Surrey Local SEND Reform Plan 2026

Surrey And Partnership

SEND Reform Plan

Submission

Name of Local Authority: Surrey County Council Name of Integrated Care Board (ICB): NHS Surrey and Sussex Local SEND Reform Plan Senior Responsible Officer (SRO): Julia Katherine

Signatories

Role Name Signature Email contact Date

SCC Chief Executive Terence Herbert

Terence.Herbert@surreycc.gov.uk 29.06.26

SCC Deputy Chief Executive (S.151 Officer) Andy Brown andy.brown@surreycc.gov.uk 29.06.26

SCC Executive Director Children, Families and Lifelong Learning Rachael Wardell Rachael.Wardell@surreycc.gov.uk 25.6.26

ICB Chief Executive Officer Karen McDowell Karen.mcdowell2@nhs.net 05-06-26

ICB Chief Commissioning Officer – Neighbourhood Health and Partnerships (Place Director)

Amy.galea@nhs.net 05/06/26 Amy Galea

Where the local area partnership expects to be in the next 3 years 6

What is the local area partnership’s strategy for delivering on the above? 14

Please upload a completed copy of the Local Partnership Maturity Assessment Tool. 14

What is the local area partnership roadmap for the next 3 years? 15

What will the local area partnership deliver in the first year? 19

How will the local area partnership deliver the first-year plan? 26

Other funding Local Authorities. 27

System partner and stakeholder engagement, and co-production. 30

Risks and Mitigations 31

10.

Dependencies 33
Section 3 – Monitoring and Evaluation 34

11.

How will the local area partnership know delivery is on track? 34

12.

Reporting to DfE 36
Section 4 – Governance 37

13.

How will the local area partnership ensure delivery of plans remain on track? 37
Section 5 – Central Government Support 40

14.

How can we help you? 40
Annex B - Supporting Documents 41
Annex C – Risk Matrix 42

Executive Summary

Executive Summary – Surrey Local System Change Story

Surrey supports a large and growing population of children and young people aged 0–25 with additional needs and disabilities. Demand for statutory support continues to rise, with 17,765 children and young people holding Education, Health and Care Plans (EHCPs) in 2025 (SEN2 2025 data), forecast to exceed 20,500 by 2029. Annual Education, Health and Care needs assessment (EHCNA) requests total 3,283 (SEN 2 2025 data), with a projected increase to 3,752 in 2026 (+14%), reflecting rising need and system pressure. Approximately 90% of assessments result in an EHCP.

Since 2023, the partnership has focused on stabilisation and recovery. Workforce capacity has improved and statutory performance has strengthened, including improved timeliness of EHCPs. Significant investment and recruitment has stabilised the statutory special educational needs and disabilities (SEND) workforce. Workforce assumptions and capacity constraints are reflected in the data return and will be monitored through quarterly returns, recognising ongoing national shortages in key specialist roles. The system is now transitioning from recovery to reform, with a focus on inclusion, early intervention and sustainability. Many of our schools and other education providers are delivering a quality, inclusive service for children and young people with SEND. However, we know that this is not consistent across Surrey, and our overall aim is to ensure that all of our families and children and young people receive the right support at the right time.

Building a 0–25 Inclusive System Through Stronger Partnerships: Surrey is working towards a system where children and young people are supported earlier and closer to home. Currently, 6,560 pupils with EHCPs are educated in mainstream settings, while 2,420 pupils are placed in non-maintained or independent provision, reflecting reliance on high-cost placements. By 2029, the partnership aims to strengthen inclusion, improve placement balance and reduce reliance on non-maintained provision. Success will be reflected through improved attendance, reduced exclusions and fewer children missing education.

Improving Workforce Capacity and Capability: While workforce investment has stabilised delivery, demand continues to outpace capacity in early intervention. The high conversion rate from assessment to plan indicates needs often escalate before support is in place. The next phase focuses on strengthening capability across education, health and care to meet needs earlier. Success will be demonstrated through moderated EHCP growth and improved confidence within mainstream settings.

Improving Confidence of Children, Families and Stakeholders: Confidence remains variable. 813 children and young people with SEND are currently not in education, with this figure forecast to exceed 1,500 by 2029 if unmanaged, alongside 977 electively home educated pupils with SEND. The First-tier Tribunal appeal rate is 5.9% (SEN 2 2024, to be updated when 2025 figures published), with projected growth to over 8%. Through strengthened co-production and transparency, the partnership will improve trust. Success will be evidenced through reduced tribunal appeals and stabilised demand. Feedback from parental engagement: I have a much better understanding about the process and timeline. And after this session, I feel more confident that the process is done with the child's best interest at heart and carried out by very competent professionals. Thank you.

Stabilising Finances and Improving Value for Money: Financial pressures remain significant, driven by demand growth and placement costs, particularly in independent provision. Our initial data return shows that demand and cost pressures remain material in the early years of the plan, so our reform approach is focused on bending the curve through early intervention and expanded local provision rather than assuming immediate cost reduction.

Section 1 – Vision and Goals

To deliver an inclusive, outcomes-focused and financially sustainable SEND system, aligned to the Schools White Paper, where children and young people achieve strong life outcomes, families have confidence in the system, and resources are used effectively. This reflects our ambition to progress from a developing to maturing system, with consistent, embedded partnership practice.

System Goals

Improve outcomes for children and young people

Ensure earlier identification of need and a consistent graduated response across all settings, improving attendance, attainment and preparation for adulthood. Progress will be evidenced through improved Special Educational Needs (SEN) attendance, reduced exclusions and stronger post-16 transition outcomes.

Strengthen inclusive mainstream provision

Increase the proportion of CYP supported effectively in mainstream settings, with timely access to specialist advice. Success will be reflected in reduced reliance on specialist and independent placements, improved stability of placements, and fewer requests for statutory assessment.

Rebuild confidence of parents, carers and young people

Establish a transparent, co-produced system that is widely understood and in which families are able to influence decisions. This will be measured through improved parent/carer feedback, reduced complaints and tribunal rates, improved EHCP timeliness, and more consistent positive experience measures from surveys and engagement activity.

Deliver financial sustainability and value for money

Embed data-led commissioning and early intervention, reducing demand for high-cost provision. Progress will be demonstrated through reduced spend on independent provision, improved cost per place, and delivery of savings through prevention and local capacity building.

Section 2 – Strategy

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

	Local blueprint for the next 3 years			Where we are		Where we will be in the next 3 years
Strengthening inclusion and Experts at Hand approach Please see Positoi n Statement for full details of our model, covering requirements across Efefctvie Practcie and Experts at Hand sectoi ns		Building blocks • Strengthening inclusion across education settings • Access to specialist support and local placements • Encouraging inclusive culture and behaviours Enablers Please see Positoi n Statement for full model and what will be delivered, this includes the following enablers: • Sufcfiient recruitment and stafnfi g across the described model • Successful commissioning arrangements between the LA, ICB and other partners via a Memorandum of Understanding (MOU) as a key component of the model • Taking our existing Team Around the School hub model and using EaH funding to expanding it to form our new Team Around the Setting Support Hub (TASSH) model. This will operate county wide as a Hub and Cluster model across all age phases to ensure reach of specialist support at a local level across the county. • Clear links with other core programmes (e.g. Best Start in Life and Families First Partnership).	Please see Maturity Assessment and Positoi n Statement for full assessment of current service against core requirements and pillars. In summary: • Extensive universal inclusion ofefr already in place against required areas of EaH, but there is inconsistent take up across all of our providers. • Range of LA and Health Commissioned services alongside specialist outreach already in place, but delivery of early intervention is limited due to high volume of statutory work. • TASH model already in place to build from. • We have established an Ordinarily Available Provision Framework about which all schools have accessed initail training. However, delivery remains inconsistent across settings, partciularly for children at SEN Support, which contributes to an over-reliance on EHCPs.		The following is writetn as ‘One Surrey’ as is our current state and service provision. However, it should be highlighted that under Local Government Reorganisatoi n (LGR), Surrey will split into two Local Authority (LA) areas from 1 April 27 which may also extend to two Local Area Partnerships (LAP). This may alter service design and delivery within the LAs. Within this context our aspiration is that: • TASSH model successfully embedded, providing strong and equitable enhanced inclusion ofefring to all settings across all age ranges. • Range of specialist services to meet needs and demands of population across East and West appropriately. • Retaining staff to specialist roles provides sufcfiient capacity to meet EaH requirements for support provided to settings. • A strengthened universal ofefr that supports mainstream settings to meet the most commonly occurring and growing areas of need. • A cohesive universal ofefr and group level specialist support, with transport considerations, that reduces out-of-area placements • Stronger identification and interventoi n strategy for early years

