Kensington and Chelsea Local SEND Reform Plan 2026

Executive Summary

This plan is aligned with our SEND Strategy, A Fairer Future, underpinned by strong partnership working across education, health and care, clear governance, early intervention and inclusive education, providing stability and clarity. However, parts of the system are operating at capacity. Rising demand, increasing complexity, workforce constraints and financial pressure require a shift, focusing on prioritisation, consistency and scale, rather than expansion alone. The Grenfell tragedy continues to shape this approach, putting communities first.

Success is measured through quantitative metrics and lived experience, demonstrating system performance and impact for children and families. KPIs include sustained statutory timeliness a reduction in EHC needs assessment demand over time relative to population, and a higher proportion of needs met at SEN Support improving inclusion rates, reduced suspensions and persistent absence for pupils with SEND, reduced reliance on expensive placements, toward financial sustainability without narrowing the local offer. Measures will be tracked through a shared dashboard, incorporating health data, enabling monitoring and accountability across education and health partners.

Building an inclusive system through partnerships

RBKC combines strong outcomes with increasing system pressure. While the local birth rate is falling, demand for SEND support rises, influenced by the borough’s role in educating children from across London. The ambition is for timely, effective support enabling pupils to achieve and thrive locally. While performance data shows high levels of mainstream inclusion and overall confidence, experience remains variable. Reforms will strengthen coordination across all pathways, ensuring consistent and timely access to support so that needs are met earlier, closer to home, with mainstream inclusion as the default and proportionate escalation.

Improving workforce capacity and capability

RBKC has strong expertise across education and health, supported by sustained investment. However, demand and recruitment pressures mean capacity is stretched. Without reform, there is a risk of escalation and over-reliance on statutory processes. Reform will focus on strengthening capacity within mainstream settings by embedding ordinarily available provision, expanding whole-setting outreach and making better use of multidisciplinary expertise. The EAH model, delivered through Spark, will act as the primary mechanism for this shift, bringing together education, therapy, psychology, mental health and outreach within a jointly delivered, integrated offer. This builds on DBV learning and existing programmes, with a focus on sustainability and measurable impact.

Improving confidence and readiness for reform

RBKC has mature self-evaluation, quality assurance and co-production. While quantitative data indicates strong compliance and quality, feedback shows confidence is influenced by transparency and accessibility. Reform will focus on making support easier to understand and access, strengthening co-production and ensuring that families, children and schools directly influence design, delivery and review.

Confidence, shaped by lived experience, will be strengthened through timely support, clearer pathways and more consistent delivery.

Stabilising finances and improving value for money

RBKC’s approach is grounded in early intervention, increasing workforce capacity, expansion of local provision and disciplined value for money. Reforms will align needs-led commissioning across education and health, to reduce escalation, increase local sufficiency and deliver a more stable High Needs Block while maintaining a high-quality inclusive offer.

Section 1 – Vision and Goals

• What the local area partnership is trying to achieve?

A system that is inclusive, transparent and applied consistently, so that pupils receive the right support at the right time and in the right place to achieve and thrive locally, aligning with Government ambition for mainstream provision, earlier intervention and specialist statutory support proportionately.

RBKC will focus on four goals:

• Improve outcomes for children and young people: Strengthen inclusive practice as the default across settings; improving

attendance and engagement; and securing more smoother transitions within education, training and employment. Success will be reflected in sustained mainstream inclusion, reduced avoidable escalation, reduced variation and improved stability for transitions.

• Increase families’ confidence in the SEND system: Ensure timely and consistent access to support, clearer pathways and visible

follow through when concerns are raised. Progress will be demonstrated through qualitative PCF feedback, reduced breadth of

complaints and disputes, improved feedback on clarity and responsiveness and earlier resolution of issues without the need for statutory escalation.

• Strengthen workforce capacity to meet need earlier: Build sustainability so that ordinarily available provision is applied

consistently across settings and specialist expertise supports earlier intervention through the EAH model. Progress will be measured by reduced reliance on statutory processes over time by resolving needs effectively at targeted stages.

• Ensure financial sustainability and value for money: Align commissioning and capital investment to a clear understanding of

need and impact, increase use of local provision and reduce reliance on high‑cost independent and out‑of‑area placements.

Progress will be reflected in stable high needs performance that does not narrow the local offer.

Section 2 – Strategy

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

alongside a higher proportion of needs being met through ordinarily available provision and pre statutory routes [Measure 3]. Workforce development is a critical enabler of this blueprint. Drawing on the Fairer Future SEND Strategy, RBKC will continue to prioritise a skilled and sustainable workforce recognising that consistent inclusive practice depends on the quality and capacity of the people delivering it. This includes targeted development for SENCOs, teachers, early years practitioners, therapists and frontline practitioners, with a focus on practical application rather than training in isolation. Workforce development will be informed by feedback from schools and families, linked to identified areas of pressure aligned with the EAH offer so that professional expertise is accessible, shared and used more effectively. The partnership recognises that capacity constraints remain a risk, and workforce activity will therefore prioritise sustainability, supervision and retention, alongside approaches that reduce duplication and unnecessary bureaucracy for settings. This will be reflected in improved school reported confidence and capability in meeting need locally, including confidence in applying ordinarily available provision and managing need appropriately [Measure 4], alongside improved attendance for pupils with SEN as an indicator of engagement and effectiveness of support [Measure 2]. Access to specialist support and local placements Delivering the EAH offer through a multi-agency collaborative model that brings together expertise as a point of access to practical support and resources, flexibly and early, Spark will operate

inclusive practice across settings, including reduced variation [Measure 1] in requests for statutory assessment, suspensions and placement patterns for children and young people with SEND, alongside a higher proportion of needs being met through ordinarily available provision and pre statutory routes [Measure 3]. Overall, RBKC has strong foundations and enablers in place, but must now focus on consolidating these strengths into more consistent frontline practice, strengthening capacity and ensuring that earlier support is accessible, equitable and effective at scale. Bridging this gap is the focus of the next phase of reform, particularly through expanding access to expertise, strengthening workforce capacity and ensuring earlier support is available consistently, not exceptionally. This will also be reflected in improved school reported confidence and capability in meeting need locally [Measure 4], and improved attendance for pupils with SEN as an indicator of engagement and effectiveness of support [Measure 2]. Access to specialist support and local placements The local area’s system changes underway to increase support for mainstream inclusion include a small‑scale Spark pilot. The partnership has formally endorsed Spark as its preferred EAH delivery model at the April 2026 Partnership Board, establishing a task‑and‑finish group to ensure that further design is informed by needs‑based data (including the JSNA and dashboards) and embedded within existing governance

