CouncillorCresswell (Cabinet Member for Education, Skills and Apprenticeships) introduced the report and highlighted the following key points:

a)    At the heart of the Council’s SEND strategy was the principle that children should experience a deep sense of belonging and, wherever possible, attend school close to home alongside their peers. The capital programme aimed to create environments that supported this vision; 

b)    The Council looked to use educational philosophies such as the Reggio Emilia approach, which viewed the environment as a third teacher, and research from the Interior Design Educators Council, described the built environment as a fourth teacher, particularly in supporting children with autism; 

c)    The report provided high-level detail of available SEND capital and existing commitments to enhance learning environments. It demonstrated a clearer understanding of children’s needs and the types of environments required to support them; 

d)    Inclusion remained a priority for the Council but recognised that some children required specialist provision to thrive. The strategy aimed to manage the spectrum of need, with a focus on maintaining specialist provision; 

e)    The Government had allocated £740 million of capital nationally to create 10,000 new SEND spaces, including expanding specialist units in mainstream schools and building new places in schools. This formed part of a wider £6.7 billion education capital settlement aimed at improving school infrastructure and access;  

f)     Plymouth was considered ahead of the curve in its approach, including the establishment of a neurodivergence task and finish group led by Professor Karen Goldberg; 

g)    The Department for Education encouraged councils to use capital funding to create places in local mainstream schools, reducing reliance on expensive independent provision. 

In response to questions raised it was reported that:  

h)    The average cost range of independent specialist placements was £68,000, with a spread of £54,000 to £98,000;  

i)     Significant work was underway to ensure Millfordschool remained fit for purpose, including the development of satellite provision. In the event of emergency closure at any school in the city, the Council would face financial burdens but was working on alternative strategies and at pace; 

j)     The High Needs Block was a national issue,largely driven by specialist provision costs. The strategy aimed to reduce reliance on independent placements by increasing local capacity and early intervention; 

k)    The trajectory and overspend was dependent on how quickly the strategy could be delivered. Early intervention was key to reducing future costs and improving outcomes;

l)     While the maintained estate was at its limit, satellite and outreach options remained viable if further specialist school placements were required; 

Actions:  

1.    A briefing would be organised for councillors on the Dedicated Schools Grant.  

Recommendation:

1.    The Committee supported Councillor Cresswell in writing to the relevant  Minister and other relevant Government officials to request clarity and additional capital funding for specialist SEND provision in Plymouth. The letter would highlight the Council’s proactive work, including early intervention, satellite provision, and inclusion strategies, and emphasise the urgent need for local capacity to reduce reliance on independent placements.