Torbay Local SEND Reform Plan 2026

Torbay SEND Reform Plan

Final Version for DfE Submission

June 2026

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Name of Local Authority: Torbay Council Name of Integrated Care Board: Devon and Cornwall ICB Local SEND Reform Plan SRO: Hannah Baker, Divisional Director for Education and SEND Signatories

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Executive Summary

1. Build a 0–25 system where children and young people achieve and thrive Torbay is moving towards a fully integrated 0–25 SEND system, shifting from a reactive and fragmented model to one that is inclusive, preventative and coordinated. This reflects high levels of need linked to deprivation, health inequalities and complex family circumstances, alongside rising demand, delays in support and inconsistent family experiences. a) More inclusive settings: Currently, only 35.8% of pupils with EHCPs attend mainstream settings, alongside high levels of absence and exclusions. Inconsistent delivery of the universal offer and graduated response continues to drive uneven inclusion and escalating need. Over the next three years, Torbay will strengthen Ordinarily Available Inclusive Provision (OAIP) and an effective graduated response, embed locality-based delivery and expand early intervention through the Experts at Hand offer (EaHO). These actions aim to increase mainstream inclusion, reduce reliance on out-of-area placements and ensure needs are met earlier and more effectively.

b) Stronger local partnerships: Partnership working has significantly improved following inspection and implementation of the Priority Impact Plan, with clearer governance and more aligned leadership through the SEND Board. However, historical challenges in joint working, commissioning and communication have contributed to fragmentation and delays. The ambition is a fully integrated system where parent carers, education, health and care partners operate through shared pathways, joint commissioning and locality-based delivery. This will be supported by Family Hubs, Families First and sub-regional collaboration to improve consistency and efficiency.

2. Improve workforce capacity and capability Workforce capacity remains a significant challenge, particularly in Educational Psychology, Speech and language therapy and wider health services. Recruitment and retention difficulties impact timeliness, quality and system resilience, while variability in practitioner confidence contributes to inconsistent early identification and reliance on referrals. Over the next three years, Torbay will build a more confident and skilled workforce across all sectors. Priorities include strengthening SEN Co- ordinator (SENDCo)capacity, expanding multi-agency training and embedding specialist outreach through the Experts at Hand offer. This will support earlier intervention, reduce dependency on Education, Health and Care Plans (EHCPs) and enable more needs to be met within mainstream provision.

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3. Improve confidence and experience of children, families and stakeholders Inspection findings highlighted delays, inconsistent experiences and weak communication, contributing to low parental confidence. Although governance, data use and engagement are improving, these changes are not yet consistently experienced by families. The next phase will focus on delivering visible improvements in key pressure areas, including EHCP timeliness, health waiting times and exclusions, alongside strengthening communication and co-production. The aim is to create a more responsive and transparent system, with clear pathways, timely support and meaningful family involvement in decision-making.

4. Stabilise finances and improve value for money Since joining the Safety Valve Programme in 2023, Torbay has strengthened oversight of the SEND budget, placing it in a strong position for SEND reform. It has been successful in containing placements at Independent and Non-Maintained Special Schools through a targeted programme of enhancing special school enhanced provision, now the focus will be turned to strengthening mainstream provision. Financial pressures do still remain due to historically high EHCP demand and reliance on specialist provision, particularly in ASC (Autistic Spectrum Condition), SEMH (Social, Emotional, and Mental Health) and alternative provision.

Over the next three years, resources will be aligned more effectively through strategic commissioning, data-led planning and a co-produced sufficiency strategy. Investment in early intervention, inclusive mainstream practice and integrated delivery will reduce reliance on high-cost provision while improving outcomes.

Overall, financial sustainability is closely linked to system reform: a more inclusive, preventative and coordinated approach will deliver better outcomes, improved experiences and long-term value for money.

Section 1 – Vision and Goals

1. What the local area partnership is trying to achieve? Our Vision A SEND system in Torbay that is inclusive and ambitious, where children and young people with SEND:

• are valued, supported early, and able to do well in their local communities while growing in confidence for adult life.
• receive the right support at the right time, in the right place.
• feel they belong and be ready for independent and fulfilling lives.

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To achieve this, 5 overarching goals will guide delivery to 2029.

Goal 1: Improved educational outcomes for children and young people with SEND through earlier identification and effective intervention in inclusive provision • Increase the proportion of children and young people with SEND making meaningful individual progress, recognising personalised measures of development alongside academic attainment in line with age related expectations, within inclusive early years, schools and colleges which embed early and timely support following the identification of need.

Goal 2: Increased confidence in local SEND arrangements

• Implement clear, widely understood and trusted SEND pathways which in turn increase confidence by ensuring clear accountability, transparency in decision making and consistent communication, so families understand who is responsible, what will happen next, and why.

Goal 3: Meaningful co-production with families and young people is embedded across the system

• Ensure co-production influences decisions, priorities and outcomes, not just process, with evidence of how feedback from children, young people and families shape change.

Goal 4: Improved experience of assessment and planning

• Improve experience of all assessment and planning by focusing on quality, clarity and confidence, including better communication, fewer disputes, and a reduced need for families to escalate concerns.

Goal 5: Strong financial governance and accountability

• Have strong oversight and act to use resources more efficiently. Reduce reliance on independent specialist placements by investing earlier in workforce capacity, alternative provision and preventative support, enabling needs to be met locally sooner.

Appendix 9: supports questions 1 and 9, it includes a table that shows how these goals have been informed by Parent/carer and young person’s feedback

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Section 2 – Strategy

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

Note: Our 5 success measures and target metrics are also listed within the summary 3-year roadmap see response to question 5. There are 5 success Measures in our plan, this table shows how they align across all building blocks.

• Equitable inclusion, adequate provision, sustained attendance, and measurable outcomes
• Workforce capability and confidence
• Effective demand management through early intervention and timely support
• Improved experiences, strengthened co-production, and greater confidence in services
• Data, Insight and Quality

Summary Table

Appendix 1 sets out in detail how Torbay has addressed the 43 minimum requirements on the DfE’s reform plan guidance Building Block 1: Strengthening Inclusion Across Education Settings

Pillars 2, 3, 4 and 7

Summary of enablers and success measures

Where we are

Where we will be in the next 3 years Torbay SEND Local Area Partnership is in a strong position to make rapid improvements over the next three years.

