Cheshire West and Chester Local SEND Reform Plan 2026

The Local SEND Reform Plan

March 2026

Contents 1. Introduction 3 Document Overview 3 The Local SEND Reform Plan 4 2. Laying the Foundation for Reform 6 The Experts at Hand Offer 7 Embedding the Experts at Hand Offer Within a Broader Reform Strategy 11 Strengthening Effective Partnerships and Practice 13 Governance 17 Funding 18 Structure of the Local SEND Reform Plan 20 3. Submission, Review, and Monitoring Process 21 Submission 21 Review 22 Monitoring 22 High Needs Stability Grant 24 4. Questions 24 Annex A: Local SEND Reform Plan 25 Executive Summary 28 Section 1 — Vision and Goals 30 Section 2 — Strategy 34

Section 3 — Monitoring and Evaluation Error! Bookmark not defined.

Section 4 — Governance Section 5 — Central Government Support Annex B - Supporting Documents

Annex C — Risk Matrix

70 75 77 78

1. Introduction

Document Overview

This document is designed to support local area partnerships develop a Local SEND Reform Plan with most sections pertaining to the local area partnership as a whole, in particular, local authorities (LAs) and Integrated Care Boards (ICBs), multi-

academy trusts (MATs) and schools. Sections that pertain solely to local authorities

are clearly marked [Meyer 1PsUiiiteyei ters.

While this document addresses local area partnerships, the government’s expectation is that the local authority is the system ‘convener’; taking the lead to bring together all system partners and ensure they work together to develop and deliver the Local SEND Reform Plan. Similarly, the government has clear expectations on all system partners to proactively respond to the local authority's leadership, ensuring they commit resources and fulfil their responsibilities in the partnership. Central government will actively engage where system partners are not responding to the

local authority’s leadership. The document contains the following:

1. The Local SEND Reform Plan Guidance Overview and a practical guide to help local area partnerships complete the

plan.

2. Local SEND Reform Plan Template — Annex A The delivery plan that local area partnerships are expected to complete and return to the Department for Education and NHS England by 19 June 2026.

3. Supporting Documents — Annex B A list of key resources and references including links to relevant policy

documents, tools, and guidance referenced throughout.

The Local SEND Reform Plan

The 0-25 SEND system has been under significant and prolonged pressure, resulting in a system that is failing too many children and young people. Local services are overstretched, some children’s needs are escalating unnecessarily to crisis point, and financial pressures have become unsustainable. Yet within this challenging landscape, many local area partnerships have demonstrated determination and leadership - working very hard to improve their local services and often developing compelling and innovative approaches to meet the needs of children and young people with SEND. The government is committed to collaborating with local area

partnerships to build on and scale what is working well.

We recognise that system-wide reform and investment is needed to deliver an inclusive and sustainable system that stands the test of time. However, realising this vision will only be possible if every local area takes full responsibility for driving significant improvement in the sustainable delivery of local services. It is imperative that all local areas begin this essential work through robust action plans that demonstrate clear ownership, ambition and accountability. This step change in the delivery of local services cannot be optional; it is a critical expectation of all local area

partnerships.

As set out in the Schools White Paper, the government will reform the current SEND system, building on ongoing work to create a system that’s rooted in inclusion, where every child and young person receives high-quality support early on and can thrive in their local early years setting, school or college. The government's plan is to ensure opportunity for all by delivering an excellent, inclusive education for every child with a world class education and highly trained workforce. This will be based on an inclusive mainstream education system, with professional support for children and young people that need it, and improved, efficient and effective local delivery, as detailed below.

= Inclusive mainstream system: most children and young people with SEND will be supported to achieve and thrive in mainstream education settings through high-quality teaching, inclusive practice, and targeted support. Settings will be equipped to create the right environments, and multidisciplinary professional support services will be commissioned at a group

level to address needs efficiently.

= Specialist support for children that need it: Specialist settings will continue to play a vital role for children and young people who require a substantially different curriculum or highly individualised approaches that cannot be

delivered in mainstream educational settings.

= Efficient and effective local delivery: investment in and improvement of local services, including health, care, and wider workforces and resources, will support the delivery of joined-up, place-based provision. Local authorities will work with Integrated Care Boards to commission multi-disciplinary professional support across early years settings, schools and post-16 providers, taking a whole school approach at group level, so children and young people can access the help they need. Improvement of local services eases the pressure on home to school transport, ensuring fewer children and young people with SEND need to travel a long way from home to attend a school or setting. Local authorities will work with all settings to plan and deliver

the right physical spaces in mainstream nurseries, schools and colleges.

Delivering lasting change will take collective commitment and sustained effort from all of us; government, local authorities, health partners, early years, MATs, schools and colleges; working together with parents and carers to build the inclusive system our

children and young people deserve.

The Local SEND Reform Plan is the key delivery and accountability vehicle for this collaborative commitment, with expectations that it is revised annually as proposed reform is rolled out. We recognise that delivery of the plan will be within the current statutory framework, as such, local area partnerships will not be required to

implement any policy that is being consulted on or that will require legislative change.

This first iteration is about building on existing foundations and putting in place the

groundwork for reform. It aims to:

= Support central government to understand how the SEND system is being transformed nationally, understand how investment funding is being used to achieve reform priorities, identify innovative practice that can be disseminated

and scaled up, and identify where additional support may be required.

= Support local areas - local authorities, health partners, early years, MATs,

schools and further education - to develop and deliver a clear pathway toward

an inclusive and sustainable local SEND system that identifies and supports needs early, meets needs within the local area, is fair, effective and shared;

building on existing work and tailored to the unique context of the local area.

= Support local authorities to unlock investment funding and access support for historic and accruing deficits.

The Local SEND Reform Plan provides a framework that partnerships can use to establish a baseline for their local system and metrics against which transformation

progress can be tracked.

The government, working alongside local area leadership, will use the plans - and the insights from regular progress reviews - to understand delivery, support decision-making on investment funding and access to the High Needs Stability Grant, and reflect progress on target metrics. The Department for Education, in particular, will use the plans - incorporating the data returns, local partnership maturity assessments and core local reform plan — to establish a baseline and ongoing

monitoring of local area performance.

Throughout this process, DfE officials, health regional leads, SEND and financial advisers will support local area colleagues with access to tailored guidance and emerging insights to help shape and strengthen their plans. The Local Government Association (LGA) will also provide additional system leadership and transformation

support through the children’s and SEND improvement advisers.

2. Laying the Foundation for Reform

A central focus of this first iteration of the Local SEND Reform Plan is the introduction of the Experts at Hand (EAH) Offer and a strengthened approach to ensuring there are sufficient high needs places within mainstream settings, alongside a continued strengthening of effective partnerships and practice. Together, these initiatives aim to build a more inclusive and sustainable SEND system by ensuring mainstream settings, supported by collaborative and maturing partnerships, are equipped with both the right infrastructure and the specialist expertise needed to

meet the needs of children and young people with SEND.

The Experts at Hand Offer

The Experts at Hand Offer is a core pillar of the SEND reform programme, designed to strengthen the capability of mainstream education settings to meet the needs of

children and young people with SEND more effectively and inclusively.

Local areas should provide a defined route for mainstream education settings to access specialist support, including from a range of experts with specialisms in education & health, such as in, educational psychology, speech and language therapy, and occupational therapy, as well as through outreach from specialist settings. By adding support to shift to increased group-based models and whole setting advice and support, health and education professionals can deliver evidence- based support and intervention with greater impact and value, ensuring, where possible, needs do not escalate. This not only makes better use of a limited workforce but also reduces dependence on costly, individualised provision. There will continue to be children and young people with complex needs that will require

individualised and tailored support to meet their needs.

We know that strong practice and effective joint working already exist in many local areas where settings are supported to strengthen inclusive practice. We are keen to

ensure that local areas are building on these as they develop and scale up their offer.

Local area partnerships (Local Authorities, |CBs, and system partners including settings) are expected to build their Experts at Hand Offer so that it becomes an ongoing and embedded element of the SEND system.

In order to achieve this, as well as to support a more effective SEND system overall,

we need:

= To maintain access and referrals for those children who need specialist

referral pathways identified at triage based on educational and clinical need.

= Better joint working across ICBs, LAs, and local system partners including education settings, Best Start Family Hubs, Parent Carer Forums (PCFs),

health providers and children and young people.

= More effective joint commissioning between LAs and ICBs, including strategic planning and co-production with children, young people and families and local

partners.

= Astrong universal offer and fluid layers of support which can be accessed from day one, one of which should include an offer of support for mainstream education settings giving them access to universal and targeted support from

services across health and education — the new ‘Experts at Hand’ offer.

The aim of this offer is for mainstream early years settings, MATs, mainstream

schools and further education providers to improve across the following areas:

1. Understanding the needs of children and young people in their setting.

2. Putting structures in place to build relationships and co-production with the parent/carer community.

3. Strengthening the baseline level of capacity of settings and staff to meet commonly occurring SEND needs.

4. Reviewing practice regularly to ensure current approaches are the most suitable.

5. Improving knowledge of when and how to draw down additional expertise when required.

This model allows for more efficient deployment of multidisciplinary professionals, promotes broader skill development across settings, and supports a more dynamic and sustainable workforce. It also puts a stronger focus on collaboration between health professionals and education settings, enhancing the role of health professionals in education and enabling them to focus on strategic support to schools

and settings as well as system-wide impact.

The offer is designed to build capability within mainstream settings through joint working, empowering education staff to identify and meet a wider range of needs and enabling more children and young people to thrive in inclusive environments; and is expected to be jointly owned and resourced by the Local Authority and Integrated Care Board.

Local areas should consider how they will develop this offer to ensure there is support and appropriate provision across early years, primary, secondary, and further education settings. This should include developing effective models and partnerships for supporting young people with SEND who access further education in a different

local area.

Local areas’ have flexibility in how they commission or employ the multidisciplinary workforce required to deliver the offer. They are encouraged to explore, alongside other options, deployment through special schools and colleges, alternative provision schools, Neighbourhood Health Services, Best Start Family Hubs?, and Multi- disciplinary Family Help Teams. Local areas will need to work with neighbouring local area partnerships and representatives of the further education sector to consider how best to deliver this service to all colleges and other post-16 providers their young

people attend — including those out of their area.

Local systems are expected to begin building this offer using allocated investment funding as a core focus of their delivery in the first year, with the aim of having all Experts at Hand offers established and operational as the new reforms are

introduced.

Guidance relating to the Experts at Hand offer is due to be published in Spring 2026.

Core minimum requirements

Experts at Hand Offer

Local area partnerships will be expected to clearly and succinctly set out in their

plan:

= The delivery approach for this offer and the rationale for why the outlined approach is optimal for the local area. This will include setting out if delivery will be local authority-led, contracted to the ICB, in partnership with another area or through an external partner, and setting out the role of Best Start Family Hubs. Where delivery involves an ICB or external partner, please specify the partnership vehicle (such as an SLA or MOU) and how

performance will be assured.

1 Local areas who have been involved in ELSEC and PINS can use the structures they have in place and the learning they have gained to support the design of their offer. 2 New guidance to be published 23 March 2026.

A summary of the partnership approach to agreeing an optimal delivery model including how all system partners were engaged and how the

approach was informed by needs-based data.

How the EAH funding will enhance existing routes to access specialist input, and how the delivery model will be integrated with other services or offers

funded separately.

Proposal to collaboratively recommission alternative provision to align with the 3-tier model and best practice identified through Alternative Provision

Specialist Taskforces (APST) models.

Where alternative provision capacity is constrained, whether the LA will contract provision, partner regionally, or share expertise and the route chosen.

Proposals for commissioning outreach from high-quality specialist providers, where appropriate.

Proposal for timely access to health and education professionals (e.g., in educational psychology, occupational therapy and speech and language therapy) for early years, schools and colleges based on assessed local need.

A detailed year 1 implementation plan, including recruitment approach and success metrics (e.g. coverage, scale of support available), and a high-level

plan for years 2-3.

A proposed governance and accountability arrangement, as part of the Local Area Partnership Board, including oversight routes, budgets and funding arrangements, reporting cadence and escalation processes. This should include a single, named LA-based SRO to drive improvement and reform.

Clear expectations for joint governance, monitoring and shared

accountability across education and health partners.

Proposed approach to settings accessing support which ensures support is not disproportionately accessed by the most proactive schools and settings and includes out of area mainstream further education settings attended by local young people with SEND.

Embedding the Experts at Hand Offer Within a Broader

Reform Strategy

While the Experts at Hand Offer will be a key building block to reform, it is not sufficient on its own to deliver the scale of change required for SEND. Local authorities are encouraged to continue to take a strategic approach to place planning and capital investment to ensure inclusive provision is available and accessible. Guidance relating to inclusion bases (formerly SEN units, resourced provision and pupil support units - SU/RP/PSUs) is due to be published in Spring 2026.

To support this, we expect that local authorities will:

= Set out how High Needs capital funding will be used to invest in new places and adaptations to the physical environment so that needs of children and young people with SEND are met in alignment with the reform aims of mainstream inclusion.

« Use capital investment to improve the inclusivity of provision in all settings, considering a range of interventions that could better support children and young people with SEND through the physical environment, working with professionals who can advise and support e.g. special school/alternative provision practitioners, Occupational Therapists, Soeech and Language Therapists, specialist nurses, mental health practitioners and support workers.

» Identify where inclusion bases (formerly SU/RP/PSUs) in mainstream schools or nurseries, or specialist provision in colleges, currently exist, where additional capacity is needed, and how this varies across planning areas.

