This document is incorporated into the SESLIP Regional Improvement Plan 2026-2027 which was approved at the SESLIP Steering Group on 14 July 2026. It appears in the plan as Appendix 4. Please refer to the Regional Improvement Plan for a full description of SESLIP activities. The 23 July amendments requested by DfE relate to adding in a line for Project 6, omitted in error, and further detail on targets and spend profile throughout. The 7 August amendments resolve a rounding error on the sums allocated to CSC and SEND project management, and adjust the quarterly targets on project 3.
These projects have been developed to meet DfE requirements and support the 7 SEND Pillars
7 SEND Pillars
Pillar 1
Co-production with parents/carers and children & young people.
Pillar 2
Effective system leadership and governance.
Pillar 3
Accurate understanding of needs through effective use of data.
Pillar 4
High quality service delivery at universal, targeted and specialist levels to promote inclusion.
Pillar 5
Effective partnership working across education, health and social care.
Pillar 6
Skilled workforce across LA, education settings, health and social care.
Pillar 7
Targeted and judicious use of resources including place planning, sufficiency and capital.
DfE Requirement 1: SEND Data Capacity and Capability
RIIAs should continue to support the better use of data by individual LAs and collectively as a region to support collaborative improvement and reform delivery. Build on work that has already started on systematically collecting SEND and AP data including the sharing of SEND and AP data across different agencies and institutions in the region, particularly with health partners. Work towards resolving local issues in data collection where possible. Develop analytical expertise and experience within the RIIA. Use this expertise to identify trends, outliers and policy issues both quantitatively and qualitatively within local and regional SEND and AP data. The resource should directly support senior regional leaders to drive improvement and work collaboratively with the Children’s Improvement Board (CIB) to improve oversight of the regions SEND system. Work with the Department and other partners to support the development of a national SEND data set of core indicators to ensure national join-up on data collation. This work should be developed alongside data returns provided to the Department by LAs and Local Area Partnerships as part of the Local SEND Reform plans.
| Project(s) | Pillar | Benefits | Baseline | Target |
|---|---|---|---|---|
| Project No. 1: Data benchmarking | Pillar 3: Accurate understanding of needs through effective use of data | Better transparency and understanding between partners at ICB partnership level Ability to spot trends in data and react with better more timely decisions | SE SENDAP data is currently provided by around half of SE LAs and attendance at workshops is only a little better than this. SENDAP measures have consistent definitions but are not currently in line with DfE and RIIA. | By the end of March 2027, we will agree a renewed set of SE SENDAP measures, standardised with consistent definitions, in line with DfE and RIIA measurespublish annual SENDAP Benchmarking dashboards have engaged all 19 SE LAs in data collection and workshop attendance publish an analysis of barriers, drivers and best practice for SE SENDAP data collection and benchmarking. Each quarter, we will publish quarterly SENDAP Benchmarking dashboardsorganise and hold quarterly meetings of the SE SENDAP data leads network and Insights & Trends workshops |
| Project No 50: ICB partnership data dashboards | Pillar 5: Effective partnership working across education, health and social care | An understanding of what the key elements are to success that can be shared with other ICB footprint areas. Effective sharing and presentation of data that maximises the efficiency of working across an ICB footprint | In principle agreement to take the work forward across 8 LAs and Thames Valley ICB. Agreement to work on this between the LAs and with the Hampshire and Isle of Wight ICB | By Dec 26, establish the project group in TVB ICB area for development of the shared dashboard By Mar 27, establish the timetable for production of similar dashboards in the other three SE ICB areas |
DfE requirement 2: SEND Regional Diagnostics
Continue to identify issues in SEND and AP provision within LAs and across the region;
- Ensure there is an agreed delivery strategy for Regional Diagnostics to review area(s) of SEND performance within LAs in the region and area(s) of performance across the region as a whole, considering the Schools White Paper and SEND reforms. It should identify areas of strength and effective practice that can be disseminated and areas of the weakness that can be targeted for improvement.
- Deliver the designed Regional Diagnostics. Ensure delivery is available to every LA in the region. Delivery can take any form the RIIA and LA deems appropriate and could include a self-assessment and/or peer challenge programme to drive improvement.
- Collate and share headline learnings from the Regional Diagnostics with individual LAs and across the region to inform continuous improvement and sharing of good practice. Liaise with the CIB RIIA engagement sub-group to share learnings from Regional Diagnostics.