In three years, Torbay will have a confident, integrated SEND system underpinned by a strong universal offer that enables early identification and support within mainstream

The successful delivery of these SEND improvements is underpinned

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by a set of core enablers that collectively drive better outcomes, efficiency, and confidence across the system:

Our recent Priority impact Plan, which has focused on many of the key building blocks, mean our infrastructure for change is already progressing.

settings. Staff will be equipped to meet needs effectively, with clear and rapid pathways to specialist support where required. Inclusion will be strengthened through expanded mainstream provision, specialist outreach, and locality- based collaboration, reducing reliance on high-cost placements and exclusions while improving parental confidence.

Changes already made to our governance mean we are starting from a strong and robust position, our priorities in universal support, commissioning and support whilst waiting mean we can enhance what has already been started.

Strong leadership & governance – clear strategy, accountability, and decision- making

Skilled and sufficient workforce – capacity across education, health, and SEND services with strong training.

Inclusive practice in mainstream settings – consistent graduated response and early intervention

Local provision & commissioning – sufficient, high-quality local placements to reduce reliance on independents.

Effective processes & data – streamlined systems, strong performance tracking, and timely delivery

Partnership working – integrated multi-agency collaboration across education, health, and care.

Early help & demand management – accessible

Planning will be fully evidence-led, using JSNA intelligence to shape a coherent, high-quality network of provision across all areas, ensuring equitable access and reduced variability. Surplus capacity will be repurposed to meet demand, and transport considerations will be embedded in decision-making.

Recent work on our sufficiency has already made key changes to place numbers and types of need. Our improvement grants and pilot work have already trailed many ‘Expert at Hand’ services.

Our Locality Pilots have given us a valuable ‘test and learn’ opportunity to now springboard and expand this style of collaboration. Support from the DfE RISE universal programme is drawing all school settings together to support the wider inclusion work.

Overall, the system will deliver consistent, place-based support, improved outcomes, and a more sustainable, inclusive SEND offer.

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support pathways to reduce escalation to EHCPs.

Stakeholder confidence – strong engagement with parents, carers, and schools

Success Measures

Baseline

Target Metrics

Inclusion and Sufficiency Inclusion and Sufficiency By 2029 children and young people with SEND in Torbay will experience greater belonging, earlier support and improved outcomes. We expect to see change in the following key indicators that evidence change within our system: % of EHCP pupils educated in mainstream settings in Jan 2026 35.80% % of EHCP pupils educated in mainstream settings in Jan 2029 40.72% In Area Independent Placements 42 % of children who are identified as SEN K 13.10% In Area Independent Placements 31 (25% reduction) % of children who are identified as SEN K 14.2% (national) Target number of inclusion bases Specialist Bases – 7 primary, Secondary - 3 Inclusion Bases- 10 primary, 5 secondary (mandatory) Number of children who are EHE due to unmet need 500 NMSS or Independent Schools - LA Funded Target number of inclusion bases Current ERPs- 4 Number of children who are EHE due to unmet need 608 (June 2026) NMSS or Independent Schools - LA Funded 2.30%

• Equitable inclusion, adequate

provision, sustained attendance, and measurable outcomes

Increase % of EHCP pupils educated in mainstream settings year-on-year

Reduce number and rate of in-area independent placements

Improve availability and balanced occupancy of local specialist provision

Increase proportion of pupils supported at SEN Support level (prevent escalation)

Reduce reliance on independent special school places

Attendance and Outcomes 2.00% Attendance and Outcomes Absence rates for pupils who are SEN K 13.20% Absence rates for pupils who have an EHCP 14.10% Persistent Absence for pupils who are SEN K 817 pupils Absence rates for pupils who are SEN K 11.20% Absence rates for pupils who have an EHCP 12.10% Persistent Absence for pupils who are SEN K 500 Pupils Persistent Absence for pupils who have an EHCP 510 pupils Suspension rates for pupils who are SEN K 52.12 Suspension rates for pupils who have an EHCP 67.11

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Clear pathways and processes – consistent multi- agency pathways and efficient referral systems

Inclusive and early intervention practice – strong mainstream support and focus on prevention and reintegration.

Equitable provision – consistent service offers across all settings with targeted support for vulnerable groups.

Data and performance focus – tracking outcomes, timeliness, and impact to drive improvement.

Engagement and confidence – clear communication, co- production, and support to build trust among families, schools, and practitioners.

The next phase will focus on scaling and aligning this work into a more coherent and consistent system, addressing gaps in alternative provision and workforce capacity. Strong governance through the SLAIP Board and Priority Impact Plan provides clear accountability. Over the next three years, Torbay will expand and embed the model, improving timeliness, consistency and access to specialist expertise across the system.

specialist support, underpinned by a resilient, jointly commissioned workforce and strengthened regional collaboration.

This will be supported by stable implementation frameworks, clear performance oversight, and locality-based working that brings partners together around shared priorities. The result will be a more integrated, preventative and responsive system, delivering more consistent experiences and improved outcomes for children, young people and families

Success Measures

Baseline

Target Metrics

Improving Workforce Capability and Confidence

• Workforce capability and

confidence

Recruit and retain specialist staff for EAH model

Positive feedback from settings and families on EAH

Increasing proportion of EAH time on whole school delivery

Improving Workforce Capability and Confidence Recruit and retain specialist staff for Experts at Hand Model (EP, SaLT and OT and their support workers) 100% appointed- subject to recruitment (see appendix 6 EAH plan) Recruit and retain specialist staff for Experts at Hand Model (Educational Psychologists, Speech and Language Therapists and Occupational Therapy and their support workers) 2025/2026 FTE: SaLT =11.9 Ot = 5.97 Ep = 9.81 Positive feedback from settings and families on Experts at Hand which Target to be calculated after establishing baseline

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• Reduced complaints, disputes, and tribunal cases
• Increased practitioner confidence in inclusive practice
• Improved satisfaction among families, schools, and practitioners

Other Improved experiences, strengthened co-production, and greater confidence in services are listed under Building Block three.

Experience and Confidence Feedback from Parent/carers By 2029 a 30% confidence rating - as measured in the Annual participation survey - will be shown. Rate of complaints Number of appeals Feedback from Parent/carers Baseline to be established following June 2026 parent/carer survey Rate of complaints Number of appeals 50% reduction 80 appeals in 2029 Average 12 per month (6MP enquiries and 6 complaints) – May2026 Estimated 160 appeals in 2026 Teacher confidence in meeting SEND needs Teacher confidence in meeting SEND needs Show a 30% increase in confidence rating Recent Locality Pilot survey indicated the pilot had improved teacher confidence in meeting SEND needs. Create a wider baseline to measure confidence levels across all needs and school settings Building Block 3: System Leadership, Local Partnership Collaboration and Co-production

Pillars 1, 3 and 5

Summary of Enablers and Success Measures

Where we are

Where we will be in the next 3 years Torbay has strong commitment and emerging foundations for an inclusive SEND system, but delivery remains inconsistent and not yet fully embedded. The universal offer and graduated response vary across settings, with unclear expectations, limited shared frameworks and inconsistent early intervention, meaning support is still often reactive and referral-led. While there are positive developments, such as early years pathways, post-16 expansion, locality pilots, and growing co-production, In three years, Torbay will have a fully embedded, co-produced OAIP/Universal Offer that is consistently understood and applied across all settings, supported by strong partnership working with schools, MATs, health and families.