» Engage proactively with early years providers, schools, multi-academy trusts and further education providers as well as health providers, to co-develop strategies for enabling more children and young people with SEND to access mainstream education.

» Engage with parent carer forums and children and young people forums to co- produce strategies that work for children and families.

« Ensure that decisions about the location and type of new SEND provision explicitly consider the proximity to where children and young people live and

the implications for transport, recognising this may not always be possible when commissioning SEND provision in large, further education colleges.

« Ensure that all sufficiency and capital investment decisions include an assessment of transport impact, with a focus on reducing long-distance travel and increasing access to local, inclusive settings.

Core minimum requirements

Sufficiency and Place Planning

Local area partnerships will be expected to clearly and succinctly set out in their

plan:

= Asummary of local sufficiency pressures and how planned place growth addresses demand trends, including EHCP drivers and opportunities to meet need through capacity in mainstream settings.

= How the planned increases in capacity across setting types will reduce reliance on special schools, especially out-of-area placements and independent specialist provision.

= How collaboration between LAs and MATs could be strengthened to identify suitable sites and jointly plan the development of inclusion bases.

= Assurance that proposed inclusion bases in early years settings, schools, and colleges would reflect local demographic need, maintaining high quality standards and clear expectations on type of provision.

= How existing school premises are factored in when planning new inclusion bases, including opportunities created by falling rolls.

= Detailed plans to meet need for specialist places, by increasing capacity in mainstream settings through inclusion bases, and to improve the suitability of the physical environment. This should set out how the investment would align with local need and reduce future pressure. Where plans propose use of high needs capital to create additional special school places, this should clearly explain why need cannot be met in mainstream, including how the investment would align with local need and reduce future pressure.

= Proposals for flexibility to accommodate rurality and local variation, ensuring provision remains viable and context appropriate.

= Evidence that an impact assessment of travel arrangements has been

carried out for any capital, inclusion base or special school expansion proposal, demonstrating expected changes to travel distances, journey times, and reliance on out of area placements. Including any explicit travel

related mitigations.

Strengthening Effective Partnerships and Practice

Effective collaboration across all system partners, including local authorities, ICBs, health provider organisations, Parent Carer Forums, Best Start Family Hubs, early years settings, mainstream and specialist schools, further education, dioceses, multi- academy trusts (MATs), parents carers, and children and young people with SEND,

is essential to delivering meaningful transformation.

A transformed system that works for children and families must include co- production, collaborative partnership working and stakeholder engagement. Strong

relationships at system and setting level are central to this.

The success of this transformation depends on shared ownership of decision-making, design and delivery of the local offer, and responsibility by all system partners,

particularly local authorities, Integrated Care Boards and education settings.

The department is clear that MATs and schools have clear responsibilities in the development and active deployment of a strong universal offer of support to children and young people with SEND in their settings. They are expected to proactively collaborate with their system partners, including local authorities and ICBs, drawing on up-to-date understanding of the needs of children and young people in their settings to deliver consistent and robust support, particularly for the most commonly

occurring and growing areas of need.

In the long term, MATs and schools will work together to pool some funding from their Inclusion Share for a more collaborative, efficient system to meet needs across their group and allow for better sharing of expertise and resources across an area. Local school groupings will need to be actively engaged with the local authority and Integrated Care Board. We will look to local authorities and their partners to shape

the formation of groupings in their areas and have an oversight role for

these groups. In designing local systems, local authorities, MATs, schools and other system partners should start to consider how they might integrate school groups into the bigger picture, to work closely with their Experts at Hand and wider reform offer to

provide a comprehensive SEND system.

We would like to work with school and local authority partners to understand how these groups are best structured while we move long-term to a system where all schools are part of strong groups. Guidance relating to school groups and pooled

funding will be published in due course.

Core minimum requirements

Local area partnerships will be expected to clearly and succinctly set out in their

plan:

Effective Practice - Universal Offer

= Proposal to co-develop, and regularly refresh, a partnership-wide universal offer agreement with schools, MATs, early years settings and post-16 providers which will be underpinned by up-to-date, needs-based data and signed off by the local authority, Icb, Mat and school representatives and Parent Carer Forum (PCF). The agreed universal offer should draw on

approaches that will be set out in the National Inclusion Standards.

= Evidence of the processes and mechanism through which MATs and PCFs

are engaged in the development of the universal offer.

= How early intervention services will be strengthened, with enhanced

mainstream support to prevent escalation of need.

= How a strengthened universal offer will support mainstream settings to meet the most commonly occurring and growing areas of need. This should include how well evidenced early intervention approaches focused on speech and language (e.g. ELSEC%/NELI*), autism spectrum disorder (ASD) and social, emotional and mental health difficulties (SEMH), could be deployed.

3 Early Language Support for Every Child 4 Nuffield Early Language Intervention

= How a strengthened universal offer and group level specialist support will reduce escalation into out-of-area placements with significant travel-

assistance requirements.

Early Years (plans should align with LA Best Start in Life plans)

= Proposal for assessing sufficiency of current level of childcare provision for 0-5s, detailing: (a) availability of early years places; (b) availability of specialist SEND early years places; and (c) any local gaps for children with complex and emerging needs and plan to address these including the role of

wider partners such as Best Start Family Hubs.

= Proposal to improve early years identification and intervention strategies,

including the role of Best Start Family Hubs.

= Proposal to strengthen transitions from early years to primary school,

ensuring effective information flow and timely specialist input.

Post-16

= Proposal to strengthen pathways to adulthood, supporting young people to

access education, training, employment and supported internships.

= Acclarification of pathways into and out of post-16 settings, informed by

consistent information flow and timely, effective specialist support. Effective Partnerships

= Evidence of effective, shared, partnership leadership and governance across all system partners, with clear and mutually understood

accountability arrangements.

= Evidence of formal representation from early years, schools, MATs and further education on partnership boards, with appropriate links to Schools

Forums to support coherent engagement across all settings.

= Proposal to underpin partnership working with shared, high-quality data, including joint dashboards and use of a partnership maturity matrix to

assess effectiveness.

= How proposed/agreed mechanisms for engaging all schools, early years providers and post-16 providers (including out of area mainstream colleges accessed by local young people with SEND) would support collective

responsibility for inclusive practice.

= Proposal to strengthen dispute resolution and decision-making processes so system partners can address issues early and consistently, supported by

transparent escalation routes.

= Asingle named SRO who is part of the leadership team, to provide operational leadership and drive reform across the partnership. The SRO

should be a senior local authority official. Effective Co-production Practices

= Proposal to strengthen co-production arrangements so that parent carer forums are properly resourced and consistently engaged in shaping decision

making.

= How the voice of children and young people is captured directly and distinctly from parent voice, with clear evidence of how their views influence

decisions.

= How SENDIASS will be used to support parents carers with high quality, independent information and guidance, and how the local area will address variability in service quality where it exists, with reference to the minimum SENDIASS service standards. Please include proposed mitigation to any parental concerns about the perceived independence of SENDIASS within

mediation processes.

= Proposal to adopt a minimum co-production benchmark (based on NHSE guidance) and self-assess against it in year one, identifying improvement

actions where needed.

Mediation

= A description of local mediation and dispute resolution arrangements, demonstrating how they incorporate the voices of parents and children and

young people.

= Proposal to maintain metrics for timeliness, resolution rates and

effectiveness to support monitoring and accountability.

Governance

The Local SEND Reform Plan should be a local area partnership plan. The local authority, as the system convener, has an oversight role over the process of preparing, submitting and delivering the overall Local SEND Reform Plan with active

participation from all system partners.

Governance arrangement is expected to include active representation from all key partners, including ICBs, PCFs, MATs and schools, with clear roles and accountability. Where local area partnerships involve multiple education partners — including those not always located within their area such as further education colleges — or may commission therapy services from different health providers, they should agree how those institutions/providers can be represented and have a fair

voice in decision making.

The local area partnership should agree a single, named Senior Responsible Officer (SRO) for the Local SEND Reform Plan and local area transformation who will be responsible for overseeing SEND improvement and reform for the area. The SRO should be a senior local authority official and part of the local area partnership

leadership.

The Local SEND Reform Plan should be discussed, agreed, and signed off at the relevant SEND Governance Board. As a minimum, the plan should be formally signed off by the Local Authority Chief Executive (CEO), the Integrated Care Board (ICB) Chief Executive, the Local Authority Director of Children’s Services (DCS), the Integrated Care Board NHS Place Director, and the Local Authority Chief Financial Officer (CFO/Section 151 Officer), reflecting the joint statutory responsibilities for

SEND across the system.

We expect your Local SEND Reform plan to be aligned with other local strategic plans you are currently developing, including your Best Start local plan. Both plans sit

firmly within the government’s ambition to improve child development and health

outcomes, and to create a more inclusive, high-quality system of support for all children and young people with SEND. Together, they should provide a coherent local approach to raising outcomes for children, young people and families.

Funding

To deliver our ambition for an inclusive and sustainable SEND system, the Department has secured targeted funding through the Spending Review. Some of this funding will be delivered directly to LAs and ICBs, other funding streams will be delivered to settings and will need to be considered when developing plans.

LA and ICB Funding

Funding Description

Experts At Hand This funding is provided to support development of an

Offer Funding (for Experts at Hand Offer which provides a defined route for

LAs and ICBs) mainstream education settings to access support, including but not limited to Educational Psychology, Speech and Language Therapy, and Occupational Therapy. Rather than relying on individual referrals, the offer enables a whole setting approach to group-level support, tailored guidance, and strategic advice, allowing for earlier and

more impactful intervention.

The funding will be paid via the Local Inclusion Partnership Grant after June 2026. LA allocations and methodology will be published in Spring 2026.

Transformation Transformation funding should support authorities to Funding deliver the necessary changes to their local systems in line with the Schools White Paper while continuing to deliver effective and efficient services to children and young people with SEND through transition. This could be done through expanding capacity and capability within the Local Authority to deliver the required changes. For example, building data and analytical capability to enable effective

monitoring of system performance so that decisions on

delivery are informed by high quality and good use of data or building project management functions that can organise and sequence work, ensuring efficient and effective

deployment of resources.

The funding will be paid via the Local Inclusion Partnership Grant after June 2026. LA allocations and methodology will be published in Spring 2026.

Best Start Family This funding supports the rollout of Best Start Family Hubs

Hubs Funding across England. Best Start Family Hubs will have a children and family services professional specifically

trained in working to support inclusion for children with

additional needs.

High Needs Capital This funding is provided to support local authorities to Funding provide places for children and young people with SEND, or who require alternative provision (AP). This funding is expected to fund a transformative expansion of inclusion bases, as well as adaptations to improve the accessibility and inclusivity of mainstream settings, reducing the need for pupils to travel a long way to a special school and the costs of LA arranged transport. It can also fund places in

special schools for the most complex needs.

More details on this funding and local allocations will be published in Spring 2026.

Inclusive Early Years | We expect early years settings to use the Inclusive Early Fund Years Fund to strengthen inclusive practices across the whole setting. This may include freeing up staff time to participate in continuing professional development (CPD), collaborate on inclusive planning, or engage in early assessments. The funding can also support activities such as adapting the curriculum, improving the learning environment, or implementing targeted, evidence-based

interventions for groups of children. These approaches aim

to embed inclusive practice into everyday provision,

reducing the need for individual applications or formal

diagnoses.

Local areas should consider how these funding streams will be used strategically and effectively to support reform priorities, build capacity, and ensure priority outcomes are realised.

Other Inclusion Funding

We are also investing in mainstream settings to ensure that they are able to meet the needs of more children with SEND effectively.

Funding Description

Inclusive Mainstream We expect settings to use this funding to identify

Fund (for Schools, and | commonly occurring, predictable needs such as Post-16 settings) difficulties with reading or emotional regulation and take meaningful steps to improve everyday teaching and universal provision, so that it works well for all from the outset. Settings will also be able to spend the funding on developing more targeted evidenced-based support offers such as transition support or specific group interventions for those who need them, without the need

for as many formal assessments or diagnoses.

Structure of the Local SEND Reform Plan

The Plan is structured into five key sections:

1. Vision — What the local area partnership is trying to achieve The vision and goals for your local system in line with the national vision set out in the Schools White Paper.

2. Strategy — How the local area partnership plans to achieve it

Where the local system expects to be in the next 3 years, its theory of change,

roadmap for the next 3 years and delivery plan for the first year.

3. Monitoring and Evaluation — How the local area partnership will know

delivery is on track

The processes for tracking progress against milestones and outcomes and

reporting to decision-makers. 4. Governance — What action the local area partnership will take to stay on track

The governance and processes for monitoring progress and taking action to

ensure delivery remains on track. 5. Central Government Support — How we can help the local area partnership

An opportunity to identify practical support from central government that will

help you deliver your plan.

The Local SEND Reform Plan is set out in Annex A.

3. Submission, Review, and Monitoring Process Submission

Local areas are expected to submit the first iteration of their Local SEND Reform Plan by Friday, June 19, 2026.

A month prior to final local leadership sign-off and formal submission of Local SEND Reform Plans; SEND and financial advisers will be available to review a final draft of local area plans to flag any significant gaps or concerns, and together with health regional leads and DfE officials, will offer intensive support if they believe a plan is at risk of not meeting the minimum quality threshold. Local area partnerships will then have an opportunity to action these concerns prior to formal submission to the

department.

Local area leadership are encouraged to self-assess their plans using the Local SEND Reform Plan Quality Assessment Framework prior to sign-off and

submission.

Further guidance on the submission and review process will be shared closer to the

submission date.