Utilise the Department’s 7 SEND pillars and the requirements of the local SEND reform plans in the delivery of regional diagnostics to ensure the RIIA is best supporting the local areas transformation, and the development of their local SEND reform plans.
| Project | Pillar | Benefits | Baseline | Target |
|---|---|---|---|---|
| Project No 3: Courageous Conversations | Pillar 3: Accurate understanding of needs and experiences of children and young people trough effective use of quantitative and qualitative data. | Enabling effective practice to be identified and shared across the region. Enabling an increased confidence in local partnerships as well as a clarity on what needs to be addressed Enabling peer challenge and support, including the involvement of PCF representatives from other areas within the South East region Enabling the development of skills and understanding in participants, including from other peers. Providing diagnostic results to inform SEND Regional Improvement activity | Over a two-year period 16 out of 19 LAs have had at least one SEND Courageous Conversation13 LAs have had staff take part in other areas.All SEND Courageous Conversations have had PCF representatives take part from other areas.Learning has been shared with all 19 LAsAn evaluation report has been produced that sets out the very positive impact, including changes to processes that have improved quality of service for children and families, and enhanced partnership relationshipsLearning sessions between groups of LAs have taken place. | Up to 10 SEND Courageous Conversations to be delivered April 2026 to end of March 2027, with LA and PCF representatives from other areas taking part delivering peer challenge, enabling sharing of learning across the region. 2 by end Q2; 4 in Q3; 4 in Q4At least 3 (1 each in Q2, 3 and 4) learning sessions to be held with groups of LAs to reflect on diagnostic work and next steps, to share best practice and improvement activityEvaluation report to be produced, enabling sharing of best practice by March 2027. |
DfE requirement 3: SEND Regional Improvement
Deliver programmes of work that support delivery of SEND and AP improvement and reform across every LA within the region and where appropriate, with specific regions.
- Design and deliver activity that drives improvement and effective delivery of SEND reforms and transformation of the system. Activity should support key areas as outlined in the Department’s 7 SEND pillars, and drive priorities aggregated from within the region’s Local SEND Reform Plans, supported by learnings from the Change Programme.
- Regional support provided by the RIIA should include a specific focus on collaboration and join-up across the design and delivery of Local SEND Reform Plans for all LAs in the region. This could include establishing communities of practice for relevant leads involved in plan design, development, and delivery.
- With agreement of the whole RIIA and in consultation with the DfE regional team, delivery of regional improvement support projects can, in some instances, be targeted at specific LAs.
- Projects should be developed with the support and engagement of regional partners specifically including, but not limited to, health (Integrated Care Boards), Parent Carer Forums (PCFs), and education settings.
| Project | Pillar | Benefits | Baseline | Target |
|---|---|---|---|---|
| Project No. 4: SEND Workforce Residential Staff | Pillar 6: Skilled workforce across LA, education settings, health and social care | Improvement to both the capacity and capability of the children’s residential workforce. The programme is acting to enhance local authorities’ ability to develop and deliver high quality residential care for children with additional needs.This will contribute to their ability to meet the needs of their communities and specifically the children with most complex needs. Plans are set at https://www.seslip.co.uk/wp-content/uploads/2026/04/Project-4-SEND-Residential-Workforce-2026-27-programme.pdf | The Residential workforce in the South East (alongside the rest of the country) is poorly developed and supported. This has been recognised in the planned national review (https://www.gov.uk/government/publications/review-of-professional-development-for-the-childrens-homes-workforce-terms-of-reference). This project is a key component of SESLIP and the SE RCC’s work to address the issues in this critical component of the SEND/CSC workforce. | Kingston Graduate Diploma (12-24 places): by the end of Q2 we will identify employing partners; by the end of Q3 will identify between 12-24 delegates; by end Q4 12-24 delegates will be enrolled on The Kingston Diploma courseStep into Residential Care and Care to Lead; subject to the National Review making expected progress, by the end of Q3 we will have identified potential employing partners for these two programmes. By the end of Q4 we will have published investment proposals for investing in both programmes |
| Project No. 5: Take Your Place | Pillar 6: Skilled workforce across LA, education settings, health and social care | This programme is designed to equip leaders in SEND and CSC for the complex and challenging environment faced. It aims to provide the skills, knowledge and support needed to deliver effective services. It also helps develop a pipeline for future leaders in the region. | SESLIP has developed an offer to improve leadership of SEND and Children services over the last 5 years. This has contributed to developing a pipeline of potential Assistant Directors and Directors in Children’s services | Working with The Staff College as our delivery partner, by end Q2 we will publish a programme including: Delivery of leadership additional cohort of SESLIP programme for SEND and CSC leaders. Offering joint leadership VUCA workshops to partners in each of the 4 ICB areas 20 places on the core leadership programme, 60-80 leaders completing the VUCA workshops 10 people accessing the BALI programme. |
