Tameside Local SEND Reform Plan 2026

Annex A: Local SEND Reform Plan

Name of Local Authority: Tameside Metropolitan Borough Council

Name of Integrated Care Board: Greater Manchester ICB

Local SEND Reform Plan SRO: Emlyn Wright

Signatories

Role Name Signature Email contact Date

Tmbc Ceo Emma Alexander The Integrated Care Emma Alexander 18th May 2026 <[email removed]> Board NHS Place Director Jill Colbert OBE TMBC DCS Jill Colbert 15th May 2026 <[email removed]> TMBC Chief Financial Zoe Evans Officer/Section 151 Zoe Evans 15th May 2026 <[email removed]> Officer Integrated Care Colin Scales Board (ICB) Chief Professor Colin Scales 18th May 2026 Executive <[email removed]> Executive Summary Tameside is committed to delivering a sustainable, inclusive and effective 0–25 SEND system that ensures children and young people (CYP) receive timely support to achieve and thrive. The reform programme focuses on inclusive mainstream and specialist provision, strong local partnerships, workforce capability, restored confidence and improved financial sustainability.

This work takes place within a highly challenging context. Children’s Social Care has been judged inadequate since 2016, reflecting long-standing systemic weaknesses across the wider children’s system. Against this backdrop, the local area SEND system has been subject to sustained scrutiny. A Written Statement of Action for SEND followed an Ofsted inspection identifying ten areas for significant improvement. Insufficient progress led to a Department for Education Notice to Improve in February 2025, and a further SEND inspection in May 2025 identified wide and entrenched systemic weaknesses across the SEND partnership, underlining the urgency and scale of reform required.

These findings align with the conclusions of the Commissioner appointed in March 2024, whose report, published in September 2024, identified deep-rooted systemic challenges including fragmented accountability, historic churn in senior leadership and significant political and corporate instability. This context is critical to understanding Tameside’s SEND Reform Plan which will be implemented against a backdrop of continued rapid improvement.

Since early 2025, conditions for improvement have stabilised. A new Director of Children’s Services was appointed in January 2025, providing clearer leadership and stabilising areas of children’s services (as reflected in recent MV). Following the May 2025 SEND inspection, Tameside developed a Priority Action Plan for SEND alongside a wider Inclusion Plan, with progress monitored through a Local Area SEND Inclusion Board, strengthening governance, challenge and partnership accountability. This has been strengthened by the appointment of a new Assistant Director for Education in February 2026 (with a 12 month gap in this role prior), creating the foundations for rapid improvement in statutory SEND and (with capacity added via funding) consistent delivery of SEND Reform.

We know that children, young people with SEND and their families have not been served well, and that confidence has been eroded. Engagement and co-production have historically been weak. A DfE-commissioned Parent Carer Forum is now in place, alongside a Co-production Charter, with ongoing work to ensure CYP and parent voice is embedded across all TMBC decision-making. Statutory compliance has improved considerably, and we currently have no legacy plans that are overdue for statutory assessment, the average time to complete a plan is now 18.04 weeks.

Delivery of reform in Tameside is structured through three interdependent strands, each directly responding to rising demand, increasing complexity, and financial pressures within the SEND system. EHCP numbers are projected to grow from 3,868 in 2025 to approximately 4,967 by 2029 (around 28% growth overall), with particularly strong increases in post-16 cohorts. Demand for assessment remains consistently high at around 1,000 EHCNA requests annually. At the same time, High Needs Block expenditure is forecast to increase significantly from £47.0m in 2024–25 to £74.1m by 2027–28, underlining the urgency of reform, demand management and cost control.

These are the mitigated figures projected alongside this plan; without the mitigations within this reform plan, the scale of growth (~6000 plans by 2029) and associated cost pressure would be considerably higher. The strands can be broadly outlined as: 1)Tameside is building a more inclusive school system through implementation of a Tameside Graduated Approach, aligned to the Greater Manchester Ordinarily Available Provision framework, supporting earlier identification, shared expectations and strengthened mainstream practice.

• “Experts at Hand” offer is being developed to provide schools with timely access to specialist advice, increasing workforce confidence and reducing reliance on statutory

escalation.

3)Tameside is addressing the sufficiency of SEND and Alternative Provision places, aligning provision planning with inclusion priorities, demand management and value for money.

As Tameside is a member of the GM10 local authorities, we will work alongside Greater Manchester colleagues on this reform planning. We have actively collaborated with GM partners on this plan, and our partnership across education, health and care is committed to a consistent, collaborative approach to delivering SEND reform across all ten localities through a joined-up, sustainable system with strong governance, commissioning and delivery mechanisms to maximise shared resources, reduce duplication, and improve outcomes and experiences for children, young people and families. There is a whole-system commitment to jointly fund a single Advanced Practitioner SaLT role with a GM-wide remit. This strategic role will ensure a population-focused, joined-up approach to SLCN across all ten localities, guiding improvement and reducing variation.

Section 1 – Vision and Goals What the local area partnership is trying to achieve?

Our local partnership will deliver an inclusive, sustainable and trusted SEND system where needs are identified early and met effectively in Tameside, with inclusion as the default and shared accountability across partners.

We have four goals for 2026–29.

Improve outcomes for children and young people (CYP). More CYP will thrive in mainstream through ordinarily available provision, a consistent graduated response and Experts at Hand support. We will evidence impact through reduced EHCP issuance (480 in 2025 to around 260 by 2028), fewer CYP with SEN missing education (127 in 2025 to around 50 by 2029), and reducing suspension (currently 20 points above national) and repeat suspension (currently 2 points above national) for SEN to national levels by 2029.

Increase confidence of parents, carers and CYP. We will enhance the reach and quality of our work with PCFs. Families will experience clear pathways, timely responses and transparent decision-making, with co- production embedded and “you said / we are doing” feedback. We will track confidence through stabilised elective home education levels (around 39 in 2025, remaining broadly stable into the mid-40s by 2029) and stable demand, with EHCNA requests held at around 1,000 per year.

Strengthen inclusive capability across settings. Settings will have clear expectations for inclusive practice and access to specialist advice and coaching to meet high-incidence needs earlier. We will measure this through increased Educational Psychology reach at SEN Support (336 in 2025–26 to around 563 by 2027–28), reduced EHC needs assessments (577 to 430 annually) and improvements in inclusion indicators such as suspension (see above) and attendance.

Stabilise finances and improve value for money. We will shift resources toward early support and local capacity, expanding specialist bases (230 in 2025 to 510 by 2028 and 630 by 2029) while managing reliance on external placements, alongside stabilising EHCP growth to a managed trajectory (approximately 3,868 to 4,967).

Reform Plan Engagement Timeli

Section 2 – Strategy

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

management and transparent decision-making

Co-production infrastructure: Parent Carer Forum, Co-production Charter, structured engagement and feedback loops

Governance: Local Area SEND Inclusion Board and clear decision-making frameworks

• Move toward shared intelligence (“single

pathways across partners.