Review

DfE and NHS England will use the plans to help identify effective, innovative practice and barriers, and identify how to effectively target support through the period of

transformation.

The government will use the Local SEND Reform Plan Quality Assessment Framework to assess the quality of plans and facilitate access to the High Needs

Stability Grant for local authorities.

The department will apply a consistent multi-tier assessment and moderation process

to ensure that the review and assessment of plans is rigorous, consistent and fair.

DfE officials, health regional SEND leads, SEND and financial advisers will support local area partnerships in reviewing the plans using the Local SEND Reform Plan

Quality Assessment Framework in the first tier.

Assessment tiers will include Regional Directors and independent senior civil servants from across the department. A SEND Delivery Board chaired by Regions Group Director-General, Tim Coulson, with DfE non-executive directors, DfE Performance and Risk Committee members and Sir Kevan Collins, the Secretary of State’s delivery advisor in attendance will sign off final ratings and agree

recommendations to the Secretary of State.

The Secretary of State will make the final decision to approve or not to approve a

plan with assessment outcomes will be communicated in September

Monitoring

DfE Officials, health regional SEND leads, SEND and financial advisers will support

local areas to develop iterative reform plans and, together with the local area

leadership, jointly monitor the implementation of plans as reforms are rolled out.

The purpose of the joint monitoring is to:

i. provide assurance that funding is spent in line with reform priorities and that local area partnerships are working together to co-design and implement key changes to local service delivery, including changes to roles and responsibilities; and

ii. provide assurance that the implementation of reforms is delivering the anticipated changes and outcomes, by rebalancing the system towards

early intervention, inclusive education, and sustainable local services.

DfE officials, health regional SEND leads, SEND and financial advisers will join quarterly review meetings with local area partnerships (utilising existing governance forums) to understand implementation progress and provide appropriate support and challenge as needed. Where applicable, these review meetings will be consolidated with other engagement or monitoring meetings from DfE or health regional SEND

leads.

Local area leadership and officials are expected to discuss progress against the plan, including:

= Progress against key metrics

= Whether key milestones are on track to be achieved

= Whether risks are being effectively mitigated

= Identifying effective and innovative practice that can be shared; and

= Identifying where additional support may be needed or barriers unblocked.

Local area partnerships are required to provide quarterly data returns to DfE against the selected metrics outlined in the accompanying data template. DfE will, in turn, provide quarterly data reports with visualised analysis and benchmarking that will

support local delivery, monitoring, and evaluation.

DfE officials and health regional SEND leads will use these data returns and discussions at review meetings, alongside submission of this Local SEND Reform Plan and the Local Partnership Maturity Assessment, as well as Area SEND

inspection reports, to assess performance and delivery at the local level. These

assessments and this ongoing monitoring will ensure that support and engagement is

best allocated and targeted throughout this period of reform.

High Needs Stability Grant

The government will address long standing SEND financial pressures by covering 90% of local authorities’ High Needs-related DSG deficits accrued up to the end of 2025-26 through the High Needs Stability Grant. This grant will be paid subject to each local authority securing the Secretary of State for Education’s approval of their local area’s Local SEND Reform Plan. Payments will be made in Autumn 2026 for local authorities whose plans are approved. Local authorities whose plans do not meet the threshold for approval will be required to revise their plans to ensure they meet the required threshold, with appropriate support. Local authorities whose plans are subsequently approved will receive the grant payment in Spring 2027. Local authorities will not receive any payments until successful approval of their local area’s Local SEND Reform Plan.

Review and payment timeline outlined below.

March 2028 June 2028 Autumn 2028 eaters = Local SEND Reform Plans commissioned = Local SEND reform plans submitted First tranche of HNSG paid. = Assessment process commenced pulcotos communicated: 4 4 4 a ‘ ‘ ' 15 weeks >t March Aprit May June July August | September | October | November | December | January | February March Y y ; ¥ ’ Spring 2026 : - Seanad May 2026 Sentampen Naor oeY Spring 2027 Second bie a DfE advisers review final draft prior SiiFiat ound essessment authorities with deferral tranche of HNSG Pema to local sign off outcome re-submit paid ei tcenines and outcome communicated. PeGanneee resources rolled out Delivery commences. plans 4 i . Questions

For any questions relating to this document or the Local SEND Reform Plan more widely, please get in touch with your DfE SEND Lead or contact Implementationsupport.SEND@education.gov.uk

—— hee Annex A: Local SEND Reform Plan Developing a Local SEND Reform Plan is an important first step for local areas to set out how they will lay the foundation for reform, and design an approach tailored to their local context. A shared plan which focuses on co-designing the local approach as system partners

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

It is critical that all system partners, including health, education and childcare settings, work together to design and deliver the Local SEND Reform Plan, under the local authority’s leadership. It is also crucial that representative family carers e.g. the local Parent Carer Forum, are involved in the development of the plan.

The expectation is that this plan is discussed, agreed, and signed off at your relevant SEND Governance Board. As a minimum, the plan must be formally signed off by the Local Authority Chief Executive (CEO), the Integrated Care Board (ICB) Chief Executive, the Local Authority Director of Children’s Service (DCS), the Integrated Care Board NHS Place Director, and the Local Authority Chief Financial Officer (CFO/Section 151 Officer). We encourage other colleagues and partners who have contributed to also review and sign-off the plan, particularly early years, school, college and trust leaders.

Name of Local Authority: Cheshire West and Chester Council

Name of Integrated Care Board: Cheshire and Merseyside NHS ICB

Local SEND Reform Plan SRO: Sal Thirlway, CW&C, Direction of Education and Inclusion

Signatories

Role

Name

Signature

Email contact

Date

Cheshire West and Chester Executive Director of Children and Family Services

Amanda Perraton

amanda.perraton@cheshirewestandchester.gov.uk

Cheshire and Merseyside NHS Integrated Care Board — Chief Executive

Liz Bishop

Liz.Bishop@cheshireandmerseyside.nhs.uk

Cheshire and Merseyside NHS Integrated Care Board — Exec Clinical Director

Fiona Lemmens

Fiona.Lemmens@cheshireandmerseyside.nhs.uk

Cheshire and Merseyside NHS Laura Marsh Laura.Marsh@cheshireandmerseyside.nhs.uk Integrated Care Board — Place Director

Cheshire West and Simon Riley simon.riley@cheshirewestandchester.gov.uk Chester s151 Officer

Lead Member for Children Cllr Adam Langan adam.langan@cheshirewestandchester.gov.uk

and Family Services

SEND Strategic Partnership Independent Chair

Edwina Grant edwina.grant@gmail.com

Cheshire West and Chester Sal Thirlway sal.thirlway@cheshirewestandchester.gov.uk Director of Education and Inclusion (SRO)

———EEEEEEEeee Executive Summary

A brief summary of your local system ‘change story’ — your local context, where you are now, where you want to get to in the next 3 years, how you know you are succeeding and how you will know you have achieved your vision for the next 3 years. Please include a brief

qualitative summary. This summary should also include your assessment of current and forecast performance against the headline metrics.

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

Build a 0-25 system where children and young people receive support to achieve and thrive through (a) more inclusive settings and

(b) stronger local partnerships = Improve capacity and capability of the mainstream and specialist workforce to identify and meet need = Improve confidence of children, families, and stakeholders in reform and readiness of the system

= Stabilise finances and improve value for money

The Cheshire West and Chester local area SEND Strategic Partnership is responsible for supporting children and young people aged 0—25 with special educational needs and disabilities (SEND) across early years, schools, further education and preparation for adulthood. Our system faces significant and sustained pressures. Demand for SEND support and statutory assessment continues to rise, compounded by workforce shortages across education, health and local authority services. At the same time, reliance on independent and out-of-area placements has increased, driving higher transport costs and contributing to a substantial cumulative high needs funding deficit.

These challenges are well recognised and require system-wide action. This Local SEND Reform Plan represents a clear acknowledgment that previous arrangements have not yet delivered the consistency, confidence or sustainability required, and that improvement continue to be accelerated through stronger partnership delivery and sharper operational grip.

Despite this context, the partnership has good foundations in place. Relationships between the local authority, the Integrated Care Board (ICB), health providers, education providers, parents and carers, and the voluntary sector are established and improving. There is shared recognition across partners that incremental change is insufficient, and that reform must now be delivered at pace, with clear leadership, defined and collective accountability and transparent monitoring.

The plan sets out how we will deliver step-change improvement over the next three years, aligned to national SEND reform priorities. Our approach focuses on four inter-dependent priorities.

First, strengthening inclusion and early intervention. We will expand and formalise our Experts at Hand offer, taking account of, and highlighting to the partnership any skill gaps, so ensuring all mainstream settings have defined and timely access to a range of specialist advice. This will reduce avoidable escalation to statutory assessment and improve confidence in early decision-making. We will also align arrangements to support children, young people and their families where SEND is a feature with our Families First and Family Hub arrangements.

Second, improving statutory delivery quality and consistency has been a current priority. Poor EHCP quality and timeliness has been a persistent driver of family dissatisfaction, complaint and tribunal activity. Deployment of digital solutions alongside a locally agreed quality specification and structured workforce support, will deliver consistent, auditable improvement in plan quality, timeliness and clarity. We will continue to co-design the solutions with parents and carers.

Third, increasing local sufficiency. We will use capital and revenue funding strategically to expand inclusion bases, adapt mainstream provision and strengthen outreach, reducing dependence on high-cost placements and improving outcomes for children.

Finally, restoring financial sustainability and system confidence. By combining improved inclusion, clearer thresholds, reduced rework and provision better matched to need, we will seek to slow expenditure growth and improve value for money.

Delivery will be tightly governed, data-driven and transparent and consulted on and implemented, through the partnership. Progress will be reviewed 29 quarterly with DfE, and corrective action taken rapidly where delivery falls short. This plan sets a clear direction of travel and demonstrates the partnership’s| readiness to deliver reform at pace.

Section 1 — Vision and Goals

What the local area partnership is trying to achieve? Please set out your goals for your local system. These should be clear, aligned to the vision set out in the Schools White Paper, small in

number and measurable. These goals should include clear reference to: = Outcomes for children = Confidence of parents, carers and young people in the system

= Management of finances to secure value for money

Our vision remains that children and young people with SEND thrive, receiving the right support, at the right time and in the right place, with families confident in a transparent and effective system. Demand has risen significantly, with EHCPs increasing by over 50% from 3,036 (2022) to 4,786 (2025), alongside a 121% rise in independent placements. These trends reinforce the urgency of strengthening early support, inclusion and local capacity. To deliver this, the partnership will pursue the four priorities below with clear measurable outcomes over the next three years:

Priority 1: Continue to grow capacity and improve practice Baseline: 40.2% of children with EHCPs are educated in mainstream settings (2025). Our goals by 2029 will be to:

« Increase mainstream inclusion to 43%, supported by expanded resourced provision and inclusion bases. « Achieve a year-on-year reduction in independent placements, reversing the 121% growth trend. »« Ensure 100% of settings access “Experts at Hand” (or equivalent) to strengthen workforce confidence.

More children will be educated locally in high-quality provision, there will be fewer out-of-area placements, and schools will report increased confidence in meeting complex needs.

Priority 2: Deliver an efficient, effective and well-managed SEND system Baseline: Increased demand is placing pressure on timeliness and consistency of EHCP processes. Our goals by 2029 will be to:

« Delivera sustained year-on-year increase in EHCPs completed within 20 weeks.

« Implementa robust quality assurance framework, with all EHCPs routinely audited.

« Achieve measurable improvements in parent/carer satisfaction with the EHCP process. « Reduce the rate of spend increase within the Dedicated Schools Grant (DSG)

As aresult families will experience atimely, consistent process, plans will be of high quality and actionable, and dispute/tribunal levels will stabilise or reduce relative to decisions.

Priority 3: Ensure co-production is at the heart of planning and delivery Baseline: Variability in family confidence and engagement across the system. Our goals by 2029 will be to:

« Evidence ayear-on-year increase in parent/carer confidence through survey data. Embed co-production in all major service developments and Local Offer improvements.

As aresult families will report feeling listened to and being influential, with feedback demonstrably shaping services and delivery.

Baseline: Rapidly rising EHCP numbers and placement demand highlight need for stronger forecasting. Our goals by 2029 will be to:

Establish a live SEND dashboard with monthly monitoring of EHCP demand and trends.

Achieve a year-on-year reduction in new EHCP requests, alongside increased needs met at Targeted/Targeted Plus. Deliver improved outcomes, including reduced suspensions/exclusions

Increased attendance and reduced persistent absence

Earlier identification will reduce escalation to statutory plans, decision-making will be data-driven, and children will demonstrate improved attendance, stability and better outcomes.

Section 2 — Strategy

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

A description of what your local system would look like in the next 3 years in line with the national vision set out in the Schools White

Paper and set within the context of where you are starting from as a local system.

In particular, as commissioning system partners, you should reflect on and agree what your fully fledged Experts At Hand Offer model should be and how this will be deployed via mainstream settings and providers (including those not based in your area — e.g. further education colleges attended by your young people) to build their capacity as well as identify and meet the needs of children and young

people earlier and without the need for a statutory assessment for Education, Health and Care.

To help you fully consider the scope and scale of change required, you may find it useful to structure your response using these 4 building blocks of an inclusive system, reflecting on what is working well in your system, what you are most worried about, what needs to change, and how the enablers will help you achieve your 3 year vision.

When summarising where your local area partnership currently is, please include an assessment of where you are in reference to the

core minimum requirements above and how you bridge the gap, making reference to and attaching additional documents that provide

underlying evidence for your summary.