Building Block 3 focuses on strengthening early intervention, consistency, and user experience across the SEND system. Success is demonstrated through earlier identification of need, reduced time from identification to intervention, and consistent access to Early Advice and Help across all phases. A more

A locality based early intervention model and fully operational Experts at Hand approach will ensure timely, predictable access to specialist support, strengthening

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equitable system is achieved through a universal offer that is consistently delivered across early years, schools, and post-16 settings, supporting improved outcomes in attendance, behaviour, and attainment. Alongside this, a stronger focus on experience and confidence ensures that families, young people, and practitioners can more easily understand, access, and navigate support, with increased satisfaction and trust in the system. Embedded co-production and meaningful participation further enhance responsiveness and transparency.

these are not yet consistently applied or aligned into a coherent system-wide approach.

mainstream inclusion and reducing escalation to statutory processes, specialist placements and exclusions.

Variability in mainstream provision and access to specialist advice contributes to escalation of need and continued reliance on specialist placements. Workforce capacity and sufficiency challenges, particularly in alternative provision, further impact early support. Although data, participation and partnership working are improving, they are not yet fully integrated into decision-making or commissioning, which remains influenced by short-term pressures rather than prevention.

Provision will be shaped by shared data, locality profiles and evidence-based practice, with schools working collectively to meet need through agreed interventions and consistent high-quality teaching. Pathways from early years through to post-16 will be clear, coordinated and inclusive, supporting smoother transitions and stronger outcomes into adulthood, including reduced NEET rates.

Co-production will be embedded as standard practice, with the voices of children, young people and families visibly influencing decisions at all levels. A stronger SENDIASS offer and improved early resolution processes will increase parental confidence and reduce conflict.

Overall, Torbay is a system in transition, with strong building blocks but a need to embed consistency, strengthen early intervention and universal practice, and align partnership efforts into a single, coherent framework that improves inclusion and outcomes.

The system will be underpinned by integrated, partnership led commissioning, with shared accountability, real time intelligence and a focus on early intervention and prevention. Overall, Torbay will deliver a coherent, inclusive and sustainable SEND system, with improved outcomes, greater placement stability and more equitable experiences for children, young people and families.

These outcomes are enabled by a set of core system enablers:

Early identification and intervention systems – strong processes to identify needs early and reduce time from identification to support

Accessible Early Advice & Help (EAH) – consistent availability of early support across all education phases and settings

Clear, consistent pathways – well-defined multi-agency processes that are understood and applied consistently

Equitable universal offer/ Ordinarily Available Inclusive

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Provision – a standardised level of early intervention and support across Early Years, schools, and post-16

Workforce capacity and capability – sufficient, skilled, and confident practitioners delivering inclusive practice

Data and performance oversight – tracking timeliness, access, and outcomes to drive continuous improvement

Inclusive practice and provision – strong mainstream support and focus on improving attendance, behaviour, and attainment

Co-production and participation – embedded partnership working with families and young people, including ‘Your Voice in Action”

Communication and navigation support – clear, accessible information to improve user experience and confidence

System-wide collaboration – effective joint working across education, health, and care services

Baseline

Target Metrics

Success Measures

Demand and Escalation Demand and Escalation (3) Effective demand management through early intervention and timely support Number of EHCNAs EHCNAs for full year 2025 = 399

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Stabilise or reduce EHCP requests

Lower proportion of requests progressing to statutory EHCPs

Increase early support at SEN Support level without escalation

Strengthen use of the graduated response, including OAP

Other Effective demand management through early intervention and timely support are listed under Building Block two above (4) Improved experiences,

strengthened co-production, and greater confidence in services

Co-production embedded as standard practice across all partners

Increased and more diverse participation from families and young people

Regular and meaningful use of “Your voice in Action” to demonstrate impact and responsiveness

Other Improved experiences, strengthened co-production, and greater confidence in services are listed under Building Block 2.

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quarterly return through 6- weekly metrics reporting

Strategic oversight of High Needs funding - ensure HNB resources are aligned to the SEND strategic plan, focusing on early intervention, inclusion, and sufficiency of local provision.

culture of efficiently utilising the resources we have is now an established approach to the day-to-day culture to spending across Children’s Services in Torbay. Financial performance and recovery are rigorously monitored through a structured quarterly reporting framework, incorporating risk registers, RAG-rated assurance, and evidence-based progress updates against all programme conditions. Oversight is strengthened through a multi-layered governance model, including a strategic DSG dashboard, Schools Forum scrutiny, and targeted panels such as the Independent Placement Overview Panel to ensure robust challenge of high-cost decisions. Together, these arrangements provide a disciplined, data-driven approach to monitoring spend, managing risk, and ensuring progress towards DSG sustainability while meeting statutory SEND duties.

Success Measures 5. Data, Insight and Quality

Baseline

Target Metrics

Data and Insight Data and Insight Evidence of data cited in key decisions Baseline to be established Evidence of data cited in key decisions % of increase to be set once baseline established Evidence of JSNA informing commissioning

Universal adoption of shared dashboards across all partners & Data routinely used to inform decisions at all levels (strategic and operational)

Measurable improvement in partnership maturity (e.g., against a defined maturity model)

Evidence of JSNA informing commissioning

Baseline to be established % of increase to be set once baseline established Improvement Indicator Evidence of year-on-year improvement against matrix evaluation Quality Assurance Improvement Indicator Maturity Matrix baseline established Quality Assurance % of EHCPs rated silver or better 58% (above national benchmark of 31%) % of Annual Reviews graded Silver or Above (for Overall Quality) % of EHCPs rated silver or better 67% 78% % of Annual Reviews graded Silver or Above (for Overall Quality) 83%

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Consistent quality and compliance in plans and provisions

Evidence of impact on outcomes and experiences

A learning system with continuous improvement

Appendix 1 : Q2 ‘Detailed Where the LAP expects to be in the next 3 years table.doc’ sets out in detail how Torbay has addressed the 43 minimum requirements on the DfE’s reform plan guidance.