SEND Specialist Navigators align education, Early Help, Family Hubs and health pathways, supporting earlier intervention and equitable access.

Embedded co-production through structured engagement, visible feedback loops (“you said / we are doing”), and shared decision-making.

Shared “single version of truth” intelligence supports transparent prioritisation, assurance and continuous improvement.

version of truth” approach) to support joint accountability.

Where the system is lacking / lacks coherence

• Leadership and accountability inconsistent

across partners; decision rights and escalation not always clear.

• Co-production not yet routine everywhere;

“you said / we are doing” feedback loops not consistently visible.

• Family trust remains fragile; escalation still

perceived as necessary to secure support.

• Shared data not yet routinely used to hold the

partnership collectively to account or drive corrective action.

Access to specialist support and local placements Enablers:

Capital & sufficiency: Expansion of mainstream-based specialist provision (230 → 500 places); estate adaptation; locality-based sufficiency planning

Workforce: Experts at Hand multi-disciplinary teams (EP, SaLT, OT, specialist teachers) and SEND Specialist Navigators

Data & planning: Use of EHCP trends, demand forecasting and transport data to plan provision

System design: Three-tier model (universal, targeted, specialist) ensuring coherent pathways, mirroring the 3 tier AP model to also be implemented

Access to specialist support and local placements

Access to specialist support and local placements

Experts at Hand (EAH) is the standard graduated route to advice, coaching, group interventions and outreach across 0–25.

Joint LA–ICB ownership with agreed delivery arrangements, service standards, reporting and escalation.

EAH additionality: Will have added capacity for earlier SEN Support; does not replace existing services or statutory duties.

EAH iteration: Our co-produced test-and-learn model will have been reviewed quarterly with thresholds, deployment and pathways refined as evidence emerges so it is a high quality model

EAH integrates with existing referral routes and commissioned services, with clear ‘routes in/out’ to avoid duplication and drift

Three-tier model: Tier 1 universal; Tier 2 targeted multi-disciplinary support (EP, SaLT, OT + outreach); Tier 3 coordinated support for complex needs.

Equity by design: transparent triage, proactive outreach, and uptake monitoring (incl. out-of-area post-16) to prevent “most proactive settings” dominating access.

SEND Specialist Navigators connect education, Early Help, Family Hubs and health pathways to enable early identification and smoother access.

Local capacity grows through mainstream-based specialist provision across localities; reliance on independent/out-of-borough placements reduces.

Special schools as system leaders: outreach, workforce development and QA to stabilise mainstream placements and reduce escalation.

Sufficiency planning is locality-led, data-driven and transport-aligned to population need and travel reduction.

Capacity pressures managed through phased rollout,

Strong foundations

• Pathway clarity improving in priority areas

(neurodevelopment and sensory routes).

• Inclusion/resource base expansion pipeline

approved and underway to grow local capacity.

• Data capability improving to support demand

and placement pattern insight.

Where the system is lacking / lacks coherence

• Mainstream-based specialist capacity still

uneven, driving independent/out-of-borough reliance.

• Access to specialist expertise (incl. therapies)

variable and often delayed.

• Pathways/thresholds inconsistent across

education, health and care; navigation uneven.

• Placement and sufficiency decisions have been

reactive; transport impacts not consistently shaping decisions.

by 2028 → 45 by 2029 (Section 8)

EHCPs issued: 480 (≈50% conversion from assessment; ≈37% from requests) Baseline interpretation:

missing education, with routine “you said / we o SEND EHE stabilises: 39 → 45 by 2028 → are doing” feedback.

44 by 2029 (Section 9)

• Stronger system grip evidenced by

High levels of escalation and statutory reliance

Persistent disengagement indicators (CME and EHE)

Demand remains high, with assessment requests stabilising at around 1,000 annually, indicating pressure on the front end of the system

Confidence in early help and graduated response not yet sufficient to reduce demand

• Access to specialist support and local

placements Baseline (2025):

• More proportionate and confident system use

partnership-wide dashboard use, clear o EHCNA requests stabilise: ~966 → decision rights and consistent performance ~1,000 annually (Section 10) review driving corrective action.

o Needs assessments reduce: 577 → 430

(Section 11)

2) Access to specialist support and local placements

o EHCPs issued reduce: 480 → 260 by

• Increased access to local provision, evidenced

2028 → 220 by 2029 (Section 12) by growth in mainstream and mainstream- → demonstrating reduced escalation alongside based specialist placements and reduced sustained front-door demand and increased confidence in SEN Support pathways reliance on independent and out-of-borough provision.

2) Access to specialist support and local placements

• Earlier and more effective specialist
• Specialist bases in mainstream: 230 places
• Total specialist capacity: 1,249 places
• Independent / NMSS placements: 171
• CYP supported without EHCP:

(Sections 6, 13, 17–19, 7.3–7.5)

intervention, reflected in increased support at

• Expansion of local specialist capacity and access

SEN Support level and reduced escalation to o Specialist bases grow: 230 → 510 by EHCPs and high-cost placements.

o SaLT: 2,924 o OT: 360 o EP: 336 Baseline interpretation:

2028 → 630 by 2029 (Sections 6 / 7.3)

• Includes planned additional ~60

3) Encouraging an inclusive culture and behaviours

places from 2026

• Stronger inclusive culture evidenced by

o Total specialist capacity: 1,249 → 1,707

Specialist capacity in mainstream is growing but still limited relative to demand

Continued reliance on independent and non-maintained provision

Early intervention and therapy reach is established but not yet sufficient to reduce escalation into EHCPs

Workforce reach is uneven, particularly for EP and OT

• Encouraging an inclusive culture and

behaviours

consistent ordinarily available provision and by 2028 → 1,877 by 2029 (Section 13) reduced exclusions/behaviour-related

• Managing reliance on external placements

escalation.

o Independent/NMSS placements are

• Reduced reliance on statutory routes

projected to rise without intervention: evidenced by lower EHCP conversion rates 171 → 301 by 2028 → 302 by 2029 (Sections 6 / 7.5) and stronger SEN Support pathway use.

o Reform focus is therefore on slowing

and reversing this growth through

4) Strengthening inclusion across education settings

sufficiency

• More children supported earlier and locally,
• Earlier specialist intervention

Baseline (2025): shown through slower EHCP growth,

EHCPs issued: 480 from 966 requests (~50% of assessments; ~37% of requests)

High-incidence need profile:

o EP reach increases: 336 → 563 → 765

increased numbers supported without EHCP, (Section 19) and improved placement stability.

o SaLT and OT support continues to

o Speech, Language and Communication Needs (SLCN): 1,294 o Social, Emotional and Mental Health (SEMH): 989 o Autism Spectrum Disorder (ASD): 396

SEN Support cohort (without EHCP) significant but variable across settings Baseline interpretation:

• Improved value for money and system

expand at SEN Support level (Sections sustainability, evidenced by stabilising 17–18) transport demand, reduced high-cost placements and a shift in High Needs spend

3) Encouraging an inclusive culture and behaviours

toward early intervention.

