SEND - Local offer

In West Midlands:

The SEND&AP Improvement Plan is a 3-tier model for AP and mainstream settings based on earlier identification of need and targeted support in mainstream schools to address needs early and reduce preventable exclusion.

Regional Summary

The Alternative Provision (AP) Development Plan has been integrated into the CP Phase 2 Delivery Plan, with each Local Authority refining their original plans through closer collaboration with partners. AP has become a recurring focus during the CPP Fortnightly Catch-Up meetings.

Significant progress has been made in implementing the three-tier model across the four Local Authorities, with elements of the testing phase now embedded within the systems.

In Shropshire and Telford and Wrekin, the APST model is advancing, supported by the appointment of a Taskforce Manager, a commissioned Neurodiversity Worker, an Occupational Therapist, and additional roles such as Family Support Worker and Youth Justice Worker, set to commence on 1st April.

A Tier 1 and 2 Outreach model is being tested across Worcestershire. AP Partner Head Teachers are working with district headteachers to design and test an intervention model that meets the needs of children. Schools have accessed training, advice, and guidance, and each of the 5 partner APs has increased staffing to support children in mainstream schools.

In Herefordshire, recruitment of an AP lead is underway to collaborate with schools in developing tailored in-school alternative provisions for children with SEN or those in AP. Processes will be put in place to ensure the quality of unregistered AP providers through monitoring and evaluation. Clear guidance will be created for schools on in-school interventions, emphasizing the prevention of permanent exclusions. The capacity of the SEMH Inclusion Service will be reviewed and enhanced to provide increased in-school support where needed.

Future Plans:

Each Local Authority will be requested to provide updated actions against the Phase 2 Delivery Plan to demonstrate the implementation and impact of the AP strand. This will be a standing agenda item for discussion during the fortnightly catch-up meetings.

The second AP Network meeting across the CPP is scheduled for 13th March, with a specific focus on Tier 2 Intervention strategies and creating a ‘Good Practice Guide’.

Shropshire, Telford and Wrekin only

Children Supported:

EYFS: 160

Primary: 296

The Talk Boost initiative is nearing completion, with 40% of settings rescreening children by the end of February. Early results show a significant impact, with 75% of children progressing to a green RAG rating, and some advancing from a baseline red. For children not yet achieving green, targeted plus interventions will be implemented, supported by formal assessments in receptive and expressive language. Consistency across settings is ensured through a flowchart guiding intervention selection.

The ELSEC team has received comprehensive training in the BEST intervention, including Makaton signing, to support children requiring additional help. This is complemented by whole school CPD twilight sessions on “using questions in everyday interactions,” aimed at fostering inclusive communication. Feeder nursery settings are also participating, with feedback proving highly positive.

Specialist staff have accessed Word Aware training, enhancing their expertise, and all settings are invited to join an online forum for peer supervision and support. Initially facilitated by the ELSEC team, this forum aims to strengthen collaborative learning and clinical guidance.

Future Plans:

Schools have been offered two online training dates in March to support the roll-out of the BEST (Building Early Sentence Therapy) intervention, conducted twice weekly under the guidance of ELSEC speech and language therapists (SaLTs). ELSEC HLTAs will co-deliver the intervention with SaLTs initially, then train school TAs to ensure sustainability. Targeted plus interventions will also include narrative therapy for children needing additional support.

EY Word Aware training for two SaLTs is scheduled for March, followed by a broader rollout of EY and Primary Word Aware programs next month for the ELSEC workforce. This will form part of the CPD offer on Supporting Vocabulary in early years and classrooms, integrating the Concept Cat intervention for children still assessed as red or amber after Talk Boost.

Additionally, a new parent workshop for early years children has been developed and will launch in nursery settings in March, collaboratively led by a SaLT, ELSEC HLTA, and school TA to support long-term implementation.

In West Midlands:

Regional Summary:

West Midlands: Efforts are underway to map inclusive provision, identifying available services and aiming to create a comprehensive framework for accessibility and inclusion through a multi-agency approach. Health services are also being mapped to ensure equitable access and quality care.

Telford and Wrekin (T&W) and Herefordshire: Secondary Inclusion Specialist and Education Inclusion Advisors have been appointed to enhance support for schools by fostering inclusive practices, guiding staff development, and ensuring tailored strategies meet diverse needs.

Worcestershire: An Inclusive Provision guide has been created in partnership with SENCO’s, PCF, Health, and WCC colleagues. The next phase involves moving from paper to practice, with the University of Worcester supporting further co-production. Over 40 schools and Trusts have expressed interest in the Changemakers programme to test and refine the guide.

Telford and Wrekin: AI is being tested in schools to tailor lesson plans, transcribe meetings, review legislation and policies, help children with descriptive language, summarise EHCPs, and provide personalized learning experiences. AI review meetings with IT staff continue to ensure GDPR compliance and measure risks.

SEND Innovation: Collaboration with other Local Authorities outside the change programme to showcase processes and learn from each other, ensuring creative solutions make a tangible impact.

Youth Voice Officers: Employed to capture pupil voice, enhancing their involvement in decisions affecting their learning and school environment.

Parent Carer Forums (PCFs): Continued collaboration to shape the support offer, align community services with family needs, and provide accessible information on available resources.

Future Plans:

Inclusive Provision Mapping: Continue gathering comprehensive understanding of ongoing developments to ensure a clear and unified perspective across all services.

SEND Innovation: Maintain consistent collaboration with other Local Authorities and encourage transparency to create meaningful outcomes. Parent carer feedback and youth voice will support a culture of inclusive leadership.

AI Trials: Plans to expand AI trials in schools to other West Midlands Local Authorities if phase three is agreed, allowing other areas to see benefits or challenges.

AI for EHC Writing: Progress in Telford and Wrekin to use AI for EHC writing within the local authority, with co-pilot paid licenses being purchased.