• Request for support from settings to access specialist provision when needed in a timely manner. Please note other enablers to the Experts at Hand (EaH) model are detailed below in the following sections, for example strong governance and co-production. Metrics See data template for projections on how activity will impact on statutory functoi n: • Current and projected number of EHC Needs Assessments (EHCNAs) • Current and projected number of EHCNAs resultni g in EHCPs • Current and projected number of all CYP with EHC plans • Number of CYP without EHCP or specialist placement supported by EP / SaLT / OT • Current and projected number of CYP with SEN not in education • NEET (post-16 SEND) • Current and projected number of EHCPs by provision		• Efefctive transitoi ns from early years into primary schools, primary to secondary, and then onto post 16 years settings, accompanied by efefctive information flow and timely specialist input
The majority of indicators in the data return will be relevant for this area but we anticipate that the following indicators will be positviely impacted by this area of work	See data submission for full details of current positoi n. In summary: • Over 17k CYP currently have EHCPs with demand continuing to grow	See data submission for projected impact on measures. In summary: • Improved placement stability through children accessing their local school for

Mainstream placements account for approx.. 6.5k CYP

Approx. 2.4k CYP placed in independent/non-maintained settings suggesting reliance on high- cost provision to meet placement needs.

Rising demand for special school numbers (increase of 35% in past 6 years to a total of 3,638) (June 2026).

Some cohorts are driving high demand (autism and speech and language needs)

Improve attendance of pupils in all

maintained schools (mainstream and special) with SEN

Current and projected number of all CYP

with SEN in local area not in education

Mainstream settings with increased access

to Education Psychologists (EP) / (Speech and Language Therapist) SaLT/ Occupational Therapist (OT).

Reduced Not in Education, Employment or

Training (NEET) rates for SEND CYP at age 16

Current and projected number of all CYP

with EHC plans

Number of CYP without EHCP or specialist

placement supported by Educational Psychologists and support workers / OT / SaLT.

extended periods and enabled to access localised community based extracurricular activities

Increased inclusion in mainstream education with mainstream EHCP placements growing year on year

Reduced reliance on independent provision

A local system that focuses on early intervention and inclusion, enhancing mainstream support and preventing escalation of needs.

Stronger early intervention reducing escalation in specific high demand cohorts (Autism Spectrum Disorder (ASD) and Speech, Language and Communication Needs (SLCN))

Reduced number of out-of-area placements

	Local blueprint for the next 3 years			Where we are		Where we will be in the next 3 years
Partnerships and governance Please see Positoi n Statement for full details of how we meet the Partnership and Governance related requirements detailed in the ‘Efefctvie Practcie’ and		Building blocks • System leadership, local partnership collaboratoi n Enablers Please see Positoi n Statement for full model and what will be delivered, this includes the following enablers: • Strong relational ways of working between partners • Coproduction with families, young people and children • Shared accountability between difefrent sectors • Transparent decision making, underpinned by data and evidence	Please see Maturity Assessment and Positoi n Statement for full assessment of current service against core requirements and pillars. In Summary: • Partnership governance in place and operating: Termly AND Partnership Board with agreed terms of reference, formal cross‑phase education representatoi n, Independent Chair and named single SRO providing challenge, scrutiny and shared accountability across educatoi n, health, social care and the Voluntary, Community and Social Enterprise (VCSE) sector.		The following is writetn as ‘One Surrey’ as is our current state and service provision. However, it should be highlighted that under LGR, Surrey will split into two LA areas from 1 April 27 which may also extend to two Local Area Partnerships. This may alter service design and delivery within the LAs. Within this context our aspiration is that: • Surrey operates as a mature, trusted partnership where leadership is fully embedded across education, health, care and the VCSE sector, with confdi ent joint decision‑making, strong challenge and clear collectvie accountability for outcomes.

Improving Board maturity and ways of working, following a recent board effectiveness review with streamlined membership, clearer strategic focus and agreed actions to strengthen decision-making, escalation and scrutiny.

Regular performance and assurance oversight: Shared SEND dashboard reviewed routinely, with Key Performance Indicators (KPIs) on timeliness, complaints, quality, inclusion, AP and preparation‑for‑adulthood informing Board and Programme discussions.

Work initiated to review current partnership dashboard to ensure data is relevant and interface and useability meets partnership colleagues requirements.

Clear accountability for reform: Single named Senior Responsible Officer (Director of Education and Lifelong Learning) accountable for SEND reform delivery across the system and named partnership representatives that are all in the process of undergoing a formal Partnership Board Induction.

Partnership working is established, but accountability for SEND outcomes is not consistently shared across all partners.

Formal representation of early years, schools, MATs and FE in governance forums where appropriate.

Governance and leadership will increasingly be characterised by proactive, data‑led oversight and co‑production, enabling the system to anticipate need, resolve issues early and continuously improve experiences and outcomes for children, young people and families.

A clear dispute and resolution processes for the Local Area Partnership to address issues early and consistently.

Transparent sharing of workforce and service expenditure to ensure financial equitability across Local Area Partnership

There is updated governance arrangements (post LGR) that clearly set out commissioning arrangements between LAs and the ICB (particularly for EaH).

Governance and accountability, with agreed roles and responsibilities and terms of reference for each of the new local area partnership boards

Updated budgets and financial monitoring of workforce and service spend for EaH that is shared for transparency and financial accountability and delivered through refreshed joint commissioning arrangements.

Experts at Hand sections

The following indicators will be positively impacted by this area of work

Current and planned workforce Full-Time Equivalent (FTE)
Total planned LA and ICB spend on professionals (£000)

See data submission for full details of current position.

See data submission for full detail on projected impact on measures: Workforce and resource transparency: The partnership will deliver a planned increase in specialist workforce capacity of approximately 20%, alongside a corresponding c.£4m (23%) increase in joint LA and ICB investment in professional services. This reflects a strengthened, jointly resourced model under Experts at Hand, enabling greater reach, earlier intervention and improved equity of access across the system.