(Sections 7, 10–12)

• Earlier intervention and reduced escalation

o EHCP issuance reduces: 480 → 260 →

220 (Section 12)

Inconsistent application of the graduated approach and ordinarily available inclusive practice

High reliance on statutory pathways to secure provision

System pressure driven by high-incidence needs (particularly SLCN and SEMH)

Variation in school-level inclusion capacity contributing to escalation

• Strengthening inclusion across education

settings Baseline (2025):

o Reduced assessment conversion rates

reflect strengthened universal and targeted provision o No acceleration at secondary; shift toward earlier intervention (Sections 10– 12)

• Improved management of high-incidence need

o ASD remains broadly stable: 396 → 370

→ 390 (Section 7) o SEMH grows on a slower, managed

• Total EHCPs: 3,797
• Placement profile:

trajectory (Section 7) o SLCN increases (1,294 → ~1,939) but is o Mainstream placements: 1,510 (~40%) o Specialist bases: 230 (~6%) o Special schools: 1,122 (~30%) o Independent / NMSS: 171 (~5%) o EOTAS: 97 (~3%) o Other placements (incl. not in education): 127 (~3%) System efficiency indicators: increasingly supported within mainstream and bases (Section 7) → indicating improved system response rather than reduction in underlying need

4) Strengthening inclusion across education settings

(Sections 2, 3, 6, 13)

• Shift toward mainstream and local inclusion
• SEN transport expenditure: £8.1m (total)
• Average unit costs (broad indicators):

o Mainstream EHCP placements increase:

o Mainstream placements: ~£7k–£9k per pupil o Specialist and independent placements significantly higher (up to £50k+ depending on type) Baseline interpretation:

1,510 → 1,823 by 2028 → 1,878 by 2029 (Section 6) o Specialist bases absorb growth: 230 → 630 (Sections 6, 13)

• Improved sufficiency and system efficiency

System remains reliant on higher-cost provision routes, particularly specialist and independent placements

Placement mix not yet optimised for locality, inclusion, or cost control

Over-reliance on specialist and non-local placements reflects insufficient earlier intervention and mainstream capacity

Fragmentation evident in EOTAS use and “other” placements, indicating gaps in sufficiency and pathway clarity

o Total EHCPs grow within a managed

trajectory: 3,797 → 4,754 by 2028 → 4,967 by 2029 (Section 6) o EOTAS reduces: 97 → ~44 by 2029 (Section 6) o “Other” placements reduce: 127 → 75 → 45 (Section 6)

• Financial sustainability and locality alignment

o Transport demand initially rises but

stabilises as local provision increases (Section 3) o Unit costs stabilise over time through earlier intervention and improved commissioning (Section 2)

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

The partnership maturity assessment shows Tameside is at an early stage: governance is inconsistent, universal practice varies, system intelligence is fragmented and co- production is uneven. Our strategy sequences delivery, with Year 1 stabilising foundations and Years 2–3 scaling and embedding sustainable improvement.

Our theory of change is that if ordinarily available provision (OAIP) is consistently inclusive, needs are identified early through a robust Graduated Approach (assess–plan– do–review), and specialist expertise is embedded earlier through Experts at Hand (EAH), then drift will reduce, outcomes will improve, confidence will grow and demand for statutory processes will decrease, strengthening value for money.

The roadmap delivers a phased shift from reactive, statutory-led practice to a proactive, inclusion-led 0–25 system, underpinned by a maturity matrix driving continuous assessment, feedback and improvement. Quarterly review of performance data and lived experience will inform refinement of thresholds, workforce deployment and sufficiency decisions.

In Q1 of Year 1, we will establish clear governance, decision rights and a “single version of truth” dashboard; embed OAIP and the Graduated Approach through shared expectations, peer support and co-production; and mobilise EAH as enhanced SEN Support. Delivery will be place-based and integrated with Early Help, Family Hubs and health pathways, ensuring equitable access, including post-16.

Across the 0–25 pathway, we will strengthen transitions, improving early years identification and post-16 preparation for adulthood. Earlier, consistent support will reduce reliance on EHCPs, lower disputes and improve parental confidence. Capital and sufficiency planning will increase local inclusive capacity, reducing reliance on external placements. Within the theory of change document there is a plan on a page, for all three strands of the reform.

Theory of Change for Tameside SEND Improvement Plan Core Minimum Requirement Audit wi

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

Tameside Maturity Audit May 2026

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

Local roadmap for the next 3 years

2026/27

2027/28

2028/29

Build foundations and stabilise the system

Embed, expand and shift practice at scale

Sustain, optimise and deliver system transformation

The roadmap is iterative and closely linked to the maturity matrix, enabling continuous assessment, learning and adjustment as the impact of earlier work progresses. It sets out a phased shift from reactive, statutory-led systems to proactive, inclusion-led support across the 0–25 continuum. Delivery is driven through three mechanisms: early intervention, local sufficiency, and workforce capability. It is underpinned by a developing local area partnership, with education, health (ICB) and social care jointly accountable for delivering a coherent, place-based SEND system that meets needs earlier, more consistently, and closer to home.

Strengthening Inclusion across Education Settings

Embed OAIP + Graduated Approach as standard practice across EY–post-16 (clear inclusive expectations).

Embed new resource provision/inclusion bases into whole-setting practice with onboarding, training and ongoing support (navigators, outreach, peer support).

One coherent place-based ecosystem of provision and pathways (mainstream, bases, specialist, AP) with step-up/step-down routes.

Enablers: Capital: Investment in inclusive environments, repurposing estate (including falling rolls), integrated AP model Workforce: Inclusion champions, SENCO strengthening, specialist outreach, system-led development model Data & intelligence: Integrated, cross-agency data systems driving early intervention and continuous improvement System coherence: Alignment of early years, Family Hubs, education and post-16 into a single 0–25 inclusive system Sufficiency and childcare

Publish the co-produced Local Inclusion and Support Offer (LISO) (entitlements + routes to support).

New bases fully embedded in whole-setting practice (admissions, review, outreach, workforce support).

Make local provision the default where needs can be met, using locality panels/navigators to secure smooth entry and placement stability.

Establish an Early Years Forum to drive earliest identification/support (0–5) and smoother transition into reception.

Placement profile shifts locally: fewer crises and fewer independent/out-of-borough placements.

Map and review SEND childcare sufficiency across the borough, identifying gaps in inclusive early years and wraparound provision and implementing targeted actions to increase capacity and accessibility.

Deploy special schools as system leaders (outreach, coaching, QA) to build mainstream capability and prevent escalation.

