, UO7, UO8, UO9, UO10).

• We will use the inclusion dashboard developed as part of BB3 to verify the Universal offer and ordinarily available inclusive provision self-

BB1.2.3 - We will publish the guidance and principles around

assessment gradings of settings. This will enable targeted support to settings and enable us to understand Staffordshire’s inclusion journey UO3).

the universal offer and ordinarily available inclusive provision on the Local Offer.

BB1.2.4 - We will design a self- assessment tool to support

• Once settings begin to submit self-assessments for the universal offer and ordinarily available inclusive provision elements of the inclusion index, we will identify emerging themes in order to strategically inform our training offer and the focus for our experts at hand offer. We will also identify the settings who are able to meet most commonly occurring and growing areas of need (UO4).

settings to identify strengths and areas for development in relation to their universal offer and ordinarily available inclusive provision (this will be part of the Staffordshire Index for inclusion) (MM3.3).

BB1.2.5 - We will launch the universal offer and ordinarily available inclusive provision at the Staffordshire Inclusion event.

• We will agree the early intervention approaches with the partnership for cognition and learning, speech and language, autism spectrum disorder and social, emotional and mental health difficulties based on best evidence, and

agree how they will be commissioned and deployed (UO4, UO5).

• We will create a moderation methodology approach to quality assure the self- assessment process.

• We will use the SEND partnership maturity matrix and complete a revised self- assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will develop a communications strategy including parents and partners to ensure settings have regular awareness and support to access to information about the graduated approach.

• We will use the SEND partnership maturity matrix and complete a revised self-assessment to determine whether the actions in years 1&2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will monitor the impact of the implementation of the graduated approach specifically how it has increased the capability of mainstream settings to meet needs.

BB1.3 Strengthening the graduated approach

BB1.3.1 - We will complete an audit of provision available across the partnership within the graduated approach to enable us to understand any gaps or

underused provisions (UO3, UO4, UO5).

BB1.3.2 - We will co-produce a guidance document for settings to support their understanding of the graduated approach

pathway for Staffordshire (UO3, UO4, UO5).

Hand approach in accordance with a contemporary Local Area JSNA and any revisions to the Local Authority in light of Lgr

our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will launch the co- produced Experts at Hand approach from April 2027

detailed delivery plan from 0-25, including the methodology by which performance will be assured across Staffordshire. The group will create a term of reference setting out clear

Appendix 3 - Section 5 BB2.1 - Experts at H

See Appendix 3

expectations for joint governance across the LA and Icb, and how monitoring and shared accountability will be determined across education and health partners (EAH1,

• We will continue the recruitment of Experts at Hand based on the plan

EAH10).

• We will identify opportunities where settings can come together to receive core Experts at Hand funded training and support (eg. Locality inset days, childminder cluster meetings)

BB2.1.2 - We will identify all

current activity, included traded models, which meets the principles of the Experts at Hand approach and review the

• We will commence a review of Staffordshire’s Experts at Hand approach in light of the final implications of Lgr. This review will also set out a plan to integrate best and relevant

funding and delivery arrangements from September 2026 (EAH3).

BB2.1.3 - A communication to all education settings will be

agreed and shared to enable them to understand the Experts at Hand approach from September 2026.

area practice across the proposed new local authorities • Towards the end of Year 2 We will conduct an Annual review of the Experts at Hand approach. This will include a review of outcome measures, capacity and Cpd needs.

BB2.1.4 - We will develop a full

Experts at Hand delivery approach based on the outputs of partnership workshops and needs based data, ready for launch at the Inclusion Event. We will detail the approach to settings accessing proportionate

support within the approach as well as how out of area

mainstream further education settings will access the model (EAH2, EAH11, EAH7).

BB2.1.5 - Considering the

aspirations of Experts at Hand, we will review and redesign the role of the PRUs to enable them to have the capacity to support

settings with mainstream inclusion (EAH5).

BB2.1.6 - We will develop a recruitment plan based on the Experts at Hand approach

agreed (EAH8)

BB2.1.7 - We will align the Experts at Hand approach with the family hubs and Best start strategy to ensure coherence and effective coverage (EAH1)

BB2.1.8 – To build capacity and skills in alternative provision settings, we will explore the proposal to collaboratively recommission alternative provision in line with the 3 tier model of best practice (EAH4).

BB2.1.9 - Once published, we

will have regard to the guidance on the Icb Slt Advanced

Practitioner role and recruit to this post.

• We will use the SEND partnership maturity matrix and complete a revised self- assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group and next steps agreed. (EP1). • We will review and redesign how all age SEND sufficiency is assessed and managed and streamlined to create a clear approach across the 0-25 age range (SPP1, UO6).

• We will use the SEND partnership maturity matrix and complete a revised self-assessment to determine whether the actions in years 1&2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group and next steps agreed. (EP1). • The second cohort of ERBs will open to children with EHCPs (SPP4, SPP5 & SPP6, UO6, UO10, MM4.2) • We will have considered and commissioned a third cohort of ERBs and reviewed the specification in readiness for proposed changes to the statutory assessment process (SPP5 & SPP6, MM4.2) • The government’s definition of complex needs will enable the

BB2.2 Sufficiency & Place planning

BB2.2.1 - We will recruit resource to lead on developing

the process for securing section 106 funding for SEND school places to provide capital funding to strengthen the local education infrastructure. (SPP1)

BB2.2.2 - We will complete the

mandatory School Capacity Survey (Scap) in July 2026,

which will be to used to inform the development of a SEND & Alternative Provision sufficiency statement, outlining how we will reduce reliance on special

schools and out of area placements (SPP1, SPP2 & SPP5, MM4.6)

• The first cohort of ERBs will open to children with EHCPs (SPP4, SPP5 & SPP6, UO6, UO10, MM4.2).

partnership response to sufficiency and place planning (SPP1 & SPP2).

BB2.2.3 - Scc data identifies that a significant proportion of children with Social, Emotional and Mental Health (Semh) needs and Autism are placed out of area or in independent

• We will have considered and commissioned a second cohort of ERBs following a second expression of interest phase in Autumn 2026. The specification will have been reviewed with consideration given to Early years and post 16 (SPP4, SPP5 & SPP6). • Following a review of the needs profile of children in Staffordshire, we will review whether redesignation of generic special schools is required (SPP8). • A project plan will be in place to deliver the new 200 place special school (SPP6).

• The Erb settings will support the secondary settings in their district with the development of their inclusion bases (SPP3).

provision. To reduce reliance on this we will seek approval for a new special school (5-16) for children with Social, Emotional and Mental Health (Semh) needs and Autism for 220 children

(SPP2 & SPP6).

BB2.2.4 - To support inclusion,

and to promote successful reintegration of permanently excluded children (through outreach from specialist

providers) we will seek approval for an additional primary Pupil Referral Unit (PRU) (EAH5, EAH6, MM4.7, MM3.3).

BB2.2.5 - Staffordshire’s project to develop Enhanced Resource Bases (Erb) has been ongoing since September 2025 with specifications co-produced with the SEND partnership.

Expressions of Interest have been received from mainstream schools interested in developing an Erb and the evaluation of these will be based on geographical profile and local

needs as well as travel considerations and for opportunities created by falling roles (SPP5, SPP7 & SPP8, MM4.2).