| Project No. 7: SEND Workforce part 2 | Pillar 6: Skilled workforce across LA, education settings, health and social care | Through training from expert legal practitioners, regional skills and expertise will be developed and enhanced. Benefits LAs with high numbers of new staff in statutory delivery services by providing training in fundamental areas of SEND legal practice. Hot topics provide an informed opportunity for professionals and parent/carers to clarify issues and procedures, supporting collective understanding and improved delivery of services Widening of topics reflects links with related areas of legislation (e.g. DoLS) | A successful programme of legal support was delivered by Bevan Brittan in 25/26. This project extends that programme based upon attendee feedback and SEND reform requirements. The SEND apprenticeship programme was developed in 25/26 and a delivery partner was found to take forward the apprenticeship. The aim of work as part of this project will be to evaluate the impact of the model and, depending on feedback, either build on what has been achieved or explore options to improve delivery. A successful SEND workforce survey was carried out in 25/26. The 26/27 survey will include an additional focus on challenges associated with ‘Experts at Hand’. | 16 training session from Bevan Brittan delivered. 6 sessions in Q3 will target professional staff and cover the fundamentals of the statutory process. 10 sessions in Q4 will cover topics suited to a more wide-ranging audience.Sessions will be recorded where appropriate and materials made available on the SESLIP websiteOngoing evaluation (after every session) will be collated to gauge the perceived value and impact of sessions.The SEND apprenticeship programme will have increased numbers of participants and/or secured new providersThe SEND staff survey (Q2/3) will provide a comparative picture of current regional SEND staffing, including data that supports readiness for ‘Experts at Hand’. |
| Project No. 8 Leaders in SEND (formerly SEND Strategic and Operational Leads) | Pillar 2: Effective system leadership and governance | Supports the maintenance of a stable knowledgeable workforce around SEN leadership Encourages focus on high quality delivery of service essentials Provides a platform to share practice, experience and progress around local area SEND reform plans Promotes collegiality and trust amongst regional SEND leaders to drive improvement The project may be extended in response to requirement for additional meetings in support of improvement/SEND reform plan delivery | A well-attended network group for SEND Strategic Leads and Operational Leads has been in place for the last 3 years with engagement from all 19 local areas. There are strong chairs for both networks. This project proposes a slight change in the title of network groups to reflect a changing workforce and the potential implications for leadership roles associated with SEND reform and LGR. The groups have successfully trialled a pattern of joint and separate meetings which will inform the pattern of meetings and events in 26/27. | Joint termly meetings (Q1-4) for both groups with agendas also jointly agreed in advance Potential considered for 2 focussed meetings (Q2 & 4) to reflect concerns of varied SEND management responsibilities SEND in-person event held (Q3), delivered jointly with Education Leads network and, potentially AP network Surveys conducted at the end of Q2,3 & 4 to gauge impact and steer the content of network meetings. |
| Project 11: DCO/DMO network | Pillar 5: Effective partnership working across education, health and social care | Better understanding between partners Opportunities for collaboration to drive change and improvement | RIIA links with the regional DMO/DCO network have existed for several years. The network has supported health colleagues through current upheavals and provided a means of linking with RIIA activity. New plans formalise this support with plans to work together on jointly agreed task and finish projects linked to SEND reform. | Termly meetings of DCO/DMO network Sharing of regional and national joint SEND practice at SEND forum/SEND forum plus Updated regional practice guidelines for health partners working in SEND (Q3-4) |
| Project No. 12: SEND Forum | Pillar 2: Effective system leadership and governance | User friendly timings support attendance by professionals and parent/carers enabling attendees to keep up to date with national and regional SEND developments Provides an opportunity for sharing innovation from a wide range of service providers, including independent organisationsAttendees value the inspirational nature of presentationsThe forum attracts national speakers that attendees may not otherwise have opportunity to hear fromThe in-depth presentations provided at SEND forum plus will support greater understanding of approaches, including SEND reform requirementsRecording of SEND forum plus sessions will facilitate wider reach and more reflective use of information. | A very successful regional SEND forum has been in place for the last 2 years, jointly chaired with NHSE and hosting a very wide range of speakers. To accommodate all speakers and make best use of time, existing forums are content heavy with less opportunity for in depth exploration and questions. Feedback is extremely positive but has also highlighted that opportunities for greater depth around some topics would be appreciated. “SEND forum plus” is designed to fill this gap. | Sustained interest and attendance at termly SEND forums (Q1, 2,3 & 4) Forum relevance assured through feedback at every forum with an overall summary produced in Q4 to reflect on progress and inform next steps Successful implementation of SEND Forum Plus (Q2.3 & 4) gauged via data (numbers participating) and short feedback surveys. |