assessment, suspensions and placement patterns for children and young people with SEND [Measure 1], alongside a higher proportion of needs being met through ordinarily available provision and pre statutory routes [Measure 3]. Additional reform funding will be used to build and stabilise system capacity, rather than create parallel services. This will include increasing the availability of specialist time for pre‑statutory consultation and outreach, expanding multidisciplinary input aligned to Spark, and addressing known capacity pressures in SENCO support, specialist teaching, therapies and early years provision. Learning from Delivering Better Value will be embedded at scale, ensuring that investment directly supports earlier intervention, reduces escalation and improves consistency across settings. Funding choices will be deliberately sequenced and focused, prioritising depth of impact over breadth of activity. This will also be reflected in improved school reported confidence and capability in meeting need locally [Measure 4], and improved attendance for pupils with SEN as an indicator of engagement and effectiveness of support [Measure 2]. Access to specialist support and local placements The Spark model will be fully established as the EAH offer and recognised across the system as the routine route through which settings access multidisciplinary advice and practical support. Maintained schools, FE providers and out‑of‑borough settings attended by RBKC children and young people will be able to access multidisciplinary advice and practical support in a consistent and equitable way. Access specialist input will no longer be dependent on referral thresholds but will operate as a predictable and

as the hub, with existing services as spokes (e.g. educational psychology, specialist teachers, therapy, and outreach from skilled practitioners in schools and AP). Over the three‑year period, the EAH offer will broaden the range of expertise available to mainstream settings beyond traditional statutory roles. This will include access to a speech and language advanced practitioner (ap), jointly commissioned with the ICB, commissioning and integrating additional professionals such as clinical psychology within the SEND Inclusive Education service, mentoring and coaching support, and therapeutic approaches including art and music‑based interventions, where there is evidence of impact in supporting regulation, engagement and attendance. These roles will be embedded within the EAH model rather than operating as stand‑alone services, ensuring they contribute directly to early problem‑solving and capacity‑building in settings. Consistent and timely access to this expertise will support a higher proportion of needs to be met through ordinarily available provision and pre statutory routes, reducing reliance on escalation through statutory assessment [Measure 3]. Mirror Spark arrangements will be established for PVI early years settings via Best Start Family Hubs, ensuring coherence across the 0–25 system. This will ensure that early years expertise, thresholds and routes to support are aligned with the school‑age EAH model, reducing drift into later statutory escalation that could have been prevented through earlier intervention. This approach will be evidenced through more equitable access to multidisciplinary expertise, reduced variability in how and when support is accessed across settings [Measure 1], and

structures rather than layered on top. At present, access to expert support across the system can be fragmented and dependent on individual services, relationships or thresholds. The Spark pilot represents an early step towards addressing this gap but has not yet been scaled or embedded as a system‑wide EAH offer. We are working with the ICB and LAs across the ICB footprint to define and cost the speech and language ap role within the workforce, reflecting further national guidance, in readiness to mobilise swiftly. Scaling and embedding the EAH model will ensure more timely and equitable access to multidisciplinary expertise, supporting a higher proportion of needs to be met through ordinarily available provision and pre statutory routes [Measure 3], and reducing variability in how and when support is accessed [Measure 1]. Alternative Provision is commissioned through a clear three‑tier model, aligned to inclusive system principles and focused on prevention, early intervention and reintegration rather than long‑term placement. RBKC has commissioned targeted AP and behaviour outreach to support mainstream settings to stabilise provision and reduce suspensions, alongside LA‑led quality assurance of commissioned AP settings. While this approach is strengthening inclusion and outcomes for many pupils, capacity constraints remain for some cohorts, particularly where needs escalate rapidly or are linked to social, emotional and mental health pressures. This reinforces the importance of strengthening earlier, mainstream‑based support to prevent escalation into AP where needs could be met earlier through timely expertise. This will

routine feature of the graduated response across the system through our EAH. The speech and language ap, as part of the EAH model as a system leader building capacity, will be embedded within the wider multidisciplinary offer, providing higher level advice, consultation, coaching and targeted support. Proactive allocation based on need and risk will ensure that support reaches settings and cohorts most likely to experience escalation, improving consistency and confidence across the system. Scaling and embedding this model will ensure more timely and equitable access to multidisciplinary expertise, supporting a higher proportion of needs to be met through ordinarily available provision and pre statutory routes [Measure 3], and reducing variability in how and when support is accessed [Measure 1]. Alternative Provision will sit confidently within a three‑tier inclusive system, with commissioning aligned to the existing AP Commissioning Plan and local learning. Outreach from high‑quality specialist and alternative provision will be expanded to support mainstream settings to stabilise provision, build internal capacity and reduce placement moves. This outreach will be targeted at settings and cohorts where emerging risk is identified, strengthening earlier intervention and reducing unplanned placement moves. Where capacity remains constrained, RBKC will use a planned blend of local contracting, shared provision with partners and expertise‑sharing, rather than defaulting to high‑cost independent placements, strengthening value for money and sustainability. This will contribute to reduced reliance on independent and out of area placements [Measure 6], alongside increased use of local, inclusive and outreach based provision, and more stable

improved confidence from schools and families in navigating support pathways [Measure 4 & 5]. Digital and technology‑enabled approaches are treated as core capacity‑building enablers, not add‑ons, supporting earlier intervention and consistency at scale. They will support delivery by creating capacity, improving consistency and reducing unnecessary administrative burden on schools and settings. RBKC will build on existing digital infrastructure to better share information, support earlier identification and enable more consistent planning and review of support at a pre‑statutory level. In year one, this will focus on working with existing partners to develop and pilot practical digital tools that support schools and settings to create, maintain and review Individual Support Plans in a proportionate and consistent way. In years two and three, learning from these pilots will inform refinement and, where appropriate, wider implementation. Digital approaches, including responsible use of AI, will be used to enhance quality and efficiency, support professional judgement and transparency, and reduce duplication, rather than replace face‑to‑face professional input or decision‑making. Digital tools will also support improved system oversight of demand, access and outcomes, enabling more consistent specialist service use, better forecasting and enhanced control over costs, contributing to progress toward a stable High Needs Block [Measure 7]. System leadership, local partnership collaboration and co-production Optimal delivery will initially be local authority-led, operating bi-borough (with Westminster) to