BB2.2.6 - By April 2027 the first

cohort of ERBs will be agreed. Significant change requests will be submitted by commissioned schools with the Local Authority

offering support (SPP3, SPP4 & SPP8, MM4.2).

BB2.2.7 - 5 projects to increase capacity within Staffordshire special schools will be completed. This will create an additional 135 school places and help to reduce reliance on independent places, enabling children to be educated locally. One project is to develop a base for sixth form students in the centre of Stafford for a special school, using a local authority building. The aim of this is to both increase capacity but to enable students to develop independence skills by being within the town centre. Building Block 3 (BB3) System leadership, local partnership collaboration and co-production

• Year 2 will focus on the implementation and embedding of year 1 actions and outputs in line with our theory of change approach.

• Year 3 will focus on the maturity and impact of year 2 & 3 actions and outputs in line with our theory of change approach.

BB3.1 Co- production,

BB3.1.1 - We will continue to ensure that Parent Carer Forums (Pcf) and lived experience representation is impactful

• We will use the SEND partnership maturity matrix pillar one and complete a revised self-assessment to determine whether the actions in years 1&2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will use stakeholder feedback and the journey of our families to track and report on the success of co-production across the wider partnership (EC4).

• We will use the SEND partnership maturity matrix pillar one and complete a revised self-assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will establish a tiered training system that empowers and supports practitioners to share power and builds collective capability. We will align this to wider workforce co-production practices (EC4). • We will establish a SEND advisory network, utilising existing and established groups that provides children and young people with access to safe spaces, trusted adults and support tools to ensure their authentic voices directly

communication & lived experience

across strategic decision-making boards to ensure policy and transformation is co-designed throughout. We will work with the Parent Carer Forum to ensure that their time is used to

maximise impact, acknowledging their voluntary role in the partnership (EC2, MM1.1).

BB3.1.2 - We will standardise the analysis of co-production

practice and adopt a minimum co-production benchmark,

through the development and refinement of a partnership self- evaluation tool which will support the workforce to

improve their understanding, confidence and application of co-production. There will be a template action plan to support

shape decision making (EC2, MM1.3). • We will review the commissioning arrangements for local mediation and dispute resolution. Within this we will consider how the voice of parents, children and young people is incorporated as well as reviewing the data provided by the mediators to enable effective monitoring of timeliness resolution rates and effectiveness (EC5, EC6).

teams to identify improvement actions where needed (EC4).

BB3.1.3 - We will use the Staffordshire and Stoke-on-Trent community of practice to

implement co-production as best practice across professional networks.

BB3.1.4 - We will use comparative data from 2025 and 2026 workforce surveys to

identify workforce need and to understand barriers to consistent practice. We will develop an action plan to address any areas identified (MM1.4, MM2.1).

BB3.1.5 - Leaders within the SEND partnership will commit to visiting settings and families to understand their lived experience, what’s going well,

and what’s not going well for them. This will be fed back to teams and the wider partnership and actions taken to improve (EC2, MM1.2, MM4.6).

BB3.1.6 - We will strengthen the Pcf by developing 8 satellite hubs within the family hubs, to bring parent voice and lived experience within localities. This will enable a stronger and more representative strategic voice

and be the scaffolding for improved communication

networks with our communities (EC1, MM1.1). We will use some of the allocated transformation funding to provide additional

support and capacity to drive this development work with the Pcf.

BB3.1.7 - We will engage with groups of children & young

people to develop a toolkit for gathering authentic lived experience from children & young people at all parts of their educational journey (MM1.2, EC2)

BB3.1.8 - Within our SEND & AP strategy consultation there was a lot of insight collected around lived experience for families. We will review this information and align it across the reform plan to

identify where the projects in the pipeline are expected to

improve the lived experience for our children & families. This will enable a “you said, we did” narrative to be developed which

we will publish on our Local Offer (EC2).

BB3.1.9 – Whilst there are no reports of perceived independence reported in

Staffordshire, we will review and strengthen our commissioning arrangements for Sendiass to ensure that any potential parental concerns about the perceived independence of Sendiass within the mediation process are mitigated (EC3, EP5, MM4.1, MM7.3).

• Year 2 will focus on the implementation and embedding of year 1 actions and outputs in line with our theory of change approach. • We will use the SEND partnership maturity matrix pillar two and five and complete a revised self- assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). All governance and partnership actions will be completed in year

• Year 3 will focus on the maturity and impact of year 2 & 3 actions and outputs in line with our theory of change approach. • We will use the SEND partnership maturity matrix pillar two and five and complete a revised self- assessment to determine whether the actions in year 1&2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). All governance and partnership actions will be completed in year 1. The focus in years 2 and 3 will be around an assess, plan, review, do

BB3.2 Governance & partnerships

BB3.2.1 - We will complete a review of SEND partnership governance and evaluate its current effectiveness, to ensure

that this remains fit for purpose and enables appropriate oversight and governance of the SEND reform plan. We will consider membership of each groups following the conclusion of the Icb and Local Authority

restructures in 2026 (MM2.2, MM2.3, EP1, EP2, MM5b.2, MM5b.3, MM5c.2, MM4.3, MM5c.1).

1. The focus in years 2 and 3 will be around an assess, plan, review, do cycle. If it is identified that changes need to be made, or if there are changes to government guidance then a plan will be developed to complete this.

cycle. If it is identified that changes need to be made, or if there are changes to government guidance then a plan will be developed to complete this.

BB3.2.2 - We will identify where the SEND governance connects to the wider children’s system governance, including schools forum, within the Local Authority, Icb and education settings.

Once the connections are identified we will ensure they are strong and meaningful with clear roles & responsibilities articulated in terms of commissioning and

communication into and out of the SEND governance structure (EP2, MM2.4).

BB3.2.3 - We will develop a transparent SEND governance page on the Local Offer that sets

out all partnership groups and memberships, with clickable profiles showing where individuals sit across the wider SEND and children’s system. This

will allow the wider system to

know who their link is and further enhance connectivity across the children’s system (EP1, EP2, MM2.4).

BB3.2.4 - We will map out and

publish all individual and collective decision making and accountability powers within the SEND governance and wider children’s governance to ensure clarity for escalation, decision making and dispute resolution.

This will include the management of risks within all

reform plan projects and the wider programme. Where gaps or duplication is identified this will be addressed (EP1, EP5,

MM2.2, MM2.3, MM2.4.

BB3.2.5 - We will have an Sro for the SEND Reform plan. This will be communicated across the children’s system with a clear

description of their roles & responsibilities within this role (EP6).

• Year 2 will focus on the implementation and embedding of year 1 actions and outputs in line with our theory of change approach. • We will use the SEND partnership maturity matrix pillar three and complete a revised self-assessment to determine whether the actions in year 1 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will begin implementation of the outcomes and performance framework using a phased approach. Following the baseline assessment, we will develop a plan to collect

• Year 3 will focus on the maturity and impact of year 2 & 3 actions and outputs in line with our theory of change approach. • We will use the SEND partnership maturity matrix pillar three and complete a revised self-assessment to determine whether the actions in year 1 and 2 had a measurable impact for our children & families. The outcome will be discussed at the SEND & Inclusion partnership group (EP1). • We will submit the quarterly data return and review our performance against the target trajectories set out in our plan. Where re-scoping of projects is required this will be done swiftly to enable continued progress.