| Project No. 10: PfA and post-16 Network | Pillar 5: Effective partnership working across education, health and social care | Provides a unique opportunity for services to work with parent/carers, young people and service providers to tackle complex issues and develop as appropriate regional guidance Creates a forum for discussion and clarification as further guidance around post 16 SEND provision emerges | Provides a unique opportunity for services to work with parent/carers, young people and service providers to tackle complex issues and develop as appropriate regional guidance Creates a forum for discussion and clarification as further guidance around post 16 SEND provision emerges | The COP will meet once per term with an additional in person event in Q4Additional task and finish groups will be convened as required to develop regional guidanceFeedback will be gathered following each COP meeting (Q2,3,4)A final report will be produced to include the impact of project work from the perspective of COP members and including regional data as available (Q4) |
| Project No. 13: CYP Regional Network | Pillar 1: Co-production with parents/carers and CYP | Amplifies the voice of children and young people and provides a forum for sharing experienceSupports the development of strong engagement models and empowers CYP to challenge and celebrate how their voice is heardProvides a bank of tools and information to support the development of CYP engagement models in local areasDevelops a holistic model for engagement for CYP regionally and local areas – ‘say it once’ that has an influence on commissioning and practiceExplore the opportunity for eLearning training to ensure a cohesive approach across the region in partnership with CYP | The network has secured joint chairs from the participation sector and has secured involvement from all 19 regions. It is well placed to increase involvement from CYP. Two task and finish groups were successfully set up to support the creation and distribution of a regional survey and arrange a celebration event. The results of the survey will be used to inform priorities for next steps in the context of SEND reform. | There will be at least one termly meeting of the COP with evidence of increased participation at COP in meetings (Q2-4)There will be an event in the Autumn to share the findings of the survey and to identify priorities for this year. (Q2)Task and finish groups will take forward at least two priorities identified by the survey (Q3-4)There will be an in-person event with CYP with SEND(Q4)A final report will summarise progress and impact, including the extent to which CYP feel that the COP has supported them in making their voice heard (Q4) |
| Project No. 15: AP network (part 2) | Pillar 4: High quality service delivery at universal, targeted and specialist levels to promote inclusion. | Extending insights and learning from 2025-26 work. Supporting implementation of an area of recommendation: support building blocks for increased consistency of cross-border QA. Reducing safeguarding risk for CYP with SEND and/or vulnerable as a result of information-sharing agreement(s). Engagement with LADO arrangements. Trial cross-border collaborations within a sub-regional / ICB geography. | Building on last year’s QA of non-school AP task-and-finish group, which tested a method to summarise an overview of local arrangements and local challenges. Cross-border arrangements (info sharing; shared QA of some providers; market development) were identified areas for development. Pan-Berkshire has an informal network of LA officers whose responsibilities including QA of N-S AP. The other LAs in the Thames Valley footprint, as yet have no regular ‘between LA’ arrangements. | Follow-up interviews with LAs from the part 1: to publish updated practice vignettes, identifying further practice impacts. (Nov26)Publish two learner voice in AP: case examples (Jan 27).Support two sub-regional groups of adjoining LAs to draft and share information-sharing agreements regarding QA and risk in non-school APs. Publish two case examples (including an information-sharing MOU), Mar 27.Support two sets of adjoining LAs to better align with each others’ QA processes. Publish 2 case studies about shared QA processes of non-school AP and insights from trialling. (Mar 27)Publish an insights report from the project and disseminate to SE LAs via the South-east Education Directors Network and the Access to Education Group. (Apr 27) |