Strengthening inclusion across education settings— organising System leadership, local partnership collaboration and co-production— places and provision to meet as many needs as possible, as close to putting in place the enabling conditions across a local area that ensures MeCN roto Mt Es Literate rcel(e eMUNCR OVE ke oI} planning and provision reflects the local area & is joined up, including strategic shared understanding and consistent practices around inclusion. co-production with parent carers and children and young people.

Access to specialist support and local placements — improving Encouraging inclusive culture & behaviours — using funding and collaboration between settings and deploying expertise from a range of shared accountability towards a system that works for children and specialist and expert sources, to support schools and settings to meet families while achieving value for money.

the needs of children and young people earlier and locally.

Local blueprint for the next 3 years

Where we are

Where we will be in the next 3 years

Building blocks Strengthening inclusion across education settings

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE

Workforce

Data/digital systems

(a short summary of where you are now including a reflection on what is working well, what needs to change and the status of the enablers that underpin your system)

What is working well:

e Clear commitment to inclusive mainstream

education

e Expanding Resource Provision on Mainstream school sites

e Developing satellite provision to broaden inclusion

e Targeted intervention

e Commitment to coproduction

e Review of Inclusion Strategy being undertaken

e Introduction of the Early Engagement Intervention and Identification Service (EEIIS)

e Rolling out the Inclusion Dashboard across all school settings

e Review of the Alternative Provision (AP) Strategy

e Outreach offer to schools review

e School Banding funding review agreed

e Experts at Hand service format being developed and agreed for year 1.

e PINS project demonstrated effectiveness in 'in- reach' offer - environmental assessments have worked well, especially in schools where there has been good buy-in and the SENCO/Head has really invested in programme

(a short summary of the vision for your local system in the next 3 years including the system enablers, reflecting how your Experts At Hand Offer model will underpin this vision, helping you scale and enhance what is working well and change what is not working so well)

Our local system will enable children and young people with SEND to thrive — with inclusion and maximising ambition being key. Working as one multi-disciplinary team, we will enable our school settings to be inclusive and accessible, foster belonging within our universal provisions and seek to reduce exclusions, utilising educational, health and psychology expertise. Our Experts at Hand offer, building on our new Early Engagement, Intervention and Inclusion Service, will be pivotal to achieving our aims and improving outcomes for children and young people with SEND.

e By 2029, our integrated, preventative Experts at Hand offer will be fully embedded building on learning and data from previous years. It will ensure:

e Specialist teachers, psychologists and health professionals are routinely accessible

e Settings receive advice, modelling and targeted interventions as soon as needs arise

e Families experience a simple, predictable and trusted pathway

e Most additional needs are successfully supported without escalation to statutory processes

e This programme underpins CWAC’s wider aim to create a SEND system that is child-centred, inclusive by design, and sustainable.

e Professionals in Experts at Hand team designed by need, not days per school, including intelligence from completed profiling tools

Waiting times for SALT and Physiotherapy assessments are within 18 weeks

Joint triage system within the 0—4-year-olds in conjunction with the 0-19 Starting Well Service ensuring a child is seen by the right professional at the earliest opportunity

Partnership work on Neurodiversity, including the roll out of the Knowing Me Profiling Tool which enables an understanding of each child’s needs and a need led offer of support. Data collected on need will inform commissioning of early support offer.

Combined 0-19 Starting Well service, with universal and targeted offer; SEND specialist practitioners

What needs to change / improve:

Turnover of staff in settings which results in repetitive training and the need for staff to be released to attend training

Inequitable offer with some clusters of schools and MAT’s commissioning their own therapy or topping up what has been commissioned locally

RPs under-resourced in regards to SALT provision — not able to fully embed graduated approach in all settings

Sensory Processing Occupational Therapy Support Services (SPOTSS) currently commissioned for Primary ages only. Recruitment within health providers can be slow, their are currently vacancies within the OT service.

The national shortage of SLT workforce impacts on availability of staff to be recruited to new

Data from Experts at Hand incorporated into the SEND data performance scorecard. Experts at Hand team will have the ability to include other members of an MDT as needed (e.g. Physio. Mental health practitioner, Neurodevelopmental Practitioners.)

Embedding Ordinarily Available Inclusive Provision under the new defined areas of need

Implemented AP strategy offer with clear roles and quality assurance processes in place

Strengthening workforce capacity and confidence across the partnership

A graduated and preventative model of support

Refreshed Inclusion Strategy implemented with accountability metrics

Early Engagement Intervention and Inclusion service (EEIIS) embedded and service delivered with accountability/impact metrics — to be the system standard for early engagement and intervention, including consistent use of ISPs, triage panels across all phases and settings.

+ Use EEIll as the default for aligned education, health care intervention planning, with joint ownership of outcomes and clearer expectations for partner contribution

Progression of the Inclusion Dashboard and using the intelligence from this to drive inclusion within settings

Establish a group model for education settings aligned to Family Hubs / Neighbourhood health

Increased parental and young person confidence that placements are appropriate, inclusive and able to meet identified need resulting in less requests for placement changes

Neurodiversity offer that is based on need and meeting the need at the earliest point with a diagnostic pathway where waiting times are less than a year

ADHD medication reviews carried out in Primary Care

A focus and prioritization across all partners on key aspects of inclusion including increased participation, accessibility, adaptation, reduced exclusions and belonging within universal provision

Best Start Family Hubs and Neighbourhood health combined with a

posts.

Enablers:

Developing our central SEND operational dashboard, which combines data from different digital systems, covering EHCP demand, timeliness, placement patterns, workforce capacity across the system and early intervention, including referrals to Experts at Hand and Best Start Family Hubs. Intelligence around complex families will also be fed in. Continuing to ensure partner access to shared dashboards, supporting consistent understanding and accountability.

Investigating digital solutions to improve EHCP quality and consistency

Data and intelligence being used to inform capital planning

The currently commissioned SALT services deliver a range of direct and indirect therapy which offers an attractive workplace for new recruits. At present the SALT workforce is fully staffed.

Currently commissioned OT services reflect the high level of specialism required for Occupational Therapists supporting with Sensory Needs, this provides reassurance to parent carers and schools but also demonstrates a strong skill mix within established services. Cheshire and Merseyside as an ICB footprint are considering a workforce strategy to limit unnecessary headhunting resulting in avoidable workforce movement

Local area experts at hand implementation group to consider appropriate flexibility to

SEND practitioner

Fully staffed therapy teams able to deliver support or specialist input depending on need

Graduated approach to therapies embedded across system Dedicated Resource Provision therapists

Review of SPOTSS capacity to meet all ages and re commission Spots considering the EaH offer

Established single SEND performance framework aligned to DfE metrics and the Local SEND Reform Plan to enable effective management of services

Deploy digital solutions to improve EHCP quality and consistency, with auditable standards and structured quality prompts

Integrate SEND data across education, health and Family Hub services to provide a coherent 0-25 system view

Include population health data so that services can be commissioned for need

Dedicated champions within settings e.g. Speech and Language, sensory OT, Mental Health etc, so that link therapists / colleagues can implement strategies more easily

Upscaling Universal and targeted offers with training etc, utilising a train the trainer approach

Building on successes highlighted within PINS project — environmental audits/action plans/reviews

Pre-referral support to settings for therapies

Schools to build on PINS project and host regular SEND coffee events for parents in partnership with PCF

Capital strategy will be aligned to sufficiency plan

recruitment depending on success of recruitment to proposed structures. For example we acknowledge we may be more successful in recruiting to therapy assistant posts.

Local School Heads and SENCos are engaged and committed to improving systems locally.

Access to specialist support and local placements

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE

Workforce

Data/digital systems

What is working well:

Growth in specialist places continues as part of a 3-year plan via collaboration with schools and settings

SEN sufficiency plan has been drafted using robust data which demonstrates growth by need, phase and locality. The data models need for the next 3 years.

Capital investment is not equally split between mainstream and special. Approx £4m pa on Specialist bases and £4m pa on Special schools, including Satellite provision

Resource base places increased from 148 > 276 and more new bases opening 2026

Focus on SEMH, Autism, Communication & Interaction

EEIIS: Current service structure includes Autism Team, Early Years Specialist Teaching Teams, Vi Team and Hearing and Deaf Support Team. Recruitment is underway for the newly formed Cognition and Learning Team (established September 2026).

One SALT provider across the borough leading to equity of offer.

Joint triage system for identifying communication needs within the 0-4-year-olds between the SALT service and the 0-19 Starting Well Service ensuring a child is seen by the right professional

Children and young people with SEND should be receiving the right support, at the right time, in the right place. Our ambition is to strengthen

inclusive and specialist provision through co-designed services, and a robust long-term sufficiency plan so every child and young person can

access appropriate local full-time education that meets their needs. By 2029 we will aim to:

e Deliver against the SEN Sufficiency plan to ensure more children’s

needs are met in mainstream, fewer children are placed out of borough or in the INMSS and the pressure on DSG is reduced

e Use data identify schools best placed to develop additional places or

satellite provision according to need

e Special Schools able to meet the need of the most complex — which

may need a change in current specialism of the school.

e Develop pupil level data to forecast need and commission places

accordingly, identifying pupils at most risk of being placed out of borough or within the INMSS

e Develop workforce learning and development programme to support

recruitment and retention and inclusive practice

e The CEP recruitment and retention plan will have a stable permanent

workforce including any additional capacity identified to support the Inclusion agenda and the Experts at Hand offer. CEPs service to offer intervention service to support greater inclusion in mainstream school EEIIS to increase in workforce capacity to meet universal/targeted and targeted plus needs over the next 3 years

e Experts at Hand Teams fully mobilised aligned to need with impact

data reported and aligned with Family Hubs

e Whole system approach to speech and language — from universal to

at the earliest opportunity.

One provider delivering Sensory Occupational therapy — however this is a small, resourced service who primarily provide input to the Primary sector. Currently 2 FTE

3 health providers delivering Functional Occupational Therapy and Physiotherapy across the borough. Some CYP experience a longer wait for assessment and input.

MHSTs mobilising WAVE 15 in 26/27 with consecutive WAVE implementation up to 29/30 to align with full coverage by 2030

What needs to change / improve:

Demand from children and young people requiring specialist places is greater than local sufficiency requiring the use of INMSS at significant impact on the SHN budget

Home to school transport costs continue to be a challenge particularly in relation to placements in INMSS

Special schools: Capacity stretched beyond national guidelines / Growth has not matched need

Enablers:

Capital grant funding reserved to support sufficiency plan

Workforce: Children’s Education Psychology service (CEPS) currently struggling to recruit permanent staff to full capacity and have a continued reliance on locum support and commissioned providers for assessments, which can be remote for some children. The CEP

specialist.

Environmental audits routinely carried out in all settings

All schools and colleges have access to MHSTs (Mental Health

Support Services in schools)

All settings have staff trained, and using, the Neurodiversity Knowing

Me profiling tool

A service provider or provider collaborative delivering, SALT, Physio

and OT across the local area

Health provider collaborative developed to allow one front door for

referrals for Neurodiversity assessment to help families more easily

navigate the system and receive services

A single point of access for mental health needs with easy access to

services up or down the continuum of need

Mature analytics to support forecasting, scenario planning and

financial sustainability.

Use data to evidence system impact, including reduced escalation,

improved family confidence and fewer out-of-area placements.

Capital strategy will be aligned to sufficiency plan

Impact data from Experts at Hand team — used to inform future

planning and training needs.

The role of the SALT service:

+ Rapid access to specialist SALT expertise for schools through consultation and advice

+ Problem-solving and formulation to understand strengths, barriers and what is getting in the way

* Coaching and modelling of strategies to support adults to embed communication-supporting practice in everyday routines

* Targeted support guidance, including support with implementation of targeted programmes and specialist care plans where appropriate

+ Built-in threshold and escalation advice, supporting appropriate progression to specialist pathways when needed

+ Workforce capability building, including:

+ Core training offer

+ Development of Communication Champions

+ Annual environmental audit with action planning and follow-up

service currently focuses on statutory assessments

Forecasting of EHCP population is already refreshed annually following each SEN2 submission and is used to inform sufficiency planning

One SALT service across the local area which is jointly commissioned

The role of the Spotts & Ot service

+ Whole-school and class-based focused observations (classroom, PE, dining hall, group interventions) to support reasonable adjustments.

+ Demonstration-based training (e.g. sensory ladders, sensory circuits, eating/toileting pathways).

+ Group training for staff, SENCOs, and TAs (includes more tailored training).

* Ongoing development and implementation of graduated approach including wider training offer.

* SENCO and staff consultation (problem-solving at a systemic level).

+ Parent engagement (drop-ins, coffee mornings, hub-based support).

* Environmental audits.

+ MDT working across services, with a sensory lens for neurodiversity and trauma.

Universal training offer around support for functional skills needs

Link therapists with schools to support with embedding principles

from training

SENCO/Class consultation at pre-referral stage — support in

demonstrating evidence needed for additional referrals if required.

Establish routine VFM reviews and outcome-based contract

management across SEND/AP services

Publish and implement 5-year sufficiency plan (incl. AP),

underpinned by dynamic modelling and provider engagement.

Complete banding review with DfE support; align resources to needs

and outcomes.

System leadership, local partnership collaboration and co-production

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE

Workforce

Data/digital systems

What is working well:

LA SEND Partnership Board has oversight of the annual SEND Action Plan and ensures actions/priorities are completed at pace.