	Local blueprint for the next 3 years			Where we are		Where we will be in the next 3 years
Co-production Please see Positoi n Statement for full details of how we meet the coproductoi n requirements within the ‘Efefctvie Practcie’ sectoi n		Building blocks • Co-production Enablers • Stable Parent Carer Forum • In-house partciipation capability (across Surrey County Council (SCC) and Health) • Culture and ways of working that value, promote and embed meaningful co-production, including the Lundy Model principles • Governance model which incorporates the voice and influence of families (see Partnership and Governance sectoi n for more info)	Please see Maturity Assessment and Positoi n Statement for full assessment of current service against core requirements and pillars. In summary: • Strong approach to partciipation led by Surrey Youth Voice, a partnership across LA and Health services • Established Parent Carer Forum embedded within Partnership governance (see Change Story for more details) • Significant improvement work in this area, detailed in Improvement Actoi n Plan (area 2), including work to broaden reach and range of voices, and betetr coordinate and respond to feedback • Established parent partnership groups in 70 Primary schools built on PINS programme to be extended to 118		The following is writetn as ‘One Surrey’ as is our current state and service provision. However, it should be highlighted that under LGR, Surrey will split into two LA areas from 1 April 27 which may also extend to two Local Area Partnerships. This may alter service design and delivery within the LAs. Within this context our aspiration is that: • We have undertaken a robust coproduction benchmark activity in year 1, and annually review thereafetr. • We have robust co-production routes for partners, parents, carers, children and young people to influence and evolve the EaH model and Universal Ofefr • Positvie and dynamic working between new LAPs, Parent Carer Forums (PCFs) and Special Educational Needs and Disabiliteis Information, Advice and Support Service (SENDIASS). • Parent partnership groups to be established in all Surrey schools

	including 12 secondary schools by September 2026	• Mediation and Dispute Resolution Ofcfiers (MADRO) are allocated cases where early, informal dispute resolution is assessed as likely to achieve a timely and proportoi nate resolutoi n. • MADRO practice is informed by the views and lived experience of families and, where appropriate, children and young people. • Maintaining metrics for timeliness, resolutoi n rates and efefctiveness to support monitoring and accountability.
The following indicators will be positviely impacted by this area of work 1. Parent/Carer and Children/Young People feedback on SEND support within mainstream settings 2. Positvie feedback from contributors to SEND reform design and evolution – feeling heard, evidence that their feedback has influenced evolution of the model 3. Positvie feedback from schools and settings on impact of EaH model	The Partnership Maturity Assessment provides an overview of our current coproduction activity. The Co-Productoi n Positoi n Statement outlines the actviity we’ve undertaken to co-produce our reform submission, and our plans to co-produce the detail of the model and refine it on an ongoing basis.	The following is writetn as ‘One Surrey’ as is our current state and service provision. However, it should be highlighted that under LGR, Surrey will split into two LA areas from 1 April 27 which may also extend to two Local Area Partnerships. This may alter service design and delivery within the LAs. Within this context our aspiration is that: • We’ve evidenced improvements to our services as a result of co-production • We use the ‘temperature check’ feedback mechanisms that are being rolled out in 2026, and can be used as a baseline to assess how the experiences of families and partners improves over the 3-year period. • We produce an annual co-productoi n report, documenting co-production activity and impact.

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

Sufficiency and Building blocks Please see Maturity Assessment and The following is written as ‘One Surrey’ as is our place planning

Access to specialist support and local Position Statement for full assessment of current state and service provision. However, it placements current service against core requirements should be highlighted that under LGR, Surrey will Please see and pillars split into two LA areas from 1 April 27 which may position Enablers In summary: also extend to two Local Area Partnerships. This statement for Please see Position Statement for further

A robust, data-led understanding of

may alter service design and delivery within the full details of information and detail on what will be SEND sufficiency pressures LAs. how we meet delivered, this includes the following

Planned place growth is evidence-based

the Sufficiency enablers: and forecast-driven Within this context our aspiration is that: and Place

Integrated SEND and mainstream

Significant high needs capital

The central focus of our approach will start Planning and forecasting with targeted capital investment has been approved and is with inclusion at the earliest point to align with relevant investment being delivered at pace our EaH offer, enabled through the use of Effective

A coherent countywide sufficiency

There is a clear strategic commitment

resource bases in mainstream provision and Practice framework with reformed funding and to inclusion then specialist provision where needed. requirements admissions

Partnership working with Multi-

We strengthen our ability to build placements

Strengthened post-16 pathways, and improve sufficiency in-line with demand Academy Trust (MAT), schools, FE and including AP Dynamic Purchasing and needs across East and West Surrey, specialist providers is in place. System (DPS) and clear Further particularly specialist places.

AP is not yet fully integrated into the

Education (FE)/school roles We are actively addressing any gaps in early education system and has a limited

Strong partnership governance, data, focus on short term intervention or years sufficiency and disciplined commissioning to reintegration

We strengthen post-16 transition into positive ensure sustainability destinations

The Council will continue to utilise the DPS as a flexible commissioning mechanism, while improving how provision is shaped and accessed. This includes scaling provision in areas of highest demand, particularly tuition; introducing more structured block-booking arrangements where demand is predictable; and working with providers to deliver models of provision that support progression and movement between tiers over time.

We strengthen inclusive local mainstream provision to meet need earlier and closer to home, reducing reliance on specialist and independent placements and enabling more children and young people to succeed in

mainstream settings that are local to them, considering travel arrangements and travel costs.

AP will be aligned explicitly to a three-tier model: Tier 1 will focus on outreach and inclusion support to mainstream schools to build capacity and prevent escalation; Tier 2 will provide targeted, time-limited interventions with a clear focus on stabilisation and reintegration; and Tier 3 will continue to deliver specialist placements for children and young people with the most complex needs. The following indicators will be positively See data submission for full details of See data submission for projected impact on impacted by this area of work current position. measures.

Reduce reliance on independent

In summary: In summary: special school places

Mainstream placements account for

Local sufficiency strengthened with maintained

Current and projected number of

approx. 6.5k CYP special placements increasing in-line with available specialist places (capacity)

Approx. 2.4k CYP placed in demand to be over 4k places per provision independent/non-maintained settings

Reduced number of independent placements

Current and forecast capital spend by

suggesting reliance on high-cost with associated reduced financial pressure provision (£000) provision to meet placement needs

Reduced proportion of out-of-area placements and causing financial pressures within our overall cohort of CYP accessing a

Approx. 3.6k CYP in maintained specialist placement. specialist schools with growth required

A sufficiency system that is clearly aligned to to meet demand demand and needs, with EHCP cohort growth

Post-16 cohort with EHCPs at almost 2k controlled and managed with growth expected

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

Surrey’s SEND strategy aims to improve outcomes for children and young people through a whole-system approach focused on early intervention, inclusion, partnership working, and evidence-led improvement. It recognises that sustainable change requires a shift away from reactive, statutory responses towards earlier, coordinated support across education and health services.

Building on progress highlighted in the Local Partnership Maturity Assessment, Surrey has developed a more stable system with clearer governance, stronger delivery capability, and improving statutory performance. Our strategy therefore prioritises embedding and extending existing strengths rather than introducing entirely new approaches.

There are five key reform elements. First, inclusive mainstream provision will be strengthened so more children’s needs are met locally, supported by a consistent graduated response and the introduction of the Experts at Hand model, providing an enhanced route to access to specialist advice and support from education and health professionals. Second, pathways and commissioning arrangements will be refined to provide clearer routes, improved quality assurance, and a stronger focus on outcomes and reintegration. Third, rebuilding trust with families is central, through transparent decision-making, better communication, and meaningful co-production. Fourth, data and insight will be used more effectively, combining performance metrics with lived experience to inform decisions, manage demand, and track impact. Finally, workforce capability and system leadership will be developed, ensuring staff are supported and aligned, particularly in the context of local government reorganisation in 2027.

Delivery will be managed through structured programme governance, ensuring accountability, continuous learning, and sustained progress towards a more inclusive and effective SEND system.

Please upload a completed copy of the Local Partnership Maturity Assessment Tool. To avoid any access issues via links, the Local Partnership Maturity Assessment Tool is provided as a separate document.
What is the local area partnership roadmap for the next 3 years?