Capital + sufficiency + transport aligned and driven by the SEND dashboard and locality forecasting.

Establish clear, co-produced mediation and dispute resolution pathways, including early resolution routes through SEND services, to improve parent/carer

Standardise inclusive practice EY–post-16 through OAIP + Graduated Approach, reinforced by CPD, peer

EAH/Navigators/outreach embedded as business as

Enablers: Capital & sufficiency: Expansion of mainstream-based specialist provision (230 → 500 places); estate adaptation; locality-based sufficiency planning

Establish multi-agency locality teams (EP, SaLT, OT, outreach) Implement Section 23 triage and Early Years pathways Begin expansion of mainstream resource provision (wave 2 places) Confirm access route for out-of-area post-16 providers attended by Tameside learners.

Expand mainstream-based specialist provision at scale Strengthen placement pathways so local provision is default Reduce reliance on independent placements through active review and step- down Strengthen targeted early years pathways and transitions using all multiagency workstreams

Clear, routinely used step-up and step-down pathways Independent placements limited to genuinely low- incidence need Early intervention and SEN Support pathways preventing escalation

Workforce:

Experts at Hand multi- disciplinary teams (EP, SaLT, OT, social care practitioners) operating through jointly commissioned, locality-based models aligned with ICB priorities

Data & planning:

Use of EHCP trends, demand forecasting and transport data to plan provision.

Joint commissioning and ICB

alignment:

Education, health and care partners operating shared commissioning intentions, with the ICB and social carefully embedded in sufficiency

(Sections 8, 9, 10–12) CYP not in education: 127 → 99 (Section 8) SEND EHE: 39 → 43 (Section 9) EHCNA requests: 966 → 1,000 (stabilising) (Section 10) Needs assessments: 577 → 430 (Section 11) EHCPs issued: 480 → 370 (~32% conversion from requests) (Section 12) Position: Early signs of reduced escalation and improved pathway confidence Demand stabilising but system remains under pressure at the front door Disengagement reducing overall despite fluctuation in EHE Access to specialist support and local placements

(Sections 8, 9, 10–12) CYP not in education: 99 → 75 (Section 8) EHE: 43 → 45 (Section 9) EHCNA requests stable: ~1,000 (Section 10) Needs assessments stable: ~430 (Section 11) EHCPs issued: 370 → 320 (Section 12) Position: Stronger confidence in non- statutory pathways Continued move away from reactive escalation Access to specialist support and local placements

(Sections 8, 9, 10–12) CYP not in education: 75 → 55 → 50 (Section 8) EHE: 45 → 45 → 44 (Section 9) EHCNA demand stable (~1,000) (Section 10) Needs assessments stable (~430) (Section 11) EHCPs issued: 320 → 260 → 220 (Section 12) Position: High-confidence system Escalation no longer default Engagement and trust significantly improved Access to specialist support and local placements

System leadership, local partnership collaboration and co-production

0–25 Universal Inclusive Offer governance model fully implemented Locality-to-borough governance cycle established and embedded Shared SEND dashboard in routine use for performance and decision-making Co-production embedded (PCF, CYP voice, “You said / We are doing” loops) SEND Specialist Navigators established across all localities as system connectors Aligned decision-making across capital, sufficiency, transport and commissioning Access to specialist support and local placements

(Sections 6, 7.3–7.5, 13, 17–19) Specialist bases: 290 → 400 (Sections 6 / 7.3 / 13) Total capacity: 1,373 → 1,527 (Section 13) Independent placements: 219 → 301 (Sections 6 / 7.5) EP reach: 368 → 563 (Section 19) Position: Rapid expansion of local capacity External reliance remains a key pressure Encouraging an inclusive culture and behaviours

(Sections 6, 7.3–7.5, 13, 17– 19) Specialist bases: 400 → 510 → 630 (Sections 6 / 7.3 / 13) Total capacity: 1,527 → 1,707 → 1,877 (Section 13) Independent placements: 301 → 301 → 302 (Sections 6 / 7.5) EP reach: 563 → 765 (Section 19) Position: Strong local offer but external placement pressure remains Early intervention embedded Encouraging an inclusive culture and behaviours

(Sections 6, 7.3–7.5, 13, 17–19) Specialist bases: 230 → 290 (Sections 6 / 7.3 / 13) Total specialist capacity: 1,249 → 1,373 (Section 13) Independent placements: 171 → 219 (Sections 6 / 7.5) CYP supported without EHCP:

Experts at Hand model fully operational across all three tiers Locality-based multi-agency teams (EP, SaLT, OT, outreach) embedded SEND Navigator model implemented borough-wide Mainstream-based specialist provision expanded and operational Clear pathways for targeted and targeted-plus support established

EP: 336 → 368 (Section 19) SaLT: increasing reach (Section 17) OT: increasing reach (Section 18) Position: Capacity increasing but not yet sufficient to meet demand Independent placements rise temporarily due to lag in sufficiency delivery Early intervention improving but not yet offsetting escalation

(Sections 7, 10–12) EHCP issuance reduces (320 issued) (Section 12)

(Sections 7, 10–12) EHCP issuance reduces (220 issued) (Section 12)

Step-down processes from independent provision implemented Early years triage (Section 23) and pathways embedded

Encouraging an inclusive culture and behaviours

ASD: 370 → 350 (Section 7) SLCN continues to grow but increasingly supported earlier (Section 7) Position: Inclusive practice embedding more consistently SEN Support strengthening Strengthening inclusion across education settings

ASD: 350 → 370 → 390 (Section 7) SLCN continues to grow but managed locally (Section 7) Position: Inclusion embedded as system norm Focus on managing need, not reducing prevalence Strengthening inclusion across education settings

(Sections 7, 10–12) EHCP conversion reducing: ~50% → ~37% (assessment to plan) (Section 12) High-incidence needs:

Encouraging an inclusive culture and behaviours

ASD: 396 → 370 (Section 7) SLCN / SEMH continue to grow (Section 7) Position: Early embedding of graduated approach and OAIP Reduction in reliance on statutory routes begins Earlier identification improving Strengthening inclusion across education settings

Shared definition of inclusion co- produced and embedded Three-year workforce development programme delivered SENCO strengthening programme and Inclusion Champions in place Peer review, coaching and sector-led improvement networks established Graduated Approach and OAIP consistently implemented across settings Relational, trauma-informed and inclusive practice embedded

(Sections 3, 6, 13) Total EHCPs: 4,157 → 4,754 (Section 6) Mainstream: 1,655 → 1,823 (Section 6) Specialist bases: 290 → 400 (Sections 6 / 13) Independent placements: 301 (Section 6) Position: System direction clearer but still under pressure Mainstream + base model strengthening

