Councillor Laing (Deputy Leader and Cabinet Member for Children’s Social Care, Culture and Communications) paid tribute to Hannah McGuigan (Plymouth City Council employee) who had passed away:

a)    Hannah was a bright, determined and talented team player who left a lasting impression on everybody fortunate to work alongside her. Her unwavering commitment to children and families and her dedication to Plymouth City Council was truly inspiring. Hannah’s kindness, compassion, and seflessness touched so many lives and the thoughts of Cabinet and the council as a whole remained with her husband, children and extended family. Hannah brought warmth and positivity to everything she did, always putting others first and her legacy would continue to inspire.

Councillor Cresswell (Cabinet Member for Education, Apprenticeships and Skills presented the report, supported by Amanda Davis (Service Director for Education, Participation and Skills) and Lisa McDonald (Head of SEND) and made the following key points:

b)    There was strengthened governance arrangements which had been established, including an independently chaired SEND Improvement Board and supporting strategic and operational groups, ensuring robust oversight and accountability across the partnership;

c)    Inspection readiness had been supported through fortnightly workshops, updated self-evaluation frameworks (SEF), and the development of a comprehensive evidence bank to demonstrate impact and progress;

d)    Co-production and the voice of young people had been embedded in service design, with engagement through Plymouth Parent Carer Voice (PPCV), Youth Ascends, and Young Safeguarders. This had led to the creation of inclusive resources such as the Equal Kind and SELF film. Young people had contributed meaningfully to meetings, asking pertinent questions that had influenced the Council’s practice;

e)    Plymouth’s work in co-production and inclusive education had received national recognition, including nominations for the NASEN SEND Awards and increased visibility through the Department for Education and sector partnerships;

f)     The graduated approach had been strengthened, with targeted support and outreach from special schools improving outcomes for over 300 pupils without Education, Health and Care Plans (EHCPs). The vulnerable pupils panel had also enhanced early intervention;

g)    EHCP timeliness and quality had improved significantly, with reduced backlogs and increased compliance with statutory timelines. Quality assurance processes were embedded and supported by digital tools and standard operating procedures;

h)    Family engagement and communications had been transformed, with the SEND duty system achieving 98% call responsiveness and receiving positive feedback. Themed partnership sessions had further enhanced transparency and collaboration;

i)     A multi-agency waiting well offer had been developed to provide interim support across health, education, and social care. Co-designed resources and helplines were available;

j)     Preparation for adulthood had been supported through collaboration with adult services. Over 100 supported internships had been delivered, with 100% of participants progressing into employment or training. A new transitions protocol and digital resource hub had also been launched;

k)    The graduated approach platform had clarified universal, targeted, and specialist support. An Ordinarily Available Provision had been developed in collaboration with school leaders, the DfE, and families. Extended special school outreach had been introduced, focusing on individual pupils, small groups, and whole-school inclusion strategies;

l)     Targeted funding pathways had been launched in 30 schools, with a further 28 schools offering small group interventions. A higher EHCP banding had been introduced to support pupils with higher needs in mainstream settings;

In response to questions raised it was reported that:

m)  There had been positive improvements in relation to cultural transformation within the SEND team, including improved staff morale and confidence in engagement with families. Testimonials from families and staff had highlighted the positive impact of the changes;

n)    Family feedback had been central to service development. Over 50 families had been consulted, leading to the redesign of the 0–25 SEND duty team. Six-weekly family forums and fortnightly Lunch and Learn sessions had been established. Parent carer surveys had shown marked improvement in responsiveness and service quality;

o)    There was a national shortage of educational psychologists and was impacting Plymouth. Creative solutions had been implemented, including the recruitment of assistant educational psychologists from local universities, with progression into doctoral training and qualified roles. Collaborative work with schools and families had supported children while awaiting assessments;

p)    The SEND Delivery Board had ensured full partnership and collaboration across the local area. Schools had led workstreams and contributed to improved outcomes, including reduced exclusions and improved attendance. The partnership had demonstrated strong accountability and commitment to Plymouth;

q)    The Cabinet reaffirmed its commitment to SEND as a shared responsibility across elected members and officers, recognising the importance of co-creation, partnership working, and listening to children and families.

Cabinet agreed to:

1. Note the report.