Local roadmap for the next 3 years	Relevant building blocks	2026/27	2027/28	2028/29
Strengthening inclusion and Experts at Hand approach Please see Positoi n Statement for full details of our model, covering requirements across Efefctvie Practcie and Experts at Hand sectoi ns With vesting of the new Surrey authoriteis anticipated on 1 April 2027, the roadmap for this area provides a foundational framework, with final sequencing determined by the new authoriteis to enable iteration while sustaining SEND reform momentum alongside establishment. Note that this comment applies to all elements outlined below.	Building blocks • Strengthening inclusion across educatoi n settings • Access to specialist support and local placements • Encouraging inclusive culture and behaviours	Key milestones and measures listed below. Please see following table for projected dates broken down by quarter Funding received Reconfigure existing Team Around the School hub staff to new model of TASSH. SCC funding will continue to fund the existing structure, and EaH funding will enable the expansion of the model to include Early Years and Post 16yrs settings, as well as the recruitment of the full range of experts required. Additoi nal TASSH roles in post Existing roles (e.g. EP, SaLT, Specialist Teacher for Inclusive Practice (STIP)) begin supportni g via TASSH Initail additoi nal recruitment completed (recognising likely to ramp up) Commissioning for additoi nal services completed (see sufcfiiency and place planning for further details)	We expect this to include: Re-establishing Experts at Hand within the context of two new Partnership areas. Further recruitment and ramp up of specialist staff and services. EHCP growth capped at 5% Number of mainstream placements increased to begin to keep up with demand Non-Maintained Special Schools (NMSS) growth capped at 6%	We expect this to include: Embedding of services within new Partnership areas Further recruitment and ramp up of staff and services Evaluation and confirmatoi n of arrangements for ongoing services. EHCP growth reduced to 4% Number of mainstream placements to grow to at least 6,300 Specific cohorts growth capped at 4% (ASD, Social, Emotional and Mental Health (SEMH) and SLCN)

		EHCP, Education, Health and Care Needs Assessment (EHCNA) and mainstream EHCP placements growths stabilised
Partnerships and governance Please see Positoi n Statement for full details of how we meet the Partnership and Governance related requirements detailed in the ‘Efefctvie Practcie’ and Experts at Hand sectoi ns	Building blocks • System leadership, local partnership collaboratoi n	Key milestones and measures listed below. Please see following table for projected dates broken down by quarter New and improved data dashboard covering key metrics and lived experience insights Regular data deep-dives at Partnership Board meetings Consistent engagement and atetndance from all sector representatvies Published summary of each Partnership Board minutes and decisions for awareness and transparency Sharing of financial and stafnfi g arrangements for EaH ofefr with Partnership colleagues. Commissioning arrangements between LA / ICB for EaH formalised.	Surrey’s Local Area Partnership will need to be reconsidered, including the possibility of a split into two distinct partnerships to cover East and West new authoriteis This will be decided by the future authoriteis. The Data Dashboard will need to be disaggregated into two version for East and West Surrey Workforce planning and associated budgets for EaH shared with East and West Partnerships for financial transparency and scrutiny. Commissioning arrangements for EaH updated between new LAs and ICB.
Co-production Please see Positoi n Statement for full details of how we meet the coproductoi n requirements within the ‘Efefctvie Practcie’ sectoi n	Building blocks • Co-production	Key milestones and measures listed below. Please see following table for projected dates broken down by quarter	In recognition of LGR, we anticipate that much of the co-production activity undertaken in Y1 will need to be refreshed for the new Partnership areas.	Co productoi n actviiteis with CYP and P/Cs embedded in new LAPs arrangements. Tribunal rate reduced to less than 7%

		Full co-production plan confirmed, including distinct routes for capturing the voices of CYP, and parent/carers Mult-iagency Steering Group established Co-production activity taking place and recognised as core to LAP delivery Co-produced Universal Ofefr Statement produced Year 1 Benchmark co-produced Working with SENDIASS to develop minimum service standards. Working with both SENDIASS and our PCF to refine communication with parents and carers about the disaggregation of services through LGR. Cap the proportoi n of appealable decisions that are appealed to below 7%	Re-establishing relationships with PCFs in new LA footprints Full co-production plan updated Mult-iagency Steering Group re-established Co-production activity taking place Co-produced Universal Ofefr Statement reafrfimed within new areas Year 1 Benchmark coproduced refreshed for new areas Tribunal growth rate continued to be reduced
Sufficiency and place planning Please see position statement for full details of how we meet the Sufcfiiency and Place Planning and relevant Efefctvie Practcie requirements	Building blocks • Access to specialist support and local placements, including inclusion bases	Key milestones and measures listed below. Please see following table for projected dates broken down by quarter Continue Capital programme. Deliver the SEND sufcfiiency strategy action plan	Continue Capital programme; this plan will be disaggregated for East and West Surrey. Placements already in development will become live. Refresh the SEND sufcfiiency strategy for East and West Surrey	Continue Capital programme; this plan will be disaggregated for East and West Surrey Achieve sufcfiient inclusion base capacity so that more children and young people can access provision locally where needed.

		Implement a single countywide framework for inclusion bases. Deliver and operationalise inclusion bases within mainstream settings. Scale specialist outreach and local provision to improve flow and transitoi ns, partciularly at post-16 Reset post-16 pathways to education, employment and supported internships Strengthen shared system leadership, joint planning and co-production with families	Refresh and align the countywide inclusion base framework across East and West Surrey, and scale a consistent model to drive system-wide delivery.	Reduced proportoi n of outof-area placements within our overall cohort of CYP accessing a specialist placement.
Impact of Local Government Reform on delivery of statutory and core services.	Building Blocks • System leadership and local partnership collaboratoi n • Access to specialist support and local placements	Statutory and early intervention services within the LA to prepare for disaggregatoi n, ensuring safe and legal delivery of operatoi nal and statutory services from Vesting Day. Staf fare informed of new working arrangements/ which LA they will be moving to on Vesting Day. Data is mapped and prepared for disaggregatoi n. Systems are tested. Recruitment to vacancies including EaH additoi nal specialist positoi ns continues.	New teams and services are migrated across to East / West Surrey LAs. Transformation resource will be deployed where needed to support services to stabilise and repositoi n themselves. Workforce will be reviewed to ensure financially sustainable and distributed to meet demand for services. Recruitment for specialist posts for EaH will continue. Data and systems will be tested to ensure safe migration of data and reportni g capability.	Statutory and early interventoi n teams to be fully operationalised. Final stages of recruitment of additoi nal specialists for EaH.

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

	2026-27 Local delivery plan		Q2		Q3		Q4
Strengthening inclusion and Experts at Hand approach Please see Positoi n Statement for full details of our model, covering workforce breakdown and requirements across Efefctvie Practcie and Experts at Hand sectoi ns Building blocks • Strengthenin g inclusion across education settings • Access to specialist support and	Full project plan to be developed, including workstreams to take this forward. The following row outlines key activity which will be undertaken Outcome Successful development and implementation of Experts at Hands model	Jim Nunns – Assistant Director Early Interventoi n Louise Needham – Senior Designated Clinical Ofefr (SEND)	Funding received Formal establishment of EaH Project Board and governance under the AND Partnership Board. Reconfigure existing Team Around the School hub model and staff to new TASSH model operating across East / West Surrey. Additoi nal specialist TASSH roles in post using EaH funding Refine job description for Advanced Clinical Practitoi ner SaLT role following guidance from RCSLT and in collaboratoi n with health providers, ICB	We do not anticipate key metrics to be impacted within this time frame Success measures: EaH model workforce 50% in place Full £8,299,287 funding allocated between workforce, transformation and administration costs (% spend per actviity included below) Projected spend per quarter: no spend	Commissioning for additoi nal services completed (see sufcfiiency and place planning for further details) Additoi nal recruited roles begin coming into post Further recruitment for specialist roles as per EaH resourcing plan. Recruited to Advanced Clinical Practitoi ner SaLT role – this will be delivered jointly between the ICB and LA and therefore certain parts of the ofefr	Success measures: Early impacts on EHCP growth rate EaH model workforce 70% in place Projected spend per quarter: 50%	Further recruitment to the enhanced model taking place, with roles coming into place throughout 26/27 Data collectoi n and reportni g embedded. Coproduced Universal Ofefr Statement completed	Success measures: EHCP growth rate slowed to 3% per year from 2027 Success measure Mainstream EHCP placements increase year on year from 2027 Success measure NMSS growth rate slowed and limited to under 10% from 2027 onwards Success measure