(Sections 2, 3, 6, 13) Total EHCPs: ~4,754 → 4,967 (Section 6) Mainstream: 1,823 → 1,878 (Section 6) Specialist bases: 400 → 630 (Sections 6 / 13) EOTAS: → ~44 (Section 6) Other placements: 75 → 45 (Section 6) Position: More coherent, locality-based system Improved placement mix but continued overall demand growth Greater stability through sufficiency and early intervention

(Sections 3, 6, 13) Total EHCPs: 3,797 → 4,157 (Section 6) Mainstream placements: 1,510 → 1,655 (Section 6) Specialist bases: 230 → 290 (Sections 6 / 13) EOTAS: 97 → 40 (Section 6) Other placements: 127 → 99 (Section 6) Position: Demand rising but system beginning to rebalance Reduction in fragmentation (EOTAS / other) Post-16 sufficiency improving

Strengthening inclusion across education settings Local SEND provision network established across all localities Mainstream-based resource provision and inclusion bases fully embedded Special schools operating as system leaders (outreach and workforce support)

Clear step-up and step-down pathways across provision in place Capital programme delivered and aligned to inclusion and sufficiency SEND data dashboard implemented for forecasting and planning Digital and AI tools introduced to support communication, training and efficiency

3 Year SEND Reform Shift

Early Help Plan on a Page TMBC FFPP Delivery Plan

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

Tameside Local area Partnership has workstreams within the DFE building blocks that it has named:

• A Place based system for inclusive education (Emlyn Wright SRO and AD for Education and Inclusion/Erica Douglas Osborn Principal EP and newly appointed

system improvement lead)

• Experts at Hand and specialist outreach (Hilary Cook Head of SEND/Erica Douglas Osborn Principal EP and newly appointed EAH lead)
• A Sufficient and suitable environment for CYP with SEND (Katie Twigg- Head of Access)

Each will have leadership accountability within each of the DFE building blocks for delivery.

reviewed through an iterative “test, learn and refine” approach, including pilot activity to inform scaled implementation Structured and meaningful engagement of children, young people and parents in strategic planning, including formal mechanisms such as SEND Listening Groups, co-production forums, and representation within governance boards, ensuring lived experience informs decision-making, service design, and continuous improvement

structure confirmed (roles, delegated authority, escalation). Board-level accountability for universal offer (locality → borough) Locality governance model agreed (what is reviewed locally, what escalates, how locality data informs decisions). Borough-level sign-off route agreed (which board signs off the universal offer plan; termly sense-check; annual refresh). Universal Offer governance cycle documented (including who owns the plan and who assures it).

implementation boards commence using locality data to monitor inclusion and experience. Borough-level governance receives first locality reports, signs off corrective actions and confirms universal offer plan. Systemic support (Slcn, Nd, Semh) Steering groups deliver Year 1/2 crossover priorities (implementation support, programme recruitment, training schedule). Schools/settings opt-in wave 1 launched (priority order and completion plan agreed) all schools and settings engaged in year 1 of programme. Parent/carer voice + CYP feedback embedded SEND Parent Carer Advisory Board convened and operating with documented influence into decisions. SEND Big Listen launched in Tameside CYP feedback route operational (first strategic summary produced). First “You said / We are doing ” published covering at least one universal offer decision.

support, programme recruitment, training schedule). Monitoring of implementation in year 1 Parent/carer voice + CYP feedback embedded SEND Big Listen in Tameside responded to CYP feedback route operational (first strategic summary produced). Planning commenced for SEND Local Offer Live

deeper inclusion impact.

Deliverables 0–25 Universal Inclusive Offer governance model fully implemented, with defined roles, responsibilities and quantifiable success measures (including baseline, milestone and end-point metrics), reviewed through an iterative “test, learn and refine” approach Locality-to-borough governance cycle established and embedded, with clear escalation routes and consistent reporting, supporting continuous improvement and alignment across the system Shared SEND dashboard in routine use for performance and decision- making, providing visibility of agreed metrics across all priorities and enabling tracking of progress and impact over time. Co-production embedded (PCF, CYP voice, “You said / We are doing” loops), with structured and meaningful engagement of children, young people and parents in strategic planning, including SEND Listening Groups, co-production forums, and representation within governance boards SEND Specialist Navigators established across all localities as system connectors, supporting access, coordination and improved experiences for families

Systemic support (Slcn, Nd, Semh) Three steering groups convened with terms of reference and delivery responsibilities (linked to existing structures and GM – decision to stand up / step down required) 3-year programme cycle defined (opt-in sequence, capacity plan, how schools/settings prioritise, completion expectations). Programme selection and “offer menu” confirmed (what is included under Slcn/Nd/Semh and how it links to universal/targeted/targete d-plus). eg Link and monitor engagement of settings in DFE funded programmes such as NELI language screening. Parent/carer voice & CYP strategic feedback routes SEND Parent Carer Advisory Board model agreed (membership incl PCF, purpose, decision influence, cadence).

Capital programme aligned to inclusion and sufficiency priorities SEND data dashboard implemented for planning and forecasting Digital and AI tools introduced to support communication, training and efficiency

systems/data flows completed (what exists, gaps, legal/technical barriers). Draft data sharing agreement framework developed (lawful basis, purpose, minimum fields, access controls).

Universal Inclusive Offer monitoring.

years pathway and Universal Inclusive Offer monitoring.

requests for EHE because of unsuitable provision (reduced), mainstream school moves for children with SEND without a change of postcode (reduced).

Stabilising cost pressures Section 2 → Sustained cost stabilisation rather than continued escalation.

Parental confidence Section 9 – CYP with SEN in EHE → Growth halted or marginally reversed.

Projected Investment Spend per quarter Total Spend

- Non-traded specialist teachers Specialist Outreach

£300000 Experts At Hand Pre Planning Q1 Projected changes in EHCP & DSG over Yea

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

We will deliver the first-year plan through a structured programme management approach with sufficient capacity across operational services and corporate functions. Transformation funding will support the appointment of a dedicated SEND Reform Implementation Lead, reporting to the Assistant Director for Education and Inclusion (SRO), alongside programme support. A monthly delivery board and quarterly partnership assurance cycle will provide oversight, pace and accountability, with clear management of risks, issues, dependencies and benefits.

Workforce capacity will be strengthened through a redesigned SEND leadership model, increasing commissioning capability and establishing dedicated leadership for reform delivery, including Experts at Hand (EAH) and system improvement. This will ensure sufficient capacity to deliver both service improvement and business-as- usual performance, aligned with matrix working across education, early years and family services. Key components of this restructure are:

• Additional SEND and AP commissioning capability
• SEND leadership capacity to include addition of 2 x Deputy Head of SEND posts to lead on SEND Reform Implementation and EaH.
• A system improvement coordinator to drive system level improvement to ordinarily available practice and other SEND school improvement matters

Corporate functions will be integrated into delivery to strengthen financial management, sufficiency planning and commissioning oversight. This will include routine monitoring of placement and transport spend, enabling early intervention on emerging pressures and supporting value-for-money decisions.