contribute to reduced reliance on independent and out of area placements, alongside increased use of local, inclusive and outreach based provision, and more stable placement patterns for children and young people with SEND [Measure 6 & 1]. System leadership, local partnership collaboration and co-production RBKC’s Partnership operates with shared governance, embedded co‑production, disciplined commissioning and a well‑established culture of self‑evaluation. The SEND Executive Partnership Board provides clear strategic oversight, supported by the SEF, shared data dashboards and regular scrutiny through partnership governance. Co‑production with families is embedded at a strategic level, with the Parent Carer Forum, Full of Life, actively influencing priorities, service design and quality assurance. This approach will support clearer system oversight of demand, access and outcomes, enabling more consistent specialist service use, improved forecasting and enhanced control over costs [Measure 7]. Our maturity assessment shows that RBKC is strongest in system leadership, partnership governance, joint commissioning and co production. There is clear oversight, shared accountability and a well embedded approach to self-evaluation. The areas where practice is less consistently experienced relate to access to timely expertise at a pre statutory stage, workforce capacity at scale and variability in how inclusive practice is applied across settings. Improved family reported trust [Measure 5] will be a key indicator of success,

placement patterns for children and young people with SEND [Measure 1]. System leadership, local partnership collaboration and co-production Education, health and care pathways will be more closely aligned, supported by shared data, clearer thresholds for escalation and agreed recovery routes where pressure persists. This will reduce variation in experience, improve timeliness of support and provide greater transparency for families about what to expect at different stages of the system. This approach will support clearer system oversight of demand, access and outcomes, enabling more consistent specialist service use, improved forecasting and enhanced control over costs [Measure 7]. By year three, success will be evidenced through reduced avoidable escalation, improved family confidence, stronger workforce sustainability, better use of local provision and a SEND system that is predictable, transparent and resilient. Improved family reported trust will be a key indicator of success, evidenced through feedback showing clearer pathways, better communication and reduced need to challenge or escalate [Measure 5], alongside improved consistency in how the system is experienced across different settings and pathways [Measure 1]. Encouraging inclusive culture and behaviours Schools’ engagement and participation will be as both commissioned providers of expertise in their own right, and as beneficiaries when support is needed with quality assured outreach and peer support recognised as a core part of system capacity rather than an optional add‑on.

maximise the shared workforce and commissioning arrangements, providing economies of scale, reducing single-point failure. This approach simplifies interfaces with the ICB and strengthens commissioning leverage. This leadership role will focus on stewardship, quality assurance and equitable access to expertise, rather than centralised control, with delivery increasingly shaped by system learning and feedback over the three years. This will support enhanced control over demand, access and cost across the system, with a focus on consistent decision‑making, equitable access to support and progress toward a stable High Needs Block [Measure 7]. Strategic decisions, including the targeted use of capital and the development of provision, will be informed by structured feedback from schools and families, alongside needs‑based data. The Parent Carer Forum, Full of Life, will play an active role in shaping priorities, including contributing to the design and delivery of training for schools and settings, and reviewing how inclusive practice is experienced on the ground. Family and school confidence measures, including qualitative feedback and confidence ratings, will be used alongside performance data to test whether system changes are translating into improved experience and outcomes, and will influence the ongoing direction of travel. This approach ensures that leadership decisions are transparent, grounded in lived experience and focused on continuous improvement rather than static delivery. Improved family reported trust [Measure 5] will be a key indicator of success, evidenced through feedback showing clearer pathways, better communication and reduced need to

evidenced through feedback showing clearer pathways, better communication and reduced need to challenge or escalate, alongside improved consistency in how the system is experienced [Measure 1] across different settings and pathways. Encouraging inclusive culture and behaviours However, experience is not yet consistent across all settings or pathways. Without change, these pressures risk increasing reliance on statutory processes and specialist placements in areas where earlier intervention could be more effective. Workforce capacity is stretched despite strong capability, and pressure is most acute where needs escalate quickly, at key transition points and within some health pathways. While many families report positive experiences, confidence in the system is undermined when families experience delay or variability. High needs affordability remains an ongoing risk, requiring continued grip and active mitigation. Addressing this variability will be critical to reducing reliance on statutory processes, improving consistency across settings [Measure 1] and strengthening confidence among both schools and families [Measure 4 & 5] in the system’s ability to meet need earlier and more effectively. Link to additional documents that provide

By this point, the system will have shifted from managing demand reactively to anticipating need and intervening earlier, with fewer children reaching crisis points before support is put in place. Addressing this variability will be critical to reducing reliance on statutory processes, improving consistency across settings [Measure 1] and strengthening confidence among both schools [Measure 4] and families [Measure 5] in the system’s ability to meet need earlier and more effectively.

underlying evidence:

Family Information Hub | Strategies and Plans challenge or escalate, alongside improved school confidence [Measure 4] and more consistent experiences across the system [Measure 1]. Encouraging inclusive culture and behaviours A key component of workforce development will be the targeted commissioning of outreach and peer‑to‑peer support from schools, alternative provision and settings that demonstrate strong inclusive practice. These settings will be supported to share approaches, host practice visits, provide mentoring and contribute directly to the EAH offer, enabling effective practice to spread at pace across the system without creating new parallel services. This will contribute to increased consistency [Measure 1] in how inclusive practice is applied across settings, reduced reliance on independent and out of area placements [Measure 6] through stronger use of local outreach and expertise, and a shared culture of early intervention, collaboration and accountability across the system.

Success measures

Baseline

Target Metrics

Baseline performance will be established using a small set of core indicators that are already routinely collated and scrutinised by the local authority and partnership. These provide a proportionate baseline aligned to the data template. Core baseline indicators Statutory demand and variation In 2025, there were 141 requests for EHC needs assessment, up from 127 the previous year resulting in an EHCP growth of 5.62%

By year three, achievement of the local area’s vision will be evidenced through sustained shifts in system behaviour, experience and outcomes, aligned to the trajectory set out in the data return.

• Statutory demand and system consistency

Requests for statutory assessment will have stabilised relative to population growth, with reduced variation between settings and clearer alignment between assessed need and statutory provision. Statutory pathways will be consistent and proportionate rather than the default route to support.

Key measures will include:

Increased consistency in inclusive practice across settings, evidenced through reduced variation in requests for statutory assessment, suspensions and placement patterns for children and young people with SEND. This will be monitored alongside trends in EHC needs assessment requests and completed assessments, providing a consistent measure of system demand.

Improved attendance for pupils with SEN in all maintained schools, supported by wider published and local data returns including

reduced suspensions and improved attendance for pupils with SEND as indicators of engagement and effectiveness of support.

A higher proportion of needs met through ordinarily available provision and pre-statutory routes, supported by timely and equitable access to Experts at Hand. This will be evidenced through the number of children and young people supported through the High Needs Block without an EHCP or individual top-up, and those receiving individual top-ups without an EHCP.