local placements • Encouraging inclusive culture and behaviours			and LA SaLT and advertise role. Processes developed to capture support accessed by settings Budgets and resource plan agreed between LA / ICB and any associated commissioning processes formalised.		will be delivered in difefrent ways Full processes developed (referrals, access to services, outcome tracking) Financial reportni g established with information shared with Partnership Board.			Growth rates for specific cohorts reduced from 2027 onwards (ASD/SLCN) Success measure EaH model workforce 100% in place Projected spend per quarter: Full £8,299,287 funding spent
Co-production Please see Positoi n Statement for full details of how we meet the coproductoi n requirements within the ‘Efefctvie Practcie’ sectoi n Building blocks Co-production	Full project plan to be developed, including workstreams to take this forward. The following row outlines key activity which will be undertaken Outcome Successful delivery of coproduction activity that meaningfully	Head of Customer Engagement	Full co-production plan confrimed Mult-iagency Steering Group established Develop a communication and engagement plan to capture voice of CYP as distinct from parents and carers	We do not anticipate key metrics to be impacted within this time frame Continue to gather insights and feedback from partners and families to inform direction of future coproduction activity	Co-produced Universal Ofefr Statement produced Embed our communication and engagement plan to capture voice of CYP as distinct from parents and carers Use voice of CYP to influence LAP decisions Working with our PCF and SENDIASS	We do not anticipate key metrics to be impacted within this time frame Continue to gather insights and feedback from partners and families to inform direction of future coproduction activity	Year 1 coproduction benchmark that has been coproduced with the LAP completed Continue to use voice of CYP to influence LAP decisions	Success measure Early qualitative feedback from partners, parents and CYP reportni g more positvie experiences

	informs the development of the model				to inform parents about the disaggregatoi n of services due to LGR
Partnerships and governance Please see Positoi n Statement for full details of how we meet the Partnership and Governance related requirements detailed in the ‘Efefctvie Practcie’ and Experts at Hand sectoi ns Building blocks System leadership, local partnership collaboratoi n	Full project plan to be developed, including workstreams to take this forward. The following row outlines key activity which will be undertaken Outcome Surrey’s governance and leadership will enable a confident, collaborative and accountable partnership that consistently anticipates need, takes timely, datadriven decisions, and delivers	Single named SRO for Local Area Partnership and SEND Reform implementation - Julia Katherine - Director of Education and Lifelong Learning	In first quarter, codesigning and capturing insights from key representatives from Surrey’s Local Area Partnership to design and build new data dashboard First draft of new and improved data dashboard shared with key representatives from Surrey’s Local Area Partnership for review and feedback	New data dashboard including but not limited to the following metrics: Demand and statutory activity • EHC needs assessment requests and agreement rates • Decisions to issue or not issue an EHCP • EHCPs maintained and ceased • Overdue EHC needs assessments • Complaints, mediation and tribunal-related indicators Statutory tmi eliness and quality • Percentage of EHCPs issued within 20 weeks • Average days to issue plans (on-time and late)	Success measures: Implement and embed new data dashboard with Local Area Partnership Early engagement and planning for Local Areas Partnership and services disaggregating into East and West bodies, should this be the preference of the new unitary authoriteis.	Possible amendments to the new data dashboard following feedback from partners Success measure Specific insights function built into dashboard to show lived experience of families, parents, carers, children and young people, to enhance understanding of data and experiences behind it.	Success measures: Partnership Board members reportni g feeling more confident in decision making and scrutiny of work due to stronger data and insights underpinni ng Board activity. Continued engagemen t and detailed planning and support for Local Area Partnership and	Continued use of new data dashboard routinely in every Partnership Board meeting

sustained

Quality assurance services improvements grading of EHCP disaggregati in outcomes sections ng into East and

Timeliness of and West experiences for annual reviews, bodies (In- children, young including for line with people and vulnerable cohorts future families. Health and specialist Authorities service waiting times decisions)

Waiting times for Speech and Feature Language Therapy, data deep Occupational dive on Therapy, specific Physiotherapy, areas at Developmental Partnership Paediatrics and ND Boards Assessments. Experience, confidence and communication

Parent and carer confidence and satisfaction measures

Complaints volumes, escalation rates and compliments

Local Offer website usage, accessibility and helpfulness Inclusion, attendance and participation

Attendance, persistent and severe absence for pupils with EHCPs

Suspensions and permanent exclusions by SEN status
Children missing education and time out of education
Placement type and stability

Sufficiency and The Sufficiency Eamonn Gilbert Publish a summary of We do not anticipate Secure provider We do not Confirm Success place planning Strategy has - Assistant local sufficiency key metrics to be commitments for anticipate key 2027/28 measures: been Director of pressures, EHCP impacted within the delivery of agreed metrics to be local Please see developed, Commissioning drivers and priority first 3 quarters local capacity impacted capacity Growth rate position workstreams for phases within the plan for EHE cohort statement for full are in Transformation No new placements Confirm which first 3 stabilised for details of how we development and Additional Agree planned place created within this pressures will be quarters Embed 2027/2028 meet the and will take Needs and growth by setting type timeframe met through refreshed Sufficiency and this forward. Disabilities and mainstream SEND Increase in Place Planning The following Social Care Identify priority inclusion vs Forecasted admissions post-16 EHCP and relevant row outlines locations for inclusion specialist places savings for and cohort moving Effective Practice key activity bases using forecasts placements placement on to positive requirements which will be and estate going live in pathways destinations undertaken opportunities 2027/2028 for Building blocks Outcome financial year September Maintained Access to More children Continued 2027 special specialist support and young implementation of placements and local people are capital programme Review Out grow in-line placements supported to of Area and with demand remain and Non- from Strengthening succeed in Maintained 2027/2028 mainstream Independen onwards inclusive

settings, with t (NMI) Confirmed mainstream access to reliance evidence of provision so that targeted cost more children specialist containment

and young people support where Publish due to needed updated improved can have their

travel placement needs met earlier impact sufficiency for Local capacity is and locally, profile placements aligned to supported by going live in demand, Use the DPS 2027/2028 timely access to

reducing to financial year specialist commission reliance on out- expertise and a targeted of-area sufficiency model provision provision and increase that prioritises capacity in provision close to high- Clear post-16 home. pressure pathways areas of the system support

positive outcomes Capital delivery supports local, inclusive provision Additional information on Experts at Hand model and high-level summary of spend against Experts at Hand grant in year 1.

Please see accompanying position statement on Experts at Hand.

The Surrey Partnership proposal introduces our “Experts at Hand” (EaH) model, delivered locally through expanding our already existing Team Around the School Hub Model to become the new Team Around the Setting Support Hub (TASSH) model. This model establishes a single, accessible entry point for schools and settings to obtain timely specialist health and education advice and coordinated multi-agency support. Organised through a hub-and-cluster structure across Surrey, TASSH will ensure support is locally responsive, consistent, and equitable, addressing variations in current provision. This includes clear routes for out-of-county arrangements and post-16 providers, including out-of-area mainstream further education settings attended by Surrey young people with SEND, helping to ensure equitable access to advice, support and specialist input across the full 0–25 system.. SCC funding will continue to fund the existing TASSH structure, and EaH funding will enable the expansion of the model to

include Early Years and Post 16yrs settings, as well as the recruitment of the full range of experts required. These experts will be deployed across 11 clusters to ensure equitable and local delivery of support

At its core, the reform strengthens the capacity of mainstream education to meet diverse needs. It does this by building on Surrey’s existing Team Around the School Support Hub, and specialist therapies services, significantly expanding both the reach (to include early years and post 16 yrs settings), and the key specialist services included in the offer. The new TASSH model will include Educational Psychology (EP), Speech and Language Therapy (SALT), Occupational Therapy (OT), and Specialist Teachers for Inclusive Practice (STIP). The additional funding will be used to recruit more specialist roles which will all sit within our TASSH model, and whom will be jointly commissioned with the ICB, with SALT specialists supported by the new SALT Lead Practitioner. This aims to build long-term capability, confidence, and inclusive practice across schools and settings. Existing services, such as Mental Health Support Teams and Family Centres, will be aligned within the hub model to ensure coordination. The offer will provide support and guidance across all elements of And, including the most prevalent needs identified in our sufficiency strategy (SEMH and ASD).