BB3.3 Date,

BB3.3.1 - We will co-produce a

performance & outcomes

SEND partnership outcomes and performance framework which clearly sets out: outcomes for children; experience and confidence of families; system performance and value for money; an approach for the

integration of qualitative insight alongside quantitative data. The framework will align to the Reform plan metrics within the data return to enable effective quarterly return and reporting

(EP3, MM3.2).

BB3.3.2 - Once the performance and outcomes framework is signed off by the SEND & Inclusion partnership,

information identified as a gap. We will identify opportunities across the reform plan to build in the gathering of insight into new systems and processes to streamline this work. • We will submit the quarterly data return and review our performance against the target trajectories set out in our plan. Where re-scoping of projects is required this will be done swiftly to enable continued progress. • We will co-ordinate activity across all reform projects to understand where there are opportunities for data collection and system improvements to ensure a coherent approach that avoids duplication and ensures focus on outcomes and impact. We will use metrics identified in building block 1 & 2 to inform the data collected, presented

• We will co-ordinate activity across all reform projects to understand where there are opportunities for data collection and system improvements to ensure a coherent approach that avoids duplication and ensures focus on outcomes and impact. We will use metrics identified in building block 1 & 2 to inform the data collected, presented and analysed across the partnership (MM2.3).

we will complete a baseline assessment of what insight and information we already hold in the system and how this aligns to the framework. We will identify where additional intelligence

needs to be collected and clearly articulate how and who will be responsible for this. We will also explore and identify opportunities for better data sharing of data and information

across education, health and care (MM3.1, MM4.5, MM2.1).

BB3.3.3 - We will have clear data governance and accountability arrangements (aligned with BB1.2) co-

produced and signed off by the SEND & Inclusion partnership as an annex to the outcomes and performance framework. The arrangements will set out: roles

and responsibilities for data

and analysed across the partnership (MM2.3).

quality, analysis and reporting; clear escalation routes where performance is off-track; a methodology for how data informs decision making and priority setting which is agreed

by all partners (MM3.1, MM2.1, MM3.2, MM2.2, MM2.3, EP3).

BB3.3.4 - We will develop an inclusion dashboard across education, health and care to support the journey of inclusion

for our education settings. This will be used to support the

Inclusion self-assessment quality control in Building block 1 in year 2 (EP3, EP4, MM3.3, MM5a.1).

BB3.3.5 - We will co-ordinate activity across all reform projects to understand where there are opportunities for data collection and system improvements to

ensure a coherent approach that avoids duplication and ensures focus on outcomes and impact. We will use metrics identified in building block 1 & 2 to inform the data collected, presented

and analysed across the partnership (MM2.3).

BB3.3.6 - We will launch the outcomes and performance framework at the inclusion event to clearly communicate to all

partners (MM3.3, MM4.5).

BB3.3.7 - We will submit the quarterly data return and review our performance against the target trajectories set out in our plan. Where re-scoping of projects is required this will be done swiftly to enable continued progress. Building Block 4 (BB4) - Encouraging Inclusive culture and behaviour

BB4.1 Partnership learning, Insight and a culture of continuous Improvement

BB4.1.1 - We will co-produce and publish a set of learning principles that will describe how the Staffordshire partnership learn together. These will be signed off and signed up to

By the end of year one the deliverable elements of this project will be completed. There will be actions to review the impact of this and assess whether the learning culture has improved

within all layers of the governance structure. (BB3.3)

and can be evidenced.

BB4.1.2 – We will define and publish our partnership learning cycle setting out how insight is reviewed, learning is captured

We will complete a full review of the maturity matrix annually alongside our self evaluation review and refresh process. We will use this to measure partnership wide progress and learning and develop any short term action plans to address gaps that are identified.

and how it informs decisions and improvement. It will become part of the governance arrangements at all levels and will be considered at commissioning and review points. (BB3.2 &

BB3.3)

BB4.1.3 – We will have regular, structured discussions focused on learning (not performance or assurance) considering

emerging pressures and variation of lived experience. It will be a standing item on management and strategic meeting agendas with learning recorded and acted upon.

(BB3.2)

BB4.1.4 – Within the performance and outcomes framework we will explicitly include the development of a single shared view of SEND spend and drivers to enable us to understand the key cost drivers in the system and links between spend and system pressures. Enablers – Building Block 1

National Guidance

National Guidance

Digital

• The Inclusion criteria for schools Ofsted Inspection will inform the Staffordshire definition of Inclusion. • The DfE 7 principles of inclusion for schools inclusion strategies

• There is an aspiration that the Staffordshire Index for Inclusion will be hosted on an online platform and accessed digitally • An aspiration to import setting self- assessment gradings into the Local

• The anticipated national definition of inclusion

Digital

Authority database to enable triangulation of information

• There is an aspiration that the Staffordshire Index for Inclusion will be hosted on an online platform and access digitally • An aspiration to import setting self-assessment gradings into the Local Authority database to enable triangulation of information • The Local Offer platform needs to be flexible with how information is presented

• Experts at Hand guidance – will be support to settings on improving inclusion, universal offer & ordinarily available inclusive provision

Data

• We will need access to good quality data on SEND & inclusion measures to triangulate the inclusion self-assessments

Workforce

• Education setting leadership represented on project groups to share best practice • The SEND & Inclusion Hub model – vehicle for bringing professionals together for development, implementation & maintenance • A project manager to ensure alignment and sequencing of work across the 3 projects • Recruit to Icb Slt Advanced Practitioner role

Communication

• There will need to be dedicated support to ensure effective communication across the breadth of the SEND & Inclusion partnership, including all settings and families.

Data

• We will need access to good quality data on SEND & inclusion measures to triangulate the inclusion self- assessments

Workforce

Communication

Digital

• Education setting leadership represented on project groups to share best practice • The SEND & Inclusion Hub model – vehicle for bringing professionals

• Dedicated support to ensure effective communication across the breadth of the

• There is an aspiration that the Staffordshire Index for Inclusion will be hosted on an

Co-production promise

• Our co-production promise enables us to ensure consistency across strategic, management and operational layers of the partnership (BB3.1)

Workforce

• A workforce who has capacity and capability to deliver on the actions set out in the SEND Reform plan (BB3.1, BB3.2, BB3.3)

Data

• Systems and processes that enable the recording and retrieval of relevant data (qualitative and quantitative) items across the partnership. (BB3.1, BB3.3)

Digital

EHCP in their local mainstream settings accessing education (6) • SM6: An increase in the proportion of children with an EHCP attending an Early Years setting (6) • SM7: A reduction in the number of children not in education as settings will be more inclusive (8) • SM8: A reduction in the proportion of children Electively Home Educated • SM9: A reduction in absence for all children including children with SEN. • SM10: An increase in the number of hits on the Local Offer website. • SM11: A reduction in the proportion of children escalating to statutory assessment following Eapdr • SM24: A demonstratable improvement against the maturity matrix assessment • SM28: Successfully recruit to identified roles