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4. Please upload a completed copy of the Local Partnership Maturity Assessment Tool. Torbay’s SEND system is largely at “emerging to developing” maturity, with strongest progress in co-production and governance, and earlier- stage development in data use, service delivery, workforce, and resourcing. Please see attached our assessment of where we are as a Local Area Partnership in Appendix 2.

Appendix 2: Q4 Local Partnership Maturity Assessment Tool.

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5. What is the local area partnership roadmap for the next 3 years? Note: This table below is a summary of the full 3-year road map. Appendix 3: Q5 shows the full 3-year road map including milestones and success measures.

Trajectory – A child’s experience

Year 1 “People notice

Year 2 “School and services work

Year 3 “Wherever I go, I get the right support

Childs Voice

Childs Voice

Childs Voice

when I’m struggling, and I don’t have to wait as long to get

together for me, so I don’t

at the right time and I feel

have to keep

explaining

included.”

help.”

myself.”​

Summary Table – 3 Year Road map

Year 1 (2026/27) – Foundation & Alignment Year 2 (2027/28) – Scaling & Systemisation Year 3 (2028/29) – Embedded & High Performing

Building Block 1. Strengthening Inclusion Across Education Settings

Year 1 (2026/27) – Foundation & Alignment Year 2 (2027/28) – Scaling & Systemisation Year 3 (2028/29) – Embedded & High Performing Milestones

• Governance reforms embedded (SLAIP)
• Locality pilots launched
• Experts at Hand (EAH) introduced
• Establish front door / single access pathway and triage model

Milestones

• Locality “families of schools” fully embedded
• Universal SEND (OAIP) offer consistent across settings
• EAH expanded
• ERP capacity expanded (primary, SEMH, ASC)

Milestones

Universal inclusive practice (OAIP) fully embedded

Comprehensive local provision network (ERP, SEMH, ASC)

EAH embedded across all settings

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Early co-production

Initial SLA/MOU development

Pathways mapped (health, education, early help)

Neurodiversity pathway mapped

AP sufficiency challenges identified

SEMH locality pilot

Early workforce capacity improvements (Eps, Salt, Ot)

Recruit to SLT Advanced Practitioner role

Strengthened SENDIASS

Learning disability health checks consolidated and monitored

Early steps to ensure equitable access

Access to a range of provision to support transition to Adult Social Care.

• Expansion of registered AP capacity
• Reduced unregistered AP use
• Strengthened workforce capacity
• Consistent triage and referral thresholds
• Locality model embedded
• Structured performance framework introduced

AP system operating as preventative, tiered model

Sufficient specialist workforce aligned to demand

Locality-based equitable access

SENDIASS fully independent and embedded

Continuous improvement cycle

Success Measures

Measures in Year 1: baseline and early leading indicators

Measures in Year 2: improving trend / systemisation measures

Measures in Year 3 / 2029 target: end-state and target metrics

Workforce baseline (2025/26 FTE): SaLT 11.9; Ot 5.97; Ep 9.81 (see EaH appendix for overall costs)

Workforce baseline – 50% of recruitment complete (subject to recruitment)

Waiting times for community therapies (not including ND): 78% waiting less than 18 weeks

20-week EHCP timeliness target

Workforce baseline – 100% of recruitment complete (subject to recruitment)

Waiting times for community therapies (not including ND): 95% waiting less than 18 weeks

20-week EHCP timeliness target currently shown as 46%

Reduction in Complaints / enquiries from baseline to 6 per month (50% reduction)

Parent/carer confidence: 30% confidence rating in the annual participation survey

• Workforce capability and confidence

Recruit and retain specialist staff for EAH model

Positive feedback from settings and families on EAH

Increasing proportion of EAH time on whole school delivery

Reducing repeat referrals for the same issues

• Effective demand management through

early intervention and timely support

Reduce waiting lists for specialist support

Waiting times for community therapies (not including ND): 40% waiting less than 18 weeks

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Reduce waiting times for specialist input

Increase % of EHCPs completed within 20- week statutory timescales

Shorten wait times for therapies (e.g. SaLT, Education Psychologists, CAMHS)

Reduced waiting times for specialist services (e.g. Ep, Salt, Ot)

Mainstream settings with increased access to Education Psychologists/SaLT/OT Other Effective demand management through early intervention and timely support are listed under Building Block three.

• Improved experiences, strengthened co-

production, and greater confidence in services

Improved ability for users to understand and navigate the system

Reduced complaints, disputes, and tribunal cases

Increased practitioner confidence in inclusive practice

Improved satisfaction among families, schools, and practitioners Other Improved experiences, strengthened co- production, and greater confidence in services are listed under Building Block three.

20-week EHCP timeliness baseline: 29%

Complaints / enquiries baseline: average 12 per month (6 MP enquiries and 6 complaints) – May 2026

Teacher confidence in meeting SEND needs: 30% increase in confidence rating

Number and proportion of children and young people with SEND who are EOTAS:

national (46% currently)

Reduction in Complaints / enquiries from baseline to 9 per month:

Parent/carer confidence: 20% confidence rating in the annual participation survey

Teacher confidence in meeting SEND needs: 15% increase in confidence

Number and proportion of children and young people with SEND who are EOTAS:

EOTAS 35 (>2%)

End-state delivery measures also include a fully embedded EAH system, stable workforce capacity and retention, reduced complaints / disputes / tribunals, and consistent accountability and performance reporting

Workforce stability and retention improve, coverage of EAH services across settings increases, reporting and performance monitoring become routine

Parent/carer feedback baseline to be established following June 2026 survey

Teacher confidence in meeting SEND needs: baseline to be established in year 1

Number and proportion of children and young people with SEND who are EOTAS:

EOTAS 40 (2%) EOTAS 51(2.7%) %of EHCPs Jan 2026

Mainstream settings with increased access to Education Psychologists / SaLT / OT

Greater proportion of partners operating under formal agreements

Early lead indicators include partner engagement in EAH design, baseline waiting times for EPS / SaLT / Ot, AP demand and unregistered AP use, co-production activity, and improved user ability to navigate the system

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Number of mainstream schools using Torbay OAP tools: 85% of mainstream schools using by September 2027

Co-production activities and attendance at engagement events / family surveys: increase on 2026 baseline

Acting on the voice of families measured through number of “Your Voice in Action” reports published in 2026 and parent/carer feedback

Increased consistency in school self-evaluation of SEND practice

Growth in locality- based activity and collaboration

Increase in early intervention (group / advice vs referrals)

Reduction in repeat referrals and escalation patterns

Co-production embedded as

Maintained number of “Your Voice in Action” reports published annually and ongoing parent/carer feedback