Multi agency membership and attendance at SEND Partnership Board and SEND Steering

An accountable, driven, high-performing multi-agency approach with strong leadership is fundamental to improving our SEND system and the outcomes for our children and young people. We will continue to build on our SEND Partnership Board ensuring clear priorities, accountabilities and governance. We will continue to embed engagement and co-production across the partnership by empowering parents, carers and young people, learning from feedback and lived experiences. We will

Group. This allows for clear and robust governance

Stable health leaders through the changes within the NHS, however, this remains a risk going forward with the ICB restructure

SEND Inspection in 2025 recognised strong multi agency leadership.

School’s Alliance Head teacher groups, PCF, SENCo clusters, Children’s Trust

SEND High Needs Board has oversight of the DSG budget and recommendations following an independent review of the SEND service in 2022 OAIP has been co-produced with families and providers

Pupil voice is being sought by different agencies. Example: External partners bidding for project funding to support vulnerable groups without full collaboration and co-production

Schools Alliance/ SENCo Network operational and regular meetings.

What needs to change / improve:

Systemic communication across partners and with parents / carers to be improved

Will need to reframe workstream delivery of the partnership to ensure it reflects the priorities of this plan

Senior representation on the SEND partnership Board following ICB re structure.

Enablers:

Staff are being trained in systemic practice currently. Capital grant funding reserved to support

improve the Local Offer so that everyone knows what services are available and what they are entitled to, and we will work closely with the Parent Carer Forum and voluntary sector partners/family advocates to enhance experiences and outcomes. By 2029 we will have:

e Robust multi-agency SEND Partnership Board still in situ — with senior representation from the ICB following their restructure

e SEND Strategy reflective of these reforms

e Delivery groups focused on the priority areas from the reform action plan

e Developed resources to support the needs of all children and young people with special educational needs thorough embedding systemic practice models to identify with staff, settings and families what the priorities are within each locality and build in evaluations to ensure practice-based evidence accrued

e Ensure pupil and family voice is heard and impacts the offer. A fully understood and operational process is understood by all and clearly communicated.

e _EEIIS impact data to support increasing numbers of children to have their needs met in mainstream settings

e Health provider collaborative developed to allow one front door for referrals for Neurodiversity assessment

e Assingle point of access for mental health needs

e Increased confidence in parents/carers and other professional in mainstream capacity to meet a wide range of needs - this will be evidenced in the PCF survey

e Inclusion Dashboard, fewer suspensions and exclusions and a reduction in young people requiring specialist provision, with more children achieving their potential

e Fewer children and young people going on to become NEET

e More young people educated in their local communities leading to a reduction in home to school transport costs

e Strengthen data governance and information sharing across education, health and care

e Embed routine data-informed operational and partnership

sufficiency plan

e Delivery group on culture, co-production and communication

e Joint accountability across the system is understood and shared

e aH team established for year 1 — with finance agreed for all professional groups. This expert at hands model has been developed through a partnership approach, and will include workforce for health and education with a proportional split acknowledging the need for more OTs, SLTs, and EPs alongside Teachers with specialism in Emotional Wellbeing and Mental Health Support. This Expert at Hand model stills alongside a growing workforce of specialist teachers within the EEIl service.

decision-making, including reliable quarterly returns to DfE Co-production charter used by all partners as routine

Good communication across the system as fed back by parent and partner confidence

Regular parent SEND newsletters and sharing of partnership communications.

Clear joined up communication lead by the Partnership Board Development of CYP forum that has its own communication channels that feeds up to Partnership Board.

Encouraging inclusive culture and behaviours

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE

Workforce

Data/digital systems

What is working well: See comments in previous sections

e Delivery group on inclusion.

e Delivery group focused on culture and communication have developed a Pledge for the Partnership.

e Pockets of best practice of inclusion in mainstream

What needs to change / improve:

e Ensure right workforce capacity, trained and effectively supported to ensure they can contribute to an inclusive culture

e Embedding and expanding the EEIl service

e Communication across partners and with

Our priority to enable lasting change through intelligence, data and strategic commissioning supports our ambitions for an inclusive system as outlined above — success in all these areas will enable us to provide an inclusive, more financially sustainable SEND system, improving outcomes for children and young people.

We will use a partnership-wide SEND data dashboard, alongside our Sufficiency Strategy and the rollout of the neurodiversity pathway, to commission, monitor and evaluate effective local provision — enabling inclusion and reducing exclusion, through appropriate levels of professionals, expertise and skills will be essential.

All platforms for communication in operation and updated regularly Workforce: CEPS/EEIIS: Inclusive mainstream schools that have professionals trained to seek to remove barriers as soon as children encounter them, supported by an EaH that responds promptly Unified, coherent, well-resourced EaH professional team in each locality.

Attendance for children and young people with SEN improved as

parents / carers to be improved

e Finalise, embed and enact the coproduction ‘Pledge’

e Workforce: CEPS/EEIIS: CEPS that is focused on statutory work due to demand and capacity. This impacts negatively on the early intervention offer. Newly formed EEIl Service, with developing staffing capacity but developing systems, processes and operating models. tool includes some focus on what neurodevelopmental conditions and needs are, but this could be further complimented.

Enablers

e Additional communications support in place to

develop a Communications Strategy and being a

priority

e Training for professionals on Knowing Me ND Profiling

e Delivery group established on culture and communication

e Capital grant funding reserved to support sufficiency plan

e Continue to ensure partner access to shared inclusion dashboards, supporting consistent understanding and accountability.

impact of the following

DfE SA attendance project

Commissioned programme with focus on attendance for children with SEN in Chester and Ellesmere Port localities

School Alliance project with focus on vulnerable children outcomes shared with settings

Delivery group on culture and communication discontinued as it is business as usual

Integrate SEND data across education, health and Family Hub services to provide a coherent 0-25 system view

Extend dashboards to include wider information on outcomes and impact

Use insight to inform commissioning, workforce planning and sufficiency decisions

Success measures

Drawing on metrics from the accompanying data template E.g.

Improve attendance of pupils in all maintained schools (mainstream and special) with SEN Reduce reliance on independent special school places

Mainstream settings with increased access to Education Psychologists/SaL T/OT

Reduced NEET rates for SEND YP at age 16

Baseline

(outline the baseline for your success measures reflecting where you are now — these should be drawn from the metrics in the data template)

e Priority to Review the Inclusion Strategy and Action Plan

e Co-produce a local inclusion Quality Award e 92 %SALT referrals seen within 18 weeks

e Referrals for specialist input from functional Occupational therapists seen within 18 weeks — currently average across providers is 82%

e Part time timetable data e Requests for change of placement data e Attendance data

e EOTAS data e Tribunal numbers 111 registered in 2025

Please see attachment below for further success measures selected from the data template

Target Metrics

(outline the target metrics that will demonstrate you have achieved the vision summarized above — these should be drawn from the metrics in the data template)

e Developed the Inclusion Dashboard for schools to recognize where they are in regards to making their schools more inclusion and accessible

e Outcomes of targeted attendance interventions impact positively on data and enable young people to remain in school

e Needs better met leading to decreased requests for changes of placement

e % of rejected referrals from CYPMHS decreased by 20%

e Neurodiversity diagnostic waiting times — 95% seen within 52 weeks.

e Decreased number of CYP educated out of borough or within specialist independent

e Referrals to specialist OT input seen within 18 weeks — 95%

e Outcome data for therapies —- TOMS scores etc.

e Universal / targeted training outcome measures e.g. staff confidence, learning and implementation. Impact on number of referrals into specialist services

e Number of staff / settings trained

e Evidence of how settings have supported CYP following Universal/targeted training sessions

e Decreased number of CYP with an EOTAS package

e Decreased tribunal requests

See Appendix 2 — CwaC Success Measures

3. What is the local area partnership’s strategy for delivering on the above? A brief summary of your local system’s theory of change or reform strategy. Reflect on the output of your Local Partnership Maturity

Assessment Tool, particularly your Local System ‘change story.’

Our SEND reform approach is based on understanding that the system is an interconnected whole. Improvements in early help and inclusive mainstream practice depend on the consistent and effective operation of the statutory Education, Health and Care Plan (EHCP) process. Where EHCP quality is variable, needs may be misidentified, provision poorly matched, thresholds applied inconsistently and family confidence eroded. Our strategy invests in both upstream inclusion and the operational quality of statutory delivery, ensuring each part of the system reinforces the other.

The programme is structured around four interdependent strands.

First, we will strengthen mainstream capacity to meet commonly occurring SEND through the Experts at Hand Offer, supporting earlier identification and ability to meet need, and reducing unnecessary escalation to statutory assessment.

Second, we will improve place sufficiency through the development of inclusion bases and targeted physical adaptations, enabling children who require enhanced or specialist provision to access appropriate support locally.

Third, we will improve the consistency and quality of EHCP delivery through the implementation of digital solutions, combining Al-enabled tools, a locally defined quality standard and structured implementation support, alongside the behaviour and culture change needed for sustainable improvement. This focus enables a longer-term shift towards early intervention, graduated response and reduced reliance on statutory pathways. This approach will extend to Individual Support Plans as reform progresses towards 2030.

Fourth, we will strengthen partnership governance, co-production with families and shared accountability across all partners.

Together, these strands create a coherent and sustainable reform programme, aligned with the findings of our Local Partnership Maturity Assessment.

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

See Appendix 3 — CwaC The Local Partnership Maturity Assessment

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

Reflecting on the broad timescales and expectation for deliverables set out in the Schools White Paper, key documents and core

minimum requirements set out in this document, please provide a high-level roadmap for the next 3 years. Please highlight key

milestones and a trajectory to the target metrics identified above, including leading indicators.

In the 2026-27 column, in particular, please reference how you plan to meet the core minimum requirements in your narrative, including

details and evidence in supporting documents.

You can insert or upload supporting documents including graphics/visuals that illustrate your data trajectory.

Local roadmap for the next 3 years

2026/27

2027/28

2028/29

Building blocks Strengthening inclusion across education settings

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE Workforce

Data/digital systems/Business Intelligence

Sufficiency plan drafted and early conversations taking place with Headteachers to build on the work already taken place to develop RP’s and Satellite provision

Capital strategy will be aligned to sufficiency plan.

Experts at Hand model to be developed and piloted with initial learning fed into Year 2 development

Recruitment of staff to the Experts at Hand Team. - including agreeing the finance

Continue to deliver against the sufficiency plan

Capital strategy will be aligned to sufficiency plan

Workforce: Embed the Experts at Hand offer with regular collaboration and monitoring and impact of the ‘experts’ across all services.

Review make-up of the professionals within the Experts at Hand team following review of need and Impact data from the previous year. Consider social

Continue to deliver against the sufficiency plan

Capital strategy will be aligned to sufficiency plan

Workforce: Review data of impact of EaH and adjustments made accordingly, increase workforce, change parameters of intervention and professionals involved within the team(timelines, criteria etc.)

Mature analytics to support forecasting, scenario planning and financial sustainability.

split between professional groups.

Review of EY panel and allocation of EYIF

Training analysis completed across all mainstream schools

Workforce: CEPs , recruit to the identified capacity required to deliver Reform plan and meet statutory requirements, including trainees and the addition of assistant CEP.

EEIIS fully staffed and operational to support the graduated approach

Data / Digital:

Develop the SEND operational dashboard covering EHCP demand, timeliness, placement patterns, workforce capacity and early intervention.

Procure/develop digital solutions to improve EHCP quality and consistency.

Roll out of the OAIP document

and emotional health needs and ND practitioner role

Training programme delivered based on the analysis.

Deploy digital solutions to improve EHCP quality and consistency, with auditable standards and structured quality prompts.

OAIP delivery by all schools

Embed data and digital capability as a core system enabler, informing continuous improvement and future reform.

Access to specialist support and local placements

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE Workforce

Data/digital systems/Business Intelligence

Sufficiency plan drafted and early conversations taking place with Headteachers to build on the work already taken place to

Continue to deliver against the sufficiency plan.

Develop workforce learning and development programme to

Continue to deliver against the sufficiency plan

Capital strategy will be aligned to sufficiency plan

develop RP’s and Satellite provision.

Commission (or expand): Resourced mainstream provisions, Specialist units attached to mainstream schools Local SEMH and ASD capacity Ensure health provision within these is also considered

Progress capital solutions where required (aligned to DfE capital routes).

Develop clear commissioning specs linked to outcomes.

Agreement between ICB and Local Authority of make-up of Experts at hand and funding division.

Agreement between ICB and Local Authority to commission existing provider of SALT and OT to allow for clinical supervision, continuous cover and data flow.

Recruitment to SALT and OT as part of the Experts at Hand Team. Specific focus on Sensory OT and exploring how we can support EYs and secondary provision

Experts at Hand offer to be incorporated into new service spec ready for procurement of SALT service

support the recruitment and retention into the sector

Capital strategy will be aligned to sufficiency plan

Recommission SALT in line with requirements of Experts at Hand

Feedback loop available for parents to share their experience of the service

Review sufficiency plan to ensure it is meeting need

Re procurement of SALT commission

Sensory OT commission to use information from early data from Experts at hand and increase capacity in the team to ensure a graduated response.

Use insight to inform commissioning, workforce planning and sufficiency strategies.

Feedback loop available for parents to share their experience of the service.

Evaluate :

- Children, young people and parent/carers confidence in the provision

- Reduction in independent places

- Cost avoidance achieved

- Refresh demand forecasts and sufficiency plan

Use data to evidence system impact, including reduced escalation, improved family confidence and fewer out of area placements.

Fully staffed Experts at Hand team including Therapists, EP’s Outreach, Specialist teachers — with professionals included based on impact data and learning from previous years..

All CYP receive the support they need at the earliest point, and from the correct professional.