Data and analytics capability will be enhanced through a dedicated SEND data role within the corporate performance function. A shared “single version of the truth” will be established through integrated dashboards covering demand, delivery, outcomes and experience. These will be embedded within governance, enabling continuous performance monitoring, data-informed decision making and timely corrective action to ensure delivery remains on track.

7. Other funding Local Authorities.

Block Transfers: For 2026–27, Tameside has agreed a block transfer from the Schools Block to the High Needs Block to support the delivery of its Alternative Provision (AP) strategy, responding to rising exclusion rates, increasing complexity of need, and growing statutory pressures under Section 19 of the Education Act 1996. This transfer directly aligns with the local partnership’s wider SEND recovery and inclusion priorities.

To support implementation, 0.5% of the High Needs Block will be allocated to the AP strategy and the creation of additional AP places, ensuring provision is responsive, flexible and sustainable. The strategy is explicitly aligned to the DfE’s three-tier AP framework.

The block transfer will enable Tameside to respond to current pressures, where AP placement costs for permanently excluded pupils exceed £2.6m, with existing providers operating at or near capacity. Funding will support the expansion of local AP places, development of new partnership-based models, and improved flow between tiers, enabling movement back towards mainstream wherever possible. It will also fund dedicated capacity through SEND and AP commissioners who will lead this work on a four part model that tests is provision is: safe, effective, value for money and / or does it need transformed.

The strategy is underpinned by a strong commitment to early intervention and integrated family support, aligned with Families First, ensuring difficulties are addressed before crisis escalation. In addition, funding will support improved commissioning and oversight of Section 19 arrangements, ensuring suitable, high-quality education and improved value for money for the most vulnerable learners.

Capital strategy (High needs capital 2026–2030)

Tameside will use its £5m high needs capital allocation to deliver a planned, locality-based expansion of inclusive SEND provision across the 0–25 system. Investment will be driven by live demand data, including EHCP trends, placement patterns and transport demand, and reviewed through partnership governance to ensure delivery remains responsive, evidence-led and aligned to sufficiency priorities.

Inclusion bases as the primary route to local capacity (0–25) The primary focus of capital investment is the expansion of inclusion bases within mainstream settings as the default route to meeting need. Delivery will (wherever possible) prioritise adaptation and repurposing of existing estate to maximise pace, value for money and integration with whole-setting inclusive practice. Provision will focus on need types where enhanced mainstream-based support is most effective, including ASC, SLCN and SEMH. Capacity will increase from 230 to 620 places by 2029, including 60 places in 2026–27, with development phased across localities to improve geographic access. Planned growth is informed by JSNA analysis, with initial focus on Ashton, Dukinfield and Droylesden.

A coherent borough-wide network of inclusion bases will ensure children and young people can access appropriate provision locally. Settings will be selected through structured engagement with the education system (importantly via our newly formed Mat Ceo network), aligned with estates strategies, capacity and agreed quality expectations. Demand and sufficiency will be tracked by phase and locality to ensure capacity growth reflects need and supports access for all who require inclusion base provision.

Capital investment will also improve the suitability of the mainstream estate through targeted adaptations, including repurposed space, specialist environments and reasonable adjustments to strengthen accessibility and inclusive learning. Innovative uses of capital, including assistive technology, will support inclusive practice across settings.

Reducing travel and strengthening local pathways

All proposals will be subject to transport impact assessment, with transport demand and cost monitored alongside placement patterns. As local capacity grows, reliance on out-of-borough placements will reduce, improving children and young people’s experience and stabilising transport demand.

Mainstream estate adaptations and accessibility

Capital investment will improve the suitability of the mainstream estate through targeted adaptations, including refurbishment and repurposing of underutilised space, development of specialist teaching and therapeutic environments, and reasonable adjustments to enhance accessibility and inclusive learning. These improvements will support the effective integration of inclusion bases within mainstream settings and strengthen whole-school inclusive practice, increasing local capacity and enabling more children and young people to be supported in mainstream provision. Where appropriate, innovative uses of capital, including assistive technology, will be deployed to further enhance inclusion and ensure environments are responsive to a wide range of needs, in line with the local accessibility strategy and sufficiency priorities.

Special school expansion (exceptional and evidence-based)

While inclusion bases remain the central strategy, a small number of children with highly complex needs require provision that cannot be met in mainstream settings.

Tameside will therefore progress limited, evidence-based expansion within two special schools and review SEMH provision. This approach is tightly controlled and justified through detailed sufficiency analysis, with inclusion-led provision remaining the primary mechanism for meeting demand.

As a legacy of poor SEND leadership, the Local Authority remains reliant on a significant number of maintained out-of-borough, or over capacity placements in Tameside placements (369). As part of its sufficiency strategy, Tameside aims to develop a modest increase in local specialist capacity to reduce this reliance, improve outcomes for children and young people, and strengthen continuity of provision. A particular focus will be placed on securing clearer, more strategic pathways from primary specialist placements into appropriate secondary specialist provision, where we currently have challenges amounting to ~100 places where there is no clear match up in provision across key stages. This is a particular issue in post 16 where work is ongoing to ensure we have appropriate provision, post 16 college pathways for CYP with SEND.

To underpin this work, a comprehensive, child-centred review of specialist provision and placement sufficiency will be undertaken. This will ensure that future developments are informed by a detailed understanding of need, demand, and the most effective use of specialist places across the borough.

Tameside SEND Sufficiency Strategy 2

System partner and stakeholder engagement, and co-production.

Engagement has been a key element in shaping this roadmap and reflects a strengthened approach set out in Tameside’s Co-production Strategy. It marks a shift from engagement as consultation to using it as a precursor to co-production and as a continuous, embedded way of working—where children, young people (CYP), families and partners shape design, governance, implementation and assurance. This builds on past partnership working while recognising previous experiences of families, creating a clearer, more relational foundation for sustained improvement.

The Tameside local area partnership will develop and implement this plan through ongoing, purposeful engagement, building shared ownership, accountability and trust across education, health (including ICB and public health), social care and the voluntary sector. Given the pace and scale of change, the approach prioritises clarity, consistency and follow-through. Engagement is aligned to core minimum requirements, ensuring partners shape delivery models, access routes, governance and success measures throughout implementation.

A key foundation is the Co-production Charter, developed with the Council for Disabled Children and co-produced with parents, carers and practitioners. It provides a shared framework to reset relationships, agree decision-making, and ensure improvement is relational as well as procedural. Parents and carers are engaged through the Parent Carer Forum, alongside wider parent groups and the voluntary sector. This includes adopting Contact’s “Genuine Partnerships” as a minimum co-production benchmark to ensure consistency and strengthen practice. The model underpins engagement with all stakeholders and is reinforced through the principle that “co- production is everyone’s business,” with systematic auditing across the local area to ensure education, health, social care and the voluntary sector demonstrate visible and

measurable improvements for CYP and their families. In addition to the PCF, the Local Authority will work with a wider range of parent support groups through a memorandum of understanding to establish clear ways of working and strengthen parental engagement in strategic planning.