End-state delivery measures also include majority of need met without escalation, reduction trends in EHCP assessments / specialist referrals / out-of- area placements, and strong family and CYP satisfaction and trust

Universal Offer actively used across all settings

Reduction in repeat referrals and escalation patterns

Other Effective demand management through early intervention and timely support are listed under Building Block two above (5) Improved experiences, strengthened co-

be agreed in year 1 (OAP introduced by September 2026)

Co-production activities and attendance at engagement events / family surveys: 2026 baseline to be established

Acting on the voice of families measured through number of “Your Voice in Action” reports published in 2026 and parent/carer feedback

Early lead indicators include early-stage identification, engagement levels across partners, participation in co- production activity, use of early advice versus referral, SENDIASS access and satisfaction baseline, and early stakeholder feedback on pathways

production, and greater confidence in services

Co-production embedded as standard practice across all partners

Increased and more diverse participation from families and young people

Regular and meaningful use of “Your voice in Action” to demonstrate impact and responsiveness

Other Improved experiences, strengthened co- production, and greater confidence in services are listed under Building Block 2.

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Measurable improvement in partnership maturity (e.g., against a defined maturity model)

Consistent quality and compliance in plans and provisions

Evidence of impact on outcomes and experiences

A learning system with continuous improvement

Evidence of JSNA informing commissioning: % increase to be set once baseline established.

Improvement indicator: evidence of year-on-year improvement against matrix evaluation

67% of EHCPs rated silver or better:

% of annual reviews rated silver or better: 83%

Improved alignment between SEND and wider education priorities

commissioning: baseline to be established

Improvement indicator: maturity matrix baseline established

58% of EHCPs rated silver or better:

% of annual reviews rated silver or better: 78%

Early lead indicators include governance board oversight, clear roles and accountability, attendance and participation in SLAIP, reporting frequency / quality, early dashboard use, and evidence of escalation and resolution processes

Improvement indicator: evidence of year-on-year improvement against matrix evaluation

67% of EHCPs rated silver or better:

% of annual reviews rated silver or better: 83%

End-state delivery measures also include, fully integrated real-time dashboards, improved system- wide performance indicators, and inclusive culture embedded across all partners and settings. Evidence of shared accountability in decisions and Universal adoption of shared dashboards across partners

6. What will the local area partnership deliver in the first year? The 2026–27 SEND Local Delivery Plan sets out a comprehensive first-year programme structured across four building blocks, focused on improving inclusion, early intervention, sufficiency, and system leadership.

In Building Block 1, the priority is strengthening inclusion across education settings. Key outcomes include implementing the Ordinarily Available Inclusive Provision (OAIP) in all schools, expanding specialist capacity through ERPs and inclusion bases, and improving access to

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tailored pathways such as NEET support. Early milestones focus on co-production, feasibility, and governance, moving to full implementation and system-wide consistency by Q4. Alongside this, improved transport planning and travel training aim to reduce costs and increase independence.

Building Block 2 focuses on improving access to specialist support and reducing reliance on independent placements. The Experts at Hand (EAH) model is introduced and scaled, alongside embedding a consistent graduated response across settings. The programme also prioritises increasing local capacity, strengthening ASC provision, and improving placement decision-making through locality-based approaches. By the end of the year, there are expected to more children supported locally.

Building Block 3 strengthens early intervention, participation, and system quality. A consistent Universal Offer and Early Intervention Framework are developed, with a strong emphasis on earlier identification of need. Participation and co-production are embedded through structured feedback loops (“You said, we did”), alongside improved pathways for post-16 and preparation for adulthood. System leadership and commissioning are increasingly data-led, transparent, and collaborative.

Building Block 4 underpins delivery through stronger governance, shared data, and leadership. A refreshed SLAIP structure, a single shared dataset, and embedded lived experience ensure more effective decision-making and accountability.

Overall, Q2 focuses on design and co-production, Q3 on implementation, and Q4 on embedding and demonstrating impact, with clear progress toward a more inclusive, efficient, and responsive SEND system.

• Appendix 4: Q6 details the full plan for year 1 including measures and expenditure per quarter that aligns with the activity. • Appendix 5: Q6 Torbay SEND Sufficiency Placement Plan 2026–2030 • Appendix 6: Q6 Experts at Hand Offer principles and plan – This document outlines how Torbay plan to implement the EaH offer. 7. How will the local area partnership deliver the first-year plan?

The local partnership will deliver its first-year SEND Reform Plan through strong programme infrastructure, clear governance, and enhanced organisational capacity across corporate functions to support effective implementation. Delivery will be led by an experienced, full-time Programme Manager, currently overseeing the Priority Impact Plan, ensuring continuity as this transitions into a single, aligned SEND Reform Plan from September. This provides established programme discipline, clear accountability and a strong delivery foundation. Additional targeted project support will be deployed where required, particularly for significant transformation activity such as the Experts at Hand Offer, ensuring key programmes are effectively mobilised and delivered.

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Governance arrangements will be refreshed to strengthen strategic oversight, focusing on delivery against milestones, robust performance management and value for money. This will be supported by strengthened corporate functions, including finance, commissioning and performance, to ensure effective planning, monitoring and resource alignment. HR capacity will be critical in scaling the workforce required to deliver reform priorities, particularly the expansion of the Experts at Hand model, ensuring timely recruitment, retention and workforce development.

Key enablers will be the development of system-wide data and analytical capability and wider sub-regional development to deliver economies of scale and reduce inequalities. Torbay, Devon and Plymouth will be exploring potential opportunities for sub-regional collaboration and alignment.

Further considerations are being given to commissioning arrangements, across wider partnerships, to embed SEND within contracts, and ensure coherence with Family Hubs, Families First and MDT delivery models.

A dedicated lead officer will also support capital planning and sufficiency, ensuring the system has the right provision in the right place.

Together, these enablers will ensure the partnership has the capability, capacity and infrastructure required to deliver impactful and sustainable reform in year one.

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.

Torbay is not proceeding with a Schools Block to High Needs Block transfer for 2026–27. This decision was formally agreed by Torbay Schools Forum following detailed consideration of financial impact and affordability.

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

Over the last 4 years, Torbay LA has been investing in SEND provision through large, targeted capital projects that have increased capacity in special schools and ERPs. Major capital projects have included the re-provision of the STEPs provision at Paignton Academy and enhancements to their in-house SEND offer; the expansion of Mayfield School by 25 places; the expansion of Mayfield Chestnut and Sixth

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Day provision; the relocation of Mayfield Sixth Form College to support expansion; improvements to The Harbour at Brixham College; and the Prosper and Supported Internship provisions at Brunel Academy.