EHCP, higher than 3% the previous year. These measures provide a clear baseline for demand, conversion and variation across the system. EHC plan population The total number of children and young people with EHCPs was 882 in 2025, providing the baseline for tracking overall demand and system growth. Attendance for pupils with SEN Overall attendance and persistent absence for pupils with SEN will continue to be tracked through local and national datasets as a key system‑wide indicator of engagement and effectiveness of support. In 2024 to 2025, attendance for pupils with EHCPs was 90.2% and for pupils at SEN Support was 90.0%, providing a clear baseline against which improvement and narrowing of gaps will be measured. Suspension data provides an additional indicator of engagement and inclusion. In 2023 to 2024, fixed term suspension rates were 21.8% for pupils with EHCPs and 24.1% for pupils at SEN Support. Permanent exclusions were low, with one primary pupil with an EHCP, one secondary pupil with an EHCP and one primary pupil at SEN Support excluded. These measures provide a baseline for monitoring inclusion, stability and the effectiveness of support over time. Use of early and pre-statutory support In 2025, 1,010 children and young people were supported through the High Needs Block

• EHC plan trajectory

Total EHC plans are projected to increase from to 993 by 2029. This growth will be managed through stronger early intervention, ensuring that increased demand is met more consistently and efficiently within the system.

• Ordinarily available provision and early

support A higher proportion of identified needs will be met through ordinarily available provision and pre- statutory routes. This is reflected in a projected reduction in children supported through the High Needs Block without an EHCP as their needs are being met by schools’ own resources, from 1,010 in 2025 to 974 by 2029, alongside an increase in individual top-ups without EHCPs from 137 to 283, indicating a more differentiated and earlier response to need.

• Attendance and engagement

Attendance for pupils with SEN will show sustained improvement, with reduced persistent absence linked to unmet need, particularly at key transition points.

• School confidence and capability

Schools will report increased confidence in identifying, meeting and managing need locally, including applying ordinarily available provision and managing complexity without unnecessary escalation.

• Specialist, independent and out-of-area

placements Reliance on independent and out-of-area placements will reduce, with placements in independent provision projected to decrease from

Improved school-reported confidence and capability in meeting need locally, including confidence in applying ordinarily available provision and managing need appropriately, alongside participation in SEND networks and engagement with EAH.

Improved family-reported trust, evidenced through feedback showing clearer pathways, better communication and reduced need to challenge or escalate, alongside trends in complaints, dispute resolution and tribunal activity.

Reduced reliance on independent and out-of- area placements, alongside increased use of local, inclusive and outreach-based provision. This will be evidenced through changes in placement distribution across mainstream, specialist, independent and EOTAS provision.

Enhanced control over demand, access and costs, supported by improved forecasting,

consistent specialist service use and progress toward a stable High Needs Block, including trends in total spend, unit cost and transport expenditure.

without an EHCP or individual top-up, alongside 137 receiving individual top-ups without an EHCP, providing a baseline for monitoring the strength of the graduated response. School confidence and capability Baseline measures are drawn from existing SENCO feedback, participation in SEND networks and quality assurance activity relating to the graduated response and ordinarily available provision. Family confidence and dispute Baseline measures include volumes and themes of SEND-related complaints, disputes, mediation and tribunal activity, alongside structured feedback from the Parent Carer Forum. Specialist, independent and out-of-area placements In 2025, placement patterns included 426 pupils with EHCPs in mainstream schools, 109.9 in specialist bases, 104.9 in maintained special schools and 92.0 in independent provision, with 30.6 in EOTAS. These provide the baseline for monitoring sufficiency, inclusion and cost. High Needs Block position Total High Needs Block spend was £26.64m in 2025 to 2026, including £5.20m on independent placements and £2.33m on transport, forming the baseline for tracking financial sustainability and value for money.

92.0 in 2025 to 83.2 by 2029 and EOTAS from 30.6 to 18.1. Mainstream placements will increase from 426 to 640, reflecting a more inclusive local system.

• Demand management and financial

sustainability The High Needs Block will move to a more stable and predictable trajectory, with total spend projected at £27.54m in 2026 to 2027 and £28.96m in 2027 to 2028, supported by improved control of placement mix and better forecasting. Progress against these expectations will be assessed through a balanced use of quantitative performance data and qualitative insight from children, families and settings, enabling ongoing oversight and refinement rather than one-off judgement.

Both quantitative performance data and qualitative feedback from children, families and settings will be used to assess impact, inform oversight and drive continuous improvement.

Baseline evidence will draw on both quantitative performance data and qualitative insight from children, families and settings, enabling transparent tracking and disciplined oversight as reform is implemented.

• The local area partnership’s strategy for delivery: A brief summary of the local system’s theory of change/reform strategy.

Our strategy builds on strong system foundations including established governance, co-production and joint commissioning to embed inclusive practice, rather than creating parallel provision, reform is required to improve consistency and reduce escalation, shifting towards earlier, needs-led support and clearer, more consistent application of ordinarily available provision.

Investment focuses on increased capacity through workforce development, outreach and specialist provision within mainstream settings to increase local capacity and reduce reliance on high-cost placements.

Joint commissioning with the ICB, aligned priorities and investment across therapies, mental health and neurodevelopmental pathways underpins the system. The EAH model (delivered locally through Spark) includes additional multidisciplinary capacity within education teams, with therapies integrated into the LA-led offer. Strengthen delivery of existing health commissioned services, ensuring alignment rather than duplication. Delivery of advanced specialist input within the EAH model will sit within the agreed partnership governance and quality assurance arrangements led by the LA and ICB. Delivery will be underpinned by shared accountability with the ICB acting as a co-owner of system outcomes.

Co-production is central to testing whether reforms are improving experience, ensuring that system adjustment is driven by both performance data and lived experience.

Progress will be tracked through a defined set of integrated KPIs, including statutory demand, timeliness of access to specialist advice, attendance for pupils with SEN, and reliance on independent placements. Measures will be monitored through the SEND dashboard and SEF, alongside qualitative feedback from families and settings. Health performance indicators will be incorporated within the shared dashboard to enable joint accountability.

• A completed copy of the Local Partnership Maturity Assessment Tool is appended.
• The local area partnership roadmap for the next 3 years

Local roadmap for the next 3 years

2026/27 2027/28 2028/29

Across all three years, progress will be tracked using leading indicators including patterns of EAH access, SEN Support stability, EHCNA request volumes, timeliness of specialist input, school and family confidence measures, placement moves and suspension trends, alongside statutory and financial outcomes. Year 1 focuses on mobilisation, infrastructure and governance; Year 2 on embedding and wider implementation; and Year 3 on sustainability, refinement and quality assurance.