A defining feature of the model is its emphasis on early intervention. By identifying and addressing needs sooner, approach seeks to prevent escalation to statutory processes or crisis-level need. Early years services, supported by Inclusion and Quality Development Advisors, will play a key role in embedding inclusive environments, strengthening early identification, and improving outcomes.

The reform is grounded in stakeholder feedback. Children and young people highlighted that inclusion is about feeling understood and supported consistently, not simply being present in school. In response, the model prioritises consistent practice, belonging, and whole-setting inclusion, alongside targeted interventions for groups such as those with attendance challenges or in transition to adulthood.

By 2029, the ambition is to achieve better outcomes for children and young people with SEND through increased confidence in mainstream provision, reduced reliance on specialist placements, improved attendance and engagement, and stronger collaboration between families, schools, and services. Overall, Surrey’s EaH model represents a shift to a proactive, integrated, and place-based system, ensuring specialist support is accessible at the right time and place.

Element	FTE	Indicative Proportion (%)
Team Around the Setting Support Hub	2	2
Educational Psychologists	11	12
Speech and Language Therapists (including assistants) for children 5+ These health professionals are employed by SCC	20	14
Specialist Teachers for Inclusive Practice (including assistants)	9	6

Enhanced Language and Communication team (includes EP and SALT roles)	7	4
Strategic SALT role	1	1
Specialist outreach	N/A	15
Health commissioned services	N/A	16
Admin	14	Up to 10
Transformation	TBC	Up to 10

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

Delivery of the first‑year plan will be driven through a dedicated programme and transformation resource, hosted in the LA but working across the partnership. The Director for Education and Lifelong Learning is the SRO for the reform programme, and working alongside partners, (including the new strategic SaLT role), will provide clear system leadership to ensure pace and effective prioritisation.

Our existing And Partnership governance will be expanded to include dedicated projects to design and implement our Experts at Hand offer. Focussed transformation resource (which has been included in our indicative EaH budget) will manage delivery alongside service teams, against the plan, oversee interdependencies, and track progress against milestones. This approach will enable clear prioritisation of high‑impact activity and disciplined use of resources, while maintaining operational stability in frontline services. If required, time‑limited additional programme and project management capacity will be brought in to accelerate delivery during the first year, particularly given the likely impacts of LGR.

Corporate functions, including finances and resourcing information will be fully embedded within the programme to support investment decisions, demand management and value for money. The partnership will also enhance its data and analytics capability through the development of an improved partnership data dashboard. This will bring together education, health and commissioning data to provide shared oversight of outcomes, demand and performance. Regular reporting and review will support informed decision‑making, early identification of risk and transparent assurance throughout the first year of delivery.

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.

No block transfer has been made from the Schools Block to the High Needs Block for 2026/27.

Capital: Since 2019, Surrey County Council Cabinet has approved considerable investments in creating additional capacity, with £217 million for SEND and £43 million for AP, totalling £260 million between 2019/20 and 2025/26. A further £16.14 million DfE funding was approved as budget in February 2026.

The SEND and AP Capital Programmes have delivered 1,425 additional built places since 2019 and brought a further 299 places up to modern standards. Continued investment will provide a minimum of 972 further places by 2030, including the DfE delivery of Free School Betchwood Vale Academy and Frimley Oak Academy. The aim of the capital programme is to ensure there are sufficient specialist places and centre places to meet SEND Key Stage Transfer demand, reducing reliance on the NMI sector where appropriate, improving inclusion in mainstream through Specialist Bases and Satellite Sites, creating places closer to home, and reducing transport pressures and journey times. From 2019/20 to the end of the 2025/26 financial year, the £131.6 million investment in specialist places and AP has created 1,724 built places across 58 projects.

The SEND capital programme has delivered an additional 1,425 places, which has delivered a revenue cost avoidance of approx. £43 million a year when compared to the number of specialist places available before the capital programme commenced in 2019.

The strategy for allocating the 2026/27 High Needs Provision Capital Allocation (HNPCA) follows the approach for the 2025/26 allocation which was endorsed by Surrey County Council on 24 February 2026. The key priorities for the 2025/26 HNPCA were projects that can deliver specialist places (including Specialist Bases in mainstream schools) in academic year 2026/27 and those projects continue to be delivered. Surrey County Council Cabinet also approved the acceptance of £8.1m alternative funding that will focus on delivering projects to meet needs and geographies where forecast demand is greatest, for example, ASC provision in the West of the county.

The DfE expected outcomes will inform Officer recommendations to SCC Cabinet when making a decision on the allocation of funding to projects.

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

across all phases of education

Establishing Specialist bases in mainstream schools will be a key priority in utilising the funding. Surrey County Council currently has 970 places across Specialist Bases (previously SEN Units and Resourced Provision). 415 of those places have been created through the SEND Capital Programme since 2019. In addition to these 125 Specialist places have been created as Satellite Sites of Specialist Schools on mainstream sites. The partnerships between Specialist Schools and Mainstream schools sharing sites has been a success in improving inclusion across the school’s communities. We plan to establish at least 200 more places in specialist bases in mainstream schools and by 2028/29, in addition to 468 planned additional Specialist School Places.

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

Establishing places that can meet the needs of pupils through Key Stage Transfer process is a priority. In February 2026 Surrey County Council Cabinet endorsed the refocusing of the SEND & AP Capital Programmes to meet immediate demand and increase specialist places. c. Fewer children and young people with SEND needing to travel a long way to access a suitable placement The additional places across our Special Schools including Satellite Sites at mainstream Schools will reduce travel for pupils with the highest needs who are still often needing to access education further from home. The additional places in Specialist Bases in mainstream schools will offer more choice to pupils and their families enabling them to access education in their local community. d. Improved suitability of the mainstream estate to support children and young people with SEND, with adaptations to improve inclusivity and accessibility of the physical environment. SCC is working with education settings to create additional specialist provision using unoccupied spaces in mainstream schools to create Specialist bases

(formally specialist school satellite sites or SEN Unit/Resourced Provision). We will continue to work with mainstream schools where there is capacity to refurbish and convert existing space to create school places in short timescales. This includes adaptations to improve inclusivity and accessibility. We will also continue to establish sufficient specialist places to ensure that where pupils do need a specialist place, they can access it closer to home. There is an identified need to ensure sufficient places to provide the targeted specialist support that is offered in our specialist schools. Particularly schools with a designation of Complex ASD, SEMH, ASD/Severe Learning Difficulties (SLD) and SLD/Profound and Multiple Learning Difficulties (PMLD) where the model cannot be accessed in mainstream school. Surrey is experiencing unprecedented growth and increasing complexity in the number of children and young people with Special Educational Needs and Disabilities (SEND). Since 2022, the number EHCPs has risen by 66%, with forecasts indicating nearly 20,000 EHCPs by 2029. The data return sets out the baseline and forecast trajectories for EHCP growth, placement mix and High Needs pressures that this capital and sufficiency programme is designed to influence over the three-year reform period. Demand is driven primarily by Autism Spectrum Condition (ASC), SLCN and SEMH. These pressures impact all parts of the system; specialist schools, mainstream settings, and AP, and have increased reliance on NMI placements.

System partner and stakeholder engagement, and co-production.

Please see accompanying Position Statement: Co-production for a full outline of the Partnership’s approach co-production.

The Surrey And Partnership will engage system partners and stakeholders through a structured, multi-layered co-production approach that embeds participation into both plan development and implementation, aligning with core minimum expectations for inclusive, evidence-driven engagement.