Alongside this, a strengthened participation model is being developed with our PCF, enabling a wider range of parent voices to contribute to service design, provide operational feedback and strengthen community engagement. This complements the PCF’s strategic role by extending reach and strengthening feedback into decision- making structures through the formation of the Tameside Parent Carer Advisory Board. This is demonstrated below:

The approach reduces duplication, clarifies routes for influence and ensures participation shapes priorities, delivery and review. CYP contribute through schools, post-16 providers and targeted participation, with a strategic voice influencing design and governance. Transparency is strengthened through termly “You said / We are doing” updates.

Education partners have engaged at scale across all phases, and engagement will remain developmental, focusing on consistent implementation of OAIP, the graduated approach and access to Experts at Hand.

The roadmap reflects this co-produced foundation, setting out a phased shift from reactive, statutory-led systems to proactive, inclusion-led support across the 0–25 continuum, with a strong focus on early years and post-16 preparation for adulthood.

Parent Carer Voice Organisation Planning

Tameside Co-production Charte

Genuine Partnership Genuine Partnerships Coproduction Guidanc Co-production Coproduction Audit narrative

8. Risks and Mitigations

A full overview of identified risks is below in the attachment: Full Overview of all risks

9. Dependencies

The local area partnership’s proposed SEND future state and delivery roadmap has been developed with a clear understanding of its dependency on wider national and local reforms. These dependencies create both opportunity and risk; therefore, the partnership will actively align, sequence and adapt delivery, using structured governance and continuous monitoring to ensure sustained progress for children and young people with SEND during periods of system change.

A key enabler is the explicit positioning of SEND as a distinct fourth pillar within Family First delivery planning, aligned to Priority Action Plan Strand 2. This ensures SEND is embedded within children’s system reform rather than operating in isolation. The SEND Local Area Improvement Board provides shared governance across education, health and social care, maintaining alignment between reform activity and SEND outcomes. This will mitigate the risk of fragmented delivery by ensuring consistent oversight, escalation and decision-making across partners.

Children’s Social Care reform and Family First represent a combined dependency. Tameside’s model is strengthened by a Children’s Social Care commissioner with oversight of SEND, providing clear system leadership across commissioning, sufficiency, workforce and delivery. In the short term (2026), SEND improvement activity is integrated through aligned graduated approaches, shared auditing and consistent practice standards. In the medium term (2026–27), roles and interfaces will be reviewed as national reforms are implemented, ensuring clarity of responsibility. Longer term, commissioning and sufficiency planning will be fully aligned. If national reforms are delayed or implemented unevenly, local delivery will continue through established Family First structures to maintain continuity.

Best Start in Life, including Family Hubs, is a critical dependency for early identification and intervention. SEND pathways are being co-designed within Family Hub delivery, supported by Ordinarily Available Inclusive Provision (OAIP) in early years. In 2026–27, delivery will be refined in line with national policy; however, Family Hubs provide a stable local platform to mitigate policy or funding uncertainty and ensure early support remains in place.

NHS reform is a significant dependency, particularly in relation to workforce capacity and commissioning models. The SEND future state relies on increased health input through early intervention and advisory approaches. Tameside is working with the Greater Manchester ICB to align local plans with evolving regional models, including neurodevelopmental pathways. Short-term delivery will be secured through joint governance and phased implementation of Experts at Hand (EAH). If workforce growth or pathway reform is slower than anticipated, interim local models and targeted deployment of existing services will ensure continued access to support. Medium and long- term commissioning will align to regional arrangements as they mature.

The Curriculum and Assessment Review and Accountability Framework are s also a key dependency. OAIP and graduated response work will strengthen inclusive practice in the short term, while local guidance, quality assurance and workforce development will adapt to national changes over time. This will be supported by strengthened education partnership capacity, ensuring consistent engagement with schools and trusts and enabling coordinated system leadership throughout reform.

Section 3 – Monitoring and Evaluation

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

Monitoring tools and processes

Tameside is developing a central SEND operational data dashboard, initially produced through DfE Inclusion Support Funding and being further refined to support SEND reform delivery. The dashboard will act as the primary monitoring tool, bringing together education, health and care data into a shared, accessible view for partners. This will enable consistent tracking of delivery across the system and reduce reliance on fragmented or retrospective reporting. This will also be utilised in a Q1 implementation of the LA Education Team Performance and Assurance framework.

Data will be used to monitor demand, service delivery, service quality and outcomes. Demand will be tracked through indicators such as requests for EHCP needs assessment, assessment timeliness, tribunal activity and trends in complexity of need. This will allow the partnership to understand pressure points and respond proactively to rising demand. Service delivery will be monitored through measures such as deployment of specialist services (for example speech and language therapy capacity), progress against workforce plans, and the number and type of education places commissioned or created, including specialist and alternative provision. These metrics will be aligned to delivery milestones in the Priority Action Plan to ensure that planned activity translates into tangible system capacity.

Service quality will be monitored using a combination of performance and experience data. This will include EHCP quality assurance activity, timeliness against statutory processes, and feedback from parents and carers through surveys, engagement events and complaints themes. This ensures that compliance measures are balanced with destination data. Over time, this will support a stronger focus on the impact of reforms on inclusion and longer‑term outcomes rather than activity alone.

insight into lived experience. Outputs and early outcomes will be tracked through indicators such as pupil attendance, suspensions and exclusions, placement stability and The SEND dashboard will be used weekly at an operational level to support real‑time management of demand and delivery, and monthly at a strategic level through review of agreed SEND Key Performance Indicators. Performance information will inform prioritisation, resource deployment and commissioning decisions.

Feedback and adaptation mechanisms

Structured feedback loops sit alongside quantitative monitoring to ensure that delivery remains responsive and adaptive. Regular engagement with children, young people co‑production activity, surveys and casework themes, and considered alongside performance data. This will be reported to our Local Area SEND Improvement Board.

and parent carers will provide qualitative insight into whether reforms are making a meaningful difference. Feedback will be gathered through parent carer forums, Operational intelligence from schools, settings and frontline practitioners will also play a key role. Routine dialogue, informed by shared data, will support problem‑solving and rapid adjustment where approaches are not delivering the intended impact.

Governance forums, including the SEND Reform Delivery Group and SEND Local Area Inclusion Board, provide clear mechanisms for reviewing progress, challenging underperformance and agreeing corrective action. This ensures that learning from data and feedback is translated into system change. Through this integrated approach to monitoring, feedback and adaptation, the local area partnership will maintain a clear line of sight from delivery activity to outcomes, ensuring SEND reform remains on track and focused on sustained improvement.