Enablers: Capital, Workforce, Data/digital systems, Co-production, Governance and Sufficiency Building block: Strengthening inclusion across education settings Expand consistent inclusive practice across all phases using data on variation in requests for statutory assessment, attendance, suspensions and confidence to target support to settings where practice is less embedded [Data / Digital]. Year 2 is focused on embedding and wider implementation, using evidence on variation and impact to target support, extend what is working and strengthen early years and FE application of the model. Extend Individual Support Plan approaches and associated digital tools where evidence shows improved consistency and earlier intervention [Data / Digital]. Workforce development is increasingly targeted and evidence-led, including Inclusive practice is embedded as standard across early years, schools and FE, with consistent application of ordinarily available provision and reduced variation between settings [Workforce]. Digital tools are retained and scaled only where they demonstrably improve quality, consistency or efficiency [Data / Digital]. Year 3 is focused on sustainability and quality assurance, testing whether improvement is maintained across cohorts and phases and refining the approach where data or lived experience show remaining variation. Quality assurance processes test whether inclusive practice is sustained across phases and cohorts, with continuous refinement based on performance data and lived experience.

Reinforce mainstream-led expectations through clear partnership-wide messaging that inclusion is delivered through ordinarily available provision within classrooms and settings, rather than separation or escalation. Use Spark support and outreach to translate expectations into practical classroom adjustments, supported by targeted workforce development for SENCOs, teachers, early years practitioners and FE providers [Workforce]. Year 1 is focused on mobilisation, putting in place the workforce, pathways, expectations and supporting tools needed to shift practice, rather than assuming whole system consistency is immediate.

direct input where this is the right use of capacity, with delivery calibrated to available funding and need [Workforce]. Support will include consultation, modelling, whole-setting support, targeted interventions and individual casework, alongside commissioned outreach from specialist settings and AP, mentoring and targeted therapeutic interventions for EBSNA and EOTIS cohorts, and lived experience input from the parent carer forum [Workforce] [CO-PRODUCTION]. Specialist outreach will be commissioned from schools and settings with demonstrably strong provision in areas of high need or known gaps, with support spanning age ranges and need types rather than being confined to a single phase or designation [Workforce] [Sufficiency]. Therapy delivery will shift to a blended model of whole-setting support, targeted intervention and consultation, increasing reach and timeliness [Workforce]. Early years Spark access will be delivered through Best Start Family Hubs, with adapted pathways for FE and out-of-borough providers to ensure equitable access [Workforce]. Where services are at capacity, interim support will be allocated to avoid delay. Review and escalation are built in, with

Strengthen early years pathways and FE transition routes to ensure support is consistent at key transition points.

Sufficiency planning is mature and iterative, with annual review of forecast need, planned place growth, inclusion bases and outreach capacity informing commissioning and capital decisions across the wider reform programme [Sufficiency] [Capital] [Governance]. Targeted therapeutic and mentoring approaches are retained where evidence demonstrates impact on engagement, attendance and emotional regulation [Workforce]. West and North London ICB therapies transformation programme fully embedded; sustainable therapy models in place supporting better outcomes across all 13 boroughs

This year focuses on embedding borough wide access, stabilising pathways, and making early years and FE commitments more visible through practical routes to support, transition planning and links to specialist provision [Governance] [Workforce]. West and North London ICB therapies transformation programme embedding further waiting list reductions

Therapies Transformation - Embed transformed therapies model. Sustainable workforce capacity embedded. Model informs ongoing commissioning and planning.

EAH – Speech and Language Advanced Practitioners - Advanced Practitioner roles and networks fully embedded within WNL workforce and transformation programmes. Workforce pipelines and training partnerships established.

ND Pathway - ND waiting list backlog reduced across WNL Scale successful approaches and use insights to inform commissioning and service planning. Needs-led

placement instability and family confidence to enable robust tracking of change [Data / Digital]. Reinforce shared responsibility across education, health and AP, ensuring escalation is not the default response.

behaviours across settings, including early years and Fe [Workforce]. Improve accessibility of co-production approaches to ensure the voices of children and young people are captured more consistently [CO- Production].

outcomes, sustained confidence and reduced escalation reinforce system resilience and stability.

Please see attached one page diagram outlining Spark Eah model

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

This workstream represents the primary investment of reform funding in 2026–27, reflecting the partnership’s assessment that early access to expertise is the most effective lever for reducing escalation and improving inclusion. Success measure -Timeliness and uptake of Spark support. -Reduced escalation to short-term or off-site placements. -Increased use of outreach and reintegration support. -Early stabilisation of demand for independent placements.

with Best Start Family Hubs ready for development from Q3. Increased volume of earlier access to multidisciplin ary advice via Spark. Reduced time from concern to first specialist input in pilot cohorts. Baseline therapies review completed and draft model of care developed. Engagement and co- production on draft model completed.

on events with schools, SENCOs and FE providers to support practical uptake. Begin recruitment to trainee EPs, qualified Ot, Slt and Clinical Psychology posts, and scope apprenticeshi p development so apprentices can enter post in Year 2, recognising that long term sustainability depends on future HNB agreement and delivery of savings elsewhere in the system.

provision and access to Spark. Improved timeliness of advice and early intervention; reduced reliance on statutory routes for access to expertise. Improved timeliness and predictability of specialist support. Lower proportion of ‘at risk’ referrals. Early stabilisation in demand for short-term or off-site placements.

without support and better use of outreach and reintegration within mainstream provision. Advanced SLT Practitioner role(s)in post across WNL ICB. System mapping and baseline assessment completed.

Establish mirror Spark arrangements with Best Start Family Hubs for PVI early years.

Appoint the SEND Reform Delivery Lead and 2 Workstream Coordinators as fixed term roles seconded from the SEND service to mobilise delivery with strong local knowledge of children, families, schools and existing services.

Workstream 3: System leadership, local partnership collaboration and co‑production Outcome Clear, shared system leadership with strong governance, transparent data and meaningful co‑production, enabling grip on delivery and confidence in reform. This workstream focuses on enabling delivery and providing assurance, rather than driving new activity in 2026–27. Success measure -Regular, quality governance reporting against milestones. -Evidence of co‑production influencing decisions. -Improved visibility of system performance and pressure points.