| Project No. 18: Decision technology part 2 | Pillar 4: High quality service delivery at universal, targeted and specialist levels to promote inclusion | More consistent, evidence-based assessment and banding of the additional needs of children and young people with SEND across settings and local authorities, enabling fairer and more transparent resource allocation and better use of available funding. A technically supported, well-maintained tool ensures reliability at scale, reduces variation in decision-making between areas, and gives practitioners a shared framework as new demands arise from the SEND reforms. | The tool currently exists as a tested prototype, used by Oxfordshire approx. 600 child assessments, but without dedicated technical support, an established user group, or a supported deployment route beyond the initial pilot. Assessment and banding practice across the wider region remains variable. | By end March 2027, secure a technical partner and a sustainable support arrangement; By Dec 2026 we will establish a functioning regional user group; By Dec 2026 we will publish the timetable for an agreed set of refinements and reform-driven features; and By Dec 26 we will identify which new local authorities/settings beyond the original pilot. |
| Project No. 19: Coproduction part 2 | Pillar 1: Co-production with parents/carers and CYP | Completion and sharing of co-production multi-agency survey will provide a regional picture of practice Survey provides an informed basis from which to develop a shared regional understanding and commitment to coproduction | Survey has been completed and the majority of PCFs have responded. Local Areas requested additional time due to pressures of producing SEND reform plans. Requests to complete are being refreshed. | Survey completion and presentation (Q 2/3) Development of coproduction guidelines (Q4) Collective identification of potential ways in which LAs could support PCFs (Q4) |
| Project No. 20: Mainstream Inclusion project part 2 | Pillar 4: High quality service delivery at universal, targeted and specialist levels to promote inclusion | Sharing of best practice supports understanding of SEND reform aspirations and provides practical models that foster high quality delivery across the region. Joint working with RISE, NASEN, CDC etc will promote a shared vision and ensure efficient and cohesive regional support around mainstream inclusion with a focus on practical, agreed methods for identifying best practice. Opportunity to support and track the development of the ‘Experts at Hand’ model in line with DfE support guidance and Year 1 expectations. This will include a focus on ways in which aligned initiatives (e.g. FFPP/LGR) can be harnessed through the Experts at hand model to support a shared vision for the future. Provides a consistent feedback loop. The intention will be to expand membership to include CYP and representation from schools within the region. Celebrates progress and achievement – a whole day in-person event will focus on the impact of work In Local areas and individual settings Supports the development of knowledgeable leadership and governance in SEND through sharing of good practice at multiple levels. | An Inclusion COP was established in 25/26, with representatives secured from several agencies and organisations and including PCF representatives. The interim evaluation noted that the project had moved beyond the implementation stage to sharing learning around innovative practice and identifying barriers to successful mainstream inclusion. The group currently has engagement from most local areas, including good representation from parent/carers. Case studies have been shared from the group using an agreed methodology. The group is in a good position to move from sharing practice to supporting the implementation of consistent practice whilst highlighting new and innovative approaches. | Regional survey to gauge progress and approaches around ‘Experts at Hand’ (Q2/3). Survey (alongside data from SEND staff survey) will inform development of an Experts at Hand task and finish group. (Q2-4) Learning from this group will be shared once per term at SEND forums.Refresh Inclusion COP to widen group membership to schools and settings. 3 meetings to be held (Q2,3 &4) and one ‘celebration event’ (Q4)Pulse surveys issued and analysed after every COP meetingA minimum of two virtual meetings of EAH focus group held (Q2-4)Three examples of mainstream inclusion good practice, including one delivered by a school or provision, shared through “SEND Forum Plus” and/or recorded seminar shared on SESLIP website (Q2-4)Contribution made to activity with regional delivery partners to assure examples of best practice using QA guidanceIn-person celebration event (Q3/4) to include settings, including specialist and AP. The event should also highlight practice around the development of EAH.Final report produced which may include a follow-up EAH survey if required (Q4) |
| Project No. 21: SENDAP and inclusion, (part 2) | Pillar 4: High quality service delivery at universal, targeted and specialist levels to promote inclusion | Stronger strategic position with local school systems in support of inclusion. Financial incentives for a school to identify escalating absences and disengagement from learning earlier (and underlying needs such as SEND). Reinforce a principle of funding following the child and increase school-led interim provision, which is more likely to achieve reintegration.Review procedures and comms templates with input from LGSC Ombudsman to reduce complaints found against LAs.Trial an approach to collate data for comparable group of CYP educated under s19 which could be extended across the South-east. | 10 LAs participated in sharing and developing practice on AP & education support via section 19 (Education Act 1996). Progress was made on policy wording, procedure and decision-making. Further work on financial agreements between LA & schools. Further work on defining key groups of CYP educated under s19 and how to collate / report data / reintegration. Update requested from LGSCO following their updated guidance. | Two webinars sharing LA practice on an aspect of s19 / non-school arrangements by Mar 27.1 dissemination session with LGSCO and considering updated case studies from LAs of s19 procedure / communication with parents / decision-making. (Mar 27). Recruit min 5 LAs to s19 data collation project supported by SESLIP. Publish recommendations for future s19 data collation. (Mar 27).Publish practice vignettes and published examples of local procedures for ‘funding to follow the child’, when s19 education is put in place. (Mar 27). |
