Lewisham is set to implement national reforms designed to enhance support for children with Special Educational Needs and Disabilities (SEND). The borough has developed a Local SEND Reform Plan (LSRP), which has been submitted to the Secretary of State for approval. This plan's approval is crucial, as it could lead to up to 90% of the High Needs Block deficit being written off, a significant financial benefit for the council. The deficit currently stands at £24.4 million as of March 2026.
The LSRP was submitted on June 19, 2026, with a decision from the Secretary of State anticipated in September 2026. Year one funding for the reform implementation, including aspects of the LSRP and the development of an 'Experts at Hand' (EAH) offer, is available from June 2026 to March 2027. The overall reform program is envisioned as a ten-year transformation, with Lewisham's LSRP outlining delivery over the next three years. The initial EAH model is planned to begin delivery in a test and trial phase in Autumn 2026.
The national reforms, detailed in the government's SEND reform: putting children and young people first
consultation, aim to provide earlier, more consistent support within mainstream settings. A core element of these reforms is the introduction of 'Experts at Hand' (EAH) multidisciplinary teams. These teams, comprising professionals such as educational psychologists, speech and language therapists, occupational therapists, and specialist SEND teachers, will offer mainstream settings, Early Years providers, schools, and post-16 institutions on-demand access to specialist expertise. The EAH model is being developed in Lewisham with a focus on co-production and ensuring the quality of support, likely delivered to clusters of settings to ensure children's needs are identified and met earlier.
Furthermore, the reforms introduce a tiered model of SEND support and aim to standardize Education, Health and Care Plans (EHCPs). The new digital and nationally standardized EHCPs are expected to simplify processes, particularly when a child moves between local areas, as different regions currently use varying templates and systems. Digitizing EHCPs is also anticipated to be highly beneficial. A significant shift in the process will see EHCPs created after specialist provision packages and placement decisions are made, rather than preceding them as in the current system. From 2029-30, children with EHCPs will be assessed against a new threshold at the end of their statutory phase of education.
Every secondary school is also expected to establish an 'Inclusion Base' (also referred to as a support base or specialist base) to offer targeted support for pupils with additional needs. These bases are envisioned as flexible spaces catering to various levels of need, potentially including small group work, quiet areas for pupils overwhelmed by busy school environments, adapted curriculum teaching, and one-to-one personal care. While the guidance on these bases has recently been released, the responsibility for their resourcing and staffing lies with individual schools, reflecting the principle that SEND is everybody's business.
The specific resourcing and staffing models for these bases were not detailed.
Concerns regarding staff turnover in SEND roles and its potential impact on support delivery were raised during discussions. Reinhild Onuoha, Head of Integrated SEND Services, addressed these concerns, assuring that retention plans are in place. These include a focus on positive appraisals, staff development, training opportunities, and flexible working arrangements. Lewisham's positive reputation and the amazing work
being done are seen as key factors in attracting and retaining professionals. While specific evidence supporting the effectiveness of these plans was not detailed, the council is committed to improving procedures to prevent delays in ongoing cases when caseworkers change.
The Local SEND Reform Plan (LSRP) includes outcome measures designed to evolve over time. Beyond parental satisfaction and attainment, the plan will collect qualitative data on the experiences of children, parents, and teachers. This data will assess how children are experiencing their school settings and the impact of upskilling teachers to feel confident in supporting a diverse range of pupils. The reforms aim to ensure children's needs are met earlier, thereby preventing escalation to higher levels of need. The collected data will be instrumental in understanding the reforms' impact, informing the LSRP's ongoing development, and ensuring tangible benefits for families of children with SEND.