• SM3: The publication of the Staffordshire graduated approach process • SM24: A demonstratable improvement against the maturity matrix assessment • SM28: Successfully recruit to identified roles • SM29: A reduction in the proportion of young people posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young people with an EHCP accessing EOTAS

• SM5: An increase in the proportion of children with an EHCP in their local mainstream settings accessing education (6) • SM6: An increase in the proportion of children with an EHCP attending an Early Years setting (6) • SM7: A reduction in the number of children not in education as settings will be more inclusive (8) • SM8: A reduction in the proportion of children Electively Home Educated • SM9: A reduction in absence for all children including children with SEN. • SM10: An increase in the number of hits on the Local Offer website. • SM13: A reduction in the number of exclusions due to persistent disruptive behaviour (BB1.1, BB1.2, BB1.3) • SM11: A reduction in the proportion of children escalating to statutory assessment following Eapdr • SM24: A demonstratable improvement against the maturity matrix assessment

the data return section number in brackets.

posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young people with an EHCP accessing EOTAS

• SM9: A reduction in absence for all children including children with SEN.

• SM18: A reduction in the number of exclusions for children in mainstream settings with an EHCP

• SM18: A reduction in the number of exclusions for children in mainstream settings with an EHCP

• SM12: % of settings in the top 2 grading categories for the index for inclusion (to be defined) • SM5: An increase in the proportion of children with an EHCP in their local mainstream settings accessing education (6) • SM6: An increase in the proportion of children with an EHCP attending an Early Years setting (6) • SM7: A reduction in the number of children not in education as settings will be more inclusive (8) • SM8: A reduction in the proportion of children Electively Home Educated • SM24: A demonstratable improvement against the maturity matrix assessment • SM28: Successfully recruit to identified roles • SM29: A reduction in the proportion of young people posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young

• SM4: % of settings in Staffordshire having completed the Staffordshire Index for Inclusion & universal offer and Oap self-assessment and submitted it to the Local Authority. • SM5: An increase in the proportion of children with an EHCP in their local mainstream settings accessing education (6) • SM6: An increase in the proportion of children with an EHCP attending an Early Years setting (6) • SM7: A reduction in the number of children not in education as settings will be more inclusive (8)

people with an EHCP accessing EOTAS • SM32: A reduction in the proportion of referrals to health services that are inappropriate

• SM8: A reduction in the proportion of children Electively Home Educated • SM24: A demonstratable improvement against the maturity matrix assessment • SM28: Successfully recruit to identified roles • SM29: A reduction in the proportion of young people posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young people with an EHCP accessing EOTAS • SM32: A reduction in the proportion of referrals to health services that are inappropriate

Success measures Building Block 3

• SM20: There will be a clear, shared governance in place and operating effectively evidenced by regular attendance and representation from education (including MATs), health, Pcf and other partners at SEND partnership boards • SM21: There will be 8 Pcf satellite hubs set up • SM22: Increase in the Pcf membership across Staffordshire • SM23: Better planning, decision-making and commissioning are achieved and evidenced through a common partnership understanding and shared data. • SM24: A demonstratable improvement against the maturity matrix assessment • SM10: An increase in the number of hits on the Local Offer website • SM28: Successfully recruit to identified roles

• SM22: Increase in the Pcf membership across Staffordshire • SM23: Better planning, decision-making and commissioning are achieved and evidenced through a common partnership understanding and shared data. • SM24: A demonstratable improvement against the maturity matrix assessment • SM10: An increase in the number of hits on the Local Offer website • SM28: Successfully recruit to identified roles • SM31: Increased percentage of EHCP Section A audits graded as gold (Invision 360)

• SM24: A demonstratable improvement against the maturity matrix assessment • SM22: Increase in the Pcf membership across Staffordshire • SM23: Better planning, decision- making and commissioning are achieved and evidenced through a common partnership understanding and shared data. • SM10: An increase in the number of hits on the Local Offer website • SM28: Successfully recruit to identified roles • SM31: Increased percentage of EHCP Section A audits graded as gold (Invision 360)

Success measures Building Block 4

• SM26: A shared understanding of what learning means for our SEND partnership in Staffordshire articulated in our learning principles document. • SM27: A published partnership learning cycle which will enable us to demonstrate how our learning influences the decisions we make.

• SM7: A reduction in the number of children not in education as settings will be more inclusive (8) • SM29: A reduction in the proportion of young people posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young people with an EHCP accessing EOTAS • SM5: An increase in the proportion of children with an EHCP in their local mainstream settings accessing education (6) • SM8: A reduction in the proportion of children Electively Home Educated • SM10: An increase in the number of hits on the Local Offer website.

• SM7: A reduction in the number of children not in education as settings will be more inclusive (8) • SM29: A reduction in the proportion of young people posy 16 with an EHCP who are Neet • SM30: A reduction in the proportion of children & young people with an EHCP accessing EOTAS • SM5: An increase in the proportion of children with an EHCP in their local mainstream settings accessing education (6) • SM8: A reduction in the proportion of children Electively Home Educated • SM10: An increase in the number of hits on the Local Offer website.

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

objectives. The partnership of this work partnership of this work group will which will then until year 2 and launched until year 2

Outcome

have be published at the Use booking data to monitor booking of places at inclusion events and target comms as needed.

Identify which representation on the Local Staffordshire

Settings, families and the partnership have co-

schools across the Offer.

Inclusion attended the partnership event.

developed a shared understanding of what inclusion means in Staffordshire & how children’s needs are best met in their local mainstream setting

We will have a inclusion event with education draft We will review (follow up in representation Staffordshire the Y2 Q1) including early Index for consultation years, schools, inclusion responses and MATs and ready to respond as further Identify which consult the appropriate.

education Ey settings wider providers.

attended the We will launch partnership inclusion event the toolkit at We will on.

Success measures

(follow up in the inclusion commence Y2 Q1) We will begin events.

• A co-produced definition of inclusion is agreed and signed off by the partnership. • A co-produced Staffordshire Index or Inclusion with accompanying

best practice to develop the research (local, Identify the We will have toolkit and national & parental held the self- international) engagement inclusion event assessment to identify by for schools tool to support existing representation settings to use evidence- by district based models

toolkit to enable settings to complete a self-assessment benchmark • We have held a Staffordshire Inclusion event to launch the definition & Index for inclusion.

to inform the the Index for and post-16 (district based development Inclusion.

providers Pcf satellites of our to follow up in We will open We will have Staffordshire Y2 Q1) bookings for held an definition for Track the clicks on the webpage / portal to access the index for inclusion toolkit the Q4 inclusion event inclusion inclusion for Ey settings We will review events at the We will have held an inclusion event for families all feedback start of Q3 and from children monitor & young booking people (from throughout our SEND & We will provide an update to SENCos via the SENCo network, to Headteachers via the headteacher briefings and to CEOs via the Ceo network and to the Ey networks in each district.

AP Strategy consultation) to understand what Staffordshire’s children & young people’s understanding of inclusion is.