Head of Local Offer and SEN Outreach

Use existing governance to launch the reform programme formally, confirm workstream accountabiliti es, and begin structured engagement through headteacher briefings, SENCO network sessions, design workshops and implementati on events for schools, early years and FE. Clear ownership of delivery; shared understandin g of priorities and accountabiliti es.

Agreed baseline performance position across demand, access, attendance and confidence measures. Clear visibility of system pressure points through dashboards. Project management support arrangements in place for Child Health Hub programme.

• Review

existing neighbourhoo d models across legacy NCL / NWL.

Embed termly feedback loops and short progress check ins with schools, early years settings, FE and the Parent Carer Forum, using simple “you said, we did” reporting to test implementati on experience and inform adjustment. Further integrate health data dashboards drawing on demand and confidence data to monitor progress against core minimum requirements.

Improved system visibility; earlier identification of pressure and variation. Improved timeliness and consistency of performance reporting. Evidence that data is informing prioritisation and deployment decisions. Additional ND capacity mobilised. Needs ND profiling pilots commence

Use feedback from schools, settings and families alongside baseline data to refine workstream plans, workforce priorities and implementati on support for the next phase of delivery. Parent Carers actively involved in reviewing progress, shaping workforce priorities and testing whether reforms are improving experience.

Clear “you said, we did” feedback loops; increased family confidence. Family and school feedback shows clearer pathways and improved follow-throug h. Reduced repeat complaints and appeals or escalations linked to lack of clarity or delay. Learning from Child Health Hub implementati on incorporated into future neighbourhoo d model. Priorities for 2027/28 agreed.

Agree reporting and data requirements.

Workstream 4: Encouraging inclusive culture and behaviours Outcome An inclusive culture where belonging is the norm, non‑inclusive practice is challenged early, and escalation is no longer the default response is strengthened through routine access to expertise, outreach and professional challenge. Success measure -Reduced use of separation and part‑time timetables. -Improved family‑reported trust and clarity. -Reduced suspensions and improved attendance for pupils with SEN.

Co-Principal Education Psychologists

Reinforce expectations that inclusion happens in classrooms and settings, not through separation or off‑site provision. Clarify shared responsibility across education, health, AP and specialist teams.

Clear, consistent messaging on inclusion and belonging across partners. Baseline established for attendance, suspensions, part-time timetables and separation from the classroom.

Use EAH outreach and professional dialogue to identify non‑ inclusive practice early and agree strengths based adjustments before escalation.

Fewer instances of delayed or reactive responses; earlier support in place. Reduction in new cases of informal suspension and parent reported behaviour sanctions. Improved attendance and engagement for pupils with SEN in settings receiving support.

Use data, confidence measures and lived experience to identify patterns of suspension or withdrawal and target challenge and support.

Reduction in repeat escalation and suspension patterns in targeted settings. Continued reduction in suspensions and persistent absence for pupils with SEN. Family feedback indicates improved sense of belonging and earlier support.

Workstream 5: Quality Assurance and Tribunal Compliance Outcome

Head of SEND Assessment and Resolution

Define and communicate how new pre statutory routes, including Spark and

Clear statutory readiness governance in place, with practitioners working to a

Lead implementati on of revised statutory processes, templates or formats

Statutory changes implemented without destabilising decision making, legal

Consolidate new statutory approaches with updated QA frameworks aligned to the

Statutory EHCP processes stable, compliant.

Ensure lawful, consistent EHCP practice and tribunal readiness during reform, with clear thresholds and a reliable audit trail. Dedicated investment in delivery coordination and QA ensures reform activity does not increase legal risk or destabilise statutory confidence during Year 1. Success measure - QA sampling shows consistent thresholds and fewer preventable defects or rework. - Key statutory timeliness and advice flows are tracked, with no deterioration in core measures. - Tribunal and mediation changes and learning is translated into updated guidance, templates and practice prompts, with evidence of follow through.

Individual Support Plans, interface with statutory decision making so that earlier support does not blur legal thresholds or create confusion about when statutory assessment is required. Agree transition QA arrangements to test whether earlier support routes are being evidenced clearly and lawfully, with a reliable audit trail showing how decisions move from pre statutory support to statutory

shared understandin g of how Spark, Individual Support Plans and statutory thresholds interact. Practitioners operating with shared understandin g of thresholds and escalation during reform. Early assurance that existing statutory processes remain compliant as new routes are introduced.

required by reform, ensuring consistency, compliance and clear threshold application as changes go live. Embed QA checks focused on reform related risk, including decision making clarity, robustness of reasoning and tribunal defensibility. Use QA sampling to test whether early support routes, case recording and statutory decisions remain aligned, and whether reform is creating any drift, delay or avoidable

thresholds or tribunal defensibility. Improved clarity and consistency in EHCP practice during transition. No increase in avoidable procedural error linked to reform change.

reformed system. Confirm tribunal readiness under post reform arrangements , including evidence standards, audit trails and decision clarity. Provide assurance to governance that statutory change has been embedded safely and is ready for Year 2 delivery.

Clear evidence that the system is transitioning without increased legal risk. QA baseline established to support further reform delivery in 2027–28.

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

RBKC will deliver the first year through an implementation structure that adds capacity while protecting statutory services. From July 2026, delivery will be led by a SEND Reform Delivery Lead and 2 Workstream Coordinators, seconded on fixed term arrangements from within the SEND service. This ensures strong local knowledge of children, families, schools, settings and current pathways, alongside the programme discipline needed to sequence activity, manage dependencies and maintain pace across workstreams.

This sits alongside workstream leads and existing partnership governance, rather than creating parallel arrangements. The SEND Executive Partnership Board and SIG will provide oversight, with the SRO retaining accountability for delivery, risk and resource decisions. This keeps reform grounded in existing accountability while providing operational grip to manage implementation. Health partners will contribute across relevant workstreams and are represented through partnership governance, including SIG, ensuring system oversight and alignment. The partnership will continue to align resources across organisations, recognising shared responsibility while maintaining accountabilities.

HR will support recruitment to trainee EPs, qualified Ot, Slt and Clinical Psychology roles, alongside apprenticeship development for Year 2. Finance, commissioning and digital support will enable dashboard development and tracking of delivery against milestones, spend and impact.

Implementation will build on the Spark pilot, scaling to borough wide delivery for schools and FE from Q2, with early years pathways developed from Q3 through Best Start Family Hubs. Shared dashboards and reporting will track access, timeliness, uptake and early impact, enabling timely adjustment where delivery, quality or trajectory starts to drift.