| Project No. 22: Youth Justice/SEND: Promoting Re-inclusion, Reducing Exclusions (PRRE) part 2 | Pillar 4: High quality service delivery at universal, targeted and specialist levels to promote inclusion | Through delivery of the Promoting Re-inclusion, Reducing Exclusions (PRRE) project, the RIIA will realise significant regional benefits by establishing a scalable, evidence-based model for the early identification and support of children at risk of exclusion and youth justice involvement.The project will strengthen workforce capability across education, health, social care and youth justice, improve multi-agency collaboration, increase the identification of previously unmet Speech, Language and Communication Needs, and reduce key risk factors associated with exclusion, serious youth violence and offending.The project will also generate robust regional data and evaluation evidence, creating a sustainable foundation for future commissioning, policy development and system-wide improvement across all nine Thames Valley local authorities | The baseline position is that the PRRE model currently operates within Milton Keynes only and is not embedded consistently across the Thames Valley region. During 2025–26, PRRE received 53 school referrals, with assessment findings demonstrating high levels of previously unidentified Speech, Language and Communication Needs amongst children at risk of exclusion. Regional variation exists in the identification of SLCN, access to specialist assessment, workforce knowledge and the availability of consistent outcome data. The SESLIP project has established baseline referral, assessment and stakeholder feedback measures which will enable comparison of outcomes as the model is implemented across participating local authorities | By March 2027, the project will deliver a fully developed and transferable PRRE implementation model, workforce development offer, and evaluation framework capable of supporting roll-out across all nine Thames Valley local authorities. By March 2027, the project will publish a review of the progress including impact on the following: identification of Speech, Language and Communication Needs amongst children at risk of exclusion; practitioner confidence and multi-agency practice; consistency of regional data collection; school inclusion; reduced exclusion risk; known risk factors associated with youth justice involvement, serious youth violence and social vulnerability. |
| Project No. 51: Analysis of maturity indicators and reform plans | Pillar 3: Accurate understanding of needs through effective use of data | Provides collective evidence-based data to inform the direction of ongoing SEND reform and improvement projects.Identifies areas for targeted SEND reform support Supports the development of a shared vision and highlights evidence informed priorities.Fosters coproduction and relationships building at the heart of all activity by sharing findings with partners, facilitating informed joint identification of priorities and methodology Ensures high quality delivery of the essentials through identification of strengths, barriers and priorities | LAs have shared aspects of SEND reform plans through networking and targeted support activity. There is agreement from Education Leads to share reform plans/maturity index with the region for the purpose of identifying regional priorities and support. | Confirm willingness to share information and collect from individual LAs (Q 1 & 2) Agree methodology for analysis and presentation of results. Complete analysis (Q2-3) and share with ‘Leaders in SEND’ group and SEND governance group (others as required), Adaptations to existing projects or proposals for new projects agreed and shared. (Q3) Requirement for further survey considered to gauge regional progress (Q4) |
| Project No. 52: Cluster funding models | Pillar 7: Targeted and judicious use of resources including place planning, sufficiency and use of capital | Provides a proven means for local areas to work with settings and partners to understand, evaluate and make joint decisions for allocating local SEND resourcesFacilitate cross LA working to address common issues around place planning and sufficiencyCan be used as a tool for developing Experts at HandSupports the development of the model in local areas through the sharing of practice | Local areas approached the RIIA in 25/26 to support the development of a Community of Practice to share learning and understand of the cluster model. Interest is growing and there is need to formalise support to extend the reach and impact of this work | Termly meetings of Cluster COP (Q2,3 &4) heldBy end Q2 have 2 LAs engaged; by end Q3 increase to 4; by end Q4 increase to 6Support to individual LAs is shared at COPs to benefit development of the approach for allThe implementation of the approach is shared at SEND forums on at least one occasionA final report will summarise progress, including elements identified as supporting implementation of the approach. |