Part of the Council’s strategy has also been to allocate capital funding to mainstream schools across the Bay to enhance their in-house provision. The Council has allocated £1m from the HNPCA grant to support a Locality Model to include all schools and form locality Clusters for our three grammar schools and all Post 16 providers. The locality model focuses on the concepts of ‘predictable’ and ‘exceptional’ SEND, as well as ‘Ordinarily Available Inclusive Provision’ within each cluster. All schools were able to bid for Locality funding to develop new or enhance existing in-house SEND provision. Projects ranged from providing sensory spaces and sensory gardens to the re-purposing of surplus accommodation to SEND provision.

The next phase of Torbay’s SEND Capital Plan 2026-2030 will focus on delivering the re-designation of Combe Pafford School; the establishment of 3 primary ERPs in Torquay and Paignton; additional secondary SEMH provision and further development of The Nest at South Devon College.

The accommodation analysis for the primary ERPs will start with a review of any surplus accommodation resulting from falling rolls. This review will be mindful of ensuring that provision will be sustainable even when primary numbers recover.

The SEND Capital Plan will be managed through a Project Board reporting to the Council’s Capital and Growth Board and the Children’s Services Transformation Board. The Project Board will include officers from Children’s Services, Finance, Procurement and Planning to ensure that capital projects are managed effectively and deliver value for money.

Key responsibilities of the SEND Capital Project Board will be:

• Strategic Planning and Portfolio Management:
• Scope Definition and Feasibility:
• Stakeholder Engagement:
• Risk Management:
• Execution and Monitoring:
• Governance and Compliance:
• Closeout and Evaluation:

Appendix 7: Q8 SEND Capital Plan 2026 – 2030 give further details of our capital investment.

Appendix 8: Q8 Financial information for SEND reform plan 24-25 to 27-28

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

Our Partnership Engagement Day, Education Conference and workshops to date have informed the development of this plan. These events have been attended by children and young people, parent carers and practitioners from across health, education, social care and the voluntary and community sector. Key messages highlighted the importance of early help, prevention and clear pathways; the critical role of workforce capacity and confidence; and the need for flexible, personalised support, including accessible alternative provision. Our local area partnership will adopt a structured, inclusive and transparent approach to engaging system partners and stakeholders in both the development and implementation of the SEND Reform Plan. This approach is aligned with the Genuine Partnerships Four Cornerstones (co-production, communication, valuing participation and working together) and supports Pillars 1, 2, 3 and 5 of the SEND maturity matrix. Engagement will be ongoing, inclusive and impact focused, underpinned by early involvement, accessible communication and clear feedback loops. A refreshed SEND Communications Strategy provides a framework for delivering the right information, at the right time, through the right channels, recognising communication as both a strategic and cultural priority. A “network of networks” approach will ensure information reaches families through trusted routes, including schools, early years settings and community networks. This is strengthened through Your Voice in Action, our partnership wide framework demonstrating how feedback leads to change. Feedback will be systematically gathered, analysed and used to inform decisions, with impact shared through newsletters, digital platforms, quarterly partnership summaries and an annual Local Offer report. Engagement with Education Partners

We will build on established engagement structures to involve education partners in both development and delivery, including:

• Half-termly school leader briefings and video updates
• SENDCo forums, briefings and newsletters
• Schools Forum, Early Years Forum, STASS (Strategic Group for Special School Heads), LEIB (Local Education and Inclusion Board) and TAPHs (Torbay Association of Primary Heads) locality groups
• RISE workstreams linked to education strategy and workforce development
• Torbay Education Conference

These mechanisms support collaborative development of inclusive practice, early intervention and place-based working.

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Engagement with alternative provision, FE and post-16 providers, including those outside the local area, will be delivered through provider networks, commissioning relationships and structured transition processes, ensuring their involvement in pathway design and delivery, inclusion in locality forums and targeted workshops to improve understanding, access and pathways.

Engagement with Children, Young People and Families Co-production is central and will include:

• SEND Family Voice Torbay (Parent Carer Forum) through forums and co-production activity
• SEND Youth Forum and engagement within education settings
• SEND Pledge workshops across schools and colleges
• Surveys to shape priorities, including the current communications survey
• Participation through community events (e.g. Fair Play Day)
• A Family Liaison role supporting engagement in school and community settings
• Engagement with parents/carers and young people on services for people with Learning Disability and neurodiversity services

To widen participation and ensure inclusivity, the partnership will:

• Provide nondigital engagement options, including face-to-face sessions, paper surveys and telephone engagement
• Offer accessible formats such as easy read, visual materials and translated information
• Hold engagement sessions in familiar community venues at flexible times
• Actively engage young people in post-16 and alternative provision settings
• Work with schools and partners to identify and engage families less likely to participate

This approach ensures engagement is meaningful, inclusive and sustained, enabling effective partnership working and improved outcomes for children and young people with SEND.

Appendix 9: Q1 and Q9 Co Production Requirements and Your Voice in Action table

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10. Risks and Mitigations

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11. Dependencies

The Torbay SEND Local Area Partnership’s proposed future state reflects the national ambition set out in the Schools White Paper: Every Child Achieving and Thriving, shifting toward an integrated, locality-based, child-centred system. Central to this approach is early identification, joined-up delivery, and shared accountability across education, health and care. Torbay’s roadmap recognises that delivery is interdependent with wider reforms and must align across shared workforce, environments, and cohorts of children and families to avoid siloed practice. A whole-system approach is being delivered through the Families First Partnership Programme, neighbourhood working and integrated neighbourhood multi-disciplinary teams (MDTs), bringing together education, health, social care and youth justice at a local level to create a seamless integrated offer for families. Family Help, MDT and Family Hub working will enable services to organise around the child and family, supporting earlier intervention, reducing escalation and inequalities. This model aligns closely with Torbay embedding SEND expertise within MDTs, aligning thresholds and front-door arrangements, and adopting shared assessment frameworks to minimise duplication and improve outcomes. National changes to curriculum and assessment will influence inclusive practice in mainstream settings and how outcomes are measured. The partnership will work with schools, trusts and system leaders to respond to changes, including how this may influence the delivery of our experts at hand offer to ensure consistent implementation in schools and colleges for students with SEND Alignment with NHS 10 Year Health Plan and the Integrated Care System (ICS) is a key priority. Timely access to therapies and mental health services is critical to SEND outcomes, and Torbay is strengthening joint commissioning with the Integrated Care Board (ICB), introducing shared performance metrics and exploring pooled or aligned budgets. This supports coordinated workforce planning and improves system resilience. Integration with the Best Start in Life agenda and Family Hub network further enhances early identification, parent support and consistent early years pathways.