OAIP published and impacting practice.

Capital strategy will be aligned to sufficiency plan

Strengthen joint commissioning (co-funded offers, MDTs) and shared outcomes across education/health/care.

System leadership, local partnership collaboration and co-production

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE Workforce

Data/digital systems/Business Intelligence

Capital strategy will be aligned to sufficiency plan

Local Area SEND Partnership Board with self-appointed external chair.

Senior ICB representatives maintained on SEND partnership Board following re organisation.

Governance and oversight of all SEND reform plans for assurance on delivery through SEND Partnership Board.

SENCO network and Schools Alliance become embedded in CWAC systems/processes.

Culture, Pledge and co production charter is re launched

Health Provider senior managers work with commissioners and partners to align workforce to need in the Experts at Hand team

Capital strategy will be aligned to sufficiency plan

Local Area SEND Partnership Board with self-appointed external chair.

Workforce: Agree and embed evaluation process to ensure evidence-based practice and to ensure professionals can access training and support as needed. Workforce training on ISPs and digital implementation.

Strategic Commissiong through provider collaborative and intelligence on need explored for continued delivery of Experts at Hand offer.

Learning from the DfE Change programme is shared and incorporated

Integrate SEND data across education, health and Family Hub services to provide a coherent 0-25 system view.

Capital strategy will be aligned to sufficiency plan

Local Area SEND Partnership Board

Workforce: Professionals feel empowered and equipped to meet needs.

As families become more confident in system, EHCP requests reduce.

Co-production is the norm for all partners

Mature analytics to support forecasting, scenario planning and financial sustainability.

SENCO network and Schools Alliance become embedded in CWAC systems/processes.

Strengthen data governance and information sharing across education, health and care.

Improve routine two-way comms with providers and families; use Local Offer as single source.

Encouraging inclusive culture and behaviours —

Enablers

Eg.

Capital — investment strategy across EY, mainstream, FE Workforce

Data/digital systems/Business Intelligence

Review of Inclusion Strategy

Inclusion Dashboard (IDB) access for all schools

Development of local Inclusion Standard

Develop a co-produced local area annual training offer for schools and settings

Culture pledge and coproduction charter re launched

Audit of needs for staff in schools and settings

Capital strategy will be aligned to sufficiency plan

CEPS capacity for early intervention realised. EEI| service operational and practice model implemented.

Continue to ensure partner access to shared dashboards, supporting consistent

Embed Inclusion Strategy Review of IBD

Identified School Improvement Adviser for Inclusion

Implement the National Standards for Inclusion as part of a cycle of health checks/Inclusion Standards Award process

Introduce Inclusion Standard Award

All partners following culture pledge and use co production

Capital strategy will be aligned to sufficiency plan

Develop training offer based on audit

CEPS capacity for early intervention embedded. EEIl

Capital strategy will be aligned to sufficiency plan Embed revised IDB

Embed local Inclusion Standard Award

Develop annual cycle for identify/delivering training needs across the partnership

EaH model is fully operational, quick to respond to identify and support need. Setting staff are and professionals feel knowledgeable and are equipped to meet needs.

Use data to evidence system impact, including reduced escalation, improved family confidence and fewer

out-of-area placements.

understanding and accountability.

Embed routine data-informed operational and partnership decision-making, including reliable quarterly returns to DfE.

service operational and practice model embedded and well evaluated and developed according to data.

Extend dashboards to include wider information on outcomes and impact.

Success measures

Drawing on metrics from the accompanying data template

Eg.

Improve attendance of pupils in all maintained schools (mainstream and special) with SEN

Reduce spend on ISS places

Increase # children and young people supported by Education Psychologists/Salt/Ot in maintained provision

Improve overall effectiveness of provision

NEET data

Leading indicators

All partners involved in co- production of

Inclusion Strategy and agree metrics to be monitored

IDB data to considered in FAP processes, peer support and in conjunction with OAIP, Experts at Hand referrals etc.

Increase in young people in EET post 16

Establish a single SEND performance framework aligned to DfE metrics and the Local SEND Reform Plan.

Please see attachment below for further success measures selected from the data template

Identified metrics to be built in the Education Performance Report and the SEND and Inclusion Dashboard, including therapy data and data from Experts at Hand team

Referral process for OT and SALT reviewed based on universal, targeted and specialised input.

Consideration of outcome measures as described in table above

Develop the IDB data set to reflect the National inclusions Standards where appropriate. (co-produced with partners)

Parent Confidence via PCF survey data

Embed a local area Inclusion Group across partners to provide oversight of Inclusion across partners

Embed data and digital capability as a core system enabler, informing continuous improvement and future reform.

Decrease in number of referrals not accepted by specialist SALT and OT services

Number of referrals coming in at specialist level

Measures re. effectiveness of graduated approach TBD

See Appendix 4 — CWaC Success Measures

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

Please outline the key workstreams, milestones and trajectory your local area partnership will deliver and achieve in 2026-27 as well as

how you plan to spend the investment allocation that will help fund this year’s delivery. Please share key milestones and anticipated

dates, success measures, cost breakdown and category. These should incorporate the core minimum requirements, be mapped to the

building blocks above and should reflect a more detailed trajectory to the narrative, milestones and target metrics outlined in the 2026-

27 column above.

2026-27 Local delivery plan Q2 Q3 Q4 Workstream outline — mapped to Responsible lead per Milestones per Target trajectory Milestones per Target trajectory Milestones per Target trajectory building block workstream — workstream per workstream workstream per workstream workstream per workstream accountable for the delivery What key Where do you What key Where do you What key Where do you Outcome - what you want to achieve _ | of the workstream and the milestones will expect your data to | milestones will expect your data to | milestones will expect your data to with this workstream identified outcome. enable you be? enable you be? enable you be? achieve your achieve your achieve your Success measures — how you targeted trajectory targeted trajectory targeted trajectory measure progress drawing on metrics from the accompanying data template Delivery Group 1 - Inclusion TBD by SEND Partnership EEIIS handbook SEND Partnership | EEIIS and Data to be Review of Data to show Board coproduced and Board processes and collected and universal, targeted | impact of EaH and . Experts at Hand published performance report | policies analysed re and specialised a reduction in

. PfA

. Early interventions

. Educational Psychology . OAIP

Outcome: To support and enable children and young people, that can, to thrive in mainstream education by ensuring schools are more inclusive, with earlier identification and interventions to meet needs; whilst ensuring our young people are prepared for their adult life

OAIP document shared with all settings

Communication on

Experts at Hand teams and remit

EaH policy and

ToR agreed across

partners.

Links to Inclusion bases and pooled resources with

- number of EHCPs in mainstream settings/schools

implemented and data collection including impact data agreed

OAIP document to be used and implemented

Embed graduated response/OAIP. through targeted training, supervision and QA. Coproduce training with

referral rates by category of need and bench mark against previous referrals to Outreach offer.

EaH data set agreed and reported on monthly

Data on EHCP applications to see if reduced applications

offer from therapy services

Commence Knowing Me tool roll out to early years settings

Review Sensory OT service capacity and review outcomes

Embedded model of EaH and school based Inclusion with local multi-

EHCNA from mainstream settings.

Data collection from Experts at Hand

Number of schools working towards Inclusion quality mark

Data from parental feedback

schools and settings to support tiered approach to intervention for young people.

parents and families

EaH offer and process comunicated to all schools

Complete roll out of Knowing Me tool to all schools

Referral process and multi agency triage of referrals agreed.

Launch of Inclusion quality mark

Mediation

outcomes — have schools used and understood OAIP

Reduction in the number of EHCNA requests from mainstream schools and requests for change of provision type for children and young people with an EHCP.

agency governance arrangements

Develop proactive multi-agency workforce plan (incl. EP capacity solutions, SALT and OT, MHSTs,MeLSA scale-up, SENCO networks).

Data on requests for change of placement decreased

Reduction in children and young people requiring EHCNA.

DG2 - Sufficiency & Commissioning

e Sufficiency plan . Placement provision . Health services

Outcome:

- To develop a sufficiency plan to identify future placement needs and how these could be met; to effectively commission services for children and young people to meet their needs

TBD by SEND Partnership Board

Sufficiency plan drafted and early conversations taking place with Headteachers to build on the work already taken place to develop RP’s and Satellite provision.

Progress capital solutions where required (aligned to DfE capital routes).

Develop clear commissioning specs linked to outcomes.

Work is taking place to ensure there is capacity within existing commissioned services, SALT,

Commission (or expand): Resourced mainstream provisions, Specialist units attached to mainstream schools for local SEMH and ASD capacity

Develop recommissioning work programme for Speech and Language Therapy services

Re Launch of co production charter.

Share culture pledge with all partners

Commission (or expand): Resourced mainstream provisions, Specialist units attached to mainstream schools for local SEMH and ASD capacity

Coproduce delivery model for Speech and Language Therapy Service

Sensory OT and OT

DG3 - Collaboration &

TBD by SEND Partnership

Culture pledge

Re-establish Local Offer Working

Positive feedback from parents and

Expand structured mechanisms to

Insights from families and

Coproduction Board agreed and Group; improve carers re. their gather CYP voice children/young communication content, engagement and (surveys, focus people directly strategy accessibility and involvement groups) and inform service

° Engagement comms (incl. embed in EHCP design,

. Child’s voice Communication to alternative annual reviews commissioning

. Working together all partners channels). and transitions. decisions and

workforce

Outcome: Use EEIl development.

Refresh structures (single - To ensure that key stakeholders Memorandum of front door, triage . Understanding and panels, and are regularly engaged with about implement local experts at hand) to decisions and new services, Coproduction create more ensuring these are coproduced Charter and the consistent system where possible, with partners SEND Pledge wide feedback working together to provide high across partners. loops quality services DG4 - Data & Performance TBD by SEND Partnership Capacity identified Review of SEND Expert at Hand Strengthened Experts at Hand Trained staff Board and recruited to Strategy and team recruitment planning, Team recruited to numbers increased meet the reform Action plan to and communicate sufficiency and mobilised in schools and

. Inclusion dashboard . Performance management e Workforce development

Outcome:

- To ensure data and other information is used to inform service delivery of key partners, track progress, and manage services and resources.

plans identified. Training offer to schools/settings and identified professionals.

SEND Partnership Board agendas reviewed in light of SEND reforms

include SEND Reform Plan and inspection recommendations.

Thematic Delivery groups identified and priority actions with KPIs identified.

Data identified to monitor success and impact of interventions

update to all partners

WAVE 15 MHSTs workforce in situ

KPI's and data collection from the team agreed

Data identified to report on impact of EaH and school based inclusion. Review of capacity and operating model of EaH for any modifications required.

Strengthen performance dashboard and

modelling and commissioning decisions.

Embedded governance for AP/Sufficiency Strategy and Banding review; publish clear policies/threshold

(NB Timeframe dependent on when finance received and able to advertise)

Align data within ICB CYP Neighbourhood Model to strengthen place-based insight. Improved use of 2 year old development checks to inform need and sufficiency

settings. Leading to reduced numbers of referral to EaH.

EEIIS dashboards and impact reporting are formally embedded into partnership board assurance cycles including routine review of early intervention impact, reduced escalation and value for money. utilisation of EEIS and experts at hand to support monitoring and oversight of

outcome measures; routine board review.

practice in schools and settings.

Integrate EEII data into shared dashboards

Enhance shared dashboard (KPIs, outcomes, forecasting) and use for joint planning/commissi oning.

Projected Investment Spend per quarter Please specify funding source for each category

Example categories:

Programme oversight/additional leadership capacity. Workforce

Recruitment

Workforce training and development

Data/Digital

Total Spend

Work is underway to finalise exact numbers of posts to be funded by the Experts at Hand funding. It will be a mix of additional posts including specialist Child and Educational Psychologists, highly specialized Occupational Therapists and Speech and Language Therapists and support for workforce development, transformation, change management and data / digital improvements. Recruitment will begin when funding is made available, however due to recruitment timescales / notice periods etc. it is difficult to specify exactly how much will be spent in each quarter. Therefore annual figures are shown below and in the attached spreadsheet.

Direct delivery — 32 FTE - £1,920,000 Transformation — 3.1 FTE - £240,000 Administration — 4.1 FTE - £240,000

Total EaH budget spend - £2,400,000

See attached file for details of specific posts and costs, and data template for other funding information.

See Appendix 6 — CwaC Experts at Hand posts

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

Please set out how you will ensure the required capacity and capability is in place from

organisational corporate functions to support implementation of the plan. This could include reference to how you plan to build or bring in project delivery capability to manage delivery against the plan, support prioritisation, and effective use of resources; and how you plan to build the capacity and capability in data and analytics to support effective tracking against the measures in the plan

and reporting that informs decision making.

The local area partnership will ensure that robust corporate enabling functions are in place to underpin delivery of the SEND reform programme, building on learning from the DfE Families First Partnership reforms and associated delivery approaches. Whilst additional transformation funding in year one will provide essential short-term capacity across finance, commissioning, capital delivery, programme management, digital and data, the scale and pace of anticipated growth in demand introduces material risks to workforce sufficiency that require explicit mitigation and sustained oversight.

Demand modelling indicates a 25% increase in Education, Health and Care Plans (EHCPs) within a single year from 4786 at the end of 2025 to 5973 at the end of 2026, alongside a significant rise in requests for assessment (from 1056 in 2025 to an expected 1755 in 2026). This trajectory places considerable pressure on frontline SEND services, particularly in educational psychology, therapy services, inclusion support, and casework functions. These services are already operating within constrained labour markets, with national shortages affecting recruitment and retention. There is a clear risk that without rapid and coordinated workforce expansion, capacity gaps could lead to delays in assessment, reduced quality of advice, and increased pressure on statutory timescales, ultimately undermining confidence in the system.