8. Other funding Local Authorities.

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

As set out in the Schools Forum report of March 2026, the transfer forms part of a wider, planned approach to managing high needs pressures, informed by Delivering Better Value activity and sustained engagement with schools through the Forum and the High Needs Budget Review Group. [rbkc.moderngov.co.uk]

(Public Pack)Agenda Document for Schools' Forum, 16/03/2026 17:00 The funding will be used to strengthen mainstream capacity to meet need earlier, reducing avoidable escalation to statutory processes and higher‑cost placements. This aligns directly with the reforms set out above, including expansion of the EAH offer through Spark, increased access to multidisciplinary advice, strengthened alternative provision outreach and targeted workforce development for inclusive practice. The transfer also supports prioritising inclusion bases within mainstream settings to reduce reliance on independent provision.

Schools’ Forum discussions have emphasised that investment is tied to clear expectations on inclusion, early support and system sustainability, with ongoing monitoring of impact and affordability. The block transfer therefore operates as a time‑limited enabling measure, supporting reform delivery while maintaining transparency, accountability and value for money.

It underpins the Year 1 workstreams and milestones, by strengthening early intervention, inclusive practice and local capacity, with progress tracked through data and governance reporting.

Capital: RBKC’s High Needs Capital strategy is designed to meet the outcomes set out above by placing inclusion at the core of sufficiency and place planning, while responding realistically to forecast demand, demographic change and the needs profile of local children and young people 0-25 years old. As set out in the RBKC SEN Specialist Provision Commissioning Plan (Autumn 2025) linked below, the borough has one of the highest national proportions of children and young people with EHCPs educated in mainstream settings, reflecting a sustained emphasis on inclusion and early intervention. However, forecast growth of 4% per annum in EHCPs, combined with high pupil mobility, requires planned capacity increases to avoid future reliance on high-cost independent and out-of- borough provision.

Capital funding will therefore be targeted to increase capacity through a balanced, needs-led mix of provision types, with a strong emphasis on inclusion bases hosted within mainstream early years settings, schools and colleges. Planned expansion is informed by SEN2 data, local dashboards and forward demand modelling, and includes the development and expansion of inclusion bases in partnership with maintained schools, multi-academy trusts and early years providers. RBKC has experienced falling rolls in parts of the primary sector, creating opportunities within the existing school estate. The Council will continue to build on this by repurposing existing space to extend provision or establish new inclusion bases, with delivery phased over the Spending Review period and prioritised based on need type, geographic demand and pressure on existing placements. This approach supports faster delivery, better value for money and sustainability, whilst maintaining clear expectations on quality and cohort.

Alongside expansion of inclusion bases, the commissioning plan evidences that mainstream provision alone cannot meet all need. Autism accounts for over 47% of EHCPs in RBKC, and around a quarter of resident pupils with EHCPs require special school provision. Capital investment will therefore also support targeted expansion of in-borough special school capacity, including satellite models, where needs are sufficiently complex that they cannot be met safely or effectively in mainstream settings. This will be prioritised for cohorts with the most complex needs, where there is clear evidence that inclusion bases would not be appropriate, ensuring parental confidence and reducing pressure on independent provision.

RBKC’s small geographic size means travel within the borough is rarely a significant issue. The greatest impact arises when children attend out-of-borough provision, often due to limited local capacity. Capital proposals are therefore prioritised to maximise local provision, reducing distances and improving placement stability. The SEND service actively monitors transport eligibility, appeals and costs, and has expanded its independent travel training offer, supporting independence while reducing long-term transport costs.

This capital strategy is aligned with wider reform workstreams, ensuring that investment in the physical estate is matched by workforce development, inclusive practice and early intervention across the 0–25 system, including early years and post-16 provision, delivering sustainable impact over time.

https://search3.openobjects.com/mediamanager/biborough/directory/files/2025-oct_-_rbkc_capital_plan_-_final.pdf

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

We will engage system partners and stakeholders in the development and implementation of the reform plan by building on the established approach to co‑production and partnership working set out in our SEND Strategy, which commits the partnership to meaningful involvement of children, young people and families in shaping decisions that affect them. This is reflected in the SEF, evidencing embedded co‑production with the Parent Carer Forum, youth participation activity, and a culture of openness to challenge, learning and adaptation. The reform plan strengthens the consistency and visibility of how co‑production informs system decision‑making.

Engagement will be organised around who is affected by change, who contributes to design and delivery, and who requires assurance. Early engagement with schools, practitioners, parents and system partners has already influenced the plan, through a number of consultation events, also gathering feedback for the White Paper (published on our Local Offer), including the design of the EAH offer and a stronger focus on practical, in‑setting support, mentoring and therapeutic approaches alongside traditional statutory roles.

At the outset of delivery, the partnership will be explicit about roles, responsibilities and decision‑making scope, supporting transition to the shared accountability model set out in the Schools White Paper. IASS will continue to support parental confidence and informed decision‑making through independent advice, supporting families to navigate pathways, transitions and dispute resolution. The partnership will also commission the Parent Carer Forum as experts in lived experience, enabling sustained involvement in design, delivery and oversight, including Spark.

Plan development has drawn on existing forums and mechanisms, including Schools Forum, High Needs Block reference groups, SENCO networks, joint commissioning arrangements and direct engagement with the Parent Carer Forum, alongside wider feedback through the Local Offer. This has shaped proposals including apprenticeship routes and workforce development to support the long‑term sustainability of the EAH model, recognising the need to grow future workforce capacity while maintaining quality.

During implementation, engagement will remain practical and regular, focused on how reforms are applied in practice. Settings will be engaged through workstream‑specific groups, demonstrations and short progress check‑ins linked to delivery milestones, including the EAH offer. Engagement activity will support partners through transition, including changes to access routes, thresholds and roles, reducing uncertainty and reinforcing shared accountability. Feedback will be captured through simple audit trails and reported through governance, with clear “you said, we did” updates to demonstrate impact.

The partnership recognises that while co‑production is well established at a strategic level, it is not yet consistently experienced across all settings. In Year 1, we will support schools, early years settings and FE providers to strengthen co‑production in day‑to‑day practice through guidance, training and quality assurance approaches. We will also strengthen how the voices of children and young people are heard directly, widening the use of accessible and assisted communication methods, including visual tools, supported conversations, advocacy, digital approaches and both group and one‑to‑one engagement. This will ensure their views influence design, delivery and review more consistently.

10. Risks and Mitigations

11. Dependencies

Delivery sits within a wider programme of national and local reform. The partnership has considered these dependencies carefully and will continue to align SEND reform delivery with associated system change.