SEND reform is also aligned with local priorities including school place planning, curriculum reform, and youth justice. The use of surplus school capacity to expand inclusive mainstream provision demonstrates a proactive, place-based approach. Stronger links with youth justice services ensure SEND is central to prevention strategies, particularly for children at risk of exclusion or exploitation. However, key risks remain. NHS and Educational psychologist workforce capacity and competing priorities may impact delivery of integrated health support. Local Government Reorganisation (LGR) could disrupt leadership, governance and commissioning continuity. There is also a risk of misalignment between SEND, Family Help, school led and Best Start programmes, potentially creating gaps or duplication. Workforce instability and the complexity of coordinating multiple reforms add further challenge.

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To mitigate these risks, Torbay is prioritising strong system leadership, shared governance and coordinated oversight and pan Local Authority working. Formal links between SEND governance and the ICB, alongside joint leadership of MDT and Hub development, will ensure alignment and accountability. Transitional arrangements will protect leadership continuity during LGR, supported by clear governance structures. Shared workforce planning, cross-sector training and co-location within locality hubs will strengthen collaboration. Coordination will be achieved through integrated performance frameworks, shared data systems and partnership arrangements. Stakeholder engagement and co-production with families, schools and practitioners underpin system design and delivery. Leadership forums spanning SEND, Family Help, Best Start and youth justice will actively manage interdependencies.

Contingency planning includes ongoing review of dependencies, flexible commissioning and scenario planning for workforce pressures. This proactive, system-wide approach will support a resilient SEND future state that is fully aligned with wider reforms, maximises shared resources, and improves outcomes for children and families. Appendix 10: Q11 Detailed Dependencies Risks and Opportunities provides more detail on:

a) Dependency areas including additional local/national reforms, b) The potential impact on the timelines, resources, & outcomes and, c) The expanded management & mitigation actions, including contingency planning, stakeholder engagement, and adaptive

governance. Section 3 – Monitoring and Evaluation

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

Monitoring tools and processes Progress in delivering Torbay’s SEND strategy will be tracked through a comprehensive, data-driven performance framework that enables timely oversight, challenge and improvement across the system. Our central SEND operational dashboard will be further developed to bring together key data from education, health and care into a single, accessible view. This dashboard will be used routinely by operational teams to monitor delivery milestones, identify emerging patterns in demand, and support proactive engagement with schools, settings and service leads. A clearly defined set of Key Performance Indicators (KPIs), aligned to the strategic priorities and outcomes framework, will underpin monitoring arrangements. These KPIs will be reviewed 6-weekly by the SEND Local Area Improvement Partnership (SLAIP) Board and relevant partnership

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groups to support informed decision-making on priorities, resourcing and service delivery. Data will provide both system-level and local insight, enabling leaders to identify variation, target support and drive consistency.

The partnership will use data across four key domains:

Demand: including volume and trends in EHCP requests for assessment, timeliness of decision-making, identification rates in early years and schools, and emerging patterns of need.

Service delivery: such as sufficiency and occupancy of local provision, deployment of specialist services (e.g. Speech and Language Therapy), delivery of SEN Support, and progress in developing alternative and inclusive provision.

Service quality: including parent and carer satisfaction, feedback from children and young people, complaints and tribunal activity, timeliness and quality of EHCPs, and effectiveness of co-production.

Outcomes and outputs: including attendance, exclusions, attainment and progress, preparation for adulthood indicators, and successful transitions between phases and into adulthood.

This structured approach will ensure a clear line of sight between strategic intent, operational delivery and impact on children, young people and families.

Feedback and adaptation mechanisms Alongside quantitative data, the partnership will embed strong qualitative feedback loops to ensure that lived experience informs ongoing improvement. Regular engagement will take place with parent carer forums, children and young people’s participation groups, and education, health and care practitioners through established networks and partnership boards.

Co-production will be embedded as a core principle, ensuring that children, young people and families are actively involved in shaping priorities, reviewing progress and designing solutions. Feedback will be gathered through a range of mechanisms, including surveys, focus groups, case audits and direct engagement, with clear processes for demonstrating how this input influences change.

Performance data and stakeholder feedback will be reviewed together at the Data and Quality Assurance Sub-group, SEND Reform Plan Sub- group, the Communication and Engagement Monitoring and Oversight Group and the SLAIP board, enabling triangulation of evidence to understand both what is working well and where improvement is needed. This will support a dynamic and responsive system, where learning is continuously applied to refine delivery approaches, address variation and respond to changing demand.

Through this integrated approach to monitoring, feedback and adaptation, Torbay will ensure that SEND reform remains focused on delivering meaningful, measurable improvements in outcomes, experience and value for money.

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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.

Appendix 11: Q13 Torbay Local SEND Reform Plan Data Submission v1.1 19 June 2026

Section 4 – Governance

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

Torbay’s Local Area Partnership is fully committed to delivering a high-quality, inclusive and sustainable SEND system that improves outcomes and experiences for our children, young people and their families. Strong, shared leadership and governance arrangements are in place across all system partners, underpinned by clearly defined and mutually understood lines of accountability. These arrangements ensure that the Local Authority, Integrated Care Board, education sector (including early years, schools, multi-academy trusts and further education), and wider partners operate as a collective system, taking joint responsibility for delivery, impact and ensuring best use of resources.

Formal representation from across the education sector is embedded within partnership governance structures, with clear links to Schools Forum and wider sector networks, ensuring strategic alignment, and effective two-way communication across all settings. Partnership working is further strengthened through shared, high-quality data, including integrated dashboards and a partnership maturity framework, which provide a consistent and transparent understanding of performance, progress, and system effectiveness. Alignment with other national initiatives and changes is secured through the linked governance with the multi-agency Transformation Board.

Further exploration of wider shared governance arrangements, across a sub-regional footprint will be explored, to ensure effective monitoring and evaluation of impact from shared resources and approaches.

Operational leadership for the SEND Reform Plan is delivered through the Senior Responsible Owner (SRO), who is accountable for ensuring milestones are met and maintaining oversight of progress, and ensuring alignment across all partners. Collectively, these arrangements support a culture of transparency, co-production and continuous improvement, ensuring the partnership remains focused on delivering measurable and sustained improvements for children and young people with SEND.

