New Model for SEND High Needs EHCP Operational Delivery

FAO : Head Teachers, SENDCo, Inclusion Leads, Schools, Early Years Settings, Further Education Setting SENDCo and Inclusion Leads, 30 August 2024 10:06

We are pleased to share the details of our new model for Special Educational Needs and Disabilities (SEND) High Need EHCP operational delivery. This initiative is part of our ongoing commitment to enhancing the support we provide to children with special educational needs and their families.

As we move towards this new model, we are focused on improving both internal and external working practices. Our redesign aims to enhance the staff experience and, most importantly, achieve better outcomes for the children we serve. To ensure a seamless transition, our teams will undertake all handover processes during the week of September 2nd, minimising any disruption to families and our partners.

The new model includes the following key elements:

Investment in Staff and Capacity: We are investing in our workforce by improving working practices, providing additional training, and creating new operational roles. This will enhance the quality of service delivered to children and their families.
Increased Leadership and Management: We are expanding our leadership team by recruiting an additional Head of Service. This will ensure that each locality is supported by dedicated leadership, enabling us to offer more tailored support to staff and stakeholders.
Continued Locality-Based Approach: We will maintain our current locality structure—North, East & Broadland; City & South; and West & Breckland—alongside the Family Help and School and Community Zone teams. Each locality will have three teams:
- Two teams focusing on EHCP coordination and review, covering new needs assessments and ongoing reviews.
- A Post-14 team that will work with children and young people from Key Stage 4 onwards, incorporating the functions of the previous Post-16 team.

This model is designed to provide better local support and reinforce our commitment to relationship-based practice