11. Reporting to DfE

SEND Data Template June 2026 Sent To DFE as part of Reform Submission

Section 4 – Governance

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

and impacts, and tracks Education and

• Challenge

the progress towards agreed Inclusion) performance and Partnership reform outcomes over time,

• Local Authority

require corrective Steering providing challenge and senior leads for action where Group direction where needed.

SEND, education, progress is Executive for inclusion and off-track system-level commissioning

• Manage and

resolution.

• Health

escalate strategic

• Within the

representation, risks and issues to Local including the corporate or Authority to Integrated Care partnership TMBC Senior Board (ICB) / NHS governance as Leadership SEND lead required Team (SLT),

• Parent Carer Forum
• Commission

and where (PCF) representation further work, required to

• Other key partners as

assurance or deep Executive required, such as dives to support Cabinet, social care and early reform delivery Children’s help leads The Group does not Scrutiny or The Group brings together replace statutory the key local authority, health decision-making bodies Children’s and parent carer but provides clear Social Care stakeholders to provide strategic direction and Improvement system-wide oversight and accountability for the Board.

assurance of SEND Reform delivery of SEND Reform

• Across health

delivery.

outcomes.

partners to the NHS Greater Manchester Quality and Performance Committee and, if necessary, the Greater Manchester Integrated Care Board (ICB).

• Across the

wider place- based system to the Tameside Strategic Partnership Committee, including relevant thematic partnership boards and groups.

This ensures clear routes for escalation across local authority, health and strategic partnership governance where decisions or support are required beyond the remit of the Delivery Group.

SEND Local Area The SEND Local Area The SEND Local Area The SEND Local Area The Board has authority The SEND Local Area Improvement Board Improvement Board Improvement Board Improvement Board to: Improvement Board provides system-wide comprises senior leaders with meets on a regular

• Set strategic

can escalate issues or strategic oversight and system accountability for basis, typically direction and decisions to: assurance of SEND SEND, including: bi-monthly or priorities for local

• TMBC Senior

performance and

• External Chair:

quarterly, with area SEND Leadership improvement across the Director of Children’s additional improvement Team (SLT) local area. Its core function Services (DCS) from extraordinary

• Approve and
• Executive

is to oversee delivery of the Bolton LA meetings held as monitor SEND Cabinet and SEND Improvement and required.

Reform agenda, ensuring

• Local Authority

improvement and Children’s that statutory senior leaders for reform plans Scrutiny responsibilities are met and SEND, education,

• Challenge
• NHS Greater

that outcomes for children social care and underperformance Manchester and young people with commissioning and require Quality and SEND improve over time.

• Health

corrective action Performance The Board is accountable for representation,

• Agree escalation,

Committee monitoring local area SEND including senior assurance activity and the performance, the impact of leaders from the or focused reviews Greater improvement activity, and Integrated Care

• Influence

Manchester the effectiveness of Board (ICB) / NHS commissioning Integrated partnership working SEND leads and resource Care Board between the local authority,

• Parent Carer Forum

decisions across (ICB) health and other key (PCF) representation the partnership

• Strategic

partners. It provides

• Other strategic

Partnership challenge, support and partners as required governance, strategic direction where (e.g. school including the progress is insufficient.

representatives, Tameside The Board receives early years, post-16, Strategic information including SEND voluntary and Partnership performance data, community sector) Committee improvement plan progress,

• Tameside

This ensures risks inspection and assurance Commisioner (Andy and decisions beyond findings, risk registers, Couldrick) the Board’s remit are service user feedback considered at the

function is to oversee

• Chair: Senior elected

typically quarterly, strategic priorities

• Individual

collective priorities and member or senior with extraordinary and outcomes partner outcomes across the system leader (e.g.

meetings convened governance,

• Provide

borough, ensuring effective Council Leader / where required to such as Local system-level collaboration between the Chief Executive) (n/a address emerging Authority challenge and local authority, health, if individual) system pressures or Cabinet or direction to voluntary, community and risks.

NHS / ICB

• Local Authority

partnership other statutory partners.

Boards senior leadership and boards The Committee is elected members

• Greater
• Endorse major

accountable for overseeing Manchester

• Health

strategic plans, delivery of shared strategic partnership representation, frameworks and ambitions, including structures, including senior transformation improving outcomes for where issues leaders from the programmes children, young people and require Integrated Care families, reducing sub-regional

• Influence resource

Board (ICB) / NHS inequalities and ensuring or alignment and resources across the system system-wide

• Voluntary,

collective system are aligned to need. It resolution Community and Faith responses provides system-level Sector (VCF) This provides a clear assurance that partnership

• Require assurance

representation route for addressing activity, including SEND, or corrective risks or decisions that supports agreed place

• Police, fire and other

action where exceed place-based priorities.

statutory partners progress is authority.

insufficient Information reported

• Wider system

Statutory decision-making includes high-level partners as remains with individual performance and outcomes appropriate organisations.

data, strategic risks, delivery

• Parent Carer Forum

progress against partnership (PCF): priorities, financial and Representation system pressures, and typically via SEND escalated issues from governance thematic boards and escalation rather programme groups, than direct including SEND governance.

membership, unless agreed This ensures broad place-based leadership across public service partners.

Governance Model May 2026 See also the attached governance model for the Gm SEND Governance which is linked to the ICB NHS SEND Gm Governance June 202

Section 5 – Central Government Support

13. How can we help you?

To support delivery of SEND reform in Tameside, we are seeking DfE support that complements both local priorities and existing system strengths.

We would also request access to specialist expertise and advisory support is a key area where national input would add value. Through the SEND Change Programme, we would welcome support focused on understanding and applying what works in SEND, including access to evidence-based interventions and practical advice on translating national learning into local delivery. This will strengthen inclusion, improve early support and reduce escalation to statutory processes and high-cost provision.

Workforce sustainability remains one of the most significant system pressures. We are therefore seeking support to address workforce development and recruitment challenges, particularly in system-critical roles such as Educational Psychology and Speech and Language Therapy. Support to develop long-term workforce solutions, including training pathways, growing local expertise and succession planning, would help shift from short-term mitigations to a more stable and resilient workforce model.

We would also welcome tools and support to strengthen data and evaluation, including templates, benchmarks and national insight to enable consistent tracking of demand, service delivery, quality and outcomes. This would strengthen understanding of impact and support more confident, evidence-led decision-making. We would also ask that interdepartmental conversations take place with DWP regarding the unintended messages sent to CYP and their parents and carers about the link between claiming disability-based benefits such as Pip/Dla and having an EHCP, as this does drive the EHCP agenda in Tameside for some families .

Tameside benefits from strong peer learning across Greater Manchester, with established collaboration across all 10 boroughs, enabling shared learning, mutual challenge and collective problem-solving. Further strengthening this through reform will support pace, consistency and resilience in Tameside.

Annex B - Supporting Documents