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From a more strategic level quarterly governance arrangements will be set up so that: - Through termly deep dives, audits and forecasting the education leadership team will consider the risks and issues of any concerning areas of spend. - Schools Forum will have oversight and scrutiny on the quarterly financial return (with the Schools Forum Chair also attending the SLAIP). - The SLAIP will also scrutinise the quarterly financial report by exception, having received escalations from Schools Forum. - The 151 officer, a new member of the SLAIP, will be present to have oversight of financial concerns and these will in turn be escalated to the Local Authority Directors meeting where necessary. Governance Mechanism

Purpose/ Responsibilities Membership

Cadence Decision Rights

Escalation Route SEND Reform Plan SRO

The SRO provides single-point accountability and overall leadership for delivering the Local Area SEND Reform Plan. They ensure the plan is implemented effectively, sustainably, and in line with statutory duties and strategic priorities, including the Schools White Paper. Key responsibilities include:

Divisional Director, Education and SEND – Torbay Council

The SRO is accountable to the board on a 6 -weekly basis Chair of the SEND Reform Plan Delivery Sub-group – 6-weekly meetings

The SRO operates within a clearly defined governance structure, with delegated authority to make decisions necessary for effective delivery of Torbay’s SEND Reform Plan. They are accountable to the SEND Local Area Improvement Partnership Board, where they will report progress, issues and impacts. The SRO has authority to: Make operational and delivery decisions within the scope of the plan and with full transparency and collaboration with partners. Approve implementation approaches, resource use, and delivery plans, including taking corrective action where performance is off track

Where issues cannot be resolved within the SRO’s delegated authority, a formal escalation process applies: Escalation to the SLAIP Board for:

System-wide risks or barriers

Decisions requiring strategic direction, additional resource or policy changes

Risks to statutory compliance or significant performance concerns Further escalation, where required to Director of Children’s Services, LA corporate leaders or lead member, and ICB governance structures for:

Leading and coordinating delivery across education, health, and care partners

Ensuring alignment with partnership objectives and system- wide priorities

Overseeing workstreams to deliver agreed outcomes,

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Agree

Commission or request further analysis, audit or deep dives to inform improvement

Identify and share best practice and agree how this is scaled across the partnership

Shape and refine quality assurance activity to ensure it is robust and impactful

Agree messaging and feedback to parents and carers on progress and impact

Agree operational delivery actions and sequencing within the scope of the approved reform plan

Adjust implementation approaches (e.g. timelines, methods, task allocation) to support delivery

Request information, updates, and corrective actions from lead partners

Delivery is significantly off track against agreed milestones or outcomes

Additional resources, policy decisions, or system-wide changes are required

There are conflicts or lack of alignment between partners affecting delivery

There is a risk to statutory compliance, inspection outcomes, or children’s experiences

A change to the scope or direction of the Reform Plan is needed Through the SLAIP Board’s multi-agency membership, further escalation can then be progressed into wider Local Authority, NHS, education and regional governance structures as required.

Deputy Director (interim) for Children and Family Health Devon

Principal Educational Psychologist

Public Health Specialist

IRO – Child in Need

Head of SEND

SEND programme manager Experts at Hand - New

Co-Chair – ICB / LA / PCF

Principle Educational Psychologist

Head of SEND

Divisional Director, Education and SEND (Sro)

Speech & Language Therapy (SaLT) lead

OT lead

Early Years lead

Post 16 lead Further Membership

partners to ensure alignment and reduce duplication; and identifying and addressing risks, barriers, and dependencies. They will apply robust challenge and support to drive continuous improvement and hold partners to account for delivery. Using a combination of performance data, quality assurance activity, and stakeholder feedback, each group will develop a clear, evidence-based understanding of impact and areas for improvement. They will maintain oversight of resources and capacity, ensuring lived experience informs delivery, and adapts plans as needed to strengthen outcomes. Each sub-group will be required to provide regular assurance to the Board through concise reporting on progress, risks, issues, and impact, escalating where

Where decisions have strategic, financial, or system- wide implications beyond its delegated authority, the Sub-

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Making recommendations for improvement to relevant groups and the SLAIP Board

Highlighting where stronger or different engagement approaches are required

Communication is unclear, inconsistent, inaccessible, or ineffective at scale

There are significant concerns from families, children, or partners that remain unresolved

Engagement is tokenistic or not meeting co- production expectations

There are gaps in inclusion, particularly for marginalised or seldom- heard groups

• Reputational or trust risks are identified
• System-wide action or strategic direction is required to improve engagement

Through the SLAIP Board’s multi-agency membership, further escalation can then be progressed into wider Local Authority, NHS, education and regional governance structures as required. Appendix 12: Q14 Governance structure shows the relationship between each of these and other boards and groups.

communication is clear, timely, and accessible. Key responsibilities:

Monitor effectiveness, reach, and accessibility of communication

Assess the impact of engagement and participation

Embed co-production across workstreams

Review feedback, complaints, and lived experience to identify improvements

Challenge where engagement is insufficient or not influencing decisions

Identify gaps, especially for underrepresented groups

Promote consistent good practice across partners

Provide assurance that stakeholder voice informs policy, design, and delivery

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Section 5 – Central Government Support

15. How can we help you?

Delivering sustainable SEND reform in Torbay is supported by strong partnership working between local systems and central government. Continued national support would help strengthen workforce capacity, enable integrated working, and provide clarity and consistency for implementation.

Key areas:

• Workforce leadership and regional coordination Expanding national training pipelines for key roles (e.g. Educational Psychologists and Speech and Language Therapists). Supporting regional approaches to recruitment, including shared agreements on pay and contracts, could help reduce competition and improve retention. Continued investment in workforce development aligned to reform priorities would also support delivery. • Long-term funding and commissioning Greater certainty through multi-year funding across revenue and capital would support strategic planning. Increased flexibility to develop pooled or aligned budgets across partners may help strengthen early intervention and reduce reliance on higher-cost provision. • Guidance and system coordination Timely, detailed national guidance, alongside practical examples and opportunities for engagement, would support consistent implementation. Further alignment across DfE, NHS England and regulatory bodies could help address system-level challenges. • Partnership expectations across education providers Clearer national expectations for all providers, including Academy Trusts, to contribute to local partnership working would support more consistent approaches to inclusion. • Targeted expert support Access to specialist advice and peer challenge at key stages (e.g. sufficiency planning and system design) would help build local capability while maintaining local ownership. • Data and digital infrastructure Streamlined, standardised data tools and shared platforms would improve planning and reduce duplication, supported by sufficient lead-in time for changes. • Regional collaboration and sufficiency planning Ongoing support for regional networks, alongside early clarity on specialist provision and capital programmes, would assist effective local planning and delivery, including stronger post-16 pathways.

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