The partnership has already established strong foundations, with system leaders, education settings, health and care partners, and the Parent Carer Forum (PCF) actively shaping the reform plan through board-level discussions, design workshops, and co-authorship of key documents. This approach will continue through governance structures such as the And Partnership Board and a new Multi-Agency Steering Group (from Autumn 2026), ensuring representation from schools and early years settings, alternative provision, health services, and post-16 providers. The steering group will meet termly to review delivery, analyse feedback, and adapt the model over time, providing a formal mechanism for ongoing partner engagement and shared ownership.

Engagement with education providers across the system will be strengthened through open design workshops, continued involvement in delivery groups, and alignment with the development of the Universal Offer Statement. This will build on existing collaboration with mainstream schools and settings and extend to alternative provision and further education partners, including those attended outside the local area, ensuring consistency of expectations and inclusion practice.

The partnership places significant emphasis on the voice of children and young people (CYP). Surrey Youth Voice and the Atlas group (Accept, Teach, Listen, Access, Support). have already contributed to shaping reform priorities (through DFE Flare) and will remain central to implementation. Future plans include expanding engagement across a wider range of education settings, co-produced evaluation activity, and embedding participation in service design through mechanisms such as an “expert by experience” role. This ensures CYP voice is distinct, continuous, and demonstrably influences decisions, in line with core requirements.

Engagement with parents and carers will continue to be led through the PCF, which holds a formal role in governance, including a standing agenda item at Board meetings and representation within delivery groups. The PCF works alongside partnership engagement roles to broaden reach and represent a wider range of families, while additional insight will be gathered through consultation activity and other engagement channels. SENDIASS (SEND Advice Surrey) will play a key role in ensuring access to independent information and in feeding parental insights into system improvement through its integration into the partnership’s Insight Function.

To ensure consistency and quality, Surrey is developing a co-production charter, aligned with national guidance, which will set minimum standards and enable annual self-assessment against a co-production benchmark. This will strengthen transparency, clarify roles and responsibilities across partners, and embed co-production as “business as usual” across all services.

Overall, the Partnership’s approach has been designed to combine strong governance, targeted engagement mechanisms, and continuous feedback loops to ensure all partners—particularly education providers, families, and children and young people—are actively involved in shaping and delivering SEND reforms.

Risks and Mitigations

Risk	Impact	Likelihood	Mitigation	Residual
				RAG
Local Government Reorganisation significantly impacts our ability to plan and make financial and resource commitments for years 2 and 3 of the Reform Plan as the current LA is unable to make commitments on behalf of the two new authorities. We are not able to guarantee that the two new LAs, when constituted, will wish to follow the same plan as Surrey County Council. Budgets for the new authorities will not be set until February 2027.	Critical	Likely	Surrey have escalated concerns on the impact of LGR to the Department for Education (DfE) since the requirement for reform planning was shared. It is not possible to consult the shadow LAs at the point of reform plan submission as they are still too early in their formation and establishing their governance. Surrey will ensure that detail for implementation for year 1 is included and high-level strategy is provided for years 2 and 3 but this will be caveated with a reference to needing to be approved by the shadow LA’s when they are fully constituted and in a position to make these decisions. From an operational perspective, Surrey has considered the time required, the majority of which during year 2 (27/28), to enable the SEND workforce to stabilise following disaggregation into the two new Councils. It is acknowledged that change of this scale will inevitably lead to some disruption of service provision as well as testing of data and systems. We have reflected this in our delivery ambitions for year 2.
NHS / ICB Reform and changes are taking place directly across the time that the Reform plan is required to be developed and submitted. Changes to both people and financial resource are significantly reduced, and the new ICB will be working across a number of current LA boundaries. It will be extremely challenging for the new ICB to make firm commitments on service delivery at this time.	Critical	Likely	ICB colleagues and health providers are actively engaging with reform planning and the development of the Experts at Hand offer to ensure that health requirements are reflected where known. Capacity within the ICB to continue to engage and plan with SEND reforms is unknown at present and will be reviewed as the implementation for year 1 takes place, and, as the plan continues to iterate.

Availability of specialist staff and skills to achieve EaH deliverables and requirements, particularly in year 1. It is widely understood that there are national shortages of specialist roles such as Educational Psychologists and Speech and Language Therapists, which will be exacerbated by the fact that all LAs / ICBs will be recruiting for additional posts at the same time. It is highly likely that the LA will need to use agency staff for some specialisms which will increase costs and reduce capacity, and is not a sustainable staffing model.	Critical	Very likely	Early prioritisation of recruitment for specialist roles to commence on an ‘at risk’ basis in that we anticipate receipt of funding but after recruitment activity takes place. Deployment of hybrid recruitment strategy to pivot some substantive existing staff into EaH roles, ensuring that we have sufficient agency staff to complete statutory activity whilst additional recruitment continues. EaH Model to include Assistant EP, SLT and specialist teacher roles to maximise reach of specialist skills and expertise through supervision and facilitate recruitment
Insufficient information from DfE to Partnerships in reasonable timescales to enable full reform planning with engagement across all partners, particularly the design of the Experts at Hand offer. Lack of guidance on EaH (due to be published in the ‘Spring’) but likely to be after our plan starts going through sign off processes increases risk that our EaH offer may not meet requirements of DfE, and poses risk to receiving funding.	Modera te	Possible	It is acknowledged that all Partnerships are in the same position therefore this risk is similar across all. Workshops and engagement events have been scheduled with partners to take place outside of school holiday periods and additional efforts have been made to engage our PCF to ensure that parent voice is included. The Partnership will continue developing the EaH offer in the absence of the guidance issued by DfE. Through engagement with our DfE Advisor we aim to mitigate the risk of our EaH not being compliant with the guidance that has not been issued yet.
The volume and pace of whole system reform across the Children’s landscape, involving so many partners, provides a challenging backdrop against which to deliver meaningful change and reform. LA / Health / Partnership time is stretched across an already busy SEND system and requirements to deliver SEND Reforms, Best Start, Families First Partnership alongside LGR and wider health reform. There is insufficient capacity in the system to respond to further requirements and requests.	Critical	Likely	It is acknowledged that all LAs, ICBs and Partnerships are in the same position with the number of reforms and requirements. Some dedicated resource is identified within the LA to lead on specific parts of reform working but there is still a need to draw on specialist colleagues from within the LA and across the system, who are already stretched. All reform work has its own governance which includes SROs and senior staff, providing clear channels for risks and escalations to be made.

Dependencies

Impact of Wider National and Local Reforms on the SEND Future State and Roadmap The local area partnership’s SEND future state and delivery roadmap have been developed with explicit recognition of wider national and local reforms. These reforms affect the operating environment for SEND delivery and require active management to ensure continuity of improvement and outcomes for children and young people. NHS Reforms Ongoing NHS reforms, including changes to ICB structures, commissioning arrangements, workforce pressures and financial regimes, may impact SEND assessment and intervention pathways as well as governance and capacity of those in key roles. The partnership will mitigate this through strong place-based leadership, alignment of SEND priorities with NHS strategic and workforce plans and continued joint commissioning and pathway development. SEND reform delivery will remain focused on outcomes rather than organisational form, ensuring continuity despite system change. Local Government Re-organisation (LGR) Local Government Re-organisation presents risks relating to capacity, medium to long term decision making, leadership transition and staff uncertainty, which could disrupt delivery if unmanaged. The partnership will maintain SEND reform as a priority throughout transition planning, ensure continuity of programme leadership and governance, and support staff through clear communication and stability. This will protect momentum and embed SEND reform within future local government arrangements. Reforms to Children’s Social Care Reforms to Children’s Social Care intersect directly with SEND, as many children with SEND also experience social care needs. The partnership will align SEND reform with Children’s Social Care reform programmes, including Early Help and Family Help, ensuring integrated pathways, shared outcomes and aligned workforce development. This reduces duplication and mitigates the risk of gap creation across reform programmes. Review of Physical Conditions for Children in School Reviews of the school estate, including safety, suitability and environmental conditions, may impact SEND inclusion and accessibility, particularly for children with physical, sensory or medical needs. The partnership will ensure SEND considerations inform estates and capital planning, work with schools to mitigate short-term impacts, and maintain oversight of risks to inclusion, access and attendance. Managing Reform Dependencies Across all reforms, the partnership will maintain clear governance, actively monitor risks and dependencies, align SEND objectives with wider system programmes, and prioritise continuity of experience and outcomes for children, young people and families. This integrated approach ensures SEND reform is strengthened and sustained through wider system change.