NHS and ICB restructuring, workforce constraints and increasing demand across therapies and neurodevelopmental pathways present risks to delivery. NHS reform and health system transformation are a critical dependency, particularly in relation to the availability, configuration and timeliness of specialist health input, including therapies and mental health support. The shift towards neighbourhood‑based models and integrated pathways presents an opportunity to align the Experts at Hand (EAH) offer with group‑based, whole‑setting support. However, this transition also carries short‑term risks as commissioning arrangements and workforce models evolve. Without effective alignment, there is a risk of delays in access to specialist input, limiting the effectiveness of the graduated response and increasing escalation to EHCPs. This dependency will be managed through joint commissioning between the ICB and Local Authority, supported by shared governance and performance monitoring to maintain timely access to existing commissioned health provision.

Children’s Social Care reforms, particularly the Families First Partnership programme, will rebalance the system towards earlier help and multi‑agency working. Locally, this aligns with the SEND strategy focus on early identification, prevention and shared responsibility. However, implementation is taking place alongside wider system change, and coordination is required to ensure SEND and social care reforms complement rather than fragment pathways, particularly for families with overlapping needs.

Best Start in Life reforms and Family Hubs are a key dependency for early years SEND delivery. RBKC has established Best Start Family Hubs as locality‑based access points from pregnancy onwards, including support for children up to age 25 with disabilities. These hubs provide an important mechanism for early identification and inclusive practice, including mirrored EAH access for PVI settings. Ongoing national guidance and reporting expectations will influence delivery capacity and require alignment rather than duplication.

Curriculum and Assessment Review outcomes may affect how need is identified and supported in mainstream education, particularly in relation to thresholds, intervention design and accountability. While details are not yet confirmed, RBKC’s focus on ordinarily available provision, inclusive practice and professional judgement provides resilience, as reforms are not dependent on narrow assessment frameworks.

Local government reorganisation does not directly impact RBKC as a London borough. However, the local government finance settlement is a significant dependency. RBKC faces substantial funding reductions over coming years, with over £100m of savings required council‑wide as a result of the Fair Funding Review. This creates a risk that reductions in non‑statutory services could undermine early intervention capacity and increase pressure on SEND pathways. The reform plan therefore prioritises sustaining earlier support through Best Start Family Hubs, mainstream inclusion and efficient use of shared resources.

Overall, the partnership will manage these dependencies through active alignment, joint ownership, prioritisation and transparent governance, ensuring SEND reform remains deliverable and resilient within a changing policy and funding context.

Section 3 – Monitoring and Evaluation

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

Monitoring tools and processes

A data dashboard supports strategic oversight of delivery and is directly linked to the SEF. The dashboard draws together published data (including SEN2 returns), validated local datasets and trend analysis to provide a shared view of demand, capacity and outcomes across the system, rather than functioning as a live operational performance tool. This enables the partnership to maintain a consistent, evidence‑based understanding of system performance without duplicating existing service management processes.

Operational services continue to use live case management systems and service‑level business intelligence to manage delivery on a routine basis. For example, services responsible for EHC assessments use live data and monthly or quarterly BI reporting to review timeliness, throughput and quality, while nationally published datasets such as SEN2 are incorporated into the strategic dashboard to track trends over time and benchmark performance. This separation ensures data is used at the right level for the right purpose and avoids unnecessary escalation or duplication.

The SEND dashboard supports proportionate governance. As a high‑performing local area, RBKC does not require monthly executive‑level reporting to maintain grip. Instead, a defined subset of indicators is reviewed through SEND partnership governance at appropriate points, informed by the SEF cycle and brought to boards by request where decision‑making, assurance or reprioritisation is required. This approach reflects the partnership maturity assessment, emphasising intelligent use of data to support improvement rather than creating additional reporting burden.

Quantitative data is complemented by qualitative insight, including measures of school confidence, family experience and themes arising from complaints, mediation and tribunals. Together, this ensures that performance monitoring focuses not only on volume and timeliness but on consistency, quality and lived experience. The combination of service‑level BI, strategic dashboarding and structured self‑evaluation enables the partnership to identify emerging pressure, test whether reforms are having the intended impact, and intervene proportionately where required, while keeping data use focused, purposeful and sustainable.

Feedback and adaptation mechanisms

Progress is also assessed through systematic feedback from partners and stakeholders. Co‑production with parents, carers and children and young people is embedded through the Parent Carer Forum, youth participation activity and setting‑level engagement. Feedback from schools, SENCOs, early years providers, FE and post‑16 settings is gathered through existing forums, workstream groups and short delivery check‑ins focused on implementation rather than consultation.

Feedback is captured in a simple audit trail and considered alongside performance data through governance. Where data or lived experience indicates unintended consequences, emerging risk or variable experience, the partnership will adapt implementation, adjust prioritisation or strengthen support accordingly. Clear “you said / we did” updates are used to demonstrate how feedback has influenced actions and to build confidence that reform is responsive as well as planned.

13. Reporting to DfE

Please see the attached data template.

Section 4 – Governance

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

and the financial implications of needs budget strategy SRO where risks or SEND reform delivery, including and affordability of pressures emerge.

DSG use, block transfers and reform activity.

high needs pressures. Receives updates on reform impacts where these have funding or system‑wide implications.

Please see attached governance diagram from our SEND Self-evaluation See also attached ICB appendix for governance (p7).

Section 5 – Central Government Support

We are strongly committed to delivering the reforms and believe they have the potential to be transformational. Our SEND strategies and SEF show that we already have many of the structures the reforms call for, including graduated support, partnership boards, data-informed self-evaluation and embedded co-production. The risk to effective implementation is therefore not willingness, but conditions for change.

Challenge lies in tightly connected system risks. High Needs funding for 2026/27 is effectively flat, meaning reform activity risks competing with statutory delivery rather than enabling change, as per Schools Forum discussions. Workforce capacity is stretched beyond tolerance across the system, particularly in educational psychology, therapies, diagnostics and CAMHS. Pressures sit largely outside LA control but felt directly by families and schools. There is a risk that reform becomes tokenistic rather than transformational, expectations layered onto existing pressures, producing compliance rather than improved outcomes.

Schools are largely willing and committed, with strong goodwill, but confidence and capacity remain uneven. The reforms rely heavily on mainstream schools delivering earlier and better support; where knowledge and confidence vary, there is risk of inconsistent implementation and pressure on the statutory system.

Practical support would therefore be most valuable in:

• sufficient funding headroom to enable transition;
• clearer accountability across education and health, protecting councils from absorbing unmet health need and from disproportionate accountability for system pressures outside their control;
• realistic, coordinated approaches to workforce expectations.

Without this, there is a risk of system change without the improvement in lived experience that families rightly expect.