To mitigate this, the partnership will implement a multi-layered workforce strategy. In the short term, additional capacity will be secured through flexible commissioning arrangements, including the use of locum educational psychologists, spot-purchased therapy provision, and partnership agreements with neighbouring authorities and NHS providers. In parallel, a medium-term pipeline approach will be developed, expanding trainee educational psychologist placements, investing in “grow your own” pathways for SEND caseworkers and inclusion practitioners, and strengthening links with higher education institutions to secure a sustainable flow of qualified professionals. Retention will be prioritised through workload management, professional development, and clearer career pathways across the partnership.

Programme management arrangements will be strengthened to ensure that delivery of the reforms is realistic, phased, and aligned to available capacity. A single, integrated SEND Steering Group will provide operational and strategic oversight, reporting into the existing SEND Strategic Partnership Board, with clear escalation routes into Senior Officer governance. This will be underpinned by dedicated Programme Management support responsible for delivery planning, dependency management, risk tracking, and benefits realisation. Workforce sufficiency will be maintained as a live programme risk, with regular reporting against key indicators such as caseloads, vacancy rates, assessment timeliness,

. " 57 and service response times.

Delivery sustainability will depend on maintaining a clear focus on system flow and early intervention. Investment will be

—— hee ml iil-imiiicelinegLOcal Authoritiess

Block Transfers: If you have made a block transfer (Schools Block to High Needs Block) for 26-27, please set out how your plans for

this funding align with the activities outlined above.

Schools Forum agreed to transfer 0.5% of the Schools Block to the High Needs Block for 2026/27 - this is a total of £1.476m. The Local Authority advised Schools Forum that this funding would be used to expedite the planned DfE approved Resource Provision and satellite places for SEND pupils. The tables below show the 2025/26 to 2026/27 planned increase in Special School places and RP places which were agreed to be funded by the Schools Block transfer, from the Cheshire West and Chester Schools Forum High Needs paper, February 2026. The Local Authority is expecting the 0.5% Block Transfer to continue in the next 3 years so that the revenue costs of the ambitious resource provision programme can be met.

Special/ Alternative provision schools Academic Academic Academic

Year Year Year 2024/25 2025/26 2026/27

Archers Brook 103 103 116

Cloughwood Academy 120 120 120

Dee Banks 143 143 143

Dorin Park 151 151 174

Greenbank 119 133 133

Hebden Green Academy 133 141 149

Hinderton 52 50 62

Oaklands 160 160 175

Rosebank School 49 49 50

The Russett School Academy 141 143 152

The Bridge 50 50 60

Total 1,221 1,243 1334

Resourced Provision Academic Academic Academic Year Year Year 2024/25 2025/26 2026/27 Acresfield Primary School 9 9 12 Barnton Primary School 15 32 32 Darnhall Primary School 10 10 10 Dee Point Primary School 32 32 42 Frodsham Primary Academy 11 16 16 Lache Primary School 9 9 9 Oak View Academy Primary (Mar2026) 10 Queen’s Park High School (Sep2026) 12 St Josephs Catholic Primary 10 10 15 St Nicholas Catholic High School 12 12 14 The Catholic High School, Chester 15 15 15 The Grange Primary 10 10 The Rudheath Senior (Jan2026) 16 15 Upton Westlea Primary School 10 15 16 Willow Wood Community Primary 7 7 11 Witton Church Walk 7 7 Woodlands 20 20 30 160 220 276

Capital: We have announced at least £3 billion in high needs capital between 2026-27 and 2029-30 to support children and young people (CYP) with SEND, or those requiring alternative provision (AP). This funding is intended to support place delivery across the

full 0-25 age range, including early years and post-16. We expect funding to support the following outcomes:

a. Inclusion at the core of high needs sufficiency strategy, resulting in more children and young people with SEND accessing

suitable places in mainstream settings, across all phases of education

b. Every child or young person who needs a place in an inclusion base can access one

—— hee c. Fewer children and young people with SEND needing to travel a long way to

access a suitable placement

d. Improved suitability of the mainstream estate to support children and young people with SEND, with adaptations to improve inclusivity and accessibility of the physical environment

We also welcome innovative uses of high needs capital to drive inclusion, for example, investment in assistive technology for use in mainstream settings.

Please outline your strategy for how this funding will meet the outcomes above, with reference to the core minimum requirements and other workstreams in this reform plan where appropriate. We would like to see detail around your plans to increase capacity for inclusion bases (formerly known as SEN units, resourced provision and pupil support units - SU/RP/PSUs), such as schools,

colleges or early years providers identified, engagement with relevant settings and trusts, and target cohort of needs.

If your plans include increases to places in special schools or specialist post-16 institutions, please include a clear rationale,

showing the need that is being met, and why it cannot be met through other types of provision, such as inclusion bases.

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

planning.

The sufficiency plan is constrained by the capital funding available, with all funding received to date and expected through to 2029/30 fully| allocated, leaving no remaining resource to address wider SEND capital pressures. This includes accessibility improvements, suitability works, and additional capacity at special schools and mainstream schools with designated resource provisions/units where numbers on roll exceed planned capacity, as well as limiting the ability to meet DfE expectations for mainstream adaptations and the development of inclusion bases, particularly in secondary settings.

Within these constraints, our high needs capital delivery approach prioritises an inclusive and sustainable 0-25 system, with mainstream inclusion as the default, delivering growth through a graduated continuum of provision aligned to need while avoiding unnecessary escalation; most places are delivered through resource provisions and SEND units within mainstream schools, complemented by satellite provision linked to special schools, with limited targeted expansion of special school places for those with the most complex needs, and consistent delivery across Chester, Ellesmere Port, Northwich and Winsford to improve access, reduce travel and strengthen local capacity. The capital funding is allocated based on the knowledge that development of special school/satellite provision carries a higher cost per pupil to develop or refurbish than places developed within Specialist bases. The focus of Special school places will be mainly on the development of Satellite provision. Many of our special schools have limited school grounds to support further development however special schools are already oversubscribed. Satellite provision will support children being educated within their own communities.

9. System partner and stakeholder engagement, and co-production. Please outline how the local area partnership plans to engage system partners and stakeholders to develop and implement the plan — include planned engagement with schools and early years settings, alternative providers, FE and post-16 providers (including those your young people attend that are not within your local area), Parents and Carers and children and young people with SEND, with reference to the core minimum requirements. Consider changing roles and responsibilities in the context of the Schools White Paper and how you work collaboratively to manage the transition. Please indicate where additional support is required to engage partners or

stakeholders - senior officials at the Department for Education will be available to contribute to summer term events with education

leaders and parent carer forum leaders.

(An effective co-production charter is central to our reform strategy. We recognise that a system which works for children and families must be designed with them, not for them. Our approach to stakeholder engagement and co-production is built on four principles: early involvement, genuine influence, transparency, and sustained commitment.

Engagement with Health providers: We have an established SEND Health provider forum chaired by the DCO. This allows for communication and escalation up to and down from the SEND Steering Group. The health forum meets bi-monthly, strategic documents are shared and feedback invited.

Engagement with schools and early years settings: We have an established SENDCo Network and a Schools Alliance bringing together SENCOs, headteachers and Mat SEND leads on a termly basis to share practice, identify emerging pressures and co-design responses. Schools and settings are formally represented on our Local Area SEND Strategic Partnership Board.

Engagement with further education and post-16 providers: We recognise that many young people with SEND access further education in settings loutside our local area. We will work with neighbouring local area partnerships and with FE representatives to ensure that our Experts at Hand Offer and lbroader support arrangements extend to out-of-area settings attended by our young people.

Engagement with parents, carers and young people: Relationships with our Parent Carer Forum are positive. We will strengthen co-production larrangements to ensure that the PCF is properly resourced and consistently engaged in shaping decision-making across all aspects of the reform plan. |The voice of children and young people will be captured directly and distinctly from parent voice, with clear evidence of how their views influence decisions. We will utilise offers from the Voluntary Sector and family advocates to gather the views of children and young people. We will relaunch our co- production charter and self-assess against it in year one.

Improving family experience through EHCP quality: A critical dimension of family confidence is the quality and clarity of EHCPs themselves. Families consistently tell us that plans are difficult to understand, inconsistent between workers, and do not always reflect what was discussed at assessment or lannual review. By developing digital solutions and deploying them across the service, we will ensure that all plans are clearly structured, consistently written, and accurately reflect assessed needs, agreed provision and intended outcomes. This directly improves the experience of families engaging with tthe statutory process. We will use family feedback on plan quality as a standing item in our quarterly co-production review with the Parent Carer Forum, land will track parental satisfaction with EHCPs as a service quality metric.

ISENDIASS: Our SENDIASS service provides independent information and guidance to parents and carers. We have not had any reports about variability in service quality and there have been no parental concerns reported about the independence of SENDIASS within mediation processes. The SENDIASS Service meets the National Minimum Standards. There is a need to develop a separate, independent website for SENDIASS, but all information about the service required by the minimum standards is held on Cheshire West Live Well.

Mediation and dispute resolution: Our local mediation and dispute resolution arrangements incorporate the voices of parents and children and young people. We will maintain metrics for timeliness, resolution rates and effectiveness to support monitoring and accountability. We expect that improved EHCP quality through digital solutions will reduce the volume of disputes arising from poorly specified or unclear plans, contributing to lower tribunal rates land improved family confidence.

10.Risks and Mitigations

What are the key risks that could affect the successful implementation of your Local SEND Reform Plan, and what mitigation strategies

are in place to manage these risks? Please include a maximum of 5 risks with impact and likelinood RAG for each risk. See Annex C for

suggested risk matrix.

Risk

Impact

Likelihood

Financial sustainability — EHCP growth, unit cost variance, DSG uncertainty, and capital gap

Critical

Very Likely

System-wide workforce sufficiency (including leadership and management capacity)

Crisis

Very Likely

EAH workforce recruitment failure (EPs, Salt & Ot

Crisis

Very Likely

Residual RAG

Mitigation (Enhanced & Measurable)

Quarterly validation of EHCP growth assumptions (295% accuracy); Unit cost benchmarking by Q3 2026; 3-year financial scenarios; DfE funding bids; 2-5% efficiency programme

Workforce plan by Q4 2026/27; reduce vacancies 210%; expand training pipelines; retention plan reducing turnover 215%; regional collaboration; Align workforce to capital timeline; 295% training completion; recruitment pipeline; readiness tracking

Defined leadership structure Q3 2026; KPIs; performance dashboard

Increase trainee pipeline; assistant EP model; blended delivery; monitor EHCNA demand reduction

Formal ICB workforce agreement; quarterly reviews; alternative delivery models; 290% capacity target

Joint governance board; shared KPIs; escalation protocol; alignment with ICB plans

ICB engagement and Critical Likely capacity risk Capital delivery risk Critical Very Likely

Prioritised capital pipeline; 280% projects on time/budget; increase PM capacity; agreements with schools; contingency plan

11.Dependencies

Please detail the key areas of the local area partnership’s proposed SEND future state and roadmap that may be impacted by wider

reforms nationally and locally and outline how you will manage these. We expect these will include but not be limited to:

NHS reforms

Local Government Re-organisation Reforms to Children’s Social Care

Best Start in Life, including Family Hubs Best Start In Life Strategy Curriculum and Assessment Review

National reform / partnership dependencies

NHS reforms: The restructuring of Integrated Care Boards and the shift toward a Neighbourhood Service model are key dependencies for SEND delivery, alongside sufficient NHS capacity in paediatrics, CAMHS, therapies and diagnostics. Workforce shortages, particularly in therapy and neurodevelopmental services, remain arisk to timely assessment and early intervention. Our approach aligns with the NHS 10 Year Plan, including Mental Health Support Teams, digital transformation and neighbourhood models. We are mitigating capacity pressures through joint workforce planning, shared demand modelling and integrated roles, while the Experts at Hand model aims to reduce reliance on specialist services. Recognising ongoing national uncertainty, we will maintain strong place-based governance and escalate risks where statutory duties are affected. Where NHS capacity is insufficient, we will use flexible commissioning and short-term provision, alongside expanded digital solutions to maximise workforce reach.

Reforms to Children’s Social Care: The introduction of Multi-disciplinary Family Help Teams is a significant dependency, particularly for children with complex SEND and safeguarding needs. Delivery relies on a stable workforce and clear national guidance on thresholds and statutory roles. We will align SEND reform with Family Help through shared governance, joint training and integrated planning supported by digital systems. As policy evolves, our model will remain flexible to ensure continuity of front-line delivery. Regional Care Cooperatives may affect placement sufficiency, so we will strengthen market management, improve demand forecasting and maintain contingency arrangements to secure provision where needed.

Best Start in Life, including Family Hubs: SEND reform aligns closely with Best Start and Family Hub developments, focusing on early identification and improved outcomes. Delivery depends on early years workforce capacity and integrated health input. We willimplement workforce development focused on inclusion and early intervention, embedding the Experts at Hand model within Family Hubs. Where health capacity is limited, we will prioritise high-need areas and use group and digital approaches to extend reach. Governance will ensure SEND outcomes remain central as national expectations evolve.

Curriculum and Assessment Review: National curriculum and assessment changes may alter how SEND is identified and supported, with potential risks of inconsistency or increased demand for statutory assessment. We will update our Ordinarily Available Inclusive Provision framework in line with new guidance, ensuring clarity and deliverability. The Experts at Hand model will support schools to adapt, while local moderation and quality assurance will maintain consistency during transition.