We will plan and book the date and venue for the Q4 inclusion events

SEND Principal Officer & A School Leader

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

Building block 1

We will set up We will have The a task & finish our shared Staffordshire

BB1.2: Universal offer & Ordinarily Available Inclusive Provision

group and definition of definition of develop a universal offer Universal offer project plan to and ordinarily and ordinarily meet the available available agreed inclusive inclusive objectives provision for provision will

Outcome

all settings be launched at We will

More children and young people with SEND have their needs met earlier and effectively in local

from Ey the commence through to Staffordshire best practice Post-16 Inclusion research (local, agreed by the event.

national & SEND & international) Guidance and

mainstream provision without escalation to statutory processes.

Inclusion to identify principles partnership existing around which will then evidence- Staffordshire’s be published

Success measure

based models “universal to inform the offer” and

• Increase in the number of children supported through the universal offer. • Reduction in the rate of EHCP requests • Reduced spend on independent and out-of-area placements. • Reduction in the number of exclusions

development on the Local Ordinarily of our Offer.

Available Staffordshire Inclusive We will consult definition of Provision will the wider universal offer be published partnership on and ordinarily on the Local the available Offer.

Staffordshire inclusive definition of We will launch provision universal offer the toolkit at and ordinarily the inclusion available events.

inclusive provision.

We will begin to develop the toolkit to support settings to identify strengths and areas for development in relation to the universal offer and ordinarily available inclusive provision (part of the wider Index for Inclusion toolkit).

SEND Principal Officer & A School Leader

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

Building block 1 –

We will set up a task &

We will have our draft

The Staffordshir

BB1.3 Graduated approach

finish group and develop a project plan to meet the agreed

graduated approach pathway guidance document agreed by

e graduated approach pathways guidance will be signed off

Outcome

objectives

the SEND & Inclusion partnership which will then be published

by the SEND & Inclusion partnership and launched at

All education settings use a consistent and agreed graduated

We will complete a

approach pathway so

that support is timely, contingent and well understood by families and professionals.

benchmark activity of what is known of the graduated

on the Local Offer.

the Staffordshir e Inclusion events.

We will

commence a full review of our Eapdr strategy based on qualitative

approach and the understandi ng from settings by creating

We will complete the review of our Eapdr strategy and

Success measures:

Improved timeliness of early intervention support.

Increased confidence reported by schools and parents in the graduated approach.

Improved attendance and engagement for pupils with SEN in mainstream settings.

surveys, focus groups and creating feedback opportuniti es.

and quantitative data.

share the findings with the SEND & Inclusion Partnership Group and

agreed next steps

We will co- design our draft

graduated approach pathway guidance document with

We will review the information on the Local

Offer and develop a plan to improve accessibility to information

partners

We will begin to work with

the data teams to develop metrics to evaluate Eapdr quantitativel

for all settings and

parents and carers.

y.

Head of SEND & Mpft SEND Service manager/Dco when appointed

Building block 2

In line with our In line with our In line with our We will We will We will review 3 year plan, 3 year plan, 3 year plan, convene a complete a the interim

BB2.1: Experts at Hand

there is no there is no there is no core expert at needs and Experts at expected expected expected hand capacity Hand delivery

(EAH8)

change to change to change to leadership analysis from to inform any data as a result data as a result data as a result team to agree 0-25 to inform amendments of this work of this work of this work their model of the Experts at required to the

Outcome

until year 2 until year 2 until year 2 service Hand Experts at delivery. We approach. This Hand An interim Experts at Hand delivery plan based on existing systems level work A draft Experts at Hand approach ready for sign off

mainstream early years, schools and colleges are able to access

Identify which will design the will include approach.

schools governance Identifying the attended the We will design arrangements destinations of

specialist advice and intervention earlier, reducing reliance on formal escalation routes.

inclusion event the around all (follow up in methodology Experts at Staffordshire Y2 Q1) for recording Hand, agree Cyp with SEN Experts at Terms of in Fe educated Identify which Hand delivery Reference and out of area

Success measure

Ey settings within our scope.

(EAH11).

attended the existing

• Increased use of expert advice and coaching support prior to statutory assessment requests. • Evidence from settings that advice is received at the point

inclusion event We will set up We will have a Management (follow up in task and finish draft co- Information Y2 Q1) groups/subgr designed Systems to oups to deliver Experts at enable data Identify the on the agreed Hand around parental areas of work approach for Experts at

of need, supporting earlier decision-making and intervention. • Positive feedback from SENCOs and leaders on the accessibility and responsiveness of the offer.

and co- sign off by the Hand delivery engagement production of SEND & to be included by the Experts at Inclusion within the representation Hand Partnership.

Inclusion by district approach from This will dashboard (district based April 2027.

include the (link to Pcf satellites evaluation Building block to follow up in Current methodology 3) Y2 Q1) service offers for measuring Track the clicks on the webpage / portal to access the Experts at Hand approach will be We will launch impact.

mapped and the full Experts Following sign existing at Hand off a detailed experts at approach at implementatio hand delivery the n plan will be will be Staffordshire created.

identified. We inclusion will develop We will event.

an interim complete a service recruitment delivery model plan to enable to ensure that delivery of the all settings Experts at have access to Hand a minimum Experts at approach from Hand offer.

April 2027.

We will We will publish on the publish the Local Offer our new co- Experts at designed Hand forward Experts at plan Hand approach on We will begin the Local to recruit to Offer.

the core We will develop an algorithm to determine the Experts at Hand entitlement for each setting considering the specific complexities of Staffordshire (EAH11).

Experts at Hand roles (Ep, Ot, Salt, Specialist Teachers) Once published, we will have regard to the guidance on the Icb Slt Advanced Practitioner role and work collaboratively with local authority partners across the Icb cluster to commence recruitment to this post.

Senior Commissioning Manager

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

In line with our 3 year plan, there is no expected change to data as a result of this work until year 2

Building block 2

We will have The section We will begin In line with our agreed the job 106 staff will early 3 year plan,

BB2.2 Sufficiency & place planning

description be in post and engagement there is no and completing an with planning expected responsibilitie induction.

and change to s for the developers to data as a result section 106 identify capital of this work

Outcome

lead and funding until year 2.

The findings

We will have a strengthened and

began the streams and from the Scap consider this

shared understanding of current and future SEND and AP sufficiency pressures, with a clear, data-led place planning approach in place to

recruitment return will be in the The first process.

triangulated sufficiency cohort of with SEND planning enhanced The July Scap demand data, resource submission The draft placements bases will be will be SEND & and finance ready to complete.

Alternative

inform commissioning, capital planning and system decision-making

(link to accept provision building block students with We will complete the evaluation of the expressions of interest for the enhanced resource bases sufficiency 3) an EHCP.

statement will We will have a draft SEND & alternative Provision sufficiency statement We will have be signed off sought formal by the SEND &

Success measures

approval for Inclusion the new Semh partnership

• Clear priorities for future place development are agreed, aligned to inclusion, local provision and value for money principles.

and autism and used to special school inform wider and Primary place planning PRU and have and an commissionin implementatio g decisions.

• Improved confidence across partners that place planning decisions are evidence-based, transparent and

n plan in place to deliver this We will define We will and share the identify phase criteria which

aligned to wider SEND reform objectives.