Section 3 – Monitoring and Evaluation

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

Monitoring Tools and Processes

Delivery of the reform plan will be monitored through the Surrey Local Area Partnership dashboard, providing a shared whole-system view of demand, service delivery, quality, outcomes and financial pressures. The dashboard is used routinely by operational teams and senior leaders to identify trends, manage risk and inform decision making.

The partnership will submit an initial data return and provide quarterly returns to track progress. Quarterly data returns will be used not only for reporting, but to test whether delivery is shifting performance in line with forecast trajectories and recorded assumptions, with workstreams adjusted where progress is slower than expected.

The dashboard brings together metrics across six core areas:

Demand and statutory activity

Education, Health and Care needs assessment (EHCNA) requests and agreement rates
Decisions to issue or not issue an Education, Health and Care Plan (EHCP)
EHCPs maintained and ceased
Overdue assessments (including and excluding exceptions)
Complaints, mediation and tribunal indicators

Statutory timeliness and quality

Percentage of EHCPs issued within 20 weeks
Average time to issue plans
Quality assurance grading of EHCP sections
Timeliness of annual reviews

Health and specialist services

Neurodevelopmental assessment waiting lists
Waiting times for therapy services (Speech and Language Therapy, Occupational Therapy, Physiotherapy and Developmental Paediatrics)

Experience and confidence

Parent and carer satisfaction and confidence
Complaints, escalation and compliments
Local Offer usage and accessibility

Inclusion and participation

Attendance, absence and exclusions for pupils with EHCPs
Children missing education
Placement type and stability

Preparation for adulthood and system capacity

Participation in education, employment and training
Not in Education, Employment or Training (NEET) indicators
Alternative provision usage and outcomes
Special educational needs and disabilities (SEND) and Alternative Provision (AP) capacity and commissioning

Operational teams use these data sets routinely to manage delivery. The Surrey Local Area Partnership reviews performance half-termly, using the dashboard to provide joint oversight, challenge and prioritisation of improvement activity. Feedback and Adaptation Mechanisms The partnership is strengthening how it communicates, listens and responds, recognising that clearer communication and more effective use of feedback are essential to improving confidence and outcomes. Together with families, young people and partners, we have developed guiding statements describing what families should expect from the special educational needs and disabilities (SEND) system, including clear information, timely decisions, and meaningful involvement. These will be tested during 2026 to assess impact. Feedback will be triangulated with performance data to inform improvement. Participation will continue through Surrey Youth Voice and Family Voice Surrey, ensuring that the experiences of children, young people and parents directly shape service design and delivery. Lived experience will be embedded systematically alongside quantitative data to ensure ongoing evaluation and continuous improvement.

12. Reporting to DfE To avoid any access issues via links, the data return is provided as a separate document.

Section 4 – Governance

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

Please refer to the Governance Position Statement for more information on our partnership governance arrangements.


AND Partnership Board	Statutory SEND Partnership Board	Independent Chair, LA inc. SRO, Health, Education / early years settings, Children’s Social Care, VCS sector, PCF, CYP engagement leads, SENDIASS	Half termly	Full decision rights on all partnership strategic decisions and all documents e.g. SEF, Strategy etc.	Statutory partner governance / senior ofcfiials.
AND Programme Board	Strategic oversight of operational improvement plan elements.	LA inc. SRO, Health, Independent Chair	Monthly	Decision rights on operational issues and deployment of resource in the LA / ICB. Recommendations to AND Partnership Board	AND Partnership Board and / or statutory partner governance / senior ofcfiials.
Priority E Steering Group	Oversight and coordination of specific early intervention, prevention and support projects (Ordinarily Available Provision, Locality Nurture Hubs, Nurturing Schools Programme)	LA and service leads, Transformation leads, seeking to broaden membership to include PCF and commissioned partners	Half-termly	Recommendations to Programme Board and / or AND Partnership Board	Programme Board and / or AND Partnership Board
Priority D Board	Oversight and Coordination of commissioning, capital programmes and placement sufcfiiency	LA service leads, Transformation leads, and health	Monthly	Recommendations to Programme Board and / or AND Partnership Board	Programme Board and / or AND Partnership Board

Alternative Provision Strategic Group	Oversight and Coordination of Alternative Provision improvement activity	LA service leads, and Transformation leads	Monthly	Recommendations to Programme Board and / or AND Partnership Board and as well as Educatoi n and Lifelong Learning Management Meeting	Programme Board and / or AND Partnership Board as well as Educatoi n and Lifelong Learning Management Meeting
Experts at Hand Project Board NEW – in development	Project focussed oversight and coordination of the design and implementation of the Experts at Hand model	LA, Health (ICB and Providers), SRO.	Monthly	Recommendations to Programme Board and / or AND Partnership Board	Programme Board and / or AND Partnership Board
Experts at Hand Mult-iAgency Steering Group NEW in development (see Co- Production Positoi n Statement)	Forum for mult-iagency partners, including PCF and CYP representatives to influence the design and refinement of the EaH model	To be confirmed, but will include LA, Health (ICB and Providers), Education representatives (across all phases / EY / Post 16yrs), PCF, at a minimum.	Termly TBC (may be half termly in first period)	Recommendations to Expert at Hands Project Board	Experts at Hand Project Board

Additional (existing) forums for engaging schools and education settings on EaH.

	Forum		Membership
Schools Forum – Surrey wide.		HTs from Phase Councils and other education forms.
Phase Councils (EYs, Primary, Secondary, Special, Post 16yrs, PRUs). – Surrey wide.		HT’s from each respective phase area.
SENCO Network – East and West Surrey		SENCOs from all forms of school and education setting, split across East and West Surrey.

Section 5 – Central Government Support

14. How can we help you?

At this stage of our reform plan development we have identified the following areas where the partnership would benefit from support and guidance from central government. As our plans iterate and mature, we may need to add to this list.

Early sight of supporting guidance and requirements e.g. EaH.

Accelerated workforce development for specialist roles that are in demand e.g. Educational Psychologists, SaLT, OTs. There is a shortage of these roles nationally and it is not clear how LA’s / ICBs are going to be able to recruit to the levels of resource needed to fulfil EaH requirements without needing to use expensive agency resource which increases cost and reduces overall capacity in the local area.

Clarification of role requirements and level of the new Advanced SaLT Practitioner role so that there is parity with this role nationally. This will help local areas pitch the role correctly and also provide clarity to staff for career progression.

Further guidance about the future modelling and projection aspects of the data reporting template.

Annex B - Supporting Documents

Document		Link
	The Schools White Paper		Every Child Achieving and Thriving
SEND Consultation Document		SEND reform: putting children and young people first.
LA and Schools Budget 2026-27		Schools Operational Guide 2026-27
Local Partnership Maturity Assessment Guidance and Tool		Included in commission pack
Local SEND Reform Plan – Data template		Included in commission pack
Local SEND Reform Plan Quality Assessment Framework		Included in commission pack
Local Inclusion Partnership Grant 2026-27		To be published Spring 2026
Experts at Hand Guidance		To be published Spring 2026
High Needs Capital Allocations 2026-27		To be published Spring 2026
Guidance on Inclusion bases		To be published Spring 2026