Council elections and devolution: Local elections in May 2027 may bring changes to leadership and priorities, potentially affecting reform pace. To mitigate this, the SEND Reform Plan is grounded in clear evidence, outcomes and early impact, with cross-party engagement supporting continuity. Governance arrangements will ensure operational stability through any transition.

Capital Delivery, Sufficiency and Infrastructure Dependencies: Delivery depends on capital investment to expand suitable provision, with risks linked to funding, planning approvals and construction capacity. We have developed a phased capital programme prioritising areas of greatest need. Where delays occur, we will use temporary solutions, repurpose existing facilities and commission short-term provision. Collaboration with regional partners will help manage sufficiency pressures, supported by robust programme management and financial oversight.

Workforce Capacity and System Resilience: Workforce availability across education, health and careremains a critical dependency, with national shortages affecting key roles. Our response includes recruitment, retention and development strategies alongside alternative delivery models such as digital platforms and group interventions. Where gaps persist, we will prioritise statutory duties and the most vulnerable children while continuing to reduce demand through earlier intervention.

Co-production, Participation and System Accountability: Co-production is central to the SEND system, supported by strong partnerships and an established Youth Voice network aligned to the Lundy Model. This ensures children and young people contribute meaningfully to decision-making. While co-production has influenced key strategies, its success depends on consistent implementation and sufficient capacity. There is also arisk that unclear feedback may weaken engagement. We will strengthen links between participation and governance, improve feedback mechanisms and invest in system-wide capability. Flexible and accessible engagement approaches will sustain involvement, with prioritisation ensuring the voices of those most at risk continue to be heard.

Managing Uncertainty in National Policy and Guidance: Ongoing national SEND reform creates uncertainty around funding, statutory processes and accountability, affecting local planning. Our approach is designed to be modular and adaptable, enabling changes without destabilising delivery. We will maintain close engagement with national developments and base implementation on current requirements while testing plans against different scenarios to ensure resilience.

Managing across dependencies: The SRO will oversee cross-cutting dependencies and report risks to the SEND Strategic Partnership Board. Flexibility is built into the delivery plan to allow adjustment as national guidance evolves, ensuring continued progress despite uncertainty.

Section 3 — Monitoring and Evaluation 12. How will the local area partnership know delivery is on track?

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

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

the impact on outcomes.

Some Local Area Partnerships hold data in a central SEND operational dashboard. This is used by teams on a weekly basis to

identify trends in demand or inform conversations with local school or setting leaders.

In some Local Area Partnerships, a view of the Key Performance Indicators (KPIs) is reviewed monthly by a SEND Board to

take decisions on prioritisation, resourcing and delivery of services informed by regular data.

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

attendance; pupil exclusions)

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

your approach.

(Our monitoring and evaluation approach is designed to provide the SEND Partnership Board, DfE and system partners with confidence that delivery is on track (in terms of service delivery, and delivery against this plan), outcomes are improving, and resources are being used effectively — as per the KPls outlined above.

We will track progress across four dimensions — demand, service delivery, service quality and outcomes — using the following tools and data sources:

Demand: We will monitor EHCP applications for assessment on a monthly basis, tracking volumes, primary need types and referring settings. This will be complimented by understanding of needs from data relating to completed Knowing Me profiles. This will allow us to identify trends in demand and assess whether the Experts at Hand Offer and strengthened universal offer are reducing the proportion of children escalating to statutory assessment. We will also track the rate of requests to assess that proceed to EHCP, the rate that are declined, and the rate of appeals against decisions not to assess.

Service delivery: We will track EHCP timeliness (20-week compliance) on a weekly basis through our operational dashboard, with monthly reporting to the Partnership Board. Speech and Language Therapy, Child and Educational Psychology and Occupational Therapy deployment will be tracked through our Experts at Hand monitoring framework, including settings coverage, referral rates and waiting times. ND waiting times and Place sufficiency data, including the number of children placed in independent specialist provision land out-of-area placements, will be tracked quarterly.

Service quality: We will conduct formal quality audits quarterly, benchmarking against our locally defined quality specification and tracking improvement trajectories. Parental satisfaction with plan quality will be surveyed at annual review and reported quarterly.

Outcomes: We will track pupil attendance for children with SEN in all maintained settings, exclusion rates, NEET rates for SEND young people at age 16, and progress measures where available. These will be reported within our quarterly data returns to DfE. There will be robust management of commissioned services to ensure outcomes are being monitored.

Our monitoring framework includes three feedback loops. First, regular operational reviews within the SEND leadership team, focused on data trends and emerging risks. Second, quarterly Partnership Board reviews, incorporating data analysis, stakeholder feedback and progress against milestones. Third, termly co-production reviews with the Parent Carer Forum and children and young people’s forum, using qualitative feedback alongside quantitative data to assess whether reforms are improving the lived experience of families. In addition utilising the results from the PCF surveys. Where monitoring indicates that a workstream is off track, the SRO will initiate a rapid review and escalate to the Partnership Board with recommended corrective actions.

—— hee 13.Reporting to DfE

Using the attached data template, the local area partnership is required to provide quarterly data returns to DfE against selected key metrics. DfE will, in turn, provide quarterly data reports with visualised analysis and benchmarking that will support your local delivery, monitoring and evaluation. This will include data the department holds on Attendance, Exclusions, and Unauthorised

absence.

See Appendix 5 — CwaC Local SEND Reform Plan Data template

Section 4 — Governance 14. How will the local area partnership ensure delivery of plans remain on track?

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

governance structure and ensure your response incorporates the core minimum requirements.

Governance Purpose/ Membership Cadence Decision Rights | Escalation Mechanism Responsibilities Who does this governance mechanism comprise of? | How regularly What decisions can | Route This may be a What is the function of _ | [Should include health and PCF representation] What | does this this governance Where can governance group, | this governance stakeholders are represented at this governance governance mechanism make? | this or an individual mechanism? What are mechanism? Please indicate who chairs this. mechanism governance (e.g. SRO). they accountable for (Include n/a if an individual). meet? mechanism overseeing? What escalate information is reported issues or to this governance decision to? mechanism? Local Area SEND | Purpose of the Local Independent Chair SPB Approval of LA Executive Partnership Board | Area SPB is: Director of Education and Inclusion SEND Strategy, and | mangers To provide strategic Assistant Executive Director Children’s and Families | Quarterly Action plan, and across all ToR below direction, challenge, ICB Place Director other relevant partners, LA, collective accountability | Associate Director of Quality and Safety policies. health and and support across the Improvement. education. partnership to improve Headteacher representatives the outcomes for DCO Place children, young people Head of Education and Inclusion Leaders and their families. PCF Forum To support the delivery Member Portfolio holder of the SEND Strategy Health & as approved by all Wellbeing partners. Board Please see Terms of Reference below for further details of responsibilities LA SEND Steering | The SEND Operational | Senior Managers from Education, health and SEND Steering | Operational Quarterly Group Steering Group is a partners, PCF, delivery group leads Group — decisions on the reports to the multi-agency group, monthly LA SPB

ToR below reporting to the Co-chaired by Director of Education and DCO implementation of Cheshire West and the priority areas Chester SEND Strategic Partnership Board (SPB) that sits under the umbrella of the West Cheshire Children’s Trust. The Group will oversee the implementation of the themes and ambitions of the SEND Strategy and Local SEND Reform Plan as undertaken by the themed SEND Partnership Working Groups. The Strategy ensures that services are delivered in line with the priorities and local needs identified within the West Cheshire Children and Young People’s Plan.

To ensure operational delivery and timeliness of the priority areas for development as identified in the SEND Strategy as approved by

the LA SPB LA SEND To ensure delivery of Multi-agency partners including health, schools Delivery Operational Monthly Partnership — the priority areas as settings, local authority, colleges, PCF, social care, Groups - decisions in relation | reports to the Delivery Groups identified with the Young People’s Services monthly to the delivery of the | SEND

(current groups) LASPB Strategy and identified priority Steering Action Plan Chaired by identified appropriate professional. areas. Group and e Inclusion — Senior Manager Education further e Early Intervention and Identification - DCO escalation to ¢ Sufficiency & Commissioning — Senior Manager LA SPB Commissioning where e EHCP Quality & Timeliness — Senior Manager appropriate. SEND e Co-production, Culture and Communication — Senior Manager Communications e Preparation for Adulthood - DSCO LA SEND To ensure delivery of Multi-agency partners including health, schools, Delivery Operational Monthly Partnership — the priority areas as settings, local authority, colleges, PCF, social care, Groups - decisions in relation | reports to the Delivery Groups identified within the Young People’s Services monthly to the delivery of the | SEND

(proposed future groups)

LASPB Strategy and Action Plan; and the Local SEND Reform Plan

Inclusion: To support and enable children and young people, that can, to thrive in mainstream education by ensuring schools are more inclusive, with earlier identification and interventions to meet needs; whilst ensuring our young people are prepared for their adult life

Chaired by identified appropriate professional TBD.

e Inclusion (incl. Experts at Hand, PfA, Early interventions, Educational Psychology etc.)

e Sufficiency & Commissioning (incl. sufficiency plan, placement provision, health services)

e Collaboration & Coproduction (incl. engagement, child’s voice, working together)

e Data & Performance (incl. inclusion dashboard, performance management, workforce development)

identified priority areas.

Steering Group and further escalation to LA SPB where appropriate.

Sufficiency & Commissioning: To develop a sufficiency plan to identify future placement needs and how these could be met; to effectively commission services for children and young people to meet their needs

Collaboration & Coproduction: To ensure that key stakeholders are regularly engaged with about decisions and new services, ensuring these are coproduced where possible, with partners working together to provide high quality services

Data & Performance: To ensure data and other information is used to inform service delivery of key partners, track progress, and manage services and resources.

If you have a diagram to show the relationship between these governance mechanisms, please upload this here.

See Appendix 7 — CwaC SEND Strategic Partnership Board ToR See Appendix 8 — CwaC SEND Partnership Operational Steering Group ToR

See Appendix 9 - CwaC SEND governance arrangements 2026

Section 5 — Central Government Support

15.How can we help you?

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

This may include:

Access to specialist expertise or advisory support

Help with workforce development or recruitment challenges

Tools or templates to support data collection, reporting, or evaluation Facilitation of peer learning or regional collaboration

Support with system-level coordination across education, health, and care

Guidance on navigating regulatory or policy barriers

\We would welcome the following practical support from central government to strengthen our delivery.

e Support with workforce development, particularly for Child and Educational Psychologists, Speech and Language Therapists, Occupational Therapists, and mental health workers. The national shortage of these specialists is a significant constraint on our ability to deliver the Experts at Hand Offer at scale and to reduce assessment waiting times. We would also welcome exploration of the development of a standardised approach to a Neurodevelopment Practitioner role with specific expertise in supporting those with Autism and ADHD. We would value access to regional workforce planning support and any national recruitment initiatives.

e Expert guidance on the use of Al-enabled tools within statutory SEND processes. We are developing our digital solutions as part of our data/digital enabler strategy and would value clarity on DfE’s expectations around information governance, data protection, and quality assurance for Al-assisted EHCP drafting. This would support wider sector confidence and reduce barriers to adoption.

e Facilitation of peer learning and regional collaboration. We are keen to learn from other local areas that are making progress on EHCP quality and consistency, the Experts at Hand Offer, and inclusion base development. Regional peer networks facilitated by DfE or the LGA would support this.

e Tools or templates to support data collection and reporting, particularly for the quarterly data returns. Standardised dashboards and benchmarking tools would reduce the burden on local teams and support more meaningful comparison across areas.

e Support with system-level coordination across education, health and care, particularly where ICB restructuring or NHS reforms create uncertainty about commissioning responsibilities and governance arrangements for SEND.

e Request for further capital to address the ongoing sufficiency gap e Timeliness of issuing guidance to ensure services can be planned and delivered in line with expectations e National benchmarking information on spend for Salt, Ot and EP

e Proportionate support aligned to local area deficit and capacity challenges, and information on best practice (specifically from statistical neighbours)

Annex B - Supporting Documents

Document

Link

The Schools White Paper

Every Child Achieving and Thriving

SEND Consultation Document

SEND reform: putting children and young people first.

LA and Schools Budget 2026-27

Schools Operational Guide 2026-27

Local Partnership Maturity Assessment Guidance and Tool

Local SEND Reform Plan — Data template

Local SEND Reform Plan Quality Assessment Framework

Local Inclusion Partnership Grant 2026-27

To be published Spring 2026

Experts at Hand Guidance

To be published Spring 2026

High Needs Capital Allocations 2026-27

To be published Spring 2026

Guidance on Inclusion bases

To be published Spring 2026

NHS Fit for the Future: 10-Year Health Plan for England

10-year-health-plan-for-england-fit-for-the-future

Guidance on neighbourhood multidisciplinary teams for children and

NHS England: Neighbourhood Health Framework for CYP young people

Annex C — Risk Matrix

Probability/Likelihood

Impact Description Impact Level ery} >10% - <30% >30%- <60% >60%- <90% ery;

Aya Ot Tl Cy Unlikely Possible LY Ata LN

Cannot deliver Reform Plan; Failure of mission critical activity. Crisis Significant impact to objectives; Significant and sustained disruption to activity. a Critical Delivery targets are compromised; Project delay / budget overrun. Moderate Limited impact on delivery targets; Deviations from project resource, timescale or targets. Marginal Minimal impact on delivery targets; Minimal impacts to project / programme efficiency. Negligible