Councillor Cresswell (Cabinet Member for Education, Skills and Apprenticeships) introduced the report and was supported by Amanda Davis (Service Director for Education, Participation and Skills), Lisa McDonald (Head of SEND), Isabelle Kolinsky (Head of Education), Hannah Pugliese (NHS Devon ICB), Tracey Clasby (Livewell Southwest) and David Brown (University Hospitals Plymouth). The following key points were highlighted:  

a)    Strengthened governanceand accountability was obtained, embedding co-production with families and young people through the 10 Wishes framework; 

b)    Improved communication of the SEND duty system, significantly reduced call rates and inbox backlogs. 

c)    Doubling of EHCP timelines of issuances with improved adherence to the statutory 20-week timeline; 

d)    Implementation of a targeted funding model which supported over 300 learners without EHCPs, with positive feedback from headteachers and SENCOs; 

e)    There were investments from the into autism, speech and language services, and improved access to CAMHS; 

f)     Preparation for adulthood included 67 supported internships with 100% employment and training outcomes which was nationally recognised for best practice;  

g)    Monitoring links between exclusions, elective home education, and proactive reintegration support had improved significantly; 

h)    The Local Area Partnership developed the Plymouth Graduated Approach to Inclusion (GATI) tool to support inclusion. The GATI tool had been shortlisted for a national award;  

i)     Challenges identified included pressures on specialist placements and independent special educational needs provision. There was also a rising demand for neurodiversity assessments and speech and language therapy, with a shortage of educational psychologists nationally. There continued to be increasing numbers of children that were electively home educated or were on part time timetables; 

j)     Next steps includedfinalising and implementing the SEND action plan, preparing for Ofsted reinspection, reducing EHCP backlog, improvement of the annual review timelines as well as expanding the early help and waiting well offers; 

k)    Since the July 2023 SEND inspection, partnerships across health and education sectors had been key to the improvements; 

l)     The SEND improvement plan had been largely actioned, and the focus had shifted to gathering evidence of impact. The partnership was praised in the Department for Educationsstocktake and governance reviews; 

m)  The health system was having to respond, adapt and change to address the larger number of children being referred for assessments when compared to pre-covid levels.

In response to questions it was reported that:

a)    Governance processes had been strengthened and decisions in relation to EHCP’s were communicated within 24 hours. The next phase when the decision to assess was no,team meetings with the family, schools or education settings and Families first would be held and to have live meetings to discuss the outcome; 

b)    There was an importance of targeted funding and alternative curriculum pathways for children without EHCPs; 

c)    The outreach offer by special schools was highlighted as a key support for mainstream schools. Impact reports showed improved engagement and satisfaction among families; 

d)    The council needed to track government changes to EHCPs and the SEND strategy; 

e)    Live sessions with families were being expanded to provide regular opportunities for questions and feedback. Written responses would be provided to ensure transparency and continuity;

f)     The definition and implications of elective home education were clarified in that parents assumed full responsibility for their child’s education, which did not involve school resources or adherence to the national curriculum; 

g)    The number of children being electively home educated (848) had risen significantly post-COVID,however it was reported that in 2024/25, 187 children had been successfully reintegrated into school; 

h)    The importance of timing and communication in preventing elective home education was emphasised. Schools were working to identify key transition points and support families earlier to maintain school engagement; 

i)     There was recognition of the importance of belonging, enjoyment, and safeguarding in school environments. These were identified as central to improving attendance and outcomes. 

Actions:

1.    The service would provide a report on the governments plans for the future of SEND and EHCP’s and how those changes would be communicated to families in the city. This would also be added to the work programme for a future Panel meeting.