1 successful will be applied enhanced when resource base considering

• Early actions are identified to reduce reliance on out-of-area and high-cost provision where local solutions can be developed.

settings and the placement work with our of children at legal teams to an enhanced put resource base.

contractual arrangements in place.

We will be Significant change processes will be completed with the schools preparing for the first cohort of enhanced resource bases to and identifying which students will be placed in the bases based on need.

Co-production and Engagement Project Coordinator (Staffordshire Council of Voluntary Youth Services)

Benchmark available from co-production self-evaluation

Building block 3

We will have a Co-production The Pcf The next The Pcf plan in place self-evaluation membership tranche of Pcf membership

BB3. 1: Co-production, communication & lived experience

detailing how tool and will have satellite hubs will have we will template increased.

are increased.

establish the 8 action plan operational, Increase hits on the Local Offer – specifically the “you said, we did” page Parent Carer formally with early Forum satellite adopted evidence of hubs and across SEND increased Pcf

Outcome

identify which partnership membership.

Children, young people and families experience a SEND system where

Pcf member programmes “You said, we will represent and supported did” narrative at strategic through published on

their lived experience meaningfully shapes

boards.

communities the Local of practice.

Minimum Offer.

decisions, leading to improved trust, communication and confidence across the partnership.

co-production First tranche of Review of benchmark Pcf satellite Sendiass and hubs commissionin self-evaluation established g tool drafted within family arrangements

Success measure

and tested hubs, with completed, with a small clear locality

• Eight Parent Carer Forum satellite hubs established and operational, with

with agreed number of coverage and actions to communicatio strengthen any

increased Pcf membership across Staffordshire. • Clear evidence that lived experience informs decision-making, demonstrated through published “you said, we did” communications. • Evidence of co- production at the individual level is demonstrated through audits that identify co-produced EHCPs.

services & n routes perceived teams.

agreed.

independence and transparency.

Mapping We will review completed of all youth voice existing family groups across engagement, the children’s lived-experien partnership ce insight and and explore SEND & AP how best to consultation revise our feedback, methodology identifying to capture where this lived aligns to experience for reform our children & projects.

young people voice so that it Initial aligns to the workforce aspirations of survey the SEND comparison reforms.

(2025–26) reviewed to identify key Leaders’

barriers to lived-experien consistent ce visits co-production underway, practice and with learning inform an themes action plan.

collated and fed back to SEND & Inclusion Partnership Group.

Children and young people engagement initiated to co-design a toolkit for capturing authentic Cyp voice.

SEND Commissioning Manager

Final terms of Publication of Terms of Reference on SEND partnership SharePoint Tracking of hits on the Local Offer governance area

Building block 3 –

Comprehensiv SEND e review of reference governance

BB3.2: Governance & partnerships

existing SEND approved and page partnership implemented launched on governance across all the Local completed, SEND Offer, partnership including

Outcome

Terms of boards and transparent reference

The SEND partnership operates with clear, transparent and effective governance that enables timely decision-making, strong accountability and

sub-groups, information on reviewed and with consistent partnership refreshed for expectations structures, existing SEND around memberships governance attendance, and links to groups, with accountability the wider draft revisions and reporting.

children’s agreed in

joined-up leadership across the wider

system.

principle.

SEND governance

children’s system.

and decision-maki Governance ng framework mapping agreed, clearly

Success measures

completed, setting out identifying accountability,

• Clear and shared SEND governance arrangements in place and operating effectively, with agreed terms of reference, defined roles and responsibilities, and regular, well-attended partnership boards with representation from education, health, Pcf and wider partners. • Improved connectivity between SEND governance and the wider children’s system documented on the Local Offer with clear links to local authority, Icb, Schools Forum and

how SEND escalation governance routes, risk connects to management the wider and dispute children’s resolution system and across the where system.

escalation and decision-maki ng routes sit.

Named Sro for the SEND Reform Plan confirmed, with roles and responsibilitie s agreed and communicate

information already held. A plan will be created for filling identified gaps with clear information owners.

improved value for money.

arrangements developed, setting out roles, responsibilitie

Success measure

s, escalation routes and

• A co-produced SEND outcomes and performance framework aligning children’s outcomes, family experience, system performance and value for money, that is used for quarterly reporting and decision-making across the partnership. • Clear data governance and accountability arrangements in place, including defined roles for data quality, analysis and escalation where performance is off-track.

decision-maki ng expectations.

Working across the partnership we will begin to develop the Inclusion dashboard exploring access of data across education, health and care

The SEND & Inclusion Partnership will be responsible for the actions in this project

Co-production Finalised learning principles will be published Partnership cycle of learning will be published

Building Block 4

Explore links Partnership with local of partnership learning cycle

BB4.1: Partnership learning, Insight and a culture of continuous Improvement

universities learning formally and the theory principles adopted as of learning to completed, part of SEND see whether describing governance any how the arrangements partnership Staffordshire

Outcome

Regular learning could SEND structured be facilitated partnership

The SEND partnership demonstrates a shared culture of learning,

learning externally.

learns discussions together and established as uses insight to

using insight, lived experience and understanding of system pressures to drive continuous improvement, early intervention and better

a standing improve agenda item practice.

within Learning strategic and principles management formally meetings signed off at

value for money across Staffordshire.

SEND & Inclusion Single shared Partnership

Success measure

view of SEND Group.

spend and

• A shared understanding of partnership learning embedded across the system, evidenced by co-produced learning principles that are agreed, published and consistently referenced within strategic, management and commissioning governance • A published and operational partnership learning cycle in place, demonstrating how insight (including lived experience and financial drivers) is routinely reviewed, learning is captured and directly informs decisions and improvement activity

Draft cost drivers partnership developed learning cycle within the developed, performance setting out and outcomes how insight framework (including lived experience and system pressures) is reviewed, learning captured and fed into decision-maki ng.

Projected Investment Spend per quarter Nb. The finance details for the Experts at Hand approach will be added once the recruitment plan is complete in Q2

The below are all funded from the transformation fund (Staffordshire allocation £610,000 in year 1)

The below are all funded from the transformation fund (Staffordshire allocation £610,000 in year 1)

The below are all funded from the transformation fund (Staffordshire allocation £610,000 in year 1)

Project manager x 3 (BB1, BB2, BB3)

Project manager x 3 (BB1, BB2, BB3)

Project manager x 3 (BB1, BB2, BB3)

£49,283

£49,283

£49,283

Performance lead

Performance lead

Performance lead

2 days/week (BB3)

2 days/week (BB3)

2 days/week (BB3)

£8,775

£8,775

£8,775

Data analyst (all Bb)

Data analyst (all Bb)

Data analyst (all Bb)

£16,428

£16,428

£16,428

Education Systems Development Officer (all Bb)

Education Systems Development Officer (all Bb)

Education Systems Development Officer (all Bb)

£12,230

£12,230

£12,230

Programme support (all Bb)

Programme support (all Bb)

Programme support (all Bb)

£16,428

£16,428

£16,428

School leader(s) (all Bb)

School leader(s) (all Bb)

School leader(s) (all Bb)

£25,626

£25,626

£25,626

Lived experience lead (BB3)

Lived experience lead (BB3)

Lived experience lead (BB3)

£11,244

£11,244

£11,244

Parent representative (commissioned – all Bb)

Parent representative (commissioned – all Bb)

Parent representative (commissioned – all Bb)

£12,230

£12,230

£12,230

Young person representative (explore

Young person representative (explore

Young person representative (explore

apprenticeships)

apprenticeships)

apprenticeships)

£8,950

£8,950

£8,950

Commissioning officer (BB2)

Commissioning officer (BB2)

Commissioning officer (BB2)

£16,428

£16,428

£16,428

Commissioning support

Commissioning support

Commissioning support

officer (BB2)

officer (BB2)

officer (BB2)

£9,542

£9,542

£9,542

Scvys commissioned co- production lead (BB3)

Scvys commissioned co- production lead (BB3)

Scvys commissioned co- production lead (BB3)

£9,542

£9,542

£9,542

Slt Advanced Practitioner (0.6 Fte)

Slt Advanced Practitioner (0.6 Fte)

Slt Advanced Practitioner (0.6 Fte)

£11,500

£11,500

£11,500

Total: £208,206

Total: £208,206

Total: £208,206

The Q2 costs will be lower than projected as all roles will not commence on 1st July 2026

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

We will deliver the first-year plan through a clear, shared programme of activity underpinned by strong governance, co-production and collective accountability. Delivery will be overseen through the established SEND partnership arrangements, bringing together the local authority, Integrated Care Board, education settings, and parent carer and young people representatives.

In year one, partners will prioritise strengthening inclusive mainstream practice as the foundation of the system. This includes developing the Staffordshire Index for Inclusion, Universal Offer and Ordinarily Available Inclusive Provision within the Graduated Approach. We will bring in dedicated project management capacity to oversee these areas in Building Block 1 to ensure alignment across all projects. Additional designated project management will be brought in to manage the Experts at Hand project alongside the service leads.

We will use the transformation fund to build a SEND reform delivery team within our existing structures and specialist teams within the Local Authority This will bring in around 16 additional members of staff to deliver the SEND Reform plan (detail above). This will include programme management capacity, project management, performance leadership, data analysis specialists, school leaders, parent representatives and leaders for lived experience.

As we are a large Local Authority, further work to develop the SEND Reform plan will be prioritised in quarter 2 of year 1 to ensure that all projects are set up to deliver successful outcomes for our children and young people and their families.

6. Other funding Local Authorities.

Block Transfers:

We have made a block transfer from the Schools Block to the High Needs Block for 2026–27, equivalent to £3.6m. This funding is being used to deliver the inclusion and early intervention activity set out in this SEND Reform Plan (and detailed in the Staffordshire SEND & AP improvement Plan and Dsg Management Plan). Specifically, the transfer is supporting work to strengthen a culture of inclusion so that more children and young people with SEND can access

mainstream education locally (where appropriate) with the right specialist input. It is funding enhanced pre statutory support through the Enhanced Assess, Plan, Do, Review (Eapdr) pathway, including targeted interventions for children requiring additional support to access mainstream education, building on existing best practice and the SEND locality district model. The transfer also supports delivery of the Staffordshire Enhanced District Inclusion Support (Sedis) model, providing schools and settings with access to high quality advice and practical support to build mainstream capacity and meet needs earlier. Where additional specialist input is required, the funding supports ‘Enhanced In Reach’ placements, underpinned by our specialist settings. This block transfer is therefore directly mapped to the Building Blocks set out above (BB1–BB4) and the 2026–27 first year delivery activity in this plan.

Capital:

We are using High Needs capital to deliver a 0–25 sufficiency programme with inclusion at its core, aligned to our SEND & AP Strategy 2026–2029, Dsg Management Plan and our SEND reform plan. Our priority is to rebalance provision so more Cyp with EHCPs can access local mainstream education and reduce travel and reliance on independent/out-of-county placements. Funding is allocated using demand forecasting, placement and travel data, and will follow core minimum requirements: deliverable projects, value for money, compliance with DfE specifications and procurement routes, and co-production with schools/settings, MATs/trusts, early years, Fe, parents/carers and Cyp.

We are investing in mainstream inclusion (accessibility adaptations, sensory/communication spaces and assistive technology) alongside workforce and graduated response workstreams. We are currently in the process of developing a countywide network of Enhanced Resource Bases (ERBs) across early years, primary, secondary and post-16, with agreed cohort definitions (e.g., autism, Slcn, Semh/anxiety-based non-attendance, moderate learning needs) with clear commissioning/admissions routes and annual delivery rounds. Our approach will target growth to localities generating the longest journeys, including cluster/satellite models to increase local access. We are also improving the suitability of our education estate through inclusive design and accessibility upgrades. Any increases in special school or specialist post-16 places will be evidence-led and tightly scoped, only where needs cannot be met through mainstream or inclusion bases (e.g., highest complexity requiring specialist environment/therapeutic input), with a clear rationale focused on reducing

independent placements and travel. If capital replaces any planned special/AP free school, we will set out an equivalent sufficiency solution (accelerated inclusion bases plus targeted specialist/AP capacity) and engage relevant trusts through structured sufficiency planning.

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

Partnership co-production is standard practice in Staffordshire and aligns to our Co-production promise. Our Eapdr and Sedis strategies were co-produced as part of our Accelerated Progress Plan response in 2022-2024, followed by extensive co- production across the partnership for our SEND & Alternative provision strategy throughout 2025. We have built on this approach and strong foundation when co-producing our SEND Reform plan.

This was achieved across 4 whole day workshops where the ambition for Staffordshire was discussed, developed and collectively agreed with representation from Local Authority leaders and practitioners, Health Icb, Health providers, Early Years, Schools, MATs, PRUs, Post 16, parents, Early Help, Children’s Social Care. The energy in the room demonstrated the commitment of our partnership to sustained, purposeful engagement with system partners and stakeholders to co-develop and implement the SEND Reform Plan. Building on established joint working between the local authority, Integrated Care Board and education providers, engagement will continue to be structured, inclusive and focused on shared accountability for outcomes.

Our journey continues on 30 June 2026 at a countywide schools conference at which we will be sharing the early coproduced SEND Reform Plan with all Staffordshire school for further shaping.

Schools and early years settings will be engaged through existing locality networks, headteacher forums, SENCo networks and early years inclusion briefings. These forums will be used to shape and test reforms relating to inclusive mainstream practice, graduated responses and the use of earlier, non-statutory support. Engagement will also support schools and settings to adapt to changing roles and responsibilities arising from the Schools White Paper, including strengthened expectations around inclusion, collaboration and system leadership. The partnership will work with education leaders to manage this transition collaboratively, ensuring clarity of roles and consistent messaging.

Alternative provision, Fe and post-16 providers, including those outside Staffordshire attended by local young people, will be engaged through targeted provider forums and commissioning discussions. This will focus on transition planning, preparation for adulthood, and improving alignment between education, health and care pathways across boundaries. Cross-border engagement will ensure reforms are experienced consistently by young people, regardless of provider location.

Parents and carers, and children and young people with SEND, will remain central to the plan development and implementation. The partnership will continue to work with Parent Carer Forums and newly developing children and youth participation groups to co-design priorities, test proposed changes and monitor impact.

Governance arrangements will support engagement translating into action, with feedback loops embedded within partnership boards and delivery groups. Data and financial intelligence will be shared transparently with partners to support collective decision-making and system sustainability.

Support from the Department for Education will continued to be valued as they provide a space for reflection and challenge as we move through the journey of SEND reform.

8. Risks and Mitigations

Note I1 is an issue rather than a risk.

9. Dependencies

Our proposed SEND future state and delivery roadmap will be implemented in a complex and evolving policy environment. A number of national and local reform programmes will directly influence the pace, sequencing and sustainability of SEND transformation. The partnership has identified the following key dependencies and has established clear mitigations to ensure delivery remains on track.

Current and emerging NHS reforms, including Integrated Care System arrangements, workforce pressures and commissioning

changes, have a direct impact on SEND pathways, particularly around speech and language therapy, occupational therapy, mental health support and autism and Adhd services. These reforms may affect capacity, service models and response times for children and young people with SEND.

To manage this dependency, health partners are embedded within the SEND governance structure and jointly accountable for delivery of the SEND future state. A shared commissioning approach, aligned demand modelling and regular system oversight through the SEND partnership board will ensure changes to NHS structures or priorities are reflected quickly within local SEND plans. Joint milestones and shared outcomes will minimise the risk of misalignment.

Local government re-organisation presents a structural dependency for SEND transformation, particularly in relation to governance, decision-making routes, delegation of statutory responsibilities and financial accountability. Lgr may also create short-term capacity pressures during transition periods.

We will mitigate this through a clear articulation of SEND system functions that must be preserved regardless of organisational form. Future-proofed governance arrangements, consistent operating principles and shared data standards will enable continuity of delivery. Transition planning will ensure SEND improvement activity is explicitly prioritised during any period of organisational change.

National Children’s Social Care reforms, including the development of Family Help, changes to thresholds and practice frameworks, and greater emphasis on prevention and earlier intervention, are closely interdependent with SEND reform. These changes will influence referral routes, workforce roles and how children and families experience the system.

We have aligned SEND and Children’s Social Care transformation into a single, integrated improvement approach. Joint workforce development, shared demand management strategies and aligned performance frameworks will ensure SEND children benefit from social care reforms rather than experience fragmentation during transition.

The expansion of Family Hubs and the Best Start in Life programme is a critical dependency for the SEND future state, particularly in strengthening early identification and support for children with emerging needs. Timing, coverage and resourcing of hubs will directly affect demand for statutory SEND services.

We will align SEND pathways to the Family Hub model, ensuring consistent routes into support and clear escalation pathways.

Data-sharing agreements, co-location of services where possible and shared outcomes reporting will support seamless delivery across early years, health and SEND services.

National and local Best Start in Life strategies have a strong preventative focus that complements SEND reform ambitions. However, changes to national guidance, investment priorities or delivery models could impact local planning assumptions. Education partners will monitor curriculum and assessment reforms through joint governance, phased implementation and review to protect inclusive practice and system stability.

While proposals for future council structures are being considered nationally and locally, the statutory responsibilities for children and young people with SEND remain unchanged.

The local authority will continue to act as system convener, working with partners across education, health, and care to deliver the commitments set out in this Plan. Governance, accountability, and delivery arrangements will be kept under review to ensure continuity of leadership, stability for families, and uninterrupted progress against the reform priorities, regardless of any future structural change.

Section 3 – Monitoring and Evaluation

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

We will adopt a similar methodology to that used for our Accelerated Progress Plan following feedback from our DfE and Nhse advisors. The reform plan will be managed as a programme of work, split into the projects as specified in section 5 of this document. In line with the governance arrangements, project leads will be responsible for the development of plans which set out the “how” for the deliverables and milestones agreed. Plans will have defined owners of all actions, and they will be live documents clearly tracking progress. Each project lead will manage risks within their project plan, and where significant risks are identified these will be escalated and discussed with the wider programme group. On a quarterly basis, project leads will be required to provide status updates against the pre-agreed milestones within the SEND reform plan, clearly evidencing whether they are on track and able to articulate the impact of the work so far. Each project lead will have a quarterly 1-2-1 with the SEND programme lead as means of quality assurance for delivery, as well as supporting with any project level challenges.

Progress on the delivery of the SEND reform plan will be reported in line with the designed governance but as a minimum to the SEND & Inclusion Partnership Group and SEND Strategic Effectiveness Board to enable transparent monitoring of progress. The new independent chair of the SEND Strategic Effectiveness Board adds strength to the governance arrangements already in place. The quarterly updates will be presented alongside the data and performance (and outcomes when it is live) information.

For the tracking of success measures, we will develop a methodology by which all measures are easily reported in one place. This will be developed later on in year 1 as the Local Authority moves on to a new Management Information System and therefore new reporting structures are designed. The reporting structure will include the quarterly update of the data return as mandated by the Department.

As the programme of work develops, the Inclusion dashboard will be launched which will strengthen the partnership’s ability to monitor and track progress, particularly around building blocks 1 and 2. This will enable greater partnership oversight at a system level.

In order to ensure successful and meaningful implementation, as part of our regular performance cycle we will annually

undertake a comprehensive review of the Self Evaluation Framework, Maturity Matrix and project progress against the plan. This monitoring and feedback will inform any changes to the years 2 &3 deliverables which will be developed and adjusted based on our learning.

Challenges remain with access to and sharing of data between the Local Authority and the Icb due to geographical and recording protocols. We will continue to work in partnership to identify and overcome these barriers and find solutions. Our existing quarterly reporting for performance and quality assurance will be significantly strengthened through the work in building block 3 that will ensure that the partnership has stronger awareness and ownership of listening to the lived experience and voice of children, young people and families. This will enable the critical feedback loops within building block 4 to be embedded and support us to move to a culture of learning and continuous improvement.

11. Reporting to DfE

Appendix 4 - Section 13 - Staffordshire SEN See appendix 4

Section 4 – Governance

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

Appendix 5a - Section 14 - SEND Par

Appendix 5b - Section 14 - SEND Imp See appendix 5a & 5b

Section 5 – Central Government Support

13. How can we help you? To implement our SEND Reform Plan at the pace and scale required, we would value continued support from central government across four connected areas:

• Sustained investment and clarity over funding across the Spending Review period will be essential to help us move from a system shaped by late intervention and high-cost demand to one built on inclusion, earlier support and stronger local sufficiency. • We would benefit from practical implementation support, including timely access to guidance documents, national tools and templates, and continued support from our DfE-commissioned adviser to provide constructive challenge and a productive space for reflection as we navigate reform. • National support to strengthen workforce capacity across education, health and care will be critical, particularly in relation to specialist expertise, early years and mainstream inclusion. This includes support to address the shared challenge of securing sufficient expert capacity in a context of growing competition across regions. • We would welcome continued opportunities for regional collaboration with SEND colleagues, supported by DfE professionals, alongside clear national leadership to align policy, accountability and delivery expectations across partners. Together, this combination of investment, implementation support, workforce development, regional collaboration and system alignment would materially strengthen our ability to deliver reform successfully.

Annex B - Supporting Documents

Annex